Application of the PRECEDE -PROCEED model in prevention of brucellosis focused on livestock vaccination process

Abstract Background This article reports the steps of an educational intervention, which is designed to change livestock breeders’ preventive behavior in terms of vaccinating their livestock against brucellosis. The study has been conducted in a rural area in a country with the second highest brucellosis prevalence in the world. Methods In a quasi-experimental study and applying PRECEDE-PROCEED model, 45 livestock breeders were trained through basket method, accompanied with constructive feedback from researchers and peers and a brief interactive lecture at the end. The livestock breeders’ awareness, attitude and practice level in the intervention group was compared with those of other 45 livestock breeders in a control group, 1 and 6 months after the intervention. According to the results of the Rose Bengal tests (RBTs), as a rapid and simple screening test, the presence or absence of Brucella antibodies in the animals’ serum was investigated. Results Immediately and 1 month after the intervention, the mean scores of knowledge, awareness and practice of livestock breeders in the intervention group were significantly higher. Six months after the intervention, the results of the RBTs were positive in more livestock in the intervention group compared to the animals in the control group. The positive result of RBT after educational intervention, in livestock whose test results were negative immediately before intervention, accompanying the results of observation indicating a good general condition of livestock was considered as a probable evidence of the success of the educational intervention. Conclusion The model-driven educational intervention could significantly increase livestock breeders’ awareness, attitude and practice regarding prevention of brucellosis and vaccination of their livestock against brucellosis; however, a period of non-continuous reinforcement and gradual reduction of the number of the reinforcements by health educator workers is recommended in order to increase the maintenance of the learnt behavior. Trial registration Conducting this study was registered at Iranian Registry of Clinical Trials (IRCT20180304038945N1). Registered 24 December 2018. The proposal was registered before enrollment of the first participant.

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Application of The PRECEDE -PROCEED Model in Prevention of Brucellosis Focused On Livestock Vaccination Process

10.21203/rs.3.rs-871586/v1 ◽

2021 ◽

Author(s):

Farhad Bahadori ◽

Fazlollah Ghofranipour ◽

Fatemeh Zarei ◽

Reza Ziaei ◽

Saeideh Ghaffarifar

Keyword(s):

Educational Intervention ◽

Intervention Group ◽

Control Group ◽

Model Driven ◽

Constructive Feedback ◽

Attitude And Practice ◽

Quasi Experimental ◽

The Mean ◽

The Rose ◽

Interactive Lecture

Abstract Background This article reports the steps of an educational intervention, which is designed to change livestock breeders’ preventive behavior in terms of vaccinating their livestock against brucellosis. The study has been conducted in a rural area in a country with the second highest brucellosis prevalence in the world. Methods In a quasi-experimental study and applying PRECEDE-PROCEED model, 45 livestock breeders were trained through basket method, accompanied with constructive feedback from researchers and peers and a brief interactive lecture at the end. The livestock breeders’ awareness, attitude and practice level in the intervention group was compared with those of other 45 livestock breeders in a control group, one and six months after the intervention. The presence of anti-brucellosis antibodies in livestock’s blood was compared in groups and considered as the outcome measure of the intervention. Results Immediately and one month after the intervention, the mean scores of knowledge, awareness and practice of livestock breeders in the intervention group were significantly higher. Six months after the intervention, the results of the Rose Bengal tests were positive in more livestock in the intervention group compared to the animals in the control group. Conclusion The model-driven educational intervention could significantly increase livestock breeders' awareness, attitude and practice regarding prevention of brucellosis and vaccination of their livestock against brucellosis; however, a period of non-continuous reinforcement and gradual reduction of the number of the reinforcements by health educator workers is recommended in order to increase the maintenance of the learnt behavior. Trial registration: Conducting this study was registered at Iranian Registry of Clinical Trials (IRCT20180304038945N1). Registered 24 December 2018(https://www.irct.ir/trial/29996).The proposal was registered before enrollment of the first participant.

