Attitude, Climate Change Awareness, Nursing Education
Conditions
Keywords
Nursing students, Sustainable environment, climate change awareness
Brief summary
This study aims to evaluate the impact of a multidimensional educational intervention on sustainable environment and global climate change for nursing students. The intervention consists of expert training provided by an environmental engineer, peer training provided by a senior nursing student, and an AI-generated animation with expert input. Students' attitudes towards a sustainable environment and their awareness of global climate change were assessed before, immediately after, and four weeks after the training.
Detailed description
This study evaluates the effect of a multidimensional educational intervention on nursing students' sustainable environmental attitudes and awareness of global climate change. The intervention consists of three components: an expert-led educational session on sustainable environment and health services, a peer-led educational session on sustainable environment, health, and climate change, and a short artificial intelligence-generated animation developed with expert input. The study uses a single-group pretest-posttest quasi-experimental design. The participants are first-year undergraduate nursing students at a state university in Istanbul, Türkiye. Participants complete assessments at three time points: before the intervention (baseline), immediately after completion of the intervention, and four weeks after the intervention. Sustainable environmental attitudes are assessed using the Sustainable Environmental Education Attitude Scale, and awareness of global climate change is assessed using the Awareness Scale of University Students About Global Climate Change. The study aims to determine whether this multidimensional educational approach can improve nursing students' attitudes toward sustainable environmental practices and their awareness of global climate change. The findings may contribute to the development of sustainability- and climate change-related educational strategies in undergraduate nursing education.
Interventions
BEHAVIORALMultidimensional Educational Intervention
The intervention consists of three components: an expert-led education session on sustainable environment and health services, a peer-led education session on sustainable environment, health, and climate change, and a short AI-generated animation reviewed by experts. The intervention is delivered to all participants in a single group.
Sponsors
Saglik Bilimleri Universitesi
Study design
Allocation
NA
Intervention model
SINGLE_GROUP
Primary purpose
OTHER
Masking
NONE
Intervention model description
This is a single-group pretest-posttest study. The intervention consists of expert-led education, peer education, and an AI-generated animation on sustainable environment and climate change. Outcomes are assessed before the intervention, immediately after the intervention, and four weeks later.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* First-year undergraduate nursing student enrolled in the nursing department of the participating university. * Voluntary participation in the study. * Provision of written informed consent.
Exclusion criteria
* Refusal to participate in the study. * Failure to complete either of the last two assessments (immediate post-test or 4-week follow-up assessment).
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Sustainable Environmental Attitude | Baseline, immediately after the intervention, and 4 weeks after the intervention | Sustainable environmental attitudes will be assessed using the 30-item Sustainable Environmental Education Attitude Scale (SEEAS), developed by Afacan and Güler (2011). The scale consists of six dimensions: consciousness toward sustainable environment, negative thoughts, volunteering, frugality, sensitivity, and economical consumption. Items are rated on a 5-point Likert scale. Higher scores indicate more positive attitudes toward sustainable environment. The scale will be administered before the intervention, immediately after the intervention, and four weeks after the intervention. |
| Awareness of Global Climate Change | Baseline, immediately after the intervention, and 4 weeks after the intervention | Awareness of global climate change will be assessed using the 21-item Awareness Scale of University Students About Global Climate Change (ASUSGCC), developed by Deniz et al. (2021). The scale consists of four dimensions: effects on the natural and human environment, awareness of global organizations and agreements, causes of climate change, and relationship with energy consumption. Items are rated on a 5-point Likert scale ranging from 1 (not aware at all) to 5 (completely aware). Total scores range from 21 to 105, with higher scores indicating greater awareness of global climate change. The scale will be administered before the intervention, immediately after the intervention, and four weeks after the intervention. |
Countries
Turkey (Türkiye)
Contacts
PRINCIPAL_INVESTIGATORAhmet OZDEMIR
University of Health Sciences/Hamidiye Faculty of Nursing
Outcome results
None listed