Predictive Role of Climate Change Awareness and Protective Behaviors on Quality of Life Among Nursing and Midwifery Students

 

Title

Predictive Role of Climate Change Awareness and Protective Behaviors on Quality of Life Among Nursing and Midwifery Students

Background and Rationale

Climate change has emerged as one of the most pressing global health threats of the 21st century. Health professionals—including nurses and midwives—are expected to not only treat climate-related health consequences but also educate the public and advocate for sustainable practices.

Nursing and midwifery students, as future health advocates, are at a pivotal point for developing lifelong attitudes and behaviors. Exploring the link between their awareness of climate change, their protective actions, and their quality of life (QoL) provides critical insight into how environmental literacy influences well-being and professional readiness.

Objectives of the Study

  1. To assess the level of climate change awareness among nursing and midwifery students.

  2. To identify the frequency and type of protective environmental behaviors practiced by students.

  3. To measure the overall quality of life of students using standardized metrics.

  4. To determine whether climate change awareness and protective behaviors significantly predict quality of life.

Hypotheses

  • H1: There is a positive correlation between climate change awareness and quality of life.

  • H2: There is a positive correlation between protective behaviors and quality of life.

  • H3: Climate change awareness and protective behaviors are significant predictors of QoL.

Methodology

 Study Design:

Descriptive correlational and predictive cross-sectional study.

 Population and Sample:

  • Participants: Nursing and midwifery undergraduate students (2nd to 4th year).

  • Sample Size: 300-500 students (based on power analysis).

  • Sampling Technique: Stratified random sampling.

 Tools and Instruments:

  1. Climate Change Awareness Scale (validated scale measuring knowledge, perception, and concern).

  2. Protective Environmental Behavior Scale (measuring behaviors like recycling, reducing waste, energy-saving habits, etc.)

  3. WHOQOL-BREF – assesses physical health, psychological health, social relationships, and environmental health.

  4. Demographic Data Sheet – includes age, gender, year of study, and living area (rural/urban).

 Data Analysis:

  • Descriptive statistics (mean, SD, frequency).

  • Pearson’s correlation for relational analysis.

  • Multiple linear regression to determine predictive power of awareness and behavior on QoL.

  • Significance level: p < 0.05.

Expected Results (Example-Based on Literature)

  • Students with high environmental awareness exhibit significantly better scores in the environmental and psychological domains of QoL.

  • Protective behaviors mediate the relationship between awareness and QoL.

  • Regression model explains around 25-30% variance in QoL scores, with both awareness and behavior as significant predictors.

Discussion

Findings are expected to reveal a positive predictive relationship between climate change awareness, protective behaviors, and quality of life. This implies that integrating sustainability education into nursing curricula could indirectly boost students’ well-being, resilience, and sense of professional responsibility.

Implications for Education and Practice

  • Integrating climate change and sustainability into nursing/midwifery education.

  • Promoting student-led environmental health projects.

  • Encouraging personal and community-level climate action as part of health promotion.

  • Enhancing psychological well-being through eco-conscious practices.


REVIEW OF LITERATURE (Brief Synopsis)

  • Climate Awareness & Health: Studies suggest that people aware of climate threats are more likely to engage in proactive health and environmental practices (Leiserowitz et al., 2020).

  • Protective Behaviors: Behaviors like sustainable commuting, waste reduction, and energy saving not only mitigate environmental harm but also enhance psychological empowerment and purpose (Clayton & Manning, 2018).

  • Quality of Life in Students: WHO defines QoL as a person's perception of their position in life in relation to culture, value systems, goals, expectations, and concerns (WHOQOL-BREF). Nursing students often report fluctuating QoL due to workload, stress, and professional pressure (Ozen & Yildirim, 2021).

  • The Gap: Few studies investigate how environmental engagement predicts QoL among future healthcare providers.

4. 🔬 METHODOLOGY

4.1 Design

Quantitative, cross-sectional, predictive correlational design.

4.2 Setting & Participants

  • Setting: College of Nursing and Midwifery across selected universities.

  • Participants: Full-time 2nd–4th year undergraduate students.

  • Sample Size: N = 400 (based on Cochran's formula and allowing for 10% nonresponse rate).

  • Sampling Technique: Stratified random sampling (to ensure representation across academic years and gender).

4.3 Instruments

InstrumentDescription
Climate Change Awareness ScaleMeasures knowledge, concern, perceived threats, and sense of urgency. (Likert scale 1–5). Validated in similar studies.
Protective Environmental Behavior Scale (PEBS)Assesses frequency of pro-environmental actions: recycling, reusing, conserving, advocacy, etc. (Likert scale 1–5).
WHOQOL-BREFA 26-item tool assessing four domains of QoL: physical, psychological, social, and environmental health.
Demographic SheetAge, gender, socioeconomic status, academic year, living environment (urban/rural), parental education, etc.

4.4 Data Collection Procedure

  • Ethical approval from Institutional Review Board (IRB).

  • Informed consent obtained.

  • Self-administered digital or paper survey distributed in classrooms.

  • Assured anonymity and voluntary participation.

4.5 Data Analysis

  • Descriptive Stats: Frequencies, means, standard deviations for awareness, behaviors, and QoL domains.

  • Correlation Analysis: Pearson’s r to measure association.

  • Regression Analysis: Multiple linear regression to predict QoL from awareness and behaviors.

  • Moderation/Mediation Analysis (optional): If protective behaviors mediate the effect of awareness on QoL.

EXPECTED FINDINGS (Based on Theory and Prior Work)

  • High climate awareness will correlate positively with psychological and environmental QoL.

  • Engaging in protective behaviors will serve as both a predictor and enhancer of personal well-being and environmental satisfaction.

  • Awareness and behaviors together will explain a significant proportion (20–30%) of variance in QoL scores.

 THEORETICAL FRAMEWORK

Health Belief Model (HBM)

  • Perceived threat (climate change) → perceived benefits (protection) → action (behavior) → health outcomes (QoL).

  • This model justifies the role of awareness in shaping behavior and influencing well-being.

🌍 IMPLICATIONS

Academic Curriculum:

  • Integrate climate-health modules in nursing/midwifery education.

  • Promote service-learning projects focused on environmental health.

Personal Health and Empowerment:

  • Engaging in green practices can foster agency, stress reduction, and eco-identity in students.

Public Health Advocacy:

  • Students trained early in sustainability become health-environment ambassadors in their future workplaces and communities.

 LIMITATIONS

  • Self-reported measures could introduce bias (social desirability).

  • Cross-sectional design limits causality.

  • Generalizability limited to nursing and midwifery students within select institutions.

REFERENCES (sample)

  • Clayton, S., & Manning, C. (2018). Psychology and Climate Change: Human Perceptions, Impacts, and Responses. Academic Press.

  • Leiserowitz, A., Maibach, E., Roser-Renouf, C., & Smith, N. (2020). Climate change in the American mind.

  • World Health Organization. (1997). WHOQOL: Measuring Quality of Life.

  • Ozen, A., & Yildirim, M. (2021). Relationship between stress and quality of life in nursing students. Nursing Forum, 56(2), 200–208.

CONCLUSION

This research aims to bridge the gap between environmental literacy and holistic health among student nurses and midwives. By establishing predictive links between awareness, behavior, and QoL, this study could inform both educational policy and health promotion practices that prepare resilient, responsible, and well-balanced future health professionals

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