SalutogenesisHeProHeLiSIHLNCT06693414
Health Promotion Education, Healthy Life Awareness, Salutogenic Health Indicators and Health Literacy
A study testing Tailored health promotion education and Routine nursing education in people with Salutogenesis and Health Literacy, run by Gazi University.
Trial summary
Health promotion is a comprehensive process that includes supporting knowledge, skills, and environmental conditions to improve the health levels of individuals and communities. In nursing practice, health promotion plays a critical role in guiding, educating, and raising awareness among individuals about health. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Salutogenesis, Health Literacy, Health Status Measures
- What is being tested?
- Tailored health promotion education and Routine nursing education
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 232 participants
- Where
- No sites listed yet
- Study dates
- 20 Nov 2024to 31 Mar 2025
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- being 18 and older years old
- studying in nursing department
- being voluntary to participate in
- speaking Turkish as a mother language
Who cannot join
- having any visual and/or hearing disorders
Trial locations and contacts
No sites are listed yet. Contact the study team or a site near you to ask about taking part.
Handan Terzi, Asst. Prof., PhD contact
About this study
Official title: Effect of Health Promotion Education on Healthy Life Awareness, Salutegenic Health Indicators and Health Literacy
Health promotion is a comprehensive process that includes supporting knowledge, skills, and environmental conditions to improve the health levels of individuals and communities. In nursing practice, health promotion plays a critical role in guiding, educating, and raising awareness among individuals about health. Learning foundational knowledge in health promotion allows first-year nursing students to provide more informed and effective health counseling as they gain clinical experience. Enhancing health awareness among first-year nursing students is vital not only for their personal health but also for their future professional competency. Developing awareness of healthy living can positively influence students' health behaviors, empowering them to make more informed health decisions. Awareness of healthy living habits also helps students acquire knowledge in areas such as stress management, nutrition, exercise, and sleep, which can improve their performance in clinical practice. Moreover, nursing students' level of health literacy is crucial for sustaining health behaviors throughout life. Nurses with high health literacy are better equipped to interpret health information effectively, leading to more informed decisions in patient care and healthcare delivery. Therefore, it is essential that nursing students have a high level of health literacy, as it is necessary for their personal development and for maintaining the health of the individuals they serve. Salutogenesis is an approach that focuses on the factors that support and enhance health rather than simply the absence of disease. This approach emphasizes the active role individuals play in maintaining and improving their health. Thus, it is believed that developing salutogenic health perspectives in nursing students from the beginning of their education is important. This study will be conducted to determine the effects of education aimed at health promotion on nursing students' awareness of healthy living, salutogenic health indicators, and health literacy.
Read the detailed description
Health promotion is a comprehensive process that includes the support of knowledge, skills, and environmental conditions to improve the health levels of individuals and communities. The World Health Organization (WHO) defines health promotion as the process of enabling people to increase control over and improve their health (WHO, 1986). This approach goes beyond disease prevention and embraces a concept of health that includes physical, mental, and social well-being (Nutbeam, 2000). Health promotion helps individuals adopt healthy lifestyles and positively change their health-related behaviors. It also aims to reduce health inequalities and enables communities to establish sustainable health policies (Green \& Tones, 2010). In nursing practices, health promotion plays a critical role in guiding individuals, educating them, and raising awareness about health.
Emphasizing the importance of health promotion at the start of nursing education is crucial for the professional development of nursing students. Health promotion not only encourages individuals to adopt healthy lifestyles but is also an important step in preventing and improving diseases (Pender et al., 2015). Learning the fundamentals of health promotion during their first year will enable nursing students to provide more informed and effective health counseling in their future clinical experiences (Edelman \& Mandle, 2018). Furthermore, establishing a strong foundation in protecting and promoting individual and community health supports nurses in providing sustainable health services throughout their careers (Whitehead, 2004). Thus, health promotion not only enhances the quality of patient care but also contributes to the mission of protecting public health.
Developing healthy living awareness among first-year nursing students is of great importance for both their individual health and their future professional competencies. Healthy living awareness positively influences students' health behaviors, helping them make more informed health decisions (Whitney, 2018). Awareness of healthy living habits also enables students to gain knowledge about stress management, nutrition, exercise, and sleep, allowing them to perform better in clinical practice (Lenz, 2017). Therefore, developing this awareness at an early stage is essential for individual health sustainability and professional growth. Additionally, acquiring healthy lifestyle habits during their student years allows nurses to guide their future patients more effectively (Pender et al., 2015). In this context, health literacy is highly significant in maintaining health behaviors throughout life.
