fa مداخله آموزشی مبتنی بر مدل فرا نظریه ای بر انجام آزمایش پاپ اسمیر در زنان منطقه چترود آموزش بهداشت Health Education پژوهشي Orginal <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="FA" style="font-family:" yagut=""><span style="letter-spacing:-.4pt">هدف:</span></span></b> <span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">سرطان دهانه قابل‌ پیشگیری می باشد. این مطالعه با هدف بررسی تأثیر مداخله آموزشی مبتنی بر مدل فرا نظریه‌ای بر انجام آزمایش پاپ اسمیر انجام گرفت.</span></span></span><b><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Yagut""></span></span></b></span></span></span></span></span><br> <span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:107%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" style="font-family:" yagut=""><span style="color:black">روش‌ها:</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" yagut=""><span style="color:black"> این </span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" yagut=""><span style="color:black">مطالعه نیمه تجربی در سال 1395 روی 70 نفر از زنان واجد شرایط چترود که به روش نمونه گیری تصادفی ساده در دو گروه مداخله و کنترل انجام شد. ابزار گردآوری داده ها پرسشنامه محقق ساخته‌ </span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" yagut=""><span style="color:black">بود.</span></span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" yagut=""><span style="color:black"> برنامه آموزشی طی 8 جلسه به صورت سخنرانی، بحث گروهی، نمایش فیلم و پرسش و پاسخ برای گروه مداخله اجرا، <a name="_Hlk21167388">داده ها با استفاده از آزمون‌های مجذور کای، تی زوجی و تی مستقل در نرم افزار </a></span></span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:107%"><span cg="" style="font-family:" times=""><span style="letter-spacing:-.4pt">SPSS</span></span></span></span><span style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" yagut=""><span style="color:black"> نسخه 16 تجزیه و تحلیل شد.</span></span></span></span><span lang="FA" style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" yagut=""><span style="color:black"></span></span></span></span></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="FA" style="font-family:" yagut=""><span style="letter-spacing:-.4pt">نتایج:</span></span></b><b> </b><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">نتایج نشان داد که گروه مداخله و کنترل از نظر متغیرهای جمعیت شناختی تفاوت معنی دار آماری نداشتند. قبل از مداخله آموزشی اختلاف معنی دار آماری بین مراحل تغییر (٠٩۴/٠=</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">-value</span></span> <span dir="LTR" style="font-size:10.0pt"><span style="color:black">p</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">)، نمره موانع درک شده (٢۳/٠= </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">P-value</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">) دو گروه مداخله و کنترل وجود نداشت، بعد از مداخله آموزشی با ٠٠۱/٠</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black"><</span></span> <span dir="LTR" style="font-size:10.0pt"><span style="color:black">P-value</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black"> این اختلاف معنی دار بود. همچنین آزمون تی زوجی تفاوت معنی‌داری بین نمره موانع و منافع درک شده و خودکارآمدی قبل و بعد از مداخله آموزشی در گروه مداخله نشان داد(٠٠۱/٠</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="color:black">P-value <</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">) ولی در گروه کنترل این اختلاف معنی دار نبود. </span></span></span><b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="letter-spacing:-.4pt"></span></span></span></b></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span new="" roman="" style="font-family:" times=""><b><span b="" lang="FA" style="font-family:" yagut="">نتیجه‌گیری</span></b><span b="" lang="FA" style="font-family:" yagut=""><span style="letter-spacing:-.4pt">:</span></span> <span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black">نتایج مطالعه نشاندهنده تأثیر مداخله آموزشی بر مراحل تغییر رفتار، توازن تصمیم گیری، خودکارآمدی، انجام رفتار بر اساس سازه‌های مدل فرانظری و ارتقای رفتار انجام پاپ اسمیر، بوده است.</span></span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" yagut=""><span style="color:black"></span></span></span></span></span></span></span></span></span> <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:&quot;Times New Roman&quot;,&quot;serif&quot;"><b><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;">Introduction</span></b><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="letter-spacing:-.5pt">:</span></span><span style="font-size:10.0pt"><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;"><span style="letter-spacing:-.5pt"> Cervical cancer is a preventable cancer. Pap smear test is one of the screening methods for cervical cancer. The aim of this study was to investigate the effect of educational intervention based on Trans-theoretical model on participation in Pap Smear test</span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="letter-spacing:-.5pt">.