ArticleBMC nursing2026
Disaster preparedness beliefs and response self-efficacy after Health Belief Model-based education in nursing students: a quasi-experimental study.
Article in BMC nursing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundNurses' beliefs about disaster preparedness and their self-efficacy levels regarding disaster response are important for maintaining the functioning of the healthcare system and ensuring continuity of care during disasters. This study aims to evaluate the effect of Health Belief Model (HBM)-based education on nursing students' general disaster preparedness beliefs and their self-efficacy for disaster response.
methodsThe study was conducted using a quasi-experimental two-group pretest-posttest design with fourth-year students enrolled in the nursing departments of two universities in eastern Türkiye. The programme delivered weekly 60-minute HBM-based sessions over eight consecutive weeks to 185 students and covered all disaster management phases. The research established two groups, which received either traditional classroom instruction or educational materials presented through scenario-based learning. The research used two assessment tools, which included the General Disaster Preparedness Belief Scale (GDPBS) and the Disaster Response Self-Efficacy Scale (DRSES). Analysis of covariance was additionally performed to adjust post-test scores for the single baseline imbalance observed between groups.
resultsBoth groups showed significant pre-to-post improvements on GDPBS (Education: t(76) = - 3.07, p = .003; Scenario: t(107) = - 3.06, p = .003) and DRSES (Education: t(76) = - 2.45, p = .017; Scenario: t(107) = - 2.58, p = .011) total scores. Separate analyses of each subscale showed that education participants achieved greater gains in their understanding of obstacles (t(183) = 3.59, p < .001, d = 0.50) and their ability to take action (t(183) = 2.68, p = .008, d = 0.41), whereas the scenario group demonstrated higher self-efficacy for role quality (t(183) = - 2.38, p = .018, d = 0.36). The two groups showed comparable improvement in psychological nursing self-efficacy. Total scores between groups showed no substantial differences, and these format-specific subscale effects persisted after ANCOVA adjustment.
conclusionThe HBM-based disaster education programme supports students' development of disaster readiness beliefs and enhanced abilities to respond during emergencies. The instructional methods show different strengths at the individual subscale level, highlighting their potential to work together in nursing education programmes.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.