PRECEDE PROCEED Model and Recycling Awareness
2026年5月11日 更新者:Yeter KITIS、Gazi University
The Effect of a Recycling Program Based on the PRECEDE PROCEED Model on Recycling Awareness and Behaviors of Middle School Students: A Randomized Controlled Study
This research is a randomized controlled experimental study.
The aim of the research is to determine the effect of a recycling program based on the Precede Proceed Model on the recycling awareness and behaviors of 6th-grade middle school students.
The research population consists of 6th-grade students.
The research sample will consist of a total of 90 students, with at least 45 students in each group (45 in the intervention group and 45 in the control group).
The intervention group will participate in the activities planned within the scope of the recycling program.
Students in the control group will not receive any special intervention and will follow their routine classroom curriculum.
調査の概要
詳細な説明
The most fundamental reason for environmental pollution, the increase in environmental problems, and environmental damage is the rapid industrialization and the resulting increase in the use of fossil fuels.
Acid rain, climate change, unplanned urbanization, desertification, and deforestation are among the leading environmental problems.
It is humans who harm and pollute the environment, and it is humans who are most affected by this situation.
These significant environmental problems pose serious threats to human health.
Increased production and consumption are important factors in the increase of environmental problems.
Furthermore, negative externalities are at the root of environmental problems.
Those who profit from consumption and production activities cause harm to other people as a result of environmental pollution.
Individuals who are not involved in the production and consumption processes also indirectly bear costs.
Therefore, environmental problems are not local but global in nature.
Consequently, implemented environmental policies and efforts to combat environmental problems should also be global in scope.
In such a situation, costs are borne by all stakeholders, whether they contribute to pollution or not.
Environmental health and protection, like other components of public health, should be the responsibility of a wide range of professionals and sectors, not just one profession or discipline.
Multi-sectoral collaboration is the key to planning and implementing community-based interventions to foster environmental awareness.
This process requires a joint effort among policymakers, community authorities, local leaders, and community members in general.
Involving all elements of the community from the outset is critical to ensuring access to accurate information and community support.
At the local level, health authorities often play a leading role in implementing environmental health programs.
These institutions also undertake significant responsibilities related to planning, construction, and waste management concerning the protection and improvement of environmental health.
Today, environmental goals and initiatives are implemented across seven distinct areas: fostering environmental awareness around sustainable development, promoting reduced energy consumption, increasing environmental sensitivity in transportation, reducing paper consumption, separating all waste at source, limiting the use of harmful chemicals, and considering environmental policies in all procurement processes.
Sustainable development can be achieved through practices that embrace the goal of environmental protection with the understanding of "meeting the needs of the present without compromising the ability of future generations to meet their own needs."
This concept includes not only the necessity of environmental protection but also the synergistic coexistence of ecological, economic, and social standards.
Health professionals play a critical role in fostering positive attitudes and behaviors towards the community through environmental health programs.
These professionals utilize individual and community-level theories in the design, implementation, and evaluation of programs aimed at improving health behavior.
They aim to improve public health by implementing various strategies such as interpersonal communication, printed materials, interactive computer technologies, and media campaigns.
Furthermore, health professionals need to possess the skills to effectively apply health behavior theories and the necessary competencies in designing contemporary programs that address the public.
Success requires focusing on addressing behavioral risks underlying significant health problems.
These problems, which significantly threaten public health, necessitate that all healthcare professionals, especially nurses, be more sensitive to environmental issues.
Today, environmental health stands out as a significant part of healthcare and nursing practice.
Nurses play a critical role in understanding the impacts of environmental factors on individual health and informing the public about these issues.
In this context, environmental health and environmental sustainability topics are included in nursing education.
The training nurses receive in the field of environmental health enhances their knowledge and skills, thereby improving the quality of healthcare services.
Environmental health education enables nurses to respond more effectively to community health problems and encourages them to take leadership roles in environmental justice and health equity.
Nurses undertake the task of informing the public about the prevention and management of environmental health problems, evaluating the impacts of environmental factors on health, and developing strategies to mitigate these impacts.
