The Effect of Financial Literacy Education on Financial Literacy and Future Anxiety in Final-Year Nursing Students

NCT07092956 | Completed DMC

• 2 other identifiers: SBU-HEM-MA-03GATA-BAEK-2025/05-236
• Study Type: interventional
• Target: 68
• Locations: 1 country
• Sites: 1

Brief Summary

This study aims to evaluate the effect of financial literacy education on financial literacy levels and future anxiety among senior-year nursing students. The research will be conducted at the University of Health Sciences, Gülhane Faculty of Nursing, using a randomized controlled trial design with pre-test and post-test measures. Participants will be selected from fourth-year nursing students enrolled in the 2024-2025 academic year. The intervention group will receive financial literacy training delivered by an expert in economics. The study will use the Financial Literacy Behavior and Attitude Scale and the Future Anxiety Scale for University Students to assess outcomes. The effectiveness of the training will be evaluated by comparing pre- and post-intervention data.

Conditions

Literacy; Anxiety and Fear; Nursing Students; Health Knowledge, Attitudes, Practice

Keywords

Financial Literacy; Future Anxiety; Nursing Students; Financial Education; Health Professions Education; Randomized Controlled Trial; Nurse Education

Outcome Measures

Primary Outcomes (1)

• Change in financial literacy scores

  Financial literacy will be measured using the Financial Literacy Behavior and Attitude Scale (FODTÖ), which includes subdimensions such as spending, attitude, perception, and interest. Higher scores indicate greater financial literacy. As the score on the scale increases, future anxiety increases; as the score decreases, future anxiety decreases.

  Baseline and 3 weeks post-intervention

Study Arms (2)

Financial Literacy Education

EXPERIMENTAL

Participants in this group received financial literacy education delivered by an expert in economics. The training covered budgeting, saving, investment tools, opportunity cost, and financial planning. Measurements were taken before and three weeks after the training.

Behavioral: Financial Literacy Education

Control Group

NO INTERVENTION

Participants in this group did not receive any financial literacy education during the main study period. However, the same training was provided after post-intervention data collection to ensure ethical equity. Measurements were taken at the same intervals as in the experimental group.

Interventions

Financial Literacy Education BEHAVIORAL

A structured financial literacy training program delivered by an expert in economics. The training includes topics such as budgeting, saving, opportunity cost, financial planning, and investment tools. It was provided to the experimental group over a single session, and outcomes were assessed three weeks later.

Financial Literacy Education

Eligibility Criteria

• Age: 18 Years - 30 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64)

You may qualify if:

• Willingness to voluntarily participate in the study
• Enrollment as a 4th-year nursing student at the University of Health Sciences, Gülhane Faculty of Nursing, during the 2024-2025 academic year
• No known hearing or visual impairments
• No prior participation in any financial literacy education
• Currently employed in a paid part-time or full-time job

You may not qualify if:

• Voluntary withdrawal from the study at any point
• Incomplete participation in the study stages (e.g., missing pre-test or post-test data)

Sponsors & Collaborators

• Saglik Bilimleri Universitesi: lead

Study Sites (1)

University of Health Sciences, Gülhane Faculty of Nursing

Ankara, Etlik/Keçiören, 06010, Turkey (Türkiye)

Location

MeSH Terms

Conditions

Literacy; Anxiety Disorders; Behavior

Condition Hierarchy (Ancestors)

Communication; Mental Disorders

Study Officials

• Miray Aksu, Phd

  Saglik Bilimleri Universitesi

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: RANDOMIZED
• Masking: NONE
• Masking Details: No masking was performed in this study. Both participants and investigators were aware of group assignments
• Purpose: HEALTH SERVICES RESEARCH
• Intervention Model: PARALLEL
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Assistant Professor of Nursing, Principal Investigator

Model Details: This study used a parallel assignment model in which final-year nursing students were randomly allocated to either an experimental group receiving financial literacy training or a control group receiving no training. Pre- and post-tests were conducted for both groups to assess financial literacy and future anxiety. After post-intervention data collection, the control group was also provided with the same financial literacy education to ensure equal learning opportunity.

Study Record Dates

• First Submitted: July 19, 2025
• First Posted: July 30, 2025
• Study Start: May 27, 2025
• Primary Completion: June 17, 2025
• Study Completion: June 18, 2025
• Last Updated: July 30, 2025

Record last verified: 2025-07

Data Sharing

• IPD Sharing: Will not share

Locations

TU (1)