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Impact of Blood Stem Cell Donation Education on Knowledge of Stem Cell Donation among University Students in Nigeria

Abstract

Blood stem cell donation is an important component of modern healthcare because donated blood-forming stem cells may provide potentially life-saving treatment for patients with certain blood cancers, bone marrow disorders, inherited blood disorders, and other serious conditions requiring hematopoietic stem cell transplantation. University students represent an important population for health education and potential future participation in voluntary stem cell donation programmes. However, limited knowledge about stem cell donation, misconceptions about the donation process, concerns about pain and safety, uncertainty about eligibility, inadequate awareness of donor registries, and misinformation may influence students' understanding and willingness to consider donation. Blood stem cell donation education provides an opportunity to improve students' knowledge of the purpose, eligibility requirements, donor-recipient matching, donation procedures, safety, potential risks, and available registration pathways. Against this background, this study investigates the impact of blood stem cell donation education on knowledge of stem cell donation among university students in Nigeria. The study will be anchored on the Health Belief Model, Health Literacy Theory, and Social Cognitive Theory. The Health Belief Model explains how students' perceptions of the importance of stem cell donation, perceived benefits, perceived barriers, perceived susceptibility to conditions requiring transplantation, self-efficacy, and cues to action may influence their knowledge and health-related decisions. Health Literacy Theory emphasizes students' ability to obtain, understand, evaluate, and apply accurate information about stem cell donation, donor eligibility, registration, matching, and donation procedures. Social Cognitive Theory emphasizes observational learning, peer influence, social modelling, self-efficacy, reinforcement, and environmental factors in shaping students' understanding and responses to voluntary donation. Collectively, these theoretical perspectives provide a suitable framework for explaining how blood stem cell donation education may influence knowledge of stem cell donation 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 and postgraduate students aged 18 years and above 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, levels of study, and eligible students. Blood stem cell donation education will be assessed using indicators such as exposure to educational sessions, frequency and duration of education, information about blood-forming stem cells, conditions treated through stem cell transplantation, donor eligibility, age and health requirements, donor-recipient matching, stem cell registries, registration procedures, donation methods, peripheral blood stem cell collection, bone marrow donation, donor safety, possible side effects, recovery, confidentiality, myths and misconceptions, and reliable sources of stem cell donation information. Knowledge of stem cell donation will be assessed using indicators such as understanding of the purpose of stem cell donation, awareness of eligible donor characteristics, knowledge of donor-recipient matching, recognition of major donation methods, understanding of the basic donation process, awareness of donor safety considerations, knowledge of potential temporary side effects, understanding of registration and donor-availability procedures, recognition of misconceptions about donation, and identification of appropriate sources of professional information. Data will be collected using structured questionnaires, standardized stem cell donation knowledge assessment tools, scenario-based questions, educational programme records where available, and pre-test and post-test assessments where a quasi-experimental intervention is adopted. Descriptive statistics will be used to summarize students' demographic and educational characteristics, previous exposure to stem cell information, sources of information, awareness levels, and knowledge scores. Inferential statistical techniques, including chi-square tests, paired and independent t-tests, correlation analysis, and logistic or multiple regression analysis where appropriate, will be used to determine the impact of blood stem cell donation education on knowledge of stem cell donation. Where a quasi-experimental design is adopted, knowledge scores before and after the educational intervention may be compared with those of a comparison group to determine changes associated with the intervention. Diagnostic tests will also be conducted to assess the reliability, validity, and robustness of the findings. The study is expected to find that blood stem cell donation education has a significant positive impact on knowledge of stem cell donation among university students in Nigeria. Students exposed to structured, evidence-based, practical, and accessible stem cell donation education are expected to demonstrate greater knowledge of the purpose, eligibility requirements, matching process, registration procedures, donation methods, and donor safety than students without comparable exposure. Education may correct misconceptions that stem cell donation is necessarily dangerous or permanently harmful and may improve students' understanding of the differences between peripheral blood stem cell donation and bone marrow donation. It may also improve students' awareness of donor registries and encourage them to seek accurate information from qualified healthcare professionals and recognized donation organizations. However, limited public awareness, inadequate donor-registration infrastructure, misconceptions about donation, concerns about safety, cultural beliefs, limited access to reliable information, and the relatively low visibility of stem cell donation programmes in Nigeria may reduce the effectiveness of education alone. The study therefore expects accessible, evidence-based, culturally appropriate, and sustained blood stem cell donation education to contribute significantly to improved knowledge of stem cell donation among university students in Nigeria. The study is expected to contribute to the literature on blood stem cell donation, hematopoietic stem cell transplantation, health education, health literacy, voluntary donation, university student health, blood and transplant services, public health education, and healthcare awareness in Nigeria. The findings will provide useful information to the Federal Ministry of Health and Social Welfare, National Blood Service Agency, transplant and haematology centres, universities, university health centres, healthcare professionals, development partners, student organizations, public health practitioners, and policymakers regarding strategies for improving awareness of stem cell donation. The study will also provide evidence-based recommendations for integrating stem cell donation education into university health programmes, improving students' access to reliable information about donor registration and eligibility, addressing misconceptions about donation procedures and safety, strengthening public awareness campaigns, improving collaboration between universities and relevant blood or transplant services, and developing sustainable educational interventions that promote informed understanding of blood stem cell donation among university students across Nigeria.

Keywords: Blood stem cell donation education, knowledge of stem cell donation, hematopoietic stem cells, stem cell donation, university students, donor registration, health education, health literacy, voluntary donation, transplant services, Nigeria, public health.