ABSTRACT
Dietary habits and patterns form in childhood and remain until the end of life. Children need nutrition education to obtain necessary skills to select the correct food. The research was performed the effects of peer education based on Health Belief Model on nutrition behaviors in primary school boys in Zahedan city in 2011-2012. In the quasi-experimental study, 217 male students at the fourth grade of elementary school were selected via simple multi-stage random sampling and divided into two intervention and control groups. A questionnaire in pre-testing was completed by two groups. Based on these results, need assessment was done and educational intervention was performed through questions and answers technique by trained peers on intervention group. The training meeting was 45 minutes. Post-test was conducted 2 months later. The collected data were inserted in SPSS software and analyzed by the statistical independent t-test, paired t-test, Pearson Correlation test, and regression analysis. The results showed that before intervention, mean scores of knowledge, perceived benefits, barriers, susceptibility and severity, and self-efficacy were not significantly different between the two groups. After training, scores of all variables in intervention group significantly increased. Regression model, including behavior as the dependent variable and awareness, perceived susceptibility, severity, benefits and barriers, and self-efficacy as predictors, was significance. The results showed that the model-based nutrition education through peers has a positive impact on the nutrition behavior of students. Therefore, designing training programs based on the model can be effective on students' nutritional behavior with emphasis on perceived benefits.
ABSTRACT
A total of 6000 people are infected with Malaria in Iran annually. Sistan and Baluchistan province is ranked in the first place in the country. A before-after intervention was conducted in 2011 in Chabahar city, Iran. Eleven questions were used to assess cognitive skills, 8 questions were to assess attitude skills and 6 questions were used for measuring behavioral skills. Three hundred participants were enrolled from three districts of Chabahar regional area. Chi-Square, independent and paired T-test and one-way ANOVA were performed for data analysis using SPSS software. The cognitive skills were increased significantly from 6.04 to 8.8 after intervention. The attitude skills were increased significantly from 15.8 to 18.2 following intervention. Among the behavioral skills, all of them [Using anti-mosquito net at nights, referring to the health facilities once the fever occurred, receiving all the medications if infected, sleeping under anti-mosquito net when infected, trying to dry the waste water and attending the malaria-related training courses] improved after the intervention. Perceived behavioral control was increased from 10.4 to 12.1 significantly. Subjective norms were enhanced significantly from 10.4 to 12.4. Mean behavioral intense was increased significantly from 10.4 to 12.1. The findings demonstrated that implementing educational intervention programs can increase the level of knowledge, attitude, and behavior of community regarding malaria preventive initiatives.