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Effectiveness of an Educational Intervention to Participation in Physical Activity: A quasi-experimental model-based study

10.21203/rs.2.22356/v1 ◽

2020 ◽

Author(s):

Saeideh Shahsavari ◽

Sakineh dadipoor ◽

Mohtasham Ghaffari ◽

Ali Safari-Moradabadi

Keyword(s):

Physical Activity ◽

Educational Intervention ◽

Stages Of Change ◽

Intervention Group ◽

T Test ◽

Control Group ◽

Post Intervention ◽

Chi Square ◽

Significant Difference ◽

Quasi Experimental

Abstract Background: The aim of the present study was to assess readiness to become or stay physically active according to the Stages of Change Model.Methods: The present quasi-experimental study was conducted on 100 women working in the healthcare centres of Bandar Abbas, Iran. The sampling method is clustering in type. The subjects were assigned into two groups of intervention and control. The collected data were analysed by SPSS-16 software using descriptive and inferential statistics, including independent-sample t-test, paired-sample t-test and Chi-square test.Results: Before the educational intervention, 19 subjects (0.38%) from the intervention group showed to have regular physical activity (4-5 stages). This number changed to 29 (0.58%) and 25 (0.50%) after three months and six months of intervention. A statistically significant difference was found before the intervention and 3 and 6 months afterwards (P˂.001). In the control group, no statistically significant difference was found between the pre-intervention and post-intervention (three months (P=.351) and six months (P=.687).Conclusion: The educational intervention based on the stages of behaviour change model showed to be effective in promoting the physical activity of employed women. These findings may benefit health education researchers and practitioners who tend to develop innovative theory-based interventions and strategies to increase the level of physical activity in women.

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Promoting the adoption of behaviors to prevent osteoporosis using the health belief model integrated with health literacy: quasi-experimental intervention study

BMC Public Health ◽

10.1186/s12889-021-12300-8 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Rahman Panahi ◽

Fatemeh Samiei Siboni ◽

Mansoure Kheiri ◽

Khadije Jahangasht Ghoozlu ◽

Mahya Shafaei ◽

...

Keyword(s):

Standard Deviation ◽

Educational Intervention ◽

Intervention Group ◽

Health Belief ◽

Control Group ◽

Walking Behavior ◽

Quasi Experimental ◽

The Mean ◽

Belief Model ◽

The Health Belief Model

Abstract Background The health belief model (HBM) is effective in preventing osteoporosis and promoting health literacy (HL). In this regard, there are some critical points such as the role of HL in preventing osteoporosis, adoption of preventive behaviors, adoption of behaviors, including physical activity, and the role of health volunteers in transmitting health messages to the community. Considering the aforesaid points this study was performed among the health volunteers aimed to determine the effect of educational intervention based on integrated HBM with HL on walking and nutrition behaviors to prevent osteoporosis. Materials and methods In this quasi-experimental intervention study, 140 health volunteers (70 people in each of the two intervention and control groups) were enrolled in the study using multi-stage random sampling, in 2020. The members of the intervention group received e-learning through social media software, 4 times during 4 weeks (once a week) and were provided with educational booklets and pamphlets. Data collection tools included demographic and background questionnaires; standard questionnaire based on the HBM, awareness, and walking and nutrition behaviors to prevent osteoporosis; and HELIA questionnaire to measure HL. These questionnaires were completed in two stages, before and 3 months after the intervention. The educational intervention in this study was sent to the intervention group in 4 stages. The collected data were analyzed using proportional tests (paired t-test, Wilcoxon test, independent t-test, Mann-Whitney test) and SPSS software version 23. Results The mean and standard deviation related to the score of adoption of nutrition behaviors at the beginning of the study in the intervention group was 5.398 ± 1.447, which changed to 8.446 ± 1.244 after 3 months, indicating a significant increase in the adoption of such behaviors (P = 0.009). In the control group, the mean and standard deviation of the scores of adoption of nutrition behaviors changed from 5.451 ± 1.222 to 6.003 ± 1.005, which was not statistically significant (P = 0.351). Also, the mean and standard deviation related to the scores of adoption of walking behavior at the beginning of the study in the intervention group was 8.956 ± 0.261, which changed to 13.457 ± 0.587 after 3 months, indicating a significant increase in the adoption of such behaviors (P < 0.001). In the control group, the mean and standard deviation related to the scores of the adoption of walking behavior changed from 8.848 ± 0.353 to 9.025 ± 0.545, which was not statistically significant (P = 0.211). Prior to the intervention, there was no significant difference between two groups regarding the variables of demographic and background, knowledge, all constructs of the model, HL, and adoption of walking and nutrition behaviors (P > 0.05). After the intervention, the comparison of the two groups showed that there was a significant change in the mean scores of awareness, all constructs of the model, HL, and adoption of preventive behaviors in the intervention group than the control group (P < 0.05). Conclusion The educational intervention based on an HBM integrated with HL was effective and acceptable in correcting and promoting walking and nutrition behaviors to prevent osteoporosis among health volunteers. Therefore, it can be said that the intervention implemented was in line with the developed model used.

