Comparison of the Effect of Sexual Health Model-Based Education and the Serious Game 'Counselor Monopoly' on Knowledge, Reasoning Skills, and Attitudes of Nursing and Midwifery Students about the Human Papillomavirus

Determining and comparing the effect of an educational intervention based on the Sexual Health Model using the serious game 'Consultant Monopoly' on the knowledge, reasoning skills, and attitudes of nursing and midwifery students regarding the Human Papillomavirus.

The sample size is 96 participants, accounting for attrition. To control for confounders, stratified randomization will assign participants to two groups. The allocation process involves two stages: Random sequence generation: Using Random Allocation software. Allocation concealment: A trained individual, independent from intervention implementation and data analysis, will implement the sequence to keep interventions concealed until formal group assignment. Blinding of participants and intervention providers is not feasible due to the nature of the interventions.

This study is a randomized controlled trial with a pretest-posttest-follow-up design. The setting of this study is the Nursing and Midwifery School at Shahid Sadoughi University of Medical Sciences in Yazd

Inclusion Criteria : Nursing and midwifery students from the third semester onwards at Shahid Sadoughi University of Medical Sciences in Yazd. Willingness to participate and provision of informed consent. Exclusion Criteria : Unwillingness to continue participation in the study.

The Sexual Health Model-based group will receive three in-person, 2-hour group sessions. The serious game group will play "Consultant Monopoly" in person, in groups of six. For both groups, the educational content is designed based on the Sexual Health Model, focusing on HPV-related knowledge, attitudes, and reasoning skills.

knowledge، reasoning skills، attitudes

Participants were allocated to the two intervention groups using a stratified randomization method based on field of study (nursing/midwifery) and academic semester. Accordingly, participants were first categorized into homogeneous strata according to the aforementioned variables, and then within each stratum, group allocation was performed randomly using Random Allocation software. To ensure allocation concealment, the allocation sequence was generated and maintained by a trained individual who was independent of both the intervention implementation and data analysis teams, and it remained concealed until participants were assigned to the groups.