Voluntary social sensitivity activities conducted within universities help students develop awareness of social issues. In this context, social sensitivity projects support individual development while forming the basis of a holistic approach in nursing education. This study aims to examine the relationship between social sensitivity activities assigned to nursing students and their individual social responsibility levels. This is a descriptive and cross-sectional study. This study was conducted during the spring semester of the 2024–2025 academic year with first-year nursing students enrolled in the Social Sensitivity course at a public university in Türkiye. No formal sample size calculation was performed, as the study aimed to include the entire accessible population. Therefore, all eligible students were invited to participate. Of the 151 eligible students, 112 voluntarily agreed to participate in the study. Data were collected at the end of the semester after the completion of the course activities using the “Student Information Form” and the “Individual Social Responsibility Scale.” Non-parametric tests were employed for data analysis. The mean total score on the Individual Social Responsibility Scale was 97.42 ± 12.98. Male students’ mean score (103.94 ± 15.74) was statistically significantly higher than that of female students (96.17 ± 12.08). Students who participated actively or partially actively in course-related activities scored significantly higher than passive participants. In addition, students who considered the Social Sensitivity course necessary had significantly higher mean scores (98.65 ± 12.55) compared to those who considered it unnecessary (82.50 ± 0.71) (p < 0.05). The skills that students reported as most improved through the Social Sensitivity course were empathy (80.4%), personal development (75.9%), and communication skills (67.9%). The findings indicate that nursing students’ levels of individual social responsibility are generally high. Furthermore, the majority of students reported that through this course they became aware of their responsibilities beyond the hospital setting and developed sensitivity toward social issues. Incorporating social responsibility-related courses to curricula may promote nurses’ social awareness. This study was not registered as a clinical trial as it does not involve an interventional design.
Palloş et al. (Tue,) studied this question.