Promoting health literacy through the teach back method among Iranian health ambassadors: A randomized controlled trial.

OBJECTIVES: Describe the effect the teach back method on promoting the health literacy of health ambassadors in Urmia County in 2020. METHODS: In the present quasi-experiment, 200 persons over 14 years old participated. They were divided into two research groups, a control (n=100) and an intervention (n=100). The sampling method was simple randomization and the data collection instrument was a questionnaire comprised of demographic information and health literacy (HELIA). The educational intervention took 4 sessions each 45 minutes in length following the teach back method. The questionnaire-based data were collected once before the intervention and once again three months after the intervention. RESULTS: The present findings showed that 54% of the control group and 50% of the intervention group had a good or very good level of health literacy before the intervention(p>0.05). However, after the intervention, 52% of the control and 78% of the intervention group had a good or very good level of health literacy. The present findings revealed that the mean scores of health literacy dimensions (access to information, reading, understanding, appraisal, decision-making) and the overall health literacy score were significantly higher in the intervention group than the control (after the intervention). Wilcoxon's test results showed that the mean difference of the overall health literacy scores and the dimensions before and after the intervention were statistically significant (p<0.001). CONCLUSIONS: In the light of the present findings, we can conclude that participatory methods and the teach back method can improve health literacy, acquire reliable information and adopt healthy behaviors.

Promoting health literacy through the teach back method among Iranian health ambassadors: A randomized controlled trial / Promoting health literacy through the teach back method among Iranian health ambassadors: A randomized controlled trial / Promoção da alfabetização em saúde mediante o método teach-back entre os embaixadores da saúde iranianos: Un ensaio controlado aleatório

Objective. Describe the effect the teach back method on promoting the health literacy of health ambassadors in Urmia County in 2020. Methods. In the present quasi-experiment, 200 persons over 14 years old participated. They were divided into two research groups, a control (n=100) and an intervention (n=100). The sampling method was simple randomization and the data collection instrument was a questionnaire comprised of demographic information and health literacy (HELIA). The educational intervention took 4 sessions each 45 minutes in length following the teach back method. The questionnaire-based data were collected once before the intervention and once again three months after the intervention. Results. The present findings showed that 54% of the control group and 50% of the intervention group had a good or very good level of health literacy before the intervention(p>0.05). However, after the intervention, 52% of the control and 78% of the intervention group had a good or very good level of health literacy. The present findings revealed that the mean scores of health literacy dimensions (access to information, reading, understanding, appraisal, decision-making) and the overall health literacy score were significantly higher in the intervention group than the control (after the intervention). Wilcoxon's test results showed that the mean difference of the overall health literacy scores and the dimensions before and after the intervention were statistically significant (p<0.001). Conclusion. In the light of the present findings, we can conclude that participatory methods and the teach back method can improve health literacy, acquire reliable information and adopt healthy behaviors.

Objetivo. Describir el efecto del método teach-back en la promoción de la alfabetización en salud de los embajadores de la salud en el condado de Urmia, Irán en 2020. Métodos. En el presente estudio cuasiexperimental participaron 200 personas mayores de 14 años. Mediante muestreo de aleatorización simple se asignaron los grupos de investigación: de control (n=100) y de intervención (n=100). Se empleó un instrumento para la recogida de datos que contenía información demográfica y el instrumento Health Literacy for Iranian Adults -HELIA-. La intervención educativa consistió en 4 sesiones de 45 minutos, siguiendo el método teach- back. Los datos basados en el cuestionario se recogieron antes de la intervención y tres meses después de la misma. Resultados. Los hallazgos mostraron que el 54% del grupo de control y el 50% del grupo de intervención tenían un nivel bueno o muy bueno de conocimientos sobre alfabetización en salud antes de la intervención (p>0.05). Sin embargo, después de la intervención, el 52% del grupo de control y el 78% del grupo de intervención tenían un nivel bueno o muy bueno de conocimientos sanitarios. Los presentes resultados revelaron que las puntuaciones medias de las dimensiones de la alfabetización en salud acceso a la información, lectura, comprensión, valoración, toma de decisiones y de la puntuación global fueron significativamente mayores en el grupo de intervención que en el de control a los 3 meses después de la intervención. Finalmente, los resultados de la prueba de Wilcoxon mostraron que la diferencia media de las puntuaciones de la alfabetización en salud y de las dimensiones antes y después de la intervención eran estadísticamente significativas (p<0.001). Conclusión. A la luz de los resultados, se pudo concluir que la aplicación del método teach-back puede mejorar los conocimientos sobre la alfabetización en salud, además de ayudar a adquirir información fiable y a adoptar comportamientos saludables.

