Effect of an Educational Program about Climate Change Based on Protection Motivation Theory on Knowledge and Daily Life Practices of Rural Women

El Mezayen, Ahmed Salem Abdel Moniem; El-Shafie, Ikbal Fathallah; Khaton, Samia E.; Elbialy, Amira A.

doi:10.21608/tsnj.2025.464028

Effect of an Educational Program about Climate Change Based on Protection Motivation Theory on Knowledge and Daily Life Practices of Rural Women

Document Type : Original Article

Authors

¹ 1Assistant lecturer of Community Health Nursing, Faculty of Nursing, Tanta University, Egypt

² Professor of Community Health Nursing, Faculty of Nursing, Tanta University, Egypt

³ Assistant Professor of Community Health Nursing, Faculty of Nursing, Tanta University, Egypt

10.21608/tsnj.2025.464028

Abstract

Background: Climate change is a critical global challenge that requires urgent and inclusive responses. Empowering rural women by recognizing their knowledge and practices is essential to strengthen resilience and promote sustainable communities. Aim: to evaluate effect of an educational program about climate change based on protection motivation theory on knowledge and daily life practices of rural women. Study design: A quasi-experimental research design was utilized. Study setting: This study was conducted at Kharsit Rural Health Unit, El-Gharbeya Governorate, which is affiliated with the Ministry of Health and Population. Study subjects: A convenience sample of 150 rural women who attended the aforementioned setting for various reasons and were willing to participate. Study tools: Three tools were used for data collection: Tool (I): Rural women's knowledge about climate change, which consisted of two parts: Socio-demographic characteristics of rural women and rural women's knowledge about climate change. Tool (II): Protection motivation scale. Tool (III): Self-reported daily life practices of rural women regarding climate change. Results: The majority of the studied rural women had low levels of knowledge and unsatisfactory practice scores regarding climate change before the program, and all participants also exhibited low protection motivation. Two months after the intervention, more than three-quarters of the women demonstrated high levels of knowledge and protection motivation, and about two-thirds achieved satisfactory practices. Conclusion: The health education program about climate change based on the Protection Motivation Theory was effective in improving rural women’s knowledge and daily life practices in relation to climate change. Recommendations: Rural health services need to implement climate change health education initiatives for rural communities, by adopting culturally sensitive and socially relevant communication strategies.