Furthermore, nurses identify and address environmental health problems.
研究の種類
介入
入学 (実際)
90
段階
- 適用できない
連絡先と場所
このセクションには、調査を実施する担当者の連絡先の詳細と、この調査が実施されている場所に関する情報が記載されています。
研究場所
-
-
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Ankara、トルコ(Türkiye)、06490
- Gazi University
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-
参加基準
研究者は、適格基準と呼ばれる特定の説明に適合する人を探します。これらの基準のいくつかの例は、人の一般的な健康状態または以前の治療です。
適格基準
就学可能な年齢
- 子
健康ボランティアの受け入れ
はい
説明
Inclusion Criteria:
- Students enrolled in 6th grade.
- Able to communicate and participate in group educational sessions.
- Have not previously participated in a structured recycling education program.
- Parent or legal guardian has provided written informed consent for participation.
- Participant provides assent to participate.
Exclusion Criteria:
- Students with special educational needs or cognitive/communication impairments that would preclude participation in group sessions.
- Any medical or behavioral condition that, in the opinion of investigators, would prevent safe participation in the study.
研究計画
このセクションでは、研究がどのように設計され、研究が何を測定しているかなど、研究計画の詳細を提供します。
研究はどのように設計されていますか?
デザインの詳細
- 主な目的:防止
- 割り当て:ランダム化
- 介入モデル:並列代入
- マスキング:なし(オープンラベル)
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
|
実験的:Recycling education group
Participants receiving a 6- session recycling education program.
|
A 6- session recycling education program developed based on the Precede-Proceed model.
The program includes components targeting knowledge, attitudes, beliefs and recycling behaviors and aims to improve participants recycling practices.
|
|
介入なし:Control Group
Participants on a waiting list receiving no intervention during the study period and will receive the after study completion.
|
この研究は何を測定していますか?
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in recycling behavior score
時間枠:Baseline and immediately after the 6- session education program
|
The change in participants recycling behavior score measured using a structed recycling behavior questionnaire.
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Baseline and immediately after the 6- session education program
|
二次結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
|
Change in stages of change for recycling
時間枠:Baseline and immediately after the 6- session education program
|
Change in participants stage of change classification for recycling behavior assessed using the recycling- adapted Stages of Change scale.
|
Baseline and immediately after the 6- session education program
|
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Change in recycling self- efficacy score
時間枠:Baseline and immediately after the 6- session education program
|
The change in recyling self- efficacy levels measured using the recycling- adapted self- efficacy scale.
|
Baseline and immediately after the 6- session education program
|
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Change in decisional balance for recyling
時間枠:Baseline and immediately after the 6- session education program
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The change in perceived pros and cons of recycling measured using the recycling- adapted decisional balance scale.
|
Baseline and immediately after the 6- session education program
|
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Change in processes af change for recycling
時間枠:Baseline and immediately after the 6- session education program
|
The change in cognitive and behavioral processed related to recycling measured using the recycling- adapted Processes of Change scale.
|
Baseline and immediately after the 6- session education program
|
協力者と研究者
ここでは、この調査に関係する人々や組織を見つけることができます。
スポンサー
研究記録日
これらの日付は、ClinicalTrials.gov への研究記録と要約結果の提出の進捗状況を追跡します。研究記録と報告された結果は、国立医学図書館 (NLM) によって審査され、公開 Web サイトに掲載される前に、特定の品質管理基準を満たしていることが確認されます。
主要日程の研究
研究開始 (実際)
2025年11月11日
一次修了 (実際)
2026年1月2日
研究の完了 (実際)
2026年2月5日
試験登録日
最初に提出
2026年5月11日
QC基準を満たした最初の提出物
2026年5月11日
最初の投稿 (実際)
2026年5月18日
学習記録の更新
投稿された最後の更新 (実際)
2026年5月18日
QC基準を満たした最後の更新が送信されました
2026年5月11日
最終確認日
2026年5月1日
詳しくは
本研究に関する用語
追加の関連 MeSH 用語
その他の研究ID番号
- E-77082166-302.08.01-1251247
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