</span></span><span style="font-size:10.0pt"><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;"><span style="letter-spacing:-.5pt"></span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:&quot;Times New Roman&quot;,&quot;serif&quot;"><b><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;">Methods:</span></b><span style="font-size:10.0pt"><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;"><span style="letter-spacing:-.5pt"> This quasi-experimental study was performed in 2016 on 70 eligible women in Chatroud who were assigned to the intervention and control groups by simple random sampling. The data collection tool was a confirmed researcher-made questionnaire which was completed before and two weeks after the educational intervention. The training program was performed in 8 sessions in the form of lectures, questions and answers, group discussions, and Showing videoes for the intervention group. Data were analyzed using chi-square, paired t-test, and independent t-test in SPSS software version 16.</span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="letter-spacing:-.5pt"></span></span></span></span></span> <pre style="text-align:justify"> <span style="font-size:10pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="font-family:&quot;Courier New&quot;"><b><span style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;">Results</span></span></span></b><span dir="RTL" lang="FA" style="letter-spacing:-.5pt">:</span> <span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;"><span style="letter-spacing:-.5pt">The results showed that the difference between intervention and control groups was not statistically significant in terms of demographic variables. Before the educational intervention, there was no statistically significant difference between the stages of change (P-Value=0.094) and the score of perceived barriers (P-Value=0.23) between the intervention and control groups, but after the educational intervention this difference was significant (P-Value<0.001). Paired t-test also showed a significant difference between the scores of perceived barriers and benefits and self-efficacy before and after the educational intervention in the intervention group (P-Value<0.001). Howevere, in the control group this difference was not significant. Prior to the educational intervention, only 9 Pap Smears were performed in the intervention group, which increased to 25 after the intervention. There was a statistically significant difference between the behavior of performing Pap Smear test (P-Value=0.002) in the two groups.</span></span></span></span></span></span></pre> <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="font-family:&quot;Times New Roman&quot;,&quot;serif&quot;"><b><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;">Conclusion</span></b><b>:</b><b> </b><span style="font-size:10.0pt"><span style="font-family:&quot;CG Times&quot;,&quot;serif&quot;"><span style="letter-spacing:-.4pt">The results of this study showed the significant effect of educational intervention on the stages of behavior change, decision balance, self-efficacy, and behavior based on Tran&rsquo;s theoretical model constructs and promotion of performing Pap Smear test behavior.</span></span></span></span></span></span><br> &nbsp; مداخله آموزشی, مدل فرانظری, پاپ اسمیر, زنان, خانه بهداشت. Educational Intervention, Trans-Theoretical Model, Pap Smear, Women. 14 24 http://jpm.hums.ac.ir/browse.php?a_code=A-10-492-1&slc_lang=fa&sid=1 Venus Vosoughirahbari ونوس وثوقی رهبری venus.vosogh92@gmail.com 10031947532846007221 10031947532846007221 No Department of Health Education and Health Promotion, School of Health, Student Research Committee, Rafsanjan University of Medical Sciences, Rafsanjan, Iran. گروه آموزش بهداشت و ارتقای سلامت، دانشکده‌ بهداشت، کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی رفسنجان، رفسنجان، ایران و مرکز بهداشت، دانشگاه علوم پزشکی هرمزگان، بندرعباس، ایران SeyedVahid Ahmadi Tabatabaei سید وحید احمدی طباطبایی tabatabaei@kmu.ac.ir@kmu.ac.ir 10031947532846007222 10031947532846007222 No Department of Health Education and Health Promotion, School of Public Health, Research Center for Social Determinants of Health, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman. Iran. گروه آموزش بهداشت، دانشکده بهداشت، مرکز تحقیقات عوامل اجتماعی موثر بر سلامت، پژوهشکده آینده پژوهی در سلامت، دانشگاه علوم پزشکی کرمