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BACKGROUND: Hypertension is a worldwide health issue. Increasing aging has given rise to the prevalence of this problem. Disease management using educational intervention based on theoretical frameworks is effective for influencing self-care behavior. The goal of this study is to investigate the effects of educational intervention on self-care behaviors that influence hypertension control among the elderly population during 2020 based on the health belief model. MATERIALS AND METHODS: A quasi-experimental study was conducted on rural older people in Ardestan, Iran. Assessments were done before and after three educational intervention sessions with a control group. The random sampling has done on 99 hypertensive elderly people in two rural centers of Ardestan from 2019 to 2020. Awareness variables, components of the health belief model, and blood pressure were assessed before and three months after the intervention. Data analysis was done using descriptive and analytical statistics. RESULTS: The study groups did not differ significantly in terms of the variables studied at the beginning of the study. After three months, the variables of awareness, self-care, and perceived sensitivity constructs, perceived severity, perceived benefits, and guide to action showed a significant rise in the experimental group compared to the control group. In addition, the effectiveness of educational intervention significantly increased self-care behavior in the experimental group. CONCLUSIONS: Educational intervention based on the health belief model can be effective to reduce the barriers of self-care behaviors. In order to have a lasting change in behavior, the use of behavioral change patterns that ecologically take into account interpersonal, organizational, and social factors is suggested too.

BACKGROUND: Nursing is one of the most stressful occupations. Educational intervention regarding stress management can play an important role in reducing occupational stress among nurses The present study aimed to determine the effectiveness of educational intervention on reducing oxidative stress caused by occupational stress in nurses: A health promotion approach in a hospital in western Iran. MATERIALS AND METHODS: The present interventional study was performed in 2019 among 92 nurses working at the Kosar Hospital located in the city of Sanandaj in the country of Iran. Occupational stress was evaluated using the Osipow Occupational Stress Questionnaire. Oxidative stress was measured by taking blood samples and measuring the enzymatic activity of superoxide dismutase (SOD), malondialdehyde, and catalase (CAT) using SOD, malondialdehyde (MDA), and CAT kits. Educational intervention was carried out in the second stage. Three months after the intervention, data were taken again. RESULTS: The results of the present study indicated that there was a significant difference in occupational stress between before and after the educational intervention (P < 0.05). A significant reduction in MDA (P = 0.038) and SOD (P = 0.048) was observed after educational intervention, but this was not the case for CAT (P = 0.592). There was no significant correlation between occupational stress with oxidative stress parameters before and after the educational intervention (P < 0.05). No significant difference in occupational stress was observed between men and women. Among the oxidative stress parameters under evaluation, MDA was higher among men compared to women and this was statistically significant. CONCLUSIONS: Educational intervention regarding occupational stress is effective in reducing oxidative stress among nurses. The group meetings teach stress management to the participants and enable them to better manage their stress by utilizing their own capabilities. Thus, attention to this issue is vital in maintaining the mental and physical health of nurses and, in turn, improves the quality of care rendered.

BACKGROUND: Delay in the diagnosis and management of obstetric complications lead to raised mortality rate. This can be curtailed by appropriate implementation of the educational intervention among the health-care providers. Hence, this review aimed to identify the literature evidence of the efficacy of various educational interventions training in the management of obstetric complications. MATERIALS AND METHODS: We searched PUBMED, Web of Science, SCOPUS, Google Scholar, Cochrane, and maternity care databases with studies published from 2011 to 2021 for identifying studies related to this educational intervention review using MeSH terms and free terms. The search process was also done on the websites of the World Health Organization and the reproductive health library in the English language. From the 1823 abstracts reviewed, 16 studies were included (15 quasi-experimental, 01 randomized clinical trial, and 01 exploratory research design). We identified studies that included skill assessment of nurses, midwives, auxilliary nurse-midwives (ANMs), medical students, interns, and doctors after implementing various educational interventions. RESULTS: According to the findings of this literature, achieving enhanced nursing management of obstetric complications has been developed. Especially, it suggests through better nursing training and education and also by providing sufficient resources, time, and coordination with obstetric specialists, nurses and midwives will be able to implement their care roles, which include proper diagnosis, appropriate intervention, advanced care, client education, and psychological support. The efficacy of each educational intervention varies and depends on the participants' understanding, interest, and the advancement of the teaching-learning method used. CONCLUSION: This systematic review reveals abroad and logical move towards the evaluation of various educational interventions in the field of obstetric complications. Among all the educational interventions implemented, mobile application, and simulation-based training play a major role in improving the knowledge and skills of health-care providers in the management of obstetric complications.

