Labour induction involves the stimulation of uterine contractions to produce delivery before the onset of spontaneous labour. This procedure has been commonly used since the synthesis of oxytocin (Pitocin) in the 1950s; labour is currently induced in about 13 percent of live births in the United States. Most labour inductions are for postdate pregnancy which occurs in about 10 percent of live births. Intrapartum nurses bear significant responsibility for assessing, supporting, documenting, and verbally communicating labour progress to birth attendants, families, and the women themselves. Contemporary research allows for a wider range of normal labour progress than in the past. Reduction in the rate of primary cesareans is needed to improve maternal and neonatal outcomes. Application of the contemporary evidence on induction of labour is an important aspect of the challenge being faced, to translate the evidence into practice.

During the physiological process of labor, from the uterus the fetus, membranes, umbilical cord, and placenta are expelled out. Background: The successful practice of tracking the learning activities based on the research literature is the fundamental component of high quality education. Aim: To evaluate the effectiveness of the recapitulation of stages of labor (ROSOL) model on learning ability of final-year BSc nursing students. Materials and methods: The research approach was quantitative and one-group pretest-posttest preexperimental research design. A total of 90 students from BSc nursing final year, Kasturba Gandhi Nursing College, Puducherry, was selected by the purposive sampling technique. The pretest level of knowledge was assessed by a structured knowledge questionnaire and the ROSOL model was issued to the students. After 7 days, the posttest level of knowledge was assessed by using same structured knowledge questionnaires. Descriptive and inferential statistics like frequency, percentage, mean, standard deviation, and the Wilcoxon signed-rank test were used for analyzing the data. Results: In pretest, 40 (44.4%) had inadequate knowledge, 48 (53.3%) had moderately adequate knowledge, and 2 (2.2%) had adequate knowledge. In posttest, 1 had inadequate and moderately adequate knowledge and 90 (100%) had adequate knowledge. The mean value was 9.81 and 17.68 during pre-and posttest, respectively. The median value was 10 and 18 during pre-and posttest, respectively. The obtained Wilcoxon signed-rank test value was 8.265. The improvement of knowledge was assessed using the paired t-test; it was found statistically significant at p < 0.001 level. Conclusion:The ROSOL model was effective in improving the learning ability among final-year BSc nursing students.