The Effect of Financial Literacy Education on Financial Literacy and Future Anxiety in Final Year Nursing Students: A Randomized Controlled Study
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 68
- 试验地点
- 1
- 主要终点
- Change in financial literacy scores
研究概览
简要总结
This study aims to evaluate the effect of financial literacy education on financial literacy levels and future anxiety among senior-year nursing students. The research will be conducted at the University of Health Sciences, Gülhane Faculty of Nursing, using a randomized controlled trial design with pre-test and post-test measures. Participants will be selected from fourth-year nursing students enrolled in the 2024-2025 academic year. The intervention group will receive financial literacy training delivered by an expert in economics. The study will use the Financial Literacy Behavior and Attitude Scale and the Future Anxiety Scale for University Students to assess outcomes. The effectiveness of the training will be evaluated by comparing pre- and post-intervention data.
详细描述
his randomized controlled trial investigates the effectiveness of financial literacy education on improving financial literacy levels and reducing future anxiety among final-year nursing students. The intervention is designed to provide students with essential knowledge and skills related to budgeting, saving, opportunity cost, and financial planning, aiming to improve their confidence in managing personal finances and reducing anxiety about their future economic well-being.
Participants will be randomly assigned to either an experimental group receiving the educational intervention or a control group receiving no intervention during the main study period. Both groups will complete baseline (pre-test) and follow-up (post-test) assessments three weeks apart using the Financial Literacy Behavior and Attitude Scale and the Future Anxiety Scale for University Students. To ensure ethical equity, the control group will receive the same financial literacy education after the final assessments.
The study aims to provide evidence-based recommendations for incorporating financial literacy training into nursing curricula to better prepare students for their future professional and personal lives.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Health Services Research
- 盲法
- None
盲法说明
No masking was performed in this study. Both participants and investigators were aware of group assignments
入排标准
- 年龄范围
- 18 Years 至 30 Years（Adult）
- 性别
- All
- 接受健康志愿者
- 是
入选标准
- •Willingness to voluntarily participate in the study
- •Enrollment as a 4th-year nursing student at the University of Health Sciences, Gülhane Faculty of Nursing, during the 2024-2025 academic year
- •No known hearing or visual impairments
- •No prior participation in any financial literacy education
- •Currently employed in a paid part-time or full-time job
排除标准
- •Voluntary withdrawal from the study at any point
- •Incomplete participation in the study stages (e.g., missing pre-test or post-test data)
研究组 & 干预措施
Financial Literacy Education
Participants in this group received financial literacy education delivered by an expert in economics. The training covered budgeting, saving, investment tools, opportunity cost, and financial planning. Measurements were taken before and three weeks after the training.
干预措施: Financial Literacy Education (Behavioral)
Control Group
Participants in this group did not receive any financial literacy education during the main study period. However, the same training was provided after post-intervention data collection to ensure ethical equity. Measurements were taken at the same intervals as in the experimental group.
结局指标
主要结局
Change in financial literacy scores
时间窗: Baseline and 3 weeks post-intervention
Financial literacy will be measured using the Financial Literacy Behavior and Attitude Scale (FODTÖ), which includes subdimensions such as spending, attitude, perception, and interest. Higher scores indicate greater financial literacy. As the score on the scale increases, future anxiety increases; as the score decreases, future anxiety decreases.
次要结局
未报告次要终点
研究者
Miray Aksu
Assistant Professor of Nursing, Principal Investigator
Saglik Bilimleri Universitesi