BACKGROUND: The phenomenon of Internet addiction has increased due to the delay between Internet technology and the culture of using it. According to the high prevalence of Internet addiction among students and its associated complications, the present study was conducted to determine the effect of education based on the health belief model on Internet addiction status among students in Tehran, Iran. MATERIALS AND METHODS: In this interventional study, two dormitories were divided into two groups of control and intervention in a completely random manner using the random cluster sampling method from a total of eight dormitories. Then 134 girls in each group answer two questionnaires of Young (about Internet addiction) and health belief model-based scale. After the need assessments of the primary results, intervention was performed in the experimental group in a way that a textbook based on the health belief model and ten educational text messages were sent to the students' E-mail. Two months later, questionnaires were again given to both groups. The results were analyzed with the help of independent t-test, Chi-square test, Fisher's exact test, Mann–Whitney test, analysis of covariance, and logistic regression with repetitive measures with GEE approach. RESULTS: The average scores of knowledge (P < 0.001), perceived susceptibility (P < 0.001), perceived severity (P = 0.006), perceived barriers (P < 0.001), and self-efficacy (P = 0.002) between the two groups, had a significant difference after the intervention. The average scores of perceived benefits (P = 0.6), Internet addiction behavior (P = 0.11), and the frequency of Internet addiction (P = 0.63) after intervention did not have a significant difference in the two groups. CONCLUSIONS: The results of this study show the effectiveness of educational intervention design based on the structures of health belief model on reducing the frequency of Internet addiction and adopting preventive behaviors.

BACKGROUND: Adherence to the treatment plans is one of the most effective conducts to prevent and reduce postoperative side effects. Partnership-based education is one of the most efficient ways to shape health behaviors. The aim of the present study was to determine the effect of partnership-based education on adherence to the treatment plans in open heart surgery. MATERIALS AND METHODS: This quasi-experimental study was conducted in 2019–2020 on the patients undergoing open heart surgery in Tehran (Capital of Iran). Sampling was done in one educational hospital. A total of 86 patients and their caregivers participated in the study. Sampling was done nonrandomly by tossing a coin, and patients were allocated into the odd week in the intervention group and the even week in the control group (n = 43 in each group), and data were collected before and after intervention using the Treatment Adherence Questionnaire concerning dietary, physical activity, and medication aspects. The educational intervention was carried out after the pretest analysis in five 20–45 min sessions (two individual and three group educations). Data were analyzed with Chi-square, independent t-test, and paired t-test using SPSS 19 at a significance level of P < 0.05. RESULTS: Patients and caregivers in both groups did not have a significant difference in terms of demographic variables (P > 0. 05). In addition, there was no significant difference in the mean of dietary, physical activity, and medication plans before the intervention in both groups; however, after the intervention, the mean of the three aspects in the intervention group was significantly higher than that of control (P < 0.001). CONCLUSION: Implementing partnership-based education with participation of patients and caregivers is influential in improving patients' adherence to the treatment plans and it is recommended as a clinical dynamic educational strategy.

INTRODUCTION: It is vital importance to observe standard precautions (SPs) in dentistry to prevent the transfer and spread of blood-borne diseases in the community. The aim of the present study was to evaluate the effect of educational intervention using health belief model (HBM) on the observation of SPs by dental students in 2019. MATERIALS AND METHODS: Eighty-seven dental preclinical students were included in the present quasi-experimental study. The students were randomly assigned to two groups, and data were collected using a questionnaire designed based on HBM. Educational intervention was carried out after the pretest analysis in four 60-min sessions. Data were analyzed with independent t-test and paired t-test using SPSS 16 at a significance level of P < 0.05. RESULTS: After the educational intervention, the mean score of awareness (P = 0.001), perceived susceptibility (P = 0.01), perceived severity (P = 0.02), perceived benefits (P < 0.001), cues to action (P = 0.006), self-efficacy (P = 0.002), and behavior (0.03) in the intervention group was significantly increased. CONCLUSION: Despite the effect of education on increasing the students' scores in HBM constructs and observation of SPs, the most important barriers to the adoption of precautionary behaviors were deficiencies in protective tools and aids.

BACKGROUND: Changing human behavior for the purposes of improving the way people work is an integral part of most educational interventions. This study aimed to evaluate the effect of a model based on the theory of planned behavior (TPB) on correct principles of manual material handling (MMH) among male soldiers. SUBJECTS AND METHODS: This study was a quasi-experimental, pretest-posttest research with a control group. Furthermore, 140 soldiers, from an area located in the city of Bandar Abbas, Iran, were selected through a simple random sampling and they were divided into two groups: intervention and control (70 subjects in each group). The data were collected using a three-part questionnaire including demographic information, the theory constructs, and MMH behavior. The intervention group was given the relevant education, and after 2 months, the both groups were evaluated. RESULTS: Based on regression analysis, attitude toward behavior and perceived behavioral control were predictors for correct principles of MMH. There were significant differences between the mean scores of the theory constructs before and after the education in intervention group (P < 0.001); however, no significant differences were observed in the theory constructs in the control group after the intervention. Before the education, the mean score of MMH of the intervention group was 38.30 ± 6.45; but after, the education, this changed into 44.20 ± 6.01, and significantly increased (P < 0.001). CONCLUSIONS: Educational intervention based on the TPB was effective in improving behavior for correct MMH in soldiers. Thus, the use of such educational programs according to the constructs of the planned behavior theory is recommended.

