The purpose of this study is to examine the impact of a structured educational program based on the Transtheoretical Model (TTM) on HPV knowledge, health beliefs, and vaccination behavioral intentions among first-year nursing students. The study will also evaluate how the intervention affects students' HPV vaccine readiness compared to the TTM.
The primary questions addressed by the study are:
* Does the TTM-based educational intervention increase students' knowledge about HPV and the HPV vaccine?
* Does the program change students' health beliefs regarding susceptibility, severity, benefits, and barriers to HPV and the HPV vaccine?
* Does the program improve students' intentions and readiness to receive the HPV vaccine?
* Do students move to a higher behavioral readiness stage (from Precontemplation to Contemplation, Preparation, Action, or Maintenance) after the intervention?
The researcher will compare the TTM-based educational intervention with a control group that did not receive structured education to determine whether a personalized, stage-based approach is more effective in improving HPV-related outcomes among nursing students.
Participants will:
* Complete baseline questionnaires measuring HPV knowledge, health beliefs, and vaccination intention.
* The experimental group (intervention group) will receive personalized TTM-based education, face-to-face instruction in modules aligned with the five TTM phases (Precontemplation, Contemplation, Preparation, Action, and Maintenance).
* The experimental group will participate in educational sessions designed to raise awareness, correct misinformation, support decision-making, and encourage protective behaviors.
* The control group will not receive any educational program.
* All participants in the experimental and control groups will complete the same questionnaires again to assess changes after the intervention.
The TTM-based educational intervention provides:
* Staged counseling
* Information about HPV and the HPV vaccine
* Activities to raise awareness, strengthen motivation, and support vaccination adoption
* Personalized feedback based on student readiness
* Structured modules focusing on knowledge, belief, and behavior change strategies
The study population included first-year nursing students enrolled in the Faculty of Health Sciences. A total of 88 participants will be recruited and randomly assigned to either the intervention (n=44) or control (n=44) groups through simple randomization.
The results of this study are expected to contribute to the development of evidence-based education strategies in nursing, support of behavioral change models in health education, and strengthen the role of future nurses in HPV prevention, vaccine advocacy, and public health practice.