Effects of mHealth Practice Patterns on Improving Metabolic Syndrome Using the Information-Motivation-Behavioral Skills Model.

Chronic diseases contribute to 68% of global mortality, highlighting the importance of early detection and management of conditions such as metabolic syndrome. Effective lifestyle interventions, particularly through mobile health (mHealth), have shown potential in promoting health and reducing cardiometabolic risk. This study utilized mHealth data from public health centers in South Korea, targeting adults with risk factors for metabolic syndrome. The Intervention-Motivation-Behavioral skills (IMB) theoretical model was applied to categorize participants' practice patterns over time using the Group-Based Trend Model (GBTM). And the Generalized Estimating Equations (GEE) methodology was applied to confirm the effective practice patterns for improving metabolic syndrome. Data were collected over 24 weeks. The dataset encompasses life-log data capable of capturing changes in intervention, self-report surveys, and clinical measurements, all linked to personal identification keys and thereby integrated. Participants demonstrated improved health behaviors, with the healthy eating score increasing from 5.0 to 6.4 and physical activity rates rising from 41.5% to 59%. Health risk factors decreased significantly, with the mean number of risk factors dropping from 2.4 to 1.4. The percentage of subjects with three or more metabolic syndrome components decreased from 42.3% in the initial period to 19.2% in the final period. Practice patterns by IMB components were classified into three categories: continuous type, late decline type, and early decline type. Improvements in health behavior and metabolic syndrome were observed in the continuous type of each IMB component. The mHealth interventions were confirmed to be positively associated with improved health behavior and management of metabolic syndrome in the continuous practice patterns of IMB.

Using an extended information-motivation-behavioral skills model to explain HPV vaccination intention among men who have sex with men only and men who have sex with men and women.

Men who have sex with men and women (MSMW) have been reported to differ in psychosocial and sexual behavior patterns from men who have sex with men only (MSMO). However, results regarding the differences in HPV vaccination intention/behavior were inconclusive. We compared HPV vaccination intention between MSMO and MSMW and analyzed the differences in potentially associated factors in China. MSM participants were recruited online using a snowball sampling method. Cross-sectional data were collected via a questionnaire based on the extended information-motivation-behavioral skills model. Structural equation modeling was conducted to examine the relationship between the variables, followed by multi-group analysis to test differences between groups. Of 914 MSM, 77.68% were MSMO and 22.32% were MSMW. MSMW had a higher rate of reluctance to vaccinate than MSMO (23.53% vs. 16.20%, p = .016). Differences between the two groups were statistically significant in risky sexual behavior, behavioral skills, and promotional attitude. In both groups, promotional attitude was the most significant predictor of vaccination intention. Vaccination intention was directly influenced by motivation and indirectly by risky sexual behavior in MSMO, but not significantly in MSMW. Additionally, the direct effect of information on behavioral skills in MSMW was significantly greater than that in MSMO, but we did not find any effect of behavioral skills on vaccination intention. MSMW had lower vaccination intention than MSMO. MSMO may be influenced by risky sexual behavior and motivation, positively impacting their vaccination intention, unlike MSMW. Targeted strategies could help promote HPV vaccination, especially in MSMW.

Prediction of cervical cancer screening: application of the information-motivation-behavioral skills model.

INTRODUCTION: Screening is an effective method for preventing cervical cancer. The present study aimed to determine the predictability of cervical cancer screening using the information-motivation-behavioral skills (IMB) model, as this model can help understand the factors that influence health-related behaviors. METHOD: The present cross-sectional study examined 310 women aged 20 to 60 in Isfahan, Iran, between 2020 and 2021. To this end, comprehensive health centers and gynecology clinics of hospitals were randomly selected by lot. Women who met the study's inclusion criteria were selected via convenience sampling. An IMB skills questionnaire developed by researchers comprised the data collection tool. The data were analyzed using SPSS 22 software, descriptive and regression tests, and AMOS 24.0 software. FINDINGS: Approximately 18.1% of the participants had never undergone routine cervical cancer screening. The regression model results indicated that the model components accurately predicted regular cervical cancer screening (P < 0.00). Path analysis revealed that information (ß = 0.05, P = 0.002), motivation (ß = 0.187, P = 0.026), and behavioral skills (ß = 0.95, P < 0.001) were directly associated with regular cervical cancer screening. Furthermore, behavioral skills had the greatest direct effect on regular cervical cancer screening. DISCUSSION AND CONCLUSION: The results demonstrated that the IMB model accurately predicted cervical cancer screening. Therefore, it is possible to improve cervical cancer screening in women by designing and implementing interventions based on this model's components, particularly those that improve behavioral skills.