BACKGROUND: Teenagers are increasingly interested in computer games, and the adverse effects of these games are dependent on the execution of these games. The theory of planned behavior (TPB) is one of the most important theories in behavior change. This study aimed to determine the effect of educational planning based on TPB on the level of dependence on computer games in high school male students in Gonabad, Iran. MATERIALS AND METHODS: This was a randomized controlled trial. The study population was students of computer games in Gonabad. Sixty-four students were selected by a multistage random sampling method and were randomly divided into intervention (n = 32) and control (n = 32) groups. Data-gathering tool was the standard questionnaire of computer game dependency and researcher-made questionnaire according to TPB constructs that were completed before, immediately, and 3 months after the intervention. The intervention consisted of eight 90-min training sessions. Data were analyzed using the Chi-square test, Fisher's, t-test, repeated measures ANOVA, and Bonferroni post hoc test. RESULTS: Before the intervention, the intervention and control groups were matched for the mean score of model constructs. However, after the intervention, the mean score of computer game addiction significantly decreased (≤0.001). However, the mean score of knowledge, attitude, perceived behavioral control, and behavioral intention increased, which was statistically significant. Furthermore, the mean changes of model structures were statistically significant (P < 0.05). CONCLUSION: The findings revealed that TPB can be used as a good theoretical framework for designing and implementing educational programs to reduce the dependency of computer games on students.

BACKGROUND: Today, one of the biggest concerns of parents is protecting their children and properly educating them about sex. The aim of this study was to determine the effect of educational intervention on parental skills in sex education on their children in elementary schools in the northwest of Tehran-Iran in 2019 based on literature. MATERIALS AND METHODS: This quasi-experimental study was conducted on 125 parents of elementary schoolchildren in the northwestern of Tehran. The data were collected by valid and reliable questionnaire. Before the intervention, two intervention and control groups filled up the pretest questionnaire; the data were collected by valid and reliable questionnaire. Before the intervention, two intervention and control groups filled the pretest questionnaire, and then the parents participated in the educational program based on dramatic literature. Two months later, the same questionnaire was completed by the control and intervention groups. Finally, the data were analyzed by regression and one-way ANOVA test. RESULTS: The results showed that there was a statistically significant difference between the mean scores of knowledge in the experimental and control groups in the posttest (P < 0.01). There was also a statistically significant difference between the mean scores of attitude in the experimental and control groups at the posttest stage (P < 0.01). There was also a statistically significant difference between the mean scores of performance based on group membership (experimental group and control group) in the posttest phase (P < 0.01). CONCLUSIONS: The findings of the study showed that educational intervention on parental skills in sex education based on the dramatic literature to their children has significant effect on parental knowledge, attitude, and performance.

BACKGROUND: Insufficient physical activity is a global health-care problem and is considered an independent risk factor for chronic diseases. The present research aimed to explore the effect of an educational intervention based on the theory of planned behavior (TPB) and stages of change on promoting women's physical activity. MATERIALS AND METHODS: This quasi-experimental research was conducted on 68 women who voluntarily visited the health-care centers of Mashhad. They were selected by randomized multistratified sampling method and were divided into two groups of intervention (n = 34) and control (n = 34). The data collection tools included a demographic information questionnaire, a questionnaire based on the TPB and stages of change, and the International Physical Activity Questionnaire. The data were statistically analyzed by SPSS software version 16 using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (paired t-test, correlation coefficient, and covariance). The significance level of P < 0.05 was considered in this study. RESULTS: No statistically significant difference was found between the intervention and control groups before the intervention in terms of the scores of the TPB constructs and physical activity (P > 0.05). However, after the educational intervention, a significant difference was observed in the mean scores of TPB constructs and physical activity (P < 0.05). In addition, no statistically significant difference was found in the stages of change between the two groups after the intervention. CONCLUSIONS: The results of this study pointed to the effectiveness of educational intervention and the necessity to use educational interventions to help adopt preventive behaviors. Therefore, the use of well-established educational models rather than conventional methods is recommended.

BACKGROUND AND AIMS: Parenting self-efficacy, which is one of the main determinants of effective and positive parental behavior, has been commonly defined as the parents' opinions and beliefs to develop their ability to affect their children in a way that raises their confidence development and adjustment. This study was performed to examine the effect of educational intervention on parenting self-efficacy in parents of primary school students. MATERIALS AND METHODS: This quasi-experimental study was conducted on 104 parents of primary school students in Khomeini Shahr city, Isfahan province of Iran, in 2017. In this study, 104 parents (52 couples) of primary school students were selected and randomly assigned to experimental and control groups. Then, an educational intervention was implemented in the experimental group during 6 sessions of 2 h while the control group received only the usual family school education program. The parenting self-efficacy was measured before the intervention and 2 months afterward. The data were analyzed by independent t-test, paired t-test. RESULTS: There was no statistically significant difference between the demographic variables of parents in both groups. Both the experimental and control groups were similar in terms of age, number of children, education, and employment as well as parenting self-efficacy. Two months after the intervention, the mean of total parenting self-efficacy, as well as play and entertainment with the child, discipline and boundaries, self-acceptance, learning and knowledge in the experimental group, were significantly higher than the control group, but the mean scores of other areas were not significantly different between the two groups (P > 0.05). CONCLUSION: Educational interventions that engage parents in group task and facilitate expression of experiences, are feasible in the primary school meetings and have a helpful effect on parenting self-efficacy.

INTRODUCTION: One of the major problems of higher education centers is the students' academic failure. Increased monitoring, counseling, or remediation may tax the resources of both the program and the faculty. The present review study gathered evidence highlighted by the experimental studies on the educational intervention with the purpose of improving preclinical medical performance. MATERIALS AND METHODS: To achieve the intended studies, databases of PubMed, Web of Knowledge (Thomson Reuters), Educational Resources and Information Center, and the Scopus were searched. The inclusion criteria were being an interventional study and assessing the educational intervention to preclinical academic performance. The study was carried out as a systematic literature search published between January 1987 and January 2018. Based on valid tool through the best evidence medical education review, after assessing the quality of the studies. RESULTS: Ten studies were enrolled in the review for final evaluation. The Kirkpatrick Model was employed to analyze and synthesize the included studies. CONCLUSION: Reviewing the conducted studies showed that medical students had positive responses and attitudes toward new teaching methods, self-monitoring skills, and attention to physiological needs. The results also indicated that new teaching strategies, attention to self-monitoring skills, and sleep hygiene in medical education could positively affect learning in two domains of Bloom's Taxonomy.

INTRODUCTION: Dental and oral health is a core component of general health and well-being. Few aspects of health are as accessible to personal control as oral hygiene which can be improved by simple behavioral changes. In recent years, dentists in the field of oral and dental health improvement have been research doing for measurement of validity and efficiency of available educational interventions. In this regard, meta-analysis integrates the results of different studies then determines the effect size of educational interventions. This study seeks to investigate the effective educational interventions on improving oral and dental health improvement in Iran by following the meta-analysis model. MATERIALS AND METHODS: The present research was a meta-analysis study. This research by using the technique of meta-analysis to integrate the results of different studies, to determine the effect size of an educational intervention on improving oral and dental health improvement in Iran. Seventeen studies accepted in methodology were collected in Iran during 2001–2018, and analyzed through meta-analysis. The research tool was meta-analysis checklist. Effect size for each study was manually calculated. RESULTS: The study findings showed that the rate of the effect size of educational intervention on Improving Oral and Dental Health Improvement in Iran was 0.62 (P ≤ 0.008) which according to Cohen's table was intermediate. CONCLUSION: Findings of this meta-analysis support of the effectiveness of educational interventions on improving oral and dental health improvement in Iran. It seems that the educational interventions on improving dental and oral health can be used as a method for improving oral and dental health in Iran.

AIM AND BACKGROUND: Studies show that the risk of musculoskeletal disorders (MSDs) among computer users is more than the other occupations. The present study aimed to determine the effect of educational intervention based on the “stages-of-change” model on practicing the correct posture to reduce MSDs among computer user staff of Tehran University of Medical Sciences (TUMS). METHODS: This is a quasi-experimental study which was carried out on 176 staff of TUMS. The study population was divided into two case and control groups, each including 88 participants. A self-structured as well as a standard questionnaire was used to collect the data. Data then were analyzed using descriptive and analytical tests. RESULTS: There was no significant difference between both groups in terms of mean score of stages of change, perceived benefits and barriers, self-efficacy, and processes of change before the intervention. However, the mean score of these variables increased for case group 3 months after the intervention. In addition, case group participants reported lower MSDs in their neck, lower back, elbow, and knee compared to control group. CONCLUSION: Ergonomic educational intervention based on the “stages-of-change” model has a positive impact on reduction of MSDs. Therefore, these disorders can be decreased through reducing working hours, changing the work conditions in accordance with ergonomic principles, dedicating some time for staff exercise, and holding educational courses for the personnel.

Background: Hypertension is a worldwide health issue. Increasing aging has given rise to the prevalence of this problem. Disease management using educational intervention based on theoretical frameworks is effective for influencing self-care behavior. The goal of this study is to investigate the effects of educational intervention on self-care behaviors that influence hypertension control among the elderly population during 2020 based on the health belief model., Materials and Methods: A quasi-experimental study was conducted on rural older people in Ardestan, Iran. Assessments were done before and after three educational intervention sessions with a control group. The random sampling has done on 99 hypertensive elderly people in two rural centers of Ardestan from 2019 to 2020. Awareness variables, components of the health belief model, and blood pressure were assessed before and three months after the intervention. Data analysis was done using descriptive and analytical statistics., Results: The study groups did not differ significantly in terms of the variables studied at the beginning of the study. After three months, the variables of awareness, self-care, and perceived sensitivity constructs, perceived severity, perceived benefits, and guide to action showed a significant rise in the experimental group compared to the control group. In addition, the effectiveness of educational intervention significantly increased self-care behavior in the experimental group., Conclusions: Educational intervention based on the health belief model can be effective to reduce the barriers of self-care behaviors. In order to have a lasting change in behavior, the use of behavioral change patterns that ecologically take into account interpersonal, organizational, and social factors is suggested too., Competing Interests: There are no conflicts of interest., (Copyright: © 2022 Journal of Education and Health Promotion.)

