Younis, S., Fawzy, A. (2025). Effect of Educational Intervention based on Health Belief Model toward the Awareness Regarding Endocrine Disrupting Chemicals among Female Nursing Students. Assiut Scientific Nursing Journal, 13(51), 362-375. doi: 10.21608/asnj.2025.376754.2059
Shimaa Abd Elrazek Younis; Asmaa Mustafa Fawzy. "Effect of Educational Intervention based on Health Belief Model toward the Awareness Regarding Endocrine Disrupting Chemicals among Female Nursing Students". Assiut Scientific Nursing Journal, 13, 51, 2025, 362-375. doi: 10.21608/asnj.2025.376754.2059
Younis, S., Fawzy, A. (2025). 'Effect of Educational Intervention based on Health Belief Model toward the Awareness Regarding Endocrine Disrupting Chemicals among Female Nursing Students', Assiut Scientific Nursing Journal, 13(51), pp. 362-375. doi: 10.21608/asnj.2025.376754.2059
Younis, S., Fawzy, A. Effect of Educational Intervention based on Health Belief Model toward the Awareness Regarding Endocrine Disrupting Chemicals among Female Nursing Students. Assiut Scientific Nursing Journal, 2025; 13(51): 362-375. doi: 10.21608/asnj.2025.376754.2059
Effect of Educational Intervention based on Health Belief Model toward the Awareness Regarding Endocrine Disrupting Chemicals among Female Nursing Students
Lecturer of Community Health Nursing, Faculty of Nursing, Minia University, Egypt.
Abstract
Background: Exposure to Endocrine Disrupting Chemicals (EDCs) poses a serious global health concern. Aim: This study aimed to evaluate the effect of an educational intervention based on the Health Belief Model (HBM) toward awareness of EDCs among female nursing students. Methods: A quasi-experimental design with pre/post-tests was used to assess the intervention's effectiveness. A stratified random sampling technique was used to select 116 female students from the Faculty of Nursing, at Minia University. Data were collected using two tools. The first tool assessed sociodemographic characteristics and knowledge regarding EDCs; the second tool assessed the health beliefs regarding EDCs. Results: The study showed a statistically significant difference in participants' knowledge of EDCs post-intervention. While pre-intervention, 81.9% of the participants demonstrated an unsatisfactory level of knowledge, post-intervention, 92.2% had a satisfactory level of knowledge. Furthermore, the mean scores for all HBM constructs excluding perceived barriers showed a statistically significant increase post-intervention, with a P-value of 0.000**, establishing the intervention's effectiveness. Conclusion: The educational intervention based on the HBM notably boosted participants' awareness of EDCs and positively affected their health beliefs. These results highlight the importance of educational approaches based on theory in improving health awareness and reforming beliefs regarding health risks in the environment. Recommendations: Incorporating EDCs-related educational materials into the nursing curriculum at the undergraduate level. This integration will help ensure that future healthcare professionals maintain a strong awareness and are well-prepared to handle related health challenges.
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