The effect of an educational intervention based on the theory of planned behavior on childbearing intentions in women: A quasi-experimental study

Abstract Background Behavior change interventions in tackling road traffic injuries are a public health concern. Thus, this interventional research was to survey the effect of safe traffic behaviors among male students in Hamadan, Iran, utilizing theory of planned behavior. Methods In this quasi-experimental study, 204 students were randomly selected through multistage sampling from male high school students of Hamadan city, west-central of Iran, and non-randomly allocated to control and intervention groups (102 students in every group). The self-administrate questionnaire was used for data collection in this research. Frequency (percentage) and mean (SD) were used for description. Cronbach alpha coefficient, content validity ratio (CVR) and content validity index (CVI) were used for psychometric evaluation of questionnaire and paired/independent sample t-test was used for data analysis. All statistical analyses were done in SPSS 19 and significant level was considered 0.05. Results In both groups, more than 50 % of students walked to school. The two study groups were homogeneous in terms of confounding variables (p > 0.05). The validity of the questionnaire was confirmed and the total Cronbach’s alpha value was equal to 0.97. There was no significant difference in the score of safe traffic behaviors between the two groups before the intervention (p > 0.05). But after the intervention, the score in the intervention group was significantly increased (p < 0.05). Intragroup comparison also showed that only in the intervention group the score was significantly changed (p < 0.05). Conclusion Theory of planned behavior is a suitable conceptual framework for planning the interventions to increase safe traffic behaviors in students.

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Effectiveness of Theory of Planned Behavior-Based Educational Intervention on Newborn Care in Pregnant Mothers: A quasi-experimental study

10.21203/rs.3.rs-35616/v1 ◽

2020 ◽

Author(s):

Azamalsadat Navabi ◽

mohsen shamsi ◽

Mahboobeh Khorsandi ◽

Maryam Zamanian

Keyword(s):

Theory Of Planned Behavior ◽

Planned Behavior ◽

Educational Intervention ◽

Behavioral Intention ◽

Intervention Group ◽

Newborn Care ◽

Quasi Experimental ◽

Behavior Based ◽

And Control ◽

Pregnant Mothers

Abstract Background and Purpose: The neonatal period is one of the most sensitive stages of life, requiring proper understanding and attentive care. Accordingly, this study aimed to investigate the effectiveness of theory of planned behavior-based educational intervention on newborn care in pregnant mothers. Methodology: This study was conducted as a quasi-experimental research on 100 pregnant mothers who were randomly assigned to two groups of intervention (N=50) and control (N=50). The data were collected using a theory of planned behavior-based questionnaire. Considering the effective constructs of this theory, the educational intervention was performed in the form of four 60-minute education sessions in one month in the intervention group. One month after delivery, the data were recollected from both groups and analyzed using statistical tests.Findings: The mean and standard deviation of the mothers’ age in both intervention and control groups were 26.14±4.7 and 26.10±5.19, respectively (p=0.48). Before the educational intervention, the behavioral intention of the intervention group was 3.33 (out of 5), which significantly increased to 4.54 after the educational intervention (p<0.001). In addition, the performance of mothers regarding neonatal care was significantly enhanced from 2.86 to 4.64 one month after the delivery (p=0.001). Conclusion: The theory of planned behavior-based educational intervention, along with active follow-ups, led to better and more principled behavioral intention and care provided by pregnant mothers to their newborn infants. Therefore, providing theory of planned behavior-based education in other healthcare centers is recommended.

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Effectiveness of Theory of Planned Behavior-Based Educational Intervention on Newborn Care in Pregnant Mothers: A quasi-experimental study

10.21203/rs.3.rs-35616/v2 ◽

2020 ◽

Author(s):

Azamalsadat Navabi ◽

mohsen shamsi ◽

Mahboobeh Khorsandi ◽

Maryam Zamanian

Keyword(s):

Theory Of Planned Behavior ◽

Planned Behavior ◽

Educational Intervention ◽

Behavioral Intention ◽

Intervention Group ◽

Newborn Care ◽

Quasi Experimental ◽

Behavior Based ◽

And Control ◽

Pregnant Mothers

Abstract Background and Purpose: The neonatal period is one of the most sensitive stages of life, requiring proper understanding and attentive care. Accordingly, this study aimed to investigate the effectiveness of theory of planned behavior-based educational intervention on newborn care in pregnant mothers. Methodology: This study was conducted as a quasi-experimental research on 100 pregnant mothers who were randomly assigned to two groups of intervention (N=50) and control (N=50). The data were collected using a theory of planned behavior-based questionnaire. Considering the effective constructs of this theory, the educational intervention was performed in the form of four 60-minute education sessions in one month in the intervention group. One month after delivery, the data were recollected from both groups and analyzed using statistical tests.Findings: The mean and standard deviation of the mothers’ age in both intervention and control groups were 26.14±4.7 and 26.10±5.19, respectively (p=0.48). Before the educational intervention, the behavioral intention of the intervention group was 3.33 (out of 5), which significantly increased to 4.54 after the educational intervention (p<0.001). In addition, the performance of mothers regarding neonatal care was significantly enhanced from 2.86 to 4.64 one month after the delivery (p=0.001). Conclusion: The theory of planned behavior-based educational intervention, along with active follow-ups, led to better and more principled behavioral intention and care provided by pregnant mothers to their newborn infants. Therefore, providing theory of planned behavior-based education in other healthcare centers is recommended.