Background: Nursing is one of the most stressful occupations. Educational intervention regarding stress management can play an important role in reducing occupational stress among nurses The present study aimed to determine the effectiveness of educational intervention on reducing oxidative stress caused by occupational stress in nurses: A health promotion approach in a hospital in western Iran., Materials and Methods: The present interventional study was performed in 2019 among 92 nurses working at the Kosar Hospital located in the city of Sanandaj in the country of Iran. Occupational stress was evaluated using the Osipow Occupational Stress Questionnaire. Oxidative stress was measured by taking blood samples and measuring the enzymatic activity of superoxide dismutase (SOD), malondialdehyde, and catalase (CAT) using SOD, malondialdehyde (MDA), and CAT kits. Educational intervention was carried out in the second stage. Three months after the intervention, data were taken again., Results: The results of the present study indicated that there was a significant difference in occupational stress between before and after the educational intervention ( P < 0.05). A significant reduction in MDA ( P = 0.038) and SOD ( P = 0.048) was observed after educational intervention, but this was not the case for CAT ( P = 0.592). There was no significant correlation between occupational stress with oxidative stress parameters before and after the educational intervention ( P < 0.05). No significant difference in occupational stress was observed between men and women. Among the oxidative stress parameters under evaluation, MDA was higher among men compared to women and this was statistically significant., Conclusions: Educational intervention regarding occupational stress is effective in reducing oxidative stress among nurses. The group meetings teach stress management to the participants and enable them to better manage their stress by utilizing their own capabilities. Thus, attention to this issue is vital in maintaining the mental and physical health of nurses and, in turn, improves the quality of care rendered., Competing Interests: There are no conflicts of interest., (Copyright: © 2022 Journal of Education and Health Promotion.)

Background: Delay in the diagnosis and management of obstetric complications lead to raised mortality rate. This can be curtailed by appropriate implementation of the educational intervention among the health-care providers. Hence, this review aimed to identify the literature evidence of the efficacy of various educational interventions training in the management of obstetric complications., Materials and Methods: We searched PUBMED, Web of Science, SCOPUS, Google Scholar, Cochrane, and maternity care databases with studies published from 2011 to 2021 for identifying studies related to this educational intervention review using MeSH terms and free terms. The search process was also done on the websites of the World Health Organization and the reproductive health library in the English language. From the 1823 abstracts reviewed, 16 studies were included (15 quasi-experimental, 01 randomized clinical trial, and 01 exploratory research design). We identified studies that included skill assessment of nurses, midwives, auxilliary nurse-midwives (ANMs), medical students, interns, and doctors after implementing various educational interventions., Results: According to the findings of this literature, achieving enhanced nursing management of obstetric complications has been developed. Especially, it suggests through better nursing training and education and also by providing sufficient resources, time, and coordination with obstetric specialists, nurses and midwives will be able to implement their care roles, which include proper diagnosis, appropriate intervention, advanced care, client education, and psychological support. The efficacy of each educational intervention varies and depends on the participants' understanding, interest, and the advancement of the teaching-learning method used., Conclusion: This systematic review reveals abroad and logical move towards the evaluation of various educational interventions in the field of obstetric complications. Among all the educational interventions implemented, mobile application, and simulation-based training play a major role in improving the knowledge and skills of health-care providers in the management of obstetric complications., Competing Interests: There are no conflicts of interest., (Copyright: © 2022 Journal of Education and Health Promotion.)

Background: Human brucellosis can be a source of problems that affect public health, social, and economic well-being of the world's population. This study was conducted with the aim of determining the effect of Educational Intervention (EI) based on Health Belief Model (HBM) on preventive behaviors against brucellosis in Health Volunteers (HVs) in Rafsanjan., Materials and Methods: Randomly, 104 HVs, in the intervention and control group, participated in a quasi-randomized, controlled experimental study. Variables were evaluated before and 1 month after intervention. In the intervention group, the educational program was conducted with lecture, group discussion, showing movies and related photos, booklets, and pamphlets. The program included five 45-min sessions that developed regarding the beliefs and constructs of HBM about brucellosis and its prevention methods. Data regarding HBM constructs and preventive behavior were collected using the questionnaire with 100 items by the self-report method. Finally, the data were entered into the SPSS software version 16.0, and statistical tests such as Chi-square, independent and paired t -test, Mann-Whitney, and Wilcoxon test were used for the data analysis at the significant level of 0.05., Results: Prior to the intervention, the mean score of the HBM constructs and preventive behaviors between the two groups did not differ significantly, but 1 month later, in the intervention group increased significantly compared to the control group ( P < 0.05)., Conclusion: We recommend to health authorities and health-care providers to use HBM in EIs to create susceptibility, increase perceived severity and benefits, promote self-efficacy, uses cue to action, as well as reduce behavioral barriers, and ultimately adopt health-promoting behaviors., Competing Interests: There are no conflicts of interest., (Copyright: © 2021 Journal of Education and Health Promotion.)

Background: Adherence to the treatment plans is one of the most effective conducts to prevent and reduce postoperative side effects. Partnership-based education is one of the most efficient ways to shape health behaviors. The aim of the present study was to determine the effect of partnership-based education on adherence to the treatment plans in open heart surgery., Materials and Methods: This quasi-experimental study was conducted in 2019-2020 on the patients undergoing open heart surgery in Tehran (Capital of Iran). Sampling was done in one educational hospital. A total of 86 patients and their caregivers participated in the study. Sampling was done nonrandomly by tossing a coin, and patients were allocated into the odd week in the intervention group and the even week in the control group ( n = 43 in each group), and data were collected before and after intervention using the Treatment Adherence Questionnaire concerning dietary, physical activity, and medication aspects. The educational intervention was carried out after the pretest analysis in five 20-45 min sessions (two individual and three group educations). Data were analyzed with Chi-square, independent t -test, and paired t -test using SPSS 19 at a significance level of P < 0.05., Results: Patients and caregivers in both groups did not have a significant difference in terms of demographic variables ( P > 0. 05). In addition, there was no significant difference in the mean of dietary, physical activity, and medication plans before the intervention in both groups; however, after the intervention, the mean of the three aspects in the intervention group was significantly higher than that of control ( P < 0.001)., Conclusion: Implementing partnership-based education with participation of patients and caregivers is influential in improving patients' adherence to the treatment plans and it is recommended as a clinical dynamic educational strategy., Competing Interests: There are no conflicts of interest., (Copyright: © 2021 Journal of Education and Health Promotion.)