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The effectiveness of a model-based health education program on genital warts preventive behaviors: a quasi-experimental study

Infectious Agents and Cancer ◽

10.1186/s13027-021-00408-w ◽

2021 ◽

Vol 16 (1) ◽

Author(s):

Zahra Hosseini ◽

Niloofar Seyrafi ◽

Teamur Aghamolaei ◽

Shokrollah Mohseni ◽

Azin Alavi ◽

...

Keyword(s):

Educational Intervention ◽

Intervention Group ◽

Health Belief ◽

Genital Warts ◽

Control Group ◽

Preventive Behaviors ◽

Multi Stage ◽

Quasi Experimental ◽

The Difference ◽

Belief Model

Abstract Background Genital warts (GWs) are highly prevalent among Iranian women. GWs are not only highly infectious but are also followed by severe adverse effects, including the development of cervical cancer. Therefore, the present study aimed to explore the effect of an educational intervention based on the health belief model (HBM) on the adoption of GWs preventive behaviors by married women in Bandar Abbas, a city in the south of Iran. Methods A quasi-experimental intervention was conducted between 2019 and 2020 among 150 women participants (75 as the intervention and 75 as the control group). The sampling method was multi-stage clustering. The required data was collected using a reliable and valid tripartite questionnaire which explored demographic information, awareness, and HBM constructs. A total number of 15 educational sessions were held, each 90 min long. The control group received only one 90-min session. The final follow-up was completed three months after the intervention in November 2020. Results The two research groups had no statistically significant differences in terms of awareness, perceived susceptibility, severity, benefits, barriers, and self-efficacy before the intervention (in the pre-test) (p > .05). After the educational intervention, the two groups showed statistically significant differences in all constructs except for the perceived benefits (p < .001). In the intervention group, in the pretest (before the intervention), the behavior score was 2.77 ± 2.59, which was increased to 3.73 ± .52 after the intervention (p < .001). In the control group, however, the difference was not statistically significant (p = 0.227). Conclusion The present findings showed that the educational intervention based on the HBM can improve the prevalence of GWs preventive behaviors in women. This education should be provided by experts at regular intervals in all healthcare centers.

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Educational Strategy for Motherhood and Fatherhood: an Experience of Implementation in Soraca, Colombia

10.21203/rs.3.rs-344354/v1 ◽

2021 ◽

Author(s):

Gina Paola Arocha Zuluaga ◽

Paula Andrea Castro Prieto ◽

Nancy Haydeé Millán Echeverría ◽

Ana María Cárdenas ◽

Zulma Yanira Fonseca Centeno ◽

...

Keyword(s):

Child Health ◽

Educational Intervention ◽

Maternal And Child Health ◽

Intervention Group ◽

Well Being ◽

Support Network ◽

Control Group ◽

Mother And Child ◽

Quasi Experimental ◽

And Child Health

Abstract Background Preconception education is one of the challenges in maternal and child health in Latin America, in countries such as Colombia. That is why the objective of the following research was to develop a pilot educational intervention aimed at pregnant and breastfeeding women, and their support network, to strengthen practices, skills and knowledge, for informed decision-making and the strengthening of self-care behaviors of women and childcare, beyond childbirth preparation in the municipality of Soraca, located in Boyacá, Colombia in 2017. Methods Quasi-experimental study with an intervention group (municipality of Soraca) and a control group (municipalities of Oicata and Sotaquira) which linked a process and impact evaluation to assess prioritized indicators in terms of maternal and child health and nutrition, before, during and after an educational intervention. Results The main results found that women considered the methodologies used in the educational sessions to be appropriate and relevant and recognized the importance of the call and home visit postpartum nurse. The strategy increased the involvement of the support network in training processes. In turn, the proportion of children who were breastfed was higher in the intervention group than in the control group (88% vs. 60% p = 0.037). The proportion of children who received a bottle was higher in the control group compared to the intervention group (57.1% vs. 16% p = 0.006). Conclusion Strategies such as the one developed in Soraca allow for improved health outcomes for the mother and child and their support network. The strategy 123 in Soraca was a clear example of how a prenatal educational intervention generates positive outcomes for mothers, infants, and their support networks in the areas of food and nutrition, emotional well-being, and physical health.

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Effects of a digital educational intervention on collaborative learning in nursing education: A quasi-experimental study

Nordic Journal of Nursing Research ◽

10.1177/2057158519861041 ◽

2019 ◽

Vol 39 (4) ◽

pp. 191-200 ◽

Cited By ~ 1

Author(s):

Merja Männistö ◽

Kristina Mikkonen ◽

Essi Vuopala ◽

Heli-Maria Kuivila ◽

Mari Virtanen ◽

...