Health literacy refers to individuals' ability to understand, evaluate, and use health-related information, and developing this skill is critically important for first-year nursing students (Ayaz-Alkaya \& Terzi, 2019; Akca \& Ayaz-Alkaya, 2021). Nurses with a high level of health literacy can interpret health information more effectively, making more informed decisions in patient care and health service delivery (Nutbeam, 2008). Developing this skill in the early years of nursing education equips students to be more prepared for future clinical practice and to successfully guide patient education (Berkman et al., 2011; Sorensen et al., 2012). Therefore, a high level of health literacy is necessary for nursing students both for their individual development and to sustain the health of those they serve.
Salutogenesis is an approach that considers health not merely as the absence of disease but focuses on factors that support and strengthen an individual's health. This concept, developed by Aaron Antonovsky, seeks to explain how individuals can protect their health by increasing their resilience to stress (Antonovsky, 1979). The salutogenesis model is based on the idea that health is a continuous process and evaluates individuals' capacity to cope with stressors through their abilities to comprehend, manage, and find meaning (Lindström \& Eriksson, 2005). In health promotion, this approach is known to empower individuals to take an active role in maintaining and improving their health. Salutogenesis is particularly used as a guide in nursing for care and education models that promote healthy living habits in individuals (Eriksson \& Lindström, 2008). It is considered important to foster the salutogenic health of nursing students starting from their school years.
A review of the literature reveals no studies specifically focused on improving salutogenic health and health literacy levels in first-year nursing students. This study aims to draw attention to the importance of the topic.
- Conditions
- Salutogenesis, Health Literacy, Health Status Measures
- Being tested
- Tailored health promotion education, Routine nursing education
- Keywords
- nursing students, health promotion, nursing intervention, salutogenetic health indicators, general health literacy
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Tailored health promotion educationOther
14 weeks tailored education
Routine nursing educationOther
14 weeks nursing education
| Study group | Role | What they receive |
|---|---|---|
| Intervention group: Health promotion education | Experimental | A 14-week health promotion program will be implemented for the intervention group. The training will use lecture, question-and-answer, individual work, and group work techniques. Additionally, activities targeting health-promoting behaviors will be conducted. Receives: Other: Tailored health promotion education; Other: Routine nursing education |
| Control group: routine nursing education group | Active comparator | Participants in the control group will not receive additional health promotion training apart from vocational training. Receives: Other: Routine nursing education |
What is being measured
The primary outcome is the main question the study is designed to answer.
Healthy life awareness
The Healthy Life Awareness Scale (HeLAS) was developed by Özer and Yılmaz to determine the healthy life awareness level among individuals (Özer \& Yılmaz, 2020). It is a 5-point Likert-type scale (1:totally disagree-5:totally agree) with fifteen items and four sub-dimensions. The total score can be got from the scale ranges between 15 and 75. There is no cut-off point; the higher the score, the more awareness of healthy life increases. The Cronbach's alpha of the total scale is 0.81 (Özer \& Yılmaz, 2020).
Measured: 14 weeks up to December
Salutogenetic health indicators
The scale developed by Bringsen and colleagues in 2009, and validated and tested for reliability in Turkish by Acı and colleagues (2024), aims to achieve a salutogenic and holistic perspective in measuring health through health indicators. The scale includes questions related to experience, morale, tension, sleep, concentration, creativity, problem-solving, expression of emotions, illness, energy level, social capacity, and physical function. It consists of 12 items on a 6-point Likert scale and has two sub-dimensions: personal characteristics and interactive function. There are no reverse items on the scale. Participants' views over the past 4 weeks are assessed. Scores on the scale range from 12 to 72. The higher the score, the better the individual's health from a salutogenic perspective. In the scale's validity and reliability study, the Cronbach's alpha reliability coefficient was found to be 0.91 (Acı et al., 2024).