Introduction: It is vital importance to observe standard precautions (SPs) in dentistry to prevent the transfer and spread of blood-borne diseases in the community. The aim of the present study was to evaluate the effect of educational intervention using health belief model (HBM) on the observation of SPs by dental students in 2019., Materials and Methods: Eighty-seven dental preclinical students were included in the present quasi-experimental study. The students were randomly assigned to two groups, and data were collected using a questionnaire designed based on HBM. Educational intervention was carried out after the pretest analysis in four 60-min sessions. Data were analyzed with independent t -test and paired t -test using SPSS 16 at a significance level of P < 0.05., Results: After the educational intervention, the mean score of awareness ( P = 0.001), perceived susceptibility ( P = 0.01), perceived severity ( P = 0.02), perceived benefits ( P < 0.001), cues to action ( P = 0.006), self-efficacy ( P = 0.002), and behavior (0.03) in the intervention group was significantly increased., Conclusion: Despite the effect of education on increasing the students' scores in HBM constructs and observation of SPs, the most important barriers to the adoption of precautionary behaviors were deficiencies in protective tools and aids., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)

Background: Changing human behavior for the purposes of improving the way people work is an integral part of most educational interventions. This study aimed to evaluate the effect of a model based on the theory of planned behavior (TPB) on correct principles of manual material handling (MMH) among male soldiers., Subjects and Methods: This study was a quasi-experimental, pretest-posttest research with a control group. Furthermore, 140 soldiers, from an area located in the city of Bandar Abbas, Iran, were selected through a simple random sampling and they were divided into two groups: intervention and control (70 subjects in each group). The data were collected using a three-part questionnaire including demographic information, the theory constructs, and MMH behavior. The intervention group was given the relevant education, and after 2 months, the both groups were evaluated., Results: Based on regression analysis, attitude toward behavior and perceived behavioral control were predictors for correct principles of MMH. There were significant differences between the mean scores of the theory constructs before and after the education in intervention group ( P < 0.001); however, no significant differences were observed in the theory constructs in the control group after the intervention. Before the education, the mean score of MMH of the intervention group was 38.30 ± 6.45; but after, the education, this changed into 44.20 ± 6.01, and significantly increased ( P < 0.001)., Conclusions: Educational intervention based on the TPB was effective in improving behavior for correct MMH in soldiers. Thus, the use of such educational programs according to the constructs of the planned behavior theory is recommended., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)

Background: Teenagers are increasingly interested in computer games, and the adverse effects of these games are dependent on the execution of these games. The theory of planned behavior (TPB) is one of the most important theories in behavior change. This study aimed to determine the effect of educational planning based on TPB on the level of dependence on computer games in high school male students in Gonabad, Iran., Materials and Methods: This was a randomized controlled trial. The study population was students of computer games in Gonabad. Sixty-four students were selected by a multistage random sampling method and were randomly divided into intervention ( n = 32) and control ( n = 32) groups. Data-gathering tool was the standard questionnaire of computer game dependency and researcher-made questionnaire according to TPB constructs that were completed before, immediately, and 3 months after the intervention. The intervention consisted of eight 90-min training sessions. Data were analyzed using the Chi-square test, Fisher's, t -test, repeated measures ANOVA, and Bonferroni post hoc test., Results: Before the intervention, the intervention and control groups were matched for the mean score of model constructs. However, after the intervention, the mean score of computer game addiction significantly decreased (≤0.001). However, the mean score of knowledge, attitude, perceived behavioral control, and behavioral intention increased, which was statistically significant. Furthermore, the mean changes of model structures were statistically significant ( P < 0.05)., Conclusion: The findings revealed that TPB can be used as a good theoretical framework for designing and implementing educational programs to reduce the dependency of computer games on students., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)

Background: Today, one of the biggest concerns of parents is protecting their children and properly educating them about sex. The aim of this study was to determine the effect of educational intervention on parental skills in sex education on their children in elementary schools in the northwest of Tehran-Iran in 2019 based on literature., Materials and Methods: This quasi-experimental study was conducted on 125 parents of elementary schoolchildren in the northwestern of Tehran. The data were collected by valid and reliable questionnaire. Before the intervention, two intervention and control groups filled up the pretest questionnaire; the data were collected by valid and reliable questionnaire. Before the intervention, two intervention and control groups filled the pretest questionnaire, and then the parents participated in the educational program based on dramatic literature. Two months later, the same questionnaire was completed by the control and intervention groups. Finally, the data were analyzed by regression and one-way ANOVA test., Results: The results showed that there was a statistically significant difference between the mean scores of knowledge in the experimental and control groups in the posttest ( P < 0.01). There was also a statistically significant difference between the mean scores of attitude in the experimental and control groups at the posttest stage ( P < 0.01). There was also a statistically significant difference between the mean scores of performance based on group membership (experimental group and control group) in the posttest phase ( P < 0.01)., Conclusions: The findings of the study showed that educational intervention on parental skills in sex education based on the dramatic literature to their children has significant effect on parental knowledge, attitude, and performance., Competing Interests: There are no conflicts of interest., (Copyright: © 2020 Journal of Education and Health Promotion.)

