Effect of Educational Intervention based on Health Belief Model toward the Awareness Regarding Endocrine Disrupting Chemicals among Female Nursing Students

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 employed to assess the intervention's effectiveness. A stratified random sampling technique selected 116 female students from the Faculty of Nursing, Minia University. Data were gathered using a self-administered, Arabic-language questionnaire developed based on the HBM and related literature. The tool assessed three sections: sociodemographic characteristics, knowledge, and health beliefs regarding EDCs. Results: The study revealed statistically significant improvements in participants’ knowledge of EDCs post-intervention. Prior to the intervention, 81.9% of students demonstrated an unsatisfactory knowledge level. Following the educational session, 92.2% achieved a satisfactory level. Additionally, mean scores for all HBM constructs except perceived barriers showed a statistically significant increase after the intervention, with a P-value of 0.000**, confirming the intervention’s effectiveness. Conclusion: The HBM-based educational intervention significantly enhanced EDC-related awareness and positively influenced students' health beliefs. These findings highlight the efficacy of theory-driven educational strategies in fostering health awareness and reshaping beliefs regarding environmental health risks. Recommendations: The integration of EDC-related educational content into undergraduate nursing curricula is recommended to ensure sustained awareness and preparedness among future healthcare professionals.