Keyword(s):

Experimental Study ◽

Nursing Education ◽

Collaborative Learning ◽

Educational Intervention ◽

Intervention Group ◽

Course Evaluation ◽

Collaborative Group ◽

Control Group ◽

Digital Learning ◽

Quasi Experimental

Collaborative digital learning is becoming increasingly popular in higher education. However, the use of collaborative digital learning does risk placing too big a responsibility on the learner and reducing face-to-face interaction with the educator. The aim of this quasi-experimental study was to evaluate the effects of a digital educational intervention on collaborative learning in nursing education. The intervention group ( n = 87) studied using a collaborative digital learning environment and the control group ( n = 38) studied in the traditional classroom setting. There were no significant differences between the groups in terms of student satisfaction. However, the students' satisfaction of studying decreased in the intervention group after completion of the course. In the intervention group students had higher satisfaction in the area of promoting collaborative group work and received statistically significant higher grades in the final course evaluation. This study emphasizes that collaborative digital learning can be an effective approach in nursing education in terms of learning outcomes. It also shows that more study is needed on the role of the teacher in collaborative digital nursing education.

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Effect of Educational Intervention Based on Health Belief Model on Prevention of Substance Abuse Among the Students of Khatam Al-Nabieen University in Afghanistan

Iranian Red Crescent Medical Journal ◽

10.5812/ircmj.101935 ◽

2020 ◽

Vol 22 (5) ◽

Author(s):

Khanali Mohammadi ◽

Sedigheh Sadat Tavafian

Keyword(s):

Substance Abuse ◽

Experimental Study ◽

Health Belief Model ◽

Educational Intervention ◽

Intervention Group ◽

Health Belief ◽

Control Group ◽

Significant Difference ◽

Quasi Experimental ◽

Belief Model

Background: Addiction in Afghanistan, as the largest opium producer in the world, is relatively high, and limited studies have indicated that the youth, especially students are the majority of the addicted cases in this country. Objectives: This quasi-experimental study aimed at designing and evaluating the effect of educational intervention based on the Health Belief Model (HBM) on drug abuse prevention among the students of Khatam Al-Nabieen University in Afghanistan. Methods: In this quasi-experimental study, 120 students of Khatam Al-Nabieen University residing in Ghazni city, Afghanistan, were randomly divided into two groups of the intervention and control (60 students per group). The HBM-based educational intervention was performed for the intervention group. The data in both groups were collected and evaluated at four time points, including before intervention, and immediately, 3, and 6 months after the intervention using a valid researcher-made questionnaire. Results: Although there was no significant difference between the mean score of the HBM constructs (P > 0.05) before the intervention, the results of repeated measures ANOVA showed significant differences in the intervention group in HBM constructs and also intention toward substance abuse preventive behavior (P < 0.001). There were significant inter- and intra-group differences, as well as the group-time interaction in all HBM constructs mean scores (P < 0.001). Also, as the valuable finding, the preventive behavioral intention significantly (P < 0.001) improved following a 3- and 6-month follow-up in the intervention group (17.63 ± 1.34 and 17.66 ± 1.42, respectively) compared with the control group (10.95 ± 1.33 and 10.87 ± 1.22, respectively). Conclusions: The results showed that the HBM-based educational program by preventing substance abuse can help students adopt proper behaviors.

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Efecto de una intervención educativa para cuidadores familiares de personas con cáncer en cirugía

Enfermería Global ◽

10.6018/eglobal.419811 ◽

2021 ◽

Vol 20 (1) ◽

pp. 395-419

Author(s):

Gloria Mabel Carrillo ◽

María de la Luz Laguna ◽

Olga Janeth Gómez ◽

Lorena Chaparro Díaz ◽

Sonia Patricia Carreño

Keyword(s):