Background: Insufficient physical activity is a global health-care problem and is considered an independent risk factor for chronic diseases. The present research aimed to explore the effect of an educational intervention based on the theory of planned behavior (TPB) and stages of change on promoting women's physical activity., Materials and Methods: This quasi-experimental research was conducted on 68 women who voluntarily visited the health-care centers of Mashhad. They were selected by randomized multistratified sampling method and were divided into two groups of intervention ( n = 34) and control ( n = 34). The data collection tools included a demographic information questionnaire, a questionnaire based on the TPB and stages of change, and the International Physical Activity Questionnaire. The data were statistically analyzed by SPSS software version 16 using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (paired t -test, correlation coefficient, and covariance). The significance level of P < 0.05 was considered in this study., Results: No statistically significant difference was found between the intervention and control groups before the intervention in terms of the scores of the TPB constructs and physical activity ( P > 0.05). However, after the educational intervention, a significant difference was observed in the mean scores of TPB constructs and physical activity ( P < 0.05). In addition, no statistically significant difference was found in the stages of change between the two groups after the intervention., Conclusions: The results of this study pointed to the effectiveness of educational intervention and the necessity to use educational interventions to help adopt preventive behaviors. Therefore, the use of well-established educational models rather than conventional methods is recommended., Competing Interests: There are no conflicts of interest., (Copyright: © 2019 Journal of Education and Health Promotion.)

Introduction: One of the major problems of higher education centers is the students' academic failure. Increased monitoring, counseling, or remediation may tax the resources of both the program and the faculty. The present review study gathered evidence highlighted by the experimental studies on the educational intervention with the purpose of improving preclinical medical performance., Materials and Methods: To achieve the intended studies, databases of PubMed, Web of Knowledge (Thomson Reuters), Educational Resources and Information Center, and the Scopus were searched. The inclusion criteria were being an interventional study and assessing the educational intervention to preclinical academic performance. The study was carried out as a systematic literature search published between January 1987 and January 2018. Based on valid tool through the best evidence medical education review, after assessing the quality of the studies., Results: Ten studies were enrolled in the review for final evaluation. The Kirkpatrick Model was employed to analyze and synthesize the included studies., Conclusion: Reviewing the conducted studies showed that medical students had positive responses and attitudes toward new teaching methods, self-monitoring skills, and attention to physiological needs. The results also indicated that new teaching strategies, attention to self-monitoring skills, and sleep hygiene in medical education could positively affect learning in two domains of Bloom's Taxonomy., Competing Interests: There are no conflicts of interest.

Background and Aims: Parenting self-efficacy, which is one of the main determinants of effective and positive parental behavior, has been commonly defined as the parents' opinions and beliefs to develop their ability to affect their children in a way that raises their confidence development and adjustment. This study was performed to examine the effect of educational intervention on parenting self-efficacy in parents of primary school students., Materials and Methods: This quasi-experimental study was conducted on 104 parents of primary school students in Khomeini Shahr city, Isfahan province of Iran, in 2017. In this study, 104 parents (52 couples) of primary school students were selected and randomly assigned to experimental and control groups. Then, an educational intervention was implemented in the experimental group during 6 sessions of 2 h while the control group received only the usual family school education program. The parenting self-efficacy was measured before the intervention and 2 months afterward. The data were analyzed by independent t -test, paired t -test., Results: There was no statistically significant difference between the demographic variables of parents in both groups. Both the experimental and control groups were similar in terms of age, number of children, education, and employment as well as parenting self-efficacy. Two months after the intervention, the mean of total parenting self-efficacy, as well as play and entertainment with the child, discipline and boundaries, self-acceptance, learning and knowledge in the experimental group, were significantly higher than the control group, but the mean scores of other areas were not significantly different between the two groups ( P > 0.05)., Conclusion: Educational interventions that engage parents in group task and facilitate expression of experiences, are feasible in the primary school meetings and have a helpful effect on parenting self-efficacy., Competing Interests: There are no conflicts of interest.

Introduction: Dental and oral health is a core component of general health and well-being. Few aspects of health are as accessible to personal control as oral hygiene which can be improved by simple behavioral changes. In recent years, dentists in the field of oral and dental health improvement have been research doing for measurement of validity and efficiency of available educational interventions. In this regard, meta-analysis integrates the results of different studies then determines the effect size of educational interventions. This study seeks to investigate the effective educational interventions on improving oral and dental health improvement in Iran by following the meta-analysis model., Materials and Methods: The present research was a meta-analysis study. This research by using the technique of meta-analysis to integrate the results of different studies, to determine the effect size of an educational intervention on improving oral and dental health improvement in Iran. Seventeen studies accepted in methodology were collected in Iran during 2001-2018, and analyzed through meta-analysis. The research tool was meta-analysis checklist. Effect size for each study was manually calculated., Results: The study findings showed that the rate of the effect size of educational intervention on Improving Oral and Dental Health Improvement in Iran was 0.62 ( P ≤ 0.008) which according to Cohen's table was intermediate., Conclusion: Findings of this meta-analysis support of the effectiveness of educational interventions on improving oral and dental health improvement in Iran. It seems that the educational interventions on improving dental and oral health can be used as a method for improving oral and dental health in Iran., Competing Interests: There are no conflicts of interest.

