The purpose of this study is to examine the impact of a structured educational program based on the Transtheoretical Model (TTM) on HPV knowledge, health beliefs, and vaccination behavioral intentions among first-year nursing students. The study will also evaluate how the intervention affects students' HPV vaccine readiness compared to the TTM.

The primary questions addressed by the study are:

• Does the TTM-based educational intervention increase students' knowledge about HPV and the HPV vaccine?
• Does the program change students' health beliefs regarding susceptibility, severity, benefits, and barriers to HPV and the HPV vaccine?
• Does the program improve students' intentions and readiness to receive the HPV vaccine?
• Do students move to a higher behavioral readiness stage (from Precontemplation to Contemplation, Preparation, Action, or Maintenance) after the intervention?

The researcher will compare the TTM-based educational intervention with a control group that did not receive structured education to determine whether a personalized, stage-based approach is more effective in improving HPV-related outcomes among nursing students.

Participants will:

• Complete baseline questionnaires measuring HPV knowledge, health beliefs, and vaccination intention.
• The experimental group (intervention group) will receive personalized TTM-based education, face-to-face instruction in modules aligned with the five TTM phases (Precontemplation, Contemplation, Preparation, Action, and Maintenance).
• The experimental group will participate in educational sessions designed to raise awareness, correct misinformation, support decision-making, and encourage protective behaviors.
• The control group will not receive any educational program.
• All participants in the experimental and control groups will complete the same questionnaires again to assess changes after the intervention.

The TTM-based educational intervention provides:

• Staged counseling
• Information about HPV and the HPV vaccine
• Activities to raise awareness, strengthen motivation, and support vaccination adoption
• Personalized feedback based on student readiness
• Structured modules focusing on knowledge, belief, and behavior change strategies

The study population included first-year nursing students enrolled in the Faculty of Health Sciences. A total of 88 participants will be recruited and randomly assigned to either the intervention (n=44) or control (n=44) groups through simple randomization.

The results of this study are expected to contribute to the development of evidence-based education strategies in nursing, support of behavioral change models in health education, and strengthen the role of future nurses in HPV prevention, vaccine advocacy, and public health practice.

Inclusion Criteria:

• First-year students enrolled in the Nursing Department of the Faculty of Health Sciences
• Provide written informed consent to participate
• Agree to attend all educational sessions and data collection appointments during the study period
• Have sufficient Turkish literacy to read and understand study materials
• Have not previously received any comprehensive education about HPV infection or HPV vaccination

Exclusion Criteria:

• Students who do not agree to participate in the study
• Students who do not provide written informed consent

Individual participant data (IPD) will not be shared because the study involves identifiable student information, and sharing raw data may pose confidentiality and privacy risks. Data will be stored securely and used only for the purposes approved by the ethics committee. Only aggregated and de-identified results will be reported in publications.