WORLD JOURNAL OF ADVANCE
HEALTHCARE RESEARCH

Ravi Kumar* and Dr. Shakti Singh Soni

ABSTRACT

Background: Coping is a crucial adaptive process that enables older adults to manage stress, chronic illness, and age-related life transitions. Educational interventions are an effective approach to promote awareness, skill-building, and psychosocial well-being among elderly populations, particularly in community settings where professional support is limited. Objectives: To assess the impact of an educational intervention on knowledge regarding coping strategies among older adults residing in selected community areas of Sri Ganganagar, Rajasthan. Methodology: A quasi-experimental one-group pre-test post-test design was used. Sixty older adults aged 60 years and above were selected using a purposive sampling technique. Data were collected using a structured knowledge questionnaire on coping strategies. The intervention consisted of a structured educational program focusing on problem-focused and emotion-focused coping approaches. Post-test data were collected after one week. Descriptive and inferential statistics, including paired t-test, were used to analyze pre-test and post-test scores. Results: The mean pre-test knowledge score was significantly lower than the post-test score (p < 0.001), indicating that the educational intervention effectively improved participants’ understanding of coping strategies. The majority of participants demonstrated enhanced awareness of adaptive techniques such as positive reframing, social engagement, and stress regulation following the intervention. Conclusion: Structured educational programs significantly improve the knowledge of coping strategies among older adults. Integrating such community-based educational modules into nursing practice can foster self-efficacy, promote resilience, and enhance overall well-being in the geriatric population.