Background: Prevalence of hypertension in patients with type 2 diabetes is two to three times more than nondiabetic patients. This study aimed at assessing the impacts of an educational program based on BASNEF Model on blood pressure modification among diabetic patients with hypertension., Materials and Methods: Two hundred patients with type 2 diabetes were recruited in an educational intervention study among two groups. The intervention group attended a 3-month self-care educational program regarding hypertension control in addition to the regular care presented for both the groups. Another group received no extra program except regular treatment. To collect information about demographic characteristics, type 2 diabetes-related variables, and BASNEF Model construct items, a self-designed questionnaire was utilized. Data analyzed by SPSS version 16 using Chi-square, independent t -test, and paired t -test., Results: Knowledge, behavioral beliefs, attitude to action, enabling factors, subjective norms, and practice were significantly higher in intervention group as compared to the controls ( P < 0.001). In addition, blood pressure revealed significant differences in intervention group before and after program using paired t -test ( P = 0.001) while in the control group, there was no significant difference in blood pressure ( P = 0.54)., Discussion: The study results revealed a significant change in blood pressure and model constructs in intervention group compared to control. This research suggested intervention program based on BASNEF Model has essentially effectiveness in blood pressure modification among diabetic patients., Conclusion: BASNEF Model has effectiveness to high blood modification among diabetic patients with hypertension., Competing Interests: There are no conflicts of interest.

Introduction: Since pemphigus vulgaris (PV) is a chronic disease and regarding its autoimmune nature, patients need to adopt self-care behaviors. This study aimed to assess the impacts of an educational program based on health belief model (HBM) on adopting self-care behaviors among patients with PV referred to Razi Hospital., Materials and Methods: Eighty-eight patients with PV were randomized in an educational intervention study in two groups in 2013-2014. The intervention group attended a 6 months self-care educational program in a specialized outpatient clinic, in addition to the regular care presented for both groups. To collect information about demographic characteristics, PV-related variables, and HBM constructs items, a self-designed questionnaire was used. Data were analyzed by SPSS 20. A P < 0.05 was considered as statistically significant., Results: Increase in perceived susceptibility, severity, and benefits score were significantly higher in intervention group compared with controls when adjusting for the difference in baseline scores of these HBM constructs and house ownership and employment status distribution in two groups using ANCOVA (P < 0.001). Furthermore, after intervention, the decrease in perceived barriers' scores was significantly more than controls (P < 0.001), However, the decrease in cues to action score was not found significant (P = 0.380)., Discussion: The results of this study show the effects of an HBM-based educational program as a tertiary preventive measure on adopting self-care behaviors in patients that can help them achieve self-efficacy in controlling their disease and enhancing their treatment process.

Background: Diabetes is the most common metabolic disease and the sixth cause of mortality in the world. Most of the conducted studies show that the only way to control this disease and prevent its disabling complications is constant administration of self-care., Aim: This study was conducted with the goal of determining the effect of public health nurses' educational intervention on the self-care of the patients with type 2 diabetes who referred to Hazrat Ali clinic in Isfahan., Materials and Methods: This is a two-group two-step clinical trial with a before-after intervention design in which 50 patients with type 2 diabetes and with a mean age of 40-70 years were selected and assigned to study (n = 25) and control (n = 25) groups by allotting them even and add numbers. Educational intervention was conducted in the study group through seven educational sessions. Mean scores of self-care before and after interventions were compared by Toobert and Glasgow brief self-care activities questionnaire., Results: Results showed no significant difference in the self-care scores before intervention in the two groups (P = 0.67, z = 0.43), but the mean score of self-care showed a significant increase after intervention in the study group, compared to the control group (P = 0.002, z = 3.14)., Conclusion: Based on the obtained results, it is suggested to provide constant education of self-care for diabetic patients in health care centers, with more emphasis on a change in self-care skills and behavior.

Introduction: The elderly are vulnerable to negative effects of stress factors; so, the present study was conducted to determine the effect of educational intervention based on the PRECEDE model on stress level of the elderly and to control stress factors., Materials and Methods: In this quasi-experimental study, 94 elderly people from the clubs for the elderly in Tehran were randomly divided into case and control groups in 2008-2009. Planning for the educational program was done according to the PRECEDE model. Before implementing the program, valid and reliable depression, anxiety, and stress questionnaires (DASS 21) were completed for both groups. The experimental group received the educational intervention based on the PRECEDE model (eight sessions, one session per week), and both groups were followed up two months after the intervention (the previous questionnaires were filled again). DASS 21 Scoring and Interpretation Generator was used for calculating scores of the questionnaires. Finally, the data obtained were analyzed by the SPSS 15 software using t-test, paired t-test, and Mann-Whitney test at a significant level of P≤0.05., Results: The findings showed significant differences between the experimental group and control group in terms of predisposing factors of knowledge (P≤0.001) and attitude (P≤0.001), enabling factors (P≤0.001), reinforcing factors (P≤0.001), and functioning especially in deep breathing and relaxation techniques (P≤0.001). Mean scores and severity of stress were significant after the intervention (P≤0.001)., Conclusion: The findings of the present study confirmed the effectiveness of the PRECEDE model-based educational program on preventing or reducing stress level in the elderly.