Measured: 14 weeks up to December
Health literacy
The HLS19-Q12 is a 12-item short version of the 47-item European Health Literacy Scale, developed by Pelikan and colleagues on behalf of the HLS19 Consortium of the WHO Action Network M-POHL team to assess health literacy levels in the general adult population (Pelikan et al., 2022). The Turkish validity and reliability study of the scale was conducted by Terzi and colleagues (Terzi et al., 2024). The scale is onedimensional and in Likert format, with responses ranging from '1=very difficult, 2=difficult, 3=easy, 4=very easy, 99=don't know.' The total score is calculated as a percentage by dividing the number of questions answered as 'easy' or 'very easy' by the number of valid responses and multiplying by 100. Only responses of '1=very difficult, 2=difficult, 3=easy, 4=very easy' are considered valid and included in score calculation. In the validity and reliability study of the scale, the Cronbach's alpha coefficient was found to be 0.886 (Terzi et al., 2024).
Measured: 14 weeks up to December
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted18 Nov 2024
- Study start20 Nov 2024 (estimated)
- Primary completionMar 2025 (estimated)
- Study completion31 Mar 2025 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (2)Papers the sponsor has linked to this study.
- Other trials for SalutogenesisStudies of the same condition, open and under way.
- More trials run by Gazi UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 232 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Gazi University
- Sponsor type
- University, hospital or other
- Responsible party
- Principal investigator, Sultan Ayaz Alkaya, Gazi University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06693414
- Sponsor's protocol ID
- 24.09.2024/15
- Acronym
- HeProHeLiSIHL
- Status last verified
- Nov 2024
- First submitted
- 13 Nov 2024
- Last updated
- 18 Nov 2024
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Publications
Terzi H, Akca A, Ayaz-Alkaya S. Adaptation of the health literacy survey19-Europe-Q12 into Turkish culture: A psychometric study. J Eval Clin Pract. 2024 Dec;30(8):1782-1790. doi: 10.1111/jep.14161. Epub 2024 Oct 7.
PubMed 39373230Aci OS, Gencbas D, Ciydem E, Kackin O. Validity and reliability study of the Turkish version of the Salutogenic Health Indicator Scale. Int J Nurs Pract. 2024 Apr;30(2):e13231. doi: 10.1111/ijn.13231. Epub 2023 Dec 20.
PubMed 38123188
Study at a glance
From the registry record, last updated by the sponsor on 18 Nov 2024. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Effect of Health Promotion Education on Healthy Life Awareness, Salutegenic Health Indicators and Health Literacy
- ClinicalTrials.gov ID
- NCT06693414
- Acronym / sponsor ID
- HeProHeLiSIHL / 24.09.2024/15
- Conditions
- Salutogenesis, Health Literacy, Health Status Measures
- Keywords
- nursing students, health promotion, nursing intervention, salutogenetic health indicators, general health literacy
- Study type
- Interventional
- Recruitment status
- Not yet recruiting
- Enrolment
- 232 participants (estimated)
- Lead sponsor
- Gazi UniversityUniversity, hospital or other
- Study start
- 20 Nov 2024 (estimated)
- Primary completion
- Mar 2025 (estimated)
- Study completion
- 31 Mar 2025 (estimated)
- First posted
- 18 Nov 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Health promotion is a comprehensive process that includes supporting knowledge, skills, and environmental conditions to improve the health levels of individuals and communities. In nursing practice, health promotion plays a critical role in guiding, educating, and raising awareness among individuals about health. Learning foundational knowledge in health promotion allows first-year nursing students to provide more informed and effective health counseling as they gain clinical experience. Enhancing health awareness among first-year nursing students is vital not only for their personal health but also for their future professional competency. Developing awareness of healthy living can positively influence students' health behaviors, empowering them to make more informed health decisions. Awareness of healthy living habits also helps students acquire knowledge in areas such as stress management, nutrition, exercise, and sleep, which can improve their performance in clinical practice. Moreover, nursing students' level of health literacy is crucial for sustaining health behaviors throughout life. Nurses with high health literacy are better equipped to interpret health information effectively, leading to more informed decisions in patient care and healthcare delivery. Therefore, it is essential that nursing students have a high level of health literacy, as it is necessary for their personal development and for maintaining the health of the individuals they serve. Salutogenesis is an approach that focuses on the factors that support and enhance health rather than simply the absence of disease. This approach emphasizes the active role individuals play in maintaining and improving their health. Thus, it is believed that developing salutogenic health perspectives in nursing students from the beginning of their education is important. This study will be conducted to determine the effects of education aimed at health promotion on nursing students' awareness of healthy living, salutogenic health indicators, and health literacy.
