Background: Brucellosis is still a serious public health threat and an endemic disease in Iran. Despite eradication programs, it is a major challenging issue for human health. This study examined the effect of health ambassadors’ training based on social cognitive theory on brucellosis preventive behaviors in rural areas. Methods: This study was conducted as a randomized controlled trial. The intervention program was performed in two steps. Step 1: Training of health ambassadors by the researcher and Step 2: Training of village residents by health ambassadors.120 residents of rural areas of Mashhad were selected from two villages using two-stage random sampling and were assigned to two intervention and control groups. Results: The mean age of the participants in the intervention group was 33.9±90.97 years. There was a statistically significant difference between the mean scores of constructs of knowledge, outcome expectations, outcome value, self-efficacy, self-efficacy in overcoming obstacles, self-regulation, emotional adjustment, and behavior measurement after the intervention compared to before intervention(p <0.0001). Conclusion: The results indicated that training programs based on SCT can be effective in improving brucellosis preventive behaviors. The training interventions that are designed to educate health ambassadors and villagers using social cognitive theory with a focus on individual, cognitive, environmental, and behavioral factors can improve behaviors that prevent brucellosis. Trial registration: This trial has been registered by the title of “The effect of health ambassadors’ training based on social cognitive theory on brucellosis preventive behaviors in rural areas: a randomized control trial” in the Iranian Registry of Clinical Trials (IRCT) with code “I IRCT20220204053935N1”, https://www.irct.ir/trial/47529. The registration date is May 18, 2022.
Background: The prerequisite of effective nutrition intervention is an appropriate education. This study aimed to evaluate the effectiveness of nutrition education based on discussion and multimedia in the learning of pregnant women. Methods: This randomized educational trial was conducted on 174 pregnant women in Gonabad City, northeast Iran. The study participants were randomly assigned into three groups (58, 57, and 59 women in the multimedia group, discussion group, and control group, respectively). The demographic information form and assessment of learning questionnaire were completed before the study for all three groups. In the intervention group, training was based on the discussion and multimedia packages. Multimedia packages were given to mothers in the intervention group for 2 weeks. In the discussion group, mothers were divided into subgroups of 8 to 12 members, and educational subjects were presented over three 90 min sessions. One month after the intervention, a post-test was administered to all groups. Results: The mean gestational ages in the multimedia group, discussion group, and control group were 9.66, 9.54, and 9.40 weeks, respectively. The results showed that the difference between the multimedia and discussion groups (P<0.001) regarding the cognitive scores was significant before and after the intervention. There were significant differences between groups regarding affective domain scores before and after the intervention (P=0.03). Conclusion: The effectiveness of multimedia learning in the cognitive domain and discussion in the affective domain was confirmed. Therefore, it is recommended to use innovative and effective methods such as multimedia packages for educating pregnant women.
Background The prevalence of depression in society is increasing and there is a need for a suitable tool to assess the health literacy of people in this field. This study was conducted to evaluate the psychometric of the Iranian version of the depression literacy (D-Lit) questionnaire. Methods This cross-sectional study was conducted on 845 participants with a proportional stratified sampling method. First, the translation and cultural adaptation of questionnaire was performed. Then, the validity of D-Lit was assessed by face validity, content validity, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). The reliability of D-Lit was assessed by the Cronbach’s alpha coefficient and McDonald omega coefficient. Results Based on the results of EFA, 5 factors emerged with eigenvalues of greater than 1, which accounted for 56.30% of the variance. Based on the results of CFA, one question was deleted and the results of goodness fit indexes confirmed the model. Cronbach’s alpha coefficient and McDonald omega coefficient for D-Lit questionnaire were 0.890 and 0.891, respectively. Finally, D-Lit questionnaire with 21 questions and 5 subscales of Knowledge of the psychological symptoms (5 items), Knowledge about the effectiveness of available treatment methods (4 items), Knowledge about cognitive-behavioral symptoms (6 items), Knowledge about taking medications and their side effects (4 items), and Knowledge of the severity of the disease (2 items) were confirmed. Conclusion The results of this psychometric evaluation confirmed the Persian version of D-Lit questionnaire with 21 questions and 5 subscales is an appropriate tool for measuring people's literacy about depression.
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