Development and validation of the information-motivation-behavioural skills model-based human immunodeficiency virus education kit for adolescents in Malaysia.

The growing Human Immunodeficiency Virus (HIV) incidences and insufficient HIV knowledge among Malaysian late adolescents necessitate immediate attention to HIV prevention via education. This study aims to develop and validate an Information-Motivation-Behavioural skills (IMB) model-based education kit for adolescents, PREM-Kit, to educate on HIV prevention among Malaysian late adolescents. Utilizing the Analysis, Design, Development, Implementation, and Evaluation model, we conducted the study in three phases: needs assessment, development of PREM-Kit, and validation of PREM-Kit by applying the IMB model to map the PREM-Kit's contents. PREM-Kit, developed in Malay language, consisted of an infographic flip chart and videos. Five multi-disciplinary experts validated the PREM-Kit using the content validity index (CVI), and 13 end-users validated the PREM-Kit using the Malay version of the Patient Education Materials Assessment Tool for Printable and Audiovisual Materials. The infographic flip chart comprised three modules covering 15 topics, and an animated video accompanied each module. PREM-Kit achieved CVI scores of 1.0 and median scores of over 80% for understandability and actionability. Overall, the newly developed IMB model-based HIV education kit has good content validity, is simple to comprehend and apply, and is ready for testing its effectiveness in improving adolescents' knowledge, attitudes, and practices for HIV prevention.

Comparison Between the Effect of the Information-Motivation-Behavioral (IMB) Model and Psychoeducational Counseling on Sexual Satisfaction and Contraception Method Used Under the Coercion of the Spouse in Iranian Women: A Randomized, Clinical Trial / Comparação entre o efeito do modelo Informação-Motivação-Comportamental (IMB) e o aconselhamento psicoeducacional sobre a satisfação sexual e o método contraceptivo usado sob coerção do cônjuge em mulheres iranianas: um ensaio clínico randomizado

Abstract Objective Women play an essential role in maintaining the family's health, and family planning is part of women's and families' health. The couple's mutual understanding of family planning methods is essential in selecting contraception. Acceptance of and satisfaction with different contraception methods can impact sexual satisfaction. The present study aimed to compare the effect of the information-motivation-behavioral (IMB) model and psychoeducational counseling on sexual satisfaction and contraception methods of women referring to health centers in Kerman. Methods This trial was conducted on 81 women aged 18 to 45, in Kerman health centers, from 2021 to 2022. Participants were randomly divided into 3 groups of 27 people (control, psychoeducational counseling, and IMB method). Three online counseling sessions were held for the psychoeducational group, and four were held for the IMB group. The control group received routine care. The IBM SPSS Statistics for Windows, version 22 (IBM Corp. Armonk, NY, USA) was used for data analysis using nonparametric Friedman and Kruskal-Wallis tests. Results The mean age of participants was 32.59 ± 7.04, and the majority of them had university degrees and were homemakers. The mean sexual satisfaction score significantly increased immediately after the intervention and 1 month later in the 2 interventional groups (p< 0.0). Changes in contraception methods after intervention were significant in the psychoeducational group (p= 0.0) Conclusion The results indicate the positive impact of psychological counseling on women's sexual satisfaction and contraception method. The IMB method also impacted men's sexual satisfaction but did not lead to any changes in the contraceptive method.

