Intensive Care Units (ICUs) provide patients with life-saving care. It contains an environment which is unique and has the most sophisticated medical, nursing and technical interventions which can be integrated to combat lifethreatening illness. This environment provides for the patient’s maximum security and protection with its sophisticated electronic equipment, highly competent and attentive staff members1 . Nurses must critically analyze the relationship between the physical and psychological stressors and must be cautious to evaluate the risk and benefit of various interventions, so the nurse has to implement strategies to minimize and manage the various sensory alterations that can develop in patients admitted to ICUs1 Statement of problem:The present study aimed to evaluate the effectiveness of In-service education on knowledge of nurses regarding prevention and management of sensory alterations in patients admitted to ICUs Bangalore. Objectives: To assess the knowledge of nurses on prevention and management of sensory alterations in patients admitted to ICUs.To evaluate the effectiveness of In-service education on knowledge of nurses’ prevention and management of sensory alterations in patients admitted to ICUs.To find the association between the pre-test knowledge scores and selected demographic variables. Methods: The conceptual framework for this study was based on Modified Open System Model by J.W. Kenny. Pre-experimental one group pre-test and post test design was adopted for the study. Content validity and reliability of the tool was established where [r = .96]. The pilot study was conducted before conducting the main study. Thirty nurses were selected for the study through convenience sampling technique. The data was collected by using self administered structured knowledge questionnaire to assess the knowledge of nurses on prevention and management of sensory alterations in patients admitted to ICUs. An In-service education was conducted as an intervention strategy. The final data was collected, analyzed and interpreted by using descriptive and inferential statistics. Results: The results of the study showed that the overall mean pre-test knowledge score was 11.37 and the overall post test knowledge mean score was 17.7. ‘t’ value t(29) = 23.93** was significant at 0.05 level. Hence the research hypothesis [H1] was accepted. There was no association between pre-test knowledge scores and selected demographic variables. Hence research hypothesis [H2] is rejected. Conclusion: The study concluded that the In-service education was an effective teaching strategy to enhance the knowledge of ICU nurses regarding prevention and management of sensory alterations in patients admitted to ICU.