Background Voluntary social sensitivity activities conducted within universities help students develop awareness of social issues. In this context, social sensitivity projects support individual development while forming the basis of a holistic approach in nursing education. Aim This study aims to examine the relationship between social sensitivity activities assigned to nursing students and their individual social responsibility levels. Design This is a descriptive and cross-sectional study. Methods This study was conducted during the spring semester of the 2024–2025 academic year with first-year nursing students enrolled in the Social Sensitivity course at a public university in Türkiye. No formal sample size calculation was performed, as the study aimed to include the entire accessible population. Therefore, all eligible students were invited to participate. Of the 151 eligible students, 112 voluntarily agreed to participate in the study. Data were collected at the end of the semester after the completion of the course activities using the “Student Information Form” and the “Individual Social Responsibility Scale.” Non-parametric tests were employed for data analysis. Results The mean total score on the Individual Social Responsibility Scale was 97.42 ± 12.98. Male students’ mean score (103.94 ± 15.74) was statistically significantly higher than that of female students (96.17 ± 12.08). Students who participated actively or partially actively in course-related activities scored significantly higher than passive participants. In addition, students who considered the Social Sensitivity course necessary had significantly higher mean scores (98.65 ± 12.55) compared to those who considered it unnecessary (82.50 ± 0.71) (p < 0.05). The skills that students reported as most improved through the Social Sensitivity course were empathy (80.4%), personal development (75.9%), and communication skills (67.9%). Conclusion The findings indicate that nursing students’ levels of individual social responsibility are generally high. Furthermore, the majority of students reported that through this course they became aware of their responsibilities beyond the hospital setting and developed sensitivity toward social issues. Incorporating social responsibility-related courses to curricula may promote nurses’ social awareness. Clinical trial number This study was not registered as a clinical trial as it does not involve an interventional design.

The effect of activities assigned to nursing students on the development of their social responsibility

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2026年4月14日

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Aylin Palloş,
Nevin Utkualp

摘要

Background

Voluntary social sensitivity activities conducted within universities help students develop awareness of social issues. In this context, social sensitivity projects support individual development while forming the basis of a holistic approach in nursing education.

Aim

This study aims to examine the relationship between social sensitivity activities assigned to nursing students and their individual social responsibility levels.

Design

This is a descriptive and cross-sectional study.

Methods

This study was conducted during the spring semester of the 2024–2025 academic year with first-year nursing students enrolled in the Social Sensitivity course at a public university in Türkiye. No formal sample size calculation was performed, as the study aimed to include the entire accessible population. Therefore, all eligible students were invited to participate. Of the 151 eligible students, 112 voluntarily agreed to participate in the study. Data were collected at the end of the semester after the completion of the course activities using the “Student Information Form” and the “Individual Social Responsibility Scale.” Non-parametric tests were employed for data analysis.

Results

The mean total score on the Individual Social Responsibility Scale was 97.42 ± 12.98. Male students’ mean score (103.94 ± 15.74) was statistically significantly higher than that of female students (96.17 ± 12.08). Students who participated actively or partially actively in course-related activities scored significantly higher than passive participants. In addition, students who considered the Social Sensitivity course necessary had significantly higher mean scores (98.65 ± 12.55) compared to those who considered it unnecessary (82.50 ± 0.71) (p < 0.05). The skills that students reported as most improved through the Social Sensitivity course were empathy (80.4%), personal development (75.9%), and communication skills (67.9%).

Conclusion

The findings indicate that nursing students’ levels of individual social responsibility are generally high. Furthermore, the majority of students reported that through this course they became aware of their responsibilities beyond the hospital setting and developed sensitivity toward social issues. Incorporating social responsibility-related courses to curricula may promote nurses’ social awareness.

Clinical trial number

This study was not registered as a clinical trial as it does not involve an interventional design.