Resumo Objetivo A mulher desempenha um papel essencial na manutenção da saúde da família, e o planejamento familiar faz parte da saúde da mulher e da família. A compreensão mútua do casal sobre os métodos de planejamento familiar é essencial na seleção da contracepção. A aceitação e a satisfação com os diferentes métodos contraceptivos podem afetar a satisfação sexual. O presente estudo teve como objetivo comparar o efeito do modelo informação-motivação-comportamental (IMB) e aconselhamento psicoeducacional sobre a satisfação sexual e métodos contraceptivos de mulheres encaminhadas para centros de saúde em Kerman. Métodos Este estudo foi realizado em 81 mulheres de 18 a 45 anos, nos centros de saúde de Kerman, de 2021 a 2022. As participantes foram divididas aleatoriamente em 3 grupos de 27 pessoas (controle, aconselhamento psicoeducacional e método IMB). Foram realizadas três sessões de aconselhamento online para o grupo psicoeducativo e quatro para o grupo IMB. O grupo de controle recebeu cuidados de rotina. OIBM SPSS Statistics for Windows, versão 22 (IBM Corp. Armonk, NY, EUA) foi utilizado para a análise dos dados por meio dos testes não paramétricos de Friedman e Kruskal-Wallis. Resultados A média de idade das participantes foi de 32,59 ± 7,04, sendo que a maioria delas possuía nível superior e eram donas de casa. A pontuação média de satisfação sexual aumentou significativamente imediatamente após a intervenção e 1 mês depois nos 2 grupos de intervenção (p <0,0). As mudanças nos métodos contraceptivos após a intervenção foram significativas no grupo psicoeducativo (p = 0,0) Conclusão Os resultados indicam o impacto positivo do acompanhamento psicológico na satisfação sexual das mulheres e no método contraceptivo. O método IMB também impactou a satisfação sexual dos homens, mas não levou a nenhuma mudança no método contraceptivo.

Um conhecimento encarnado e o ensino da psicologia social / An incarnate knowledge and social psychology teaching / Un conocimiento encarnado y la enseñanza de la psicología social

Este artigo tem como objetivo trabalhar com a concepção de "conhecimento encarnado" defendida por Ignácio Martín-Baró, estabelecendo relações entre este conceito e o campo da Psicologia Social. Num primeiro momento, fazemos uma pequena contextualização dos efeitos de uma greve universitária que durou quatro meses, considerando que os principais efeitos que devemos debater são aqueles que estão relacionados às experimentações do espaço educacional, assim como às ressonâncias das narrativas externas ao mundo universitário. Em seguida, mesclamos experiências do cotidiano da universidade com narrativas de diferentes atores sociais sobre a greve e a própria formação, a fim de desenvolver uma teoria analítica das práticas educacionais em Psicologia Social a partir de um diálogo com Ignácio Martín-Baró. Destacamos as três perguntas apresentadas pelo autor para problematizar a história da Psicologia Social: o que nos mantém unidos numa ordem social? O que nos integra à ordem estabelecida? O que nos libera da desordem estabelecida? Entre os diferentes conceitos criados pelo autor, privilegiamos a ideia de conhecimento encarnado, realidade vivida, realidade estudada e ação ideológica.(AU)

This article aims to work with the conception of "incarnate knowledge" defended by Ignácio Martin-Baró establishing relationships between this concept and the field of Social Psychology. At first, we briefly contextualize the effects of a strike in the university environment that lasted four months, considering that the main effects that we should debate are those related to experimentations of the educational space and the resonances of the external narratives in the university world. Then, we blended experiences of the university's quotidian with narratives of different social actors about the strike and the training itself to develop an analytic theory of the educational practices in Social Psychology from a dialog with Ignácio Martin-Baró. We highlight three questions presented by the author to challenge the history of Social Psychology: what holds us together in a social order? What integrates us into the established order? What frees us from the established disorder? Among the different concepts created by the author, we privileged the idea of incarnate knowledge, lived reality, studied reality, and ideological action.(AU)

Este artículo pretende trabajar con la concepción de conocimiento defendida por Ignácio Martín-Baró, estableciendo relaciones entre este conocimiento y el campo de la psicología social. En un primer momento, hacemos una pequeña contextualización de los efectos de una huelga universitaria, que tuvo una duración de cuatro meses, considerando que los principales efectos los cuales debemos debatir son aquellos que están relacionados con las experimentaciones del espacio educacional, así como las resonancias de las narrativas externas al mundo universitario. A continuación, mezclamos experiencias de un cotidiano de la universidad con narrativas de diferentes actores sociales sobre la huelga y la propia formación, con la finalidad de desarrollar una teoría analítica de las prácticas educacionales en la psicología social a partir de un diálogo con Ignácio Martin-Baró. Destacamos las tres preguntas presentadas por el autor para problematizar la historia de la psicología social: ¿Qué nos mantiene unidos en el orden social establecido? ¿Qué nos integra al orden establecido? ¿Qué nos libera del desorden establecido? Entre los diferentes conceptos creados por el autor, privilegiamos la idea de un conocimiento encarnado, realidad vivida, realidad estudiada y acción ideológica.(AU)