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Effectiveness of Theory of Planned Behavior-Based Educational Intervention on Newborn Care in Pregnant Mothers: A Quasi-Experimental Study

Jundishapur Journal of Health Sciences ◽

10.5812/jjhs.117452 ◽

2021 ◽

Vol 13 (4) ◽

Author(s):

Azamalsadat Navabi ◽

Mohsen Shamsi ◽

Mahboobeh Khorsandi ◽

Maryam Zamanian

Keyword(s):

Theory Of Planned Behavior ◽

Planned Behavior ◽

Educational Intervention ◽

Behavioral Intention ◽

Statistical Tests ◽

Intervention Group ◽

Newborn Care ◽

Quasi Experimental ◽

And Control ◽

Pregnant Mothers

Background: The neonatal period is one of the most sensitive stages of life, requiring proper understanding and attentive care. Objectives: Accordingly, this study was done to investigate the effectiveness of theory of planned behavior (TPB)-based educational intervention on newborn care in pregnant mothers. Methods: This study was conducted as quasi-experimental research on 100 pregnant mothers who were assigned randomly to two groups of intervention (N = 50) and control (N = 50). The data collection tool was a valid and reliable questionnaire based on TPB, which was completed by both groups before the intervention. Considering the effective constructs of this theory, the educational intervention was performed in the form of four 60-minute education sessions in one month for the intervention group. One month after delivery, the data were recollected from both groups and analyzed using statistical tests. Results: The mean and standard deviation of the mothers’ age in both intervention and control groups were 26.14 ± 4.7 and 26.10 ± 5.19 years, respectively (P = 0.48). Before the educational intervention, the behavioral intention of the intervention group was 3.33 (out of 5), which significantly increased to 4.54 after the educational intervention (P < 0.001). Also, the performance of mothers regarding neonatal care in the intervention group increased from 2.86 to 4.64 (P = 0.001) after the education. Conclusions: The TPB-based educational intervention, along with active follow-ups, led to better and more principled behavioral intention and care provided by pregnant mothers to their newborn infants. Therefore, providing TPB-based education in other healthcare centers is recommended.

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The Effect of Educational Intervention on Promotion of Preventive Behavior of Knee Osteoarthritis in Women Over 40 Based on the Theory of Planned Behavior in Sample of Iranian Women

10.21203/rs.3.rs-656824/v1 ◽

2021 ◽

Author(s):

Ali Khani Jeihooni ◽

Zhila Fereidouni ◽

Mina Bahmandoost ◽

Pooyan Afzali Harsini

Keyword(s):

Theory Of Planned Behavior ◽

Knee Osteoarthritis ◽

Planned Behavior ◽

Educational Intervention ◽

Perceived Control ◽

Intervention Program ◽

Control Group ◽

Preventive Behaviors ◽

Significant Difference ◽

Quasi Experimental

Abstract Objectives. The purpose of this study was designed and conducted so that the educational intervention based on the theory of planned behavior be performed in order to promote preventive behaviors of knee osteoarthritis in women over 40 living in, Fars, I.R.IranMethods. This research is a quasi-experimental study. The subjects of the study were 100 women over the age of 40 who were under the coverage of Health Centers. The data collection tool was a questionnaire TPB. The educational intervention program consisted of 8 training sessions on the adoption of preventive behaviors from knee osteoarthritis based on the theory of planned behavior (TPB). Results. There was a significant difference between the experimental and control groups in terms of the scores for attitude, subjective norms, perceived control behavior, intention and behavior before and after the intervention. However, three months after the intervention, there was a significant increase in each of the constructs in the experimental, but there was no such a significant difference in the control group.Conclusion. With regard to the findings of this study, performing educational intervention based on theories and changing behavior modes particularly the TPB aiming at reducing knee osteoarthritis can lead to its morbidity reduction.

