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Background@#In recent years, an increased incidence of breast cancer has made this disease the most common malignancy among Iranian women. Since education plays an important role in the implementation of preventive behaviors in breast cancer treatment, this study investigates the effect of educational interventions on the promotion of lifestyle-related behaviors that prevent breast cancer in middle-aged women. @*Methods@#In this randomized control study, 120 women referred to Neyshabur Health Services Centers were randomly selected and divided into two groups: an intervention group (60 subjects) and a control group (60 subjects). An educational intervention was carried out over five sessions, based on protective motivation theory constructs. Participants completed a researcher-designed questionnaire immediately and again 2 months after the intervention. The data were analyzed using IBM SPSS ver. 19.0 software (IBM Corp., Armonk, NY, USA). @*Results@#The results revealed a significant difference between the mean scores of participants exposed to protective motivation theory, awareness, and physical activities immediately and also 2 months after the intervention (P<0.05). Although the healthy diet scores of the two groups differed significantly immediately after the educational intervention (P<0.05), there was no significant difference between the groups 2 months after the intervention (P<0.05). @*Conclusion@#Given the effective role of education in protective motivation theory and the physical activity levels of the women who participated in this research, it seems clear that the women’s financial status shaped their ability to consume more fruits and vegetables. As this social element impacts the health of individuals, training programs alone cannot succeed.
ABSTRACT
Background@#In recent years, an increased incidence of breast cancer has made this disease the most common malignancy among Iranian women. Since education plays an important role in the implementation of preventive behaviors in breast cancer treatment, this study investigates the effect of educational interventions on the promotion of lifestyle-related behaviors that prevent breast cancer in middle-aged women. @*Methods@#In this randomized control study, 120 women referred to Neyshabur Health Services Centers were randomly selected and divided into two groups: an intervention group (60 subjects) and a control group (60 subjects). An educational intervention was carried out over five sessions, based on protective motivation theory constructs. Participants completed a researcher-designed questionnaire immediately and again 2 months after the intervention. The data were analyzed using IBM SPSS ver. 19.0 software (IBM Corp., Armonk, NY, USA). @*Results@#The results revealed a significant difference between the mean scores of participants exposed to protective motivation theory, awareness, and physical activities immediately and also 2 months after the intervention (P<0.05). Although the healthy diet scores of the two groups differed significantly immediately after the educational intervention (P<0.05), there was no significant difference between the groups 2 months after the intervention (P<0.05). @*Conclusion@#Given the effective role of education in protective motivation theory and the physical activity levels of the women who participated in this research, it seems clear that the women’s financial status shaped their ability to consume more fruits and vegetables. As this social element impacts the health of individuals, training programs alone cannot succeed.
ABSTRACT
OBJECTIVES: Health education programs are one of the most important strategies for controlling cutaneous leishmaniasis (CL) in endemic areas such as Neshabur city. This study aimed to develop and evaluate a comprehensive health education program to improve preventive behaviors for CL. METHODS: This was an interventional study conducted on 136 high school students in Neishabur city. Data collection instruments included a demographic questionnaire and a researcher-made questionnaire based on the “Health Belief Model” and “Beliefs, Attitudes, Subjective Norms and Enabling Factors Model” constructs. The control and intervention groups completed the questionnaires before and 2 months after the intervention. The intervention was conducted in 6, 1-hour educational sessions for the intervention group students and 2, 1-hour sessions for school administrators, teachers, and students’ parents. RESULTS: There was no significant difference between the 2 groups in the pre-intervention phase. However, in the post-intervention phase, there were significant differences between the 2 groups for mean scores of knowledge, perceived susceptibility, perceived severity, perceived benefits, cues to action, self-efficacy, attitude, subjective norms, behavioral intention, enabling factors, and behavior associated with CL. CONCLUSION: Health education program based on the “Health Belief Model” and the “Beliefs, Attitudes, Subjective Norms and Enabling Factors Model” model constructs may be a comprehensive and effective educational program to improve preventive behaviors against CL in students.
Subject(s)
Humans , Administrative Personnel , Causality , Cues , Data Collection , Education , Health Education , Intention , Iran , Leishmaniasis, Cutaneous , ParentsABSTRACT
Mental health is one of the most important factors that influence aptitude growth of the university students. The purpose of the present study was to assess mental health and some related factors among students of Sabzevar Universities. This cross-sectional study was carried out on 270 students of Universities of Sabzevar in 2010. The subjects were selected using cluster random sampling. The data were collected using GHQ-28. The Cut off point of total score [0-84] was set as 23 and in each item [0-21] was set as 6. In addition, we asked all subjects about social support and parent relationship. The data were analyzed by SPSS version 15.0 software using descriptive and analytical statistics, including t-test, ANOVA and Pearson correlation. 105 [39%] students were suspected to have physical or psychological disorders. Frequency of social dysfunction disorders, depression, physical disorders and anxiety were 57.8%, 35.9%, 32.3% and 23.7%, respectively. Frequency of social dysfunction disorders and depression was more prevalent among males and non-domestic students. Also, mean score of physical disorders and depression was higher in students who their parents were separated or their relationships were with the contention [p<0.05]. There was a negative correlation between social support to stress [r=-0.134, p<0.05] and depression [r= -0.189, p<0.01]. Considering the high frequency of suspected cases of mental disorders in students, more attention to students' mental health problems and establishment of counseling centers at Universities are necessary