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Background: Critical care medicine and nursing are young specialties, since Critical Care Units were uncommon before 1970s. Critical Care Medicine (CCM) is an evolving specialty overlapping multiple primary specialties. Recognizing the increasing need to consolidate the field and to promote awareness, continuing education and research in this field, the Indian Society of Critical Care Medicine (ISCCM) was Formed on 9th October 1993. Nurses are in key positions to identify patients with sepsis, mobilize the medical team, and implement interventions. A study of self-assessed nurse competence was conducted to determine the influence of a specially designed sepsis education program on nurses perceived ability to identify early, intervene, and care for patients with sepsis. Nurses approach septic patients every day and in all areas and in all communities for acute patients. Direct interventions to achieve the goal of clinician, like reduction of mortality, pass through the resuscitation and antibiotics but their effectiveness depends on the early recognition of symptoms and therefore the septic state; for this reason the nursing role is crucial both for the early recognition of the disease state, as well as to treat the patient with professionalism and promptness4 and to provide appropriate assistance to the kind of complexity that create. In the healthcare system, nurses play a pivotal role in identifying patients with sepsis and promptly escalate care for commencing diagnostic work and initiating treatment. In the emergency department (ED), triage nurses are often the first point of contact for assessing patients with community-acquired sepsis. In the ward settings, nurses are in a privileged position to identify hospital-onset sepsis at its earliest possible time because they spend the most contact hours doing routine bedside monitoring of patients. Nurse-led sepsis screening interventions have demonstrated positive impact on reducing mortality and improving process measures of sepsis care bundles (McDonald et al; Torsvik et al). It is therefore crucial that nurses understand the importance of their role in sepsis recognition, are trained to identify possible sepsis and have the self-confidence to respond and intervene with appropriate actions. Materials and methods: There were 108 staff nurses working in Critical Care Unit were taken for the study. The subjects were explained about the purpose of the study and were assured of confidentiality of the data collection. On the first day of sample collection, the pre-test including demographic data was collected and subjects were assessed for their knowledge on monitoring patient with sepsis using structured questionnaire. After the pretest, structured teaching programme including PowerPoint presentation and handouts were administered for about 45-50 minutes. Structured teaching Program was administered separately for morning, evening and night shift staff nurses. A Posttest was obtained on 8th day for assessing knowledge on monitoring patient with sepsis using structured questionnaire. Result: the study reveals that the mean of pretest knowledge score was 5.30 and posttest was 15.53, and mean difference was 10.23. The calculated 't' value was 21.11 (p < 0.05), which signifies the effectiveness of planned teaching programme. Conclusion: Implementing teaching programs for nurses can enhance knowledge on monitoring patients with sepsis. The findings are expected to guide healthcare practices and interventions aimed at optimizing the management of sepsis patients.