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Effect of Organ Donation Education on Organ Donation Knowledge among University Students in Nigeria

Abstract

Organ transplantation is an important medical intervention for patients with advanced organ failure and may provide an opportunity to extend or improve the lives of individuals with severe kidney, liver, heart, and other organ-related conditions. However, the availability of donated organs remains limited in many settings, including Nigeria. Limited knowledge, misconceptions, cultural and religious concerns, fear of organ harvesting, concerns about bodily integrity, mistrust of the healthcare system, and inadequate public awareness may influence attitudes toward organ donation and contribute to low willingness to participate in donation programmes. University students represent an important population for health education because they are exposed to diverse health information and may influence awareness within their families and communities. Organ donation education provides an opportunity to improve understanding of the donation process, eligibility, consent, ethical considerations, and the potential benefits of organ transplantation. Against this background, this study investigates the effect of organ donation education on organ donation knowledge among university students in Nigeria. The study will be anchored on the Health Belief Model, Knowledge-Attitude-Behaviour Framework, and Social Cognitive Theory. The Health Belief Model explains how students' perceptions of the benefits and barriers associated with organ donation, perceived susceptibility to health conditions requiring transplantation, perceived severity of organ failure, and cues to action may influence their acquisition of organ donation knowledge. The Knowledge-Attitude-Behaviour Framework emphasizes the role of accurate health information in shaping understanding and subsequent health-related attitudes and behaviours. Social Cognitive Theory emphasizes observational learning, social influence, self-efficacy, and environmental factors in the acquisition and application of health knowledge. Collectively, these theoretical perspectives provide a suitable framework for explaining how organ donation education may influence organ donation knowledge among university students in Nigeria. The study will adopt a quantitative quasi-experimental or analytical cross-sectional research design. The study population will comprise undergraduate students enrolled in selected public and private universities across Nigeria. A multistage sampling technique will be used to select geopolitical zones, states, universities, faculties or departments, and eligible students. Organ donation education will be assessed using indicators such as exposure to structured educational sessions, frequency and duration of education, information on types of organ donation, living and deceased donation, donor eligibility, consent procedures, organ allocation, transplantation processes, medical and ethical considerations, legal and regulatory requirements, misconceptions surrounding organ donation, confidentiality, and potential benefits of transplantation. Organ donation knowledge will be assessed using indicators such as understanding of organs and tissues that may be donated, eligibility requirements, living and deceased donation, consent, medical evaluation of donors, organ allocation, transplantation procedures, ethical principles, legal provisions, and common misconceptions regarding organ donation. Data will be collected using structured questionnaires, validated organ donation knowledge assessment instruments, educational programme attendance records, and relevant university health programme documents. Descriptive statistics will be used to summarize participants' characteristics, exposure to organ donation education, and knowledge scores. Inferential statistical techniques, including chi-square tests, t-tests, correlation analysis, and logistic or multiple regression analysis where appropriate, will be used to determine the effect of organ donation education on organ donation knowledge. Where a quasi-experimental design is adopted, knowledge scores before and after the educational intervention may be compared to determine changes associated with the programme. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that organ donation education has a significant positive effect on organ donation knowledge among university students in Nigeria. Students who receive structured and accurate organ donation education are expected to demonstrate improved understanding of donation procedures, donor eligibility, consent requirements, ethical considerations, organ allocation, and the potential benefits of transplantation compared with students with limited exposure to organ donation information. Educational sessions may also correct misconceptions and reduce confusion surrounding organ donation and transplantation. Interactive teaching, expert-led discussions, educational materials, and opportunities for students to ask questions may improve knowledge acquisition and retention. However, cultural beliefs, religious concerns, misinformation, fear of organ harvesting, mistrust, limited exposure to reliable health information, and concerns about the safety and ethics of organ donation may affect students' understanding. The study therefore expects accessible, culturally sensitive, evidence-based, and regularly reinforced organ donation education to contribute significantly to improved organ donation knowledge among university students in Nigeria. The study is expected to contribute to the literature on organ donation education, organ donation knowledge, transplantation awareness, health education, university students, organ transplantation, public health, and healthcare awareness in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, National Blood Service Agency, healthcare institutions, transplant centres, universities, university health services, medical professionals, public health educators, religious and community organizations, development partners, and policymakers regarding strategies for improving public understanding of organ donation. The study will also provide evidence-based recommendations for incorporating organ donation education into university health programmes, developing culturally appropriate educational materials, improving access to reliable information about organ transplantation, addressing common misconceptions, strengthening public awareness campaigns, and promoting informed understanding of organ donation among young adults across Nigeria.

Keywords: Organ donation education, organ donation knowledge, university students, organ transplantation, health education, transplantation awareness, donor eligibility, informed consent, public health, Nigeria.