Social Cognitive Theory-Based Education for Improving Health Outcomes in Older Adults (SCT-OLD)

Muhammet Faruk Yigit

Status: Not yet enrolling

Conditions: Aging; Self Efficacy; Health Behavior; Health Literacy

Treatments: Behavioral: Social Cognitive Theory-Based Education

Study type: Interventional

Funder types: Other

Identifiers

NCT07566143

2026-228384

Details and patient eligibility

About

This study aims to evaluate the effectiveness of a Social Cognitive Theory-based education program on self-efficacy, healthy lifestyle behaviors, and health literacy in older adults aged 65 years and over attending primary care centers. Participants will be assigned to either an intervention group receiving a structured education program or a control group receiving routine care. The intervention consists of three face-to-face educational sessions delivered weekly. Outcomes will be assessed at baseline and 4-6 weeks after the intervention using validated scales. The findings are expected to contribute to improving health behaviors and health literacy among older adults in primary care settings.

Full description

This study is designed as a randomized controlled trial to evaluate the impact of a Social Cognitive Theory-based educational intervention on self-efficacy, healthy lifestyle behaviors, and health literacy among older adults. The study will be conducted in a primary care setting and will include individuals aged 65 years and older who meet the inclusion criteria and provide informed consent.

Participants will be randomly assigned to either the intervention group or the control group. The intervention group will receive a structured education program based on Social Cognitive Theory, delivered in three weekly face-to-face sessions, each lasting approximately 30 minutes. The content of the program includes health promotion, healthy nutrition, physical activity, chronic disease management, self-efficacy enhancement, and health literacy improvement. The control group will receive routine primary care services without additional intervention.

Data will be collected at two time points: baseline (pre-test) and 4-6 weeks after the completion of the intervention (post-test). Outcome measures include self-efficacy, assessed using the General Self-Efficacy Scale; healthy lifestyle behaviors, assessed using the Health-Promoting Lifestyle Profile; and health literacy, assessed using the Health Literacy Scale (short form).

The study is expected to provide evidence on the effectiveness of theory-based educational interventions in promoting health behaviors and improving health literacy among older adults in primary care settings.

Enrollment: 100 estimated patients

Sex: All

Ages: 65+ years old

Volunteers: Accepts Healthy Volunteers

Inclusion criteria

• Aged 65 years and older
• Able to communicate in Turkish
• Willing to participate and provide informed consent
• Having sufficient cognitive ability to follow the education program

Exclusion criteria

• Severe cognitive impairment
• Severe psychiatric disorder
• Acute or life-threatening medical condition

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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100 participants in 2 patient groups

Intervention Group

Experimental group

Description:

Participants in this group will receive a structured Social Cognitive Theory-based education program consisting of three weekly face-to-face sessions, in addition to routine primary care services.

Treatment:

Behavioral: Social Cognitive Theory-Based Education

Arm Type: Control Group (No Intervention)

No Intervention group

Description:

Participants in this group will receive routine primary care services without any additional educational intervention.