Background: The global landscape of vascular health is currently defined by a significant and rising prevalence of venous disorders, which impose a substantial burden on both healthcare systems and the quality of life of affected individuals. Within this spectrum, venous insufficiency the manifesting as Varicose Veins (VV), Deep Vein Thrombosis (DVT), and the potentially catastrophic Venous Thromboembolism (VTE) represents a major challenge for modern clinical practice. For the nursing profession, these conditions are doubly significant; nurses are the primary providers of prophylactic care and early detection in clinical settings, yet they are also an at-risk population for developing venous disorders due to the physical demands of their occupation. As final-year B.Sc. Nursing students in Udaipur prepare to transition into professional roles, the assessment and enhancement of their theoretical knowledge regarding these conditions become a critical objective. This transition period is the final opportunity to ensure that future practitioners possess the cognitive framework necessary to implement evidence-based vascular care and advocate for patient safety in the high-pressure environments of tertiary healthcare. This study evaluates the impact of structured pedagogical interventions on the cognitive proficiency of final year nursing students regarding venous insufficiency in selected nursing colleges at Udaipur. Methods: A pre-experimental one-group pretest–posttest design was used among 100 participants. Data were collected using a structured questionnaire and analyzed using paired t-test. Results: Mean post-test knowledge score 25.38 (82.33 %) is greater than the mean pre-test knowledge score 10.97 (34.43%) ‘t’ value of 29.53 is significantly higher than the table value 1.98 at 0.05 level of significance indicating effectiveness of structured pedagogical interventions. Conclusion: Teaching strategy significantly improved knowledge regarding venous insufficiency among final year B.Sc. nursing Students.

Venous Insufficiency, Structured pedagogical interventions, knowledge, Nursing Students