Health belief model–based peer education to improve human papillomavirus vaccine acceptance: A pilot interventional study among Turkish female midwifery students
Preventive Medicine Reports, cilt.62, 2026 (SCI-Expanded, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 62
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.pmedr.2026.103377
- Dergi Adı: Preventive Medicine Reports
- Derginin Tarandığı İndeksler: Science Citation Index Expanded (SCI-EXPANDED), Scopus, EMBASE, MEDLINE, Directory of Open Access Journals
- Anahtar Kelimeler: Female students, Health belief model, HPV vaccine, Midwifery students, Peer education, Turkey, Vaccine acceptance
- Sağlık Bilimleri Üniversitesi Adresli: Evet
Özet
Objective This pilot study evaluated a Health Belief Model (HBM)-based peer education program's effectiveness in improving knowledge, attitudes, and intentions regarding human papillomavirus (HPV) vaccination among female midwifery students in Turkey. Methods A randomized, parallel-group pilot trial was conducted with 40 first-year midwifery students (intervention n = 20, control n = 20) at a foundation university in Turkey (January–March 2024). Two control participants were lost to follow-up, leaving 38 for analysis. The intervention group received a structured five-day HBM-based peer education program delivered by senior students, while controls received standard peer-led information. Outcomes included HPV knowledge and four HBM sub-dimensions, assessed at baseline, post-intervention, and at four weeks. Results The intervention group showed significantly greater improvements in knowledge (p < 0.01), perceived benefits (p = 0.01), severity (p < 0.01), and barriers (p < 0.01) compared with controls. Vaccine intention was higher among intervention participants (90% vs. 0%, p < 0.01). Actual uptake remained low (10%), primarily due to financial barriers (55.6%). Conclusions HBM-based peer education can improve HPV vaccine-related knowledge, attitudes, and intentions among midwifery students. The findings provide preliminary evidence supporting the feasibility of theory-based peer education, warranting larger trials.