Home Care ◽

Family Caregivers ◽

Educational Intervention ◽

Intervention Group ◽

Control Group ◽

Oncological Surgery ◽

Before And After ◽

Quasi Experimental ◽

Care At Home ◽

And Control

Objetivo: Evaluar el efecto de una intervención educativa en cuidadores familiares de adultos con cáncer que se encuentran en postoperatorio de cirugía oncológica, para fortalecer la competencia de cuidado en el hogar y disminuir la sobrecarga. Método: Se trata de un abordaje cuantitativo cuasi-experimental con grupo de intervención y grupo control; se incluyeron 290 cuidadores familiares de pacientes intervenidos por cirugía, se aplicó la intervención educativa desde el ingreso hasta seis semanas después del egreso, se realizó medición antes y después de la competencia para el cuidado en el hogar y de la sobrecarga de cuidado. Resultados: En el grupo intervenido se obtuvo impacto positivo y estadísticamente significativo en la competencia para el cuidado en el hogar y disminución de sobrecarga. Conclusiones: La intervención educativa es una estrategia que aumenta la competencia para cuidar en el hogar, y disminuye la sobrecarga en cuidadores de personas con cáncer sometidos a cirugía. Objective. To evaluate the effect of an educational intervention on family caregivers of adults with cancer who are in the postoperative period of oncological surgery, to strengthen the competence of home care and reduce overload. Method. This was a quasi-experimental quantitative approach with intervention group and control group; 290 family caregivers of patients undergoing surgery were included, educational intervention was applied from admission to six weeks after discharge, measurement was made before and after competence for home care and care overload. Results. In the group intervened, a positive and statistically significant impact was obtained in the competence for home care and decreased overload. Conclusions. The educational intervention is a strategy that increases skills for care at home, and reduces the burden on caregivers of people with cancer undergoing surgery.

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The effect of educational intervention based on BASNEF model for reducing internet addiction among female students: a quasi-experimental study

Italian Journal of Pediatrics ◽

10.1186/s13052-019-0761-4 ◽

2019 ◽

Vol 45 (1) ◽

Cited By ~ 2

Author(s):

Batol Gholamian ◽

Hossein Shahnazi ◽

Akbar Hassanzadeh

Keyword(s):

Experimental Study ◽

Educational Intervention ◽

Internet Addiction ◽

Intervention Group ◽

Female Students ◽

T Test ◽

The Internet ◽

Control Group ◽

Quasi Experimental ◽

The Impact

Abstract Background Adolescents and students are encountered with a challenge so-called “internet Addiction”. This issue affects both their physical and mental health, as well as their academic, social, and family performance. The aim of the current research is to determine the impact of educational intervention. To achieve this aim, BASNEF is utilized to reduce the excessive use of the internet by students. Methods This quasi-experimental study was implemented on 120 high school female students in Shahrekord (west of Iran), which were addicted to the internet. Paticipants was randomly divided into two groups of control and intervention. For data collection before and after the intervention, the standard Yang internet Addiction Questionnaire and BASNEF researcher-developed Questionnaire were used. Educational intervention for mothers was conducted in one session (as the most important subjective norm) and for students in two sessions. This method was based on BASNEF construct. Then, data were analyzed using SPSS-20 and chi-square test, Mann-Whitney test, independent t-test, and paired t-test. Results After the education intervention, the mean scores of knowledge, attitude, subjective norms, perceived behavioral control and enabling factors in the intervention group were significantly different from the control group (p < 0.001). In Post-test assessment, the intervention group revealed a significant decrease, in terms of using the internet (based on the time). (p < 0.001). Conclusions The results of this study revealed that BASNEF and its related constructs was a suitable framework to design the educational interventions in order to reduce the extreme use of internet in students. Applying of this model can be a cognitive and intellectual framework that affects students’ internet use behavior.

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Flipchart application for promoting maternal self-efficacy in breastfeeding

Rev Rene ◽

10.15253/2175-6783.2015000300014 ◽

2015 ◽

Vol 16 (3) ◽

Author(s):

Anne Fayma Lopes Chaves ◽

Glayciane Pinheiro de Lima ◽

Gleicia Martins de Melo ◽

Rebeca Silveira Rocha ◽

Hérica Cristina Alves de Vasconcelos ◽

...

Keyword(s):

Experimental Study ◽

Educational Intervention ◽

Self Efficacy ◽

Public Hospital ◽

Short Form ◽

Intervention Group ◽

Control Group ◽

Postpartum Women ◽

Quasi Experimental ◽

Positive Effect

Objective: evaluating the effects of using a flipchart as an educational intervention in improving maternal self-efficacy inbreastfeeding. Methods: a quasi-experimental study with 41 postpartum women: Intervention Group (n = 20) and ControlGroup (n = 21) of a public hospital. The intervention consisted of implementing the flipchart “I can breastfeed my baby” inthe immediate postpartum and were contacted by telephone after 15 days. For both groups, Breastfeeding Self-Efficacy Scale-Short Form was applied at baseline and after 30 days. Results: before the intervention, the intervention group was 75% withhigh self-efficacy and 71% of the mothers in the control group of had high self-efficacy. It was found that after educationalintervention, all the mothers in the intervention group showed high self-efficacy, while the percentage remained similar tobefore in the control group (76%). Conclusion: the flipchart had a positive effect on the elevation of self-efficacy in nursingmothers.

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