Objetivo. Descrever o efeito do método teach-back na promoção da alfabetização em saúde dos embaixadores da saúde no condado de Urmia, Irã em 2020. Métodos. No presente estudo quase-experimental participaram 200 pessoas maiores de 14 anos. Mediante amostragem de aleatória simples foram designados aos grupos de investigação: de controle (n=100) e de intervenção (n=100). Se empregou um instrumento para o recolhimento de dados que continha informação demográfica e o instrumento Health Literacy for Iranian Adults -HELIA-. A intervenção educativa consistiu em 4 sessões de 45 minutos, seguindo o método teach- back. Os dados baseados no questionário se recolheram antes da intervenção e três meses depois dela. Resultados. As descobertas mostraram que 54% do grupo de controle e 50% do grupo de intervenção tinham um nível bom ou muito bom de conhecimentos sobre alfabetização em saúde antes da intervenção (p>0.05). Porém, depois da intervenção, 52% do grupo de controle e 78% do grupo de intervenção tinham um nível bom ou muito bom de conhecimentos sanitários. Os presentes resultados revelaram que as pontuações médias das dimensões da alfabetização em saúde acesso à informação, leitura, compreensão, valoração, toma de decisões e da pontuação global foram significativamente maiores no grupo de intervenção que no de controle aos 3 meses depois da intervenção. Finalmente, os resultados da prova de Wilcoxon mostraram que a diferença média das pontuações da alfabetização em saúde e das dimensões antes e depois da intervenção eram estatisticamente significativas (p<0.001). Conclusão. À luz dos resultados, se pôde concluir que a aplicação do método teach-back pode melhorar os conhecimentos sobre a alfabetização em saúde, além de ajudar a adquirir informação confiável e a adotar comportamentos saudáveis.

Impact of an Educational Intervention Based on the BASNEF Model on Skin Cancer Preventive Behavior of College Students

Background: Skin cancer is one of the most common cancers in the world but is largely preventable through protective behavior. The aim of this study was to evaluate the impact of an educational intervention based on the BASNEF model on skin cancer prevention and protective behavior in midwifery students in Urmia. Methods: In this quasi-experimental study, the subject population comprised 100 midwifery students in two groups, study and control (n = 50 in each). The sample was collected using a stratified random sampling method. The data collection tool was a multi-section questionnaire which included demographic questions, knowledge and structures (attitude, enabling factors, subjective norms, behavior and attitude). The educational intervention was carried out in three 45-minute sessions. Data were collected during face-to-face discussions before the educational intervention and three months thereafter and analyzed using paired t-test and independent t-test statistics. Results: The results showed that after intervention, mean score of knowledge was significantly higher in the study group compared to the control group. Significant improvement in mean scores for attitude, enabling factors, mental norms, and intent of behavior was limited to the study group Also, behavior for prevention of skin cancer was significantly better in the intervention group. Conclusions: The results of this study showed that the BASNEF model is effective for promotion of skin cancer prevention behavior.

Evaluation of the referral system in Iran's rural family physician program; a study of Jiroft University of Medical Sciences.

BACKGROUND AND OBJECTIVE: Referral systems are relatively easy in terms of design, but implementing them is extremely difficult. Considering the three levels of primary healthcare, access of people to specialized services through a referral system is possible. With regard to the importance of a referral system in a family physician program, this study was performed to assess the function of the referral system in the family physician program in Jiroft University of Medical Sciences. METHODS: This cross-sectional study was performed in the first half of 2014. The sample size included 700 patients selected using multistage sampling. Firstly 30% of health centers were randomly selected as a cluster. Then, the patients were randomly selected from each cluster. The study data were collected through a questionnaire consisting of 2 parts - demographic variables and the rules of the referral system. Data were analyzed using descriptive statistics, Chi Square, and Logistic Regression. RESULTS: From 700 patients who received the level 2 services, 69% of cases were female and 31% were male. One hundred eighty-two cases (26%) had referral form from health house. Only 56.4% of persons referred to the centers because of diagnosis of the family physician. For 34% of cases, the specialists wrote the results of their evaluation in feedback form. Four hundred sixty-three patients did not return to their family physician because of lack of knowledge. CONCLUSION: The referral situation to level 2, in the present study was poor. Ease of access to specialized services level 2, and educational intervention for healthcare staff and familiarizing people with the objectives of the family physician program and referral system are recommended.