Detailed description
Health promotion is a comprehensive process that includes the support of knowledge, skills, and environmental conditions to improve the health levels of individuals and communities. The World Health Organization (WHO) defines health promotion as the process of enabling people to increase control over and improve their health (WHO, 1986). This approach goes beyond disease prevention and embraces a concept of health that includes physical, mental, and social well-being (Nutbeam, 2000). Health promotion helps individuals adopt healthy lifestyles and positively change their health-related behaviors. It also aims to reduce health inequalities and enables communities to establish sustainable health policies (Green \& Tones, 2010). In nursing practices, health promotion plays a critical role in guiding individuals, educating them, and raising awareness about health.
Emphasizing the importance of health promotion at the start of nursing education is crucial for the professional development of nursing students. Health promotion not only encourages individuals to adopt healthy lifestyles but is also an important step in preventing and improving diseases (Pender et al., 2015). Learning the fundamentals of health promotion during their first year will enable nursing students to provide more informed and effective health counseling in their future clinical experiences (Edelman \& Mandle, 2018). Furthermore, establishing a strong foundation in protecting and promoting individual and community health supports nurses in providing sustainable health services throughout their careers (Whitehead, 2004). Thus, health promotion not only enhances the quality of patient care but also contributes to the mission of protecting public health.
Developing healthy living awareness among first-year nursing students is of great importance for both their individual health and their future professional competencies. Healthy living awareness positively influences students' health behaviors, helping them make more informed health decisions (Whitney, 2018). Awareness of healthy living habits also enables students to gain knowledge about stress management, nutrition, exercise, and sleep, allowing them to perform better in clinical practice (Lenz, 2017). Therefore, developing this awareness at an early stage is essential for individual health sustainability and professional growth. Additionally, acquiring healthy lifestyle habits during their student years allows nurses to guide their future patients more effectively (Pender et al., 2015). In this context, health literacy is highly significant in maintaining health behaviors throughout life.
Health literacy refers to individuals' ability to understand, evaluate, and use health-related information, and developing this skill is critically important for first-year nursing students (Ayaz-Alkaya \& Terzi, 2019; Akca \& Ayaz-Alkaya, 2021). Nurses with a high level of health literacy can interpret health information more effectively, making more informed decisions in patient care and health service delivery (Nutbeam, 2008). Developing this skill in the early years of nursing education equips students to be more prepared for future clinical practice and to successfully guide patient education (Berkman et al., 2011; Sorensen et al., 2012). Therefore, a high level of health literacy is necessary for nursing students both for their individual development and to sustain the health of those they serve.
Salutogenesis is an approach that considers health not merely as the absence of disease but focuses on factors that support and strengthen an individual's health. This concept, developed by Aaron Antonovsky, seeks to explain how individuals can protect their health by increasing their resilience to stress (Antonovsky, 1979). The salutogenesis model is based on the idea that health is a continuous process and evaluates individuals' capacity to cope with stressors through their abilities to comprehend, manage, and find meaning (Lindström \& Eriksson, 2005). In health promotion, this approach is known to empower individuals to take an active role in maintaining and improving their health. Salutogenesis is particularly used as a guide in nursing for care and education models that promote healthy living habits in individuals (Eriksson \& Lindström, 2008). It is considered important to foster the salutogenic health of nursing students starting from their school years.
A review of the literature reveals no studies specifically focused on improving salutogenic health and health literacy levels in first-year nursing students. This study aims to draw attention to the importance of the topic.