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Effect of educational intervention on nurses knowledge about palliative care: Quasi-experimental study

Nurse Education in Practice ◽

10.1016/j.nepr.2021.102991 ◽

2021 ◽

Vol 51 ◽

pp. 102991

Author(s):

Tuğba Menekli ◽

Runida Doğan ◽

Çiğdem Erce ◽

İsmail Toygar

Keyword(s):

Experimental Study ◽

Palliative Care ◽

Educational Intervention ◽

Quasi Experimental ◽

Nurses Knowledge

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The Effectiveness of Community-Based Continuous Training on Promoting Positive Behaviors towards Birth Preparedness, Male Involvement, and Maternal Services Utilization among Expecting Couples in Rukwa, Tanzania: A Theory of Planned Behavior Quasi-Experimental Study

Journal of Environmental and Public Health ◽

10.1155/2018/1293760 ◽

2018 ◽

Vol 2018 ◽

pp. 1-9 ◽

Cited By ~ 1

Author(s):

Fabiola V. Moshi ◽

Stephen M. Kibusi ◽

Flora Fabian

Keyword(s):

Experimental Study ◽

Theory Of Planned Behavior ◽

Male Involvement ◽

Birth Preparedness ◽

Continuous Training ◽

Community Based ◽

Services Utilization ◽

Live Births ◽

Positive Behaviors ◽

Quasi Experimental

Background. Rukwa Region has the highest maternal mortality ratio, 860 deaths per 100,000 live births in Tanzania. The region has neonatal mortality rate of 38 deaths per 1,000 live births. Previous interventions to promote maternal and neonatal health targeted access to maternal services by removing financial barriers and increasing the number of health facilities. However, maternal service utilization remains very low, especially facility delivery. The proposed intervention was sought to address deep-rooted behavioral beliefs, normative beliefs, control beliefs, and knowledge empowerment to determine their effect on improving birth preparedness, male involvement, and maternal services utilization. The study tested the effectiveness of a Community-Based Continuous Training (CBCT) intervention that was based upon the theory of planned behavior and was sought to promote positive behaviors. Methods. The study used a quasi-experimental design. The design consisted of pre- and postintervention assessments of two nonequivalent groups. Two districts were selected conveniently using criteria of high home birth. A district to hold intervention was picked randomly. Study participants were expecting couples at gestation age of 24 weeks and below. After obtaining informed consents, participants were subjected to baseline assessment. Expecting couples in the intervention group had two training sessions and two encounter discussions. The three primary outcomes of the study were changes in the level of knowledge about birth preparedness, male involvement, and use of maternal services. Data were collected at preintervention, midintervention, and postintervention. Policy Implications of the Results. The aim of this paper was to describe the study protocol of a quasi-experimental study design to test the effectiveness of an interventional program on promoting positive behaviors on birth preparedness, male involvement, and maternal services utilization among expecting couples. This study has a potential to address the challenge of low birth preparedness, male involvement, and use of maternal health services in Rukwa Region.

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The Effect of Educational Intervention based on the theory of planned behavior on Nutritional Behavior with Regard to Cardiovascular Diseases among Health Volunteers

Journal of Nutrition and Food Security ◽

10.18502/jnfs.v4i2.771 ◽

2019 ◽

Author(s):

Esmat Rezabeigi Davarani ◽

Mohammad Reza Mahmoodi ◽

Narges Khanjani ◽

Mohammad Mehdi Fadakar

Keyword(s):

Theory Of Planned Behavior ◽

Planned Behavior ◽

Educational Intervention ◽

Intervention Group ◽

Educational Interventions ◽

Wilcoxon Test ◽

Control Groups ◽

Nutritional Behavior ◽

Significant Difference ◽

And Control

Background: We sought to evaluate the effect of educational intervention based on the theory of planned behavior (TPB) on nutritional behaviors in relation to the cardiovascular disease (CVD) among health volunteers. Methods: In this quasi-experimental study, the participants included 128 active health volunteers. To conduct the study, 65 and 63 participants were randomly assigned into the intervention and control groups, respectively. Data were collected before and six weeks after the intervention using a validated researcher-made questionnaire. The questionnaire consisted of demographic variables, knowledge questions, and TPB constructs. Data were analyzed by Chi-square, t-test, Mann-Whitney U, and Wilcoxon test. Results: No significant difference was observed between the intervention and control groups with regard to the demographic characteristics, knowledge mean scores, and TPB constructs at the beginning of the study. However, the mean scores of knowledge, attitude, subjective norms, perceived behavioral control (PBC), and nutritional behavior increased significantly (P < 0.001, P < 0.001, P = 0.018, P = 0.007, and P < 0.001, respectively) in the intervention group six weeks after the beginning of study. Significant differences were observed in nutritional performance of the intervention group, in other words the nutritional behavior of the intervention group members changed during the intervention. Conclusion: The PBC was the strongest construct in attitude. To optimize nutritional interventions in preventing the CVD, TPB should be implemented in educational interventions.

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