Study design
- Primary purpose
- Basic science
- Allocation
- Non-randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Intervention group: Health promotion education | Experimental | Other: Tailored health promotion education, Other: Routine nursing educationA 14-week health promotion program will be implemented for the intervention group. The training will use lecture, question-and-answer, individual work, and group work techniques. Additionally, activities targeting health-promoting behaviors will be conducted. |
| Control group: routine nursing education group | Active comparator | Other: Routine nursing educationParticipants in the control group will not receive additional health promotion training apart from vocational training. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- being 18 and older years old
- studying in nursing department
- being voluntary to participate in
- speaking Turkish as a mother language
Key exclusion criteria (1 listed)
- having any visual and/or hearing disorders
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Tailored health promotion education14 weeks tailored education | Other | Intervention group: Health promotion education |
| Routine nursing education14 weeks nursing education | Other | Control group: routine nursing education group, Intervention group: Health promotion education |
Primary outcome
Healthy life awareness
Time frame: 14 weeks up to December
The Healthy Life Awareness Scale (HeLAS) was developed by Özer and Yılmaz to determine the healthy life awareness level among individuals (Özer \& Yılmaz, 2020). It is a 5-point Likert-type scale (1:totally disagree-5:totally agree) with fifteen items and four sub-dimensions. The total score can be got from the scale ranges between 15 and 75. There is no cut-off point; the higher the score, the more awareness of healthy life increases. The Cronbach's alpha of the total scale is 0.81 (Özer \& Yılmaz, 2020).
Salutogenetic health indicators
Time frame: 14 weeks up to December
The scale developed by Bringsen and colleagues in 2009, and validated and tested for reliability in Turkish by Acı and colleagues (2024), aims to achieve a salutogenic and holistic perspective in measuring health through health indicators. The scale includes questions related to experience, morale, tension, sleep, concentration, creativity, problem-solving, expression of emotions, illness, energy level, social capacity, and physical function. It consists of 12 items on a 6-point Likert scale and has two sub-dimensions: personal characteristics and interactive function. There are no reverse items on the scale. Participants' views over the past 4 weeks are assessed. Scores on the scale range from 12 to 72. The higher the score, the better the individual's health from a salutogenic perspective. In the scale's validity and reliability study, the Cronbach's alpha reliability coefficient was found to be 0.91 (Acı et al., 2024).
Health literacy
Time frame: 14 weeks up to December
The HLS19-Q12 is a 12-item short version of the 47-item European Health Literacy Scale, developed by Pelikan and colleagues on behalf of the HLS19 Consortium of the WHO Action Network M-POHL team to assess health literacy levels in the general adult population (Pelikan et al., 2022). The Turkish validity and reliability study of the scale was conducted by Terzi and colleagues (Terzi et al., 2024). The scale is onedimensional and in Likert format, with responses ranging from '1=very difficult, 2=difficult, 3=easy, 4=very easy, 99=don't know.' The total score is calculated as a percentage by dividing the number of questions answered as 'easy' or 'very easy' by the number of valid responses and multiplying by 100. Only responses of '1=very difficult, 2=difficult, 3=easy, 4=very easy' are considered valid and included in score calculation. In the validity and reliability study of the scale, the Cronbach's alpha coefficient was found to be 0.886 (Terzi et al., 2024).
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 18 Nov 2024.
- Background: PubMed 39373230Terzi H, Akca A, Ayaz-Alkaya S. Adaptation of the health literacy survey19-Europe-Q12 into Turkish culture: A psychometric study. J Eval Clin Pract. 2024 Dec;30(8):1782-1790. doi: 10.1111/jep.14161. Epub 2024 Oct 7.
- Background: PubMed 38123188Aci OS, Gencbas D, Ciydem E, Kackin O. Validity and reliability study of the Turkish version of the Salutogenic Health Indicator Scale. Int J Nurs Pract. 2024 Apr;30(2):e13231. doi: 10.1111/ijn.13231. Epub 2023 Dec 20.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Handan Terzi, Asst. Prof., PhD contact
Questions about this trial
What is this clinical trial studying?
A study testing Tailored health promotion education and Routine nursing education in people with Salutogenesis and Health Literacy, run by Gazi University.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 4 inclusion and 1 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: opening soon, as of the sponsor's last update on 18 Nov 2024. Status can change between updates, so confirm with the study contact before making plans.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Sultan Ayaz-Alkaya, Professor, PhD (+90 312 216 2903, sultan@gazi.edu.tr), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Healthy life awareness (time frame: 14 weeks up to December). The study lists 3 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06693414, which also lists 2 linked publications.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 18 Nov 2024; AzTrials last refreshed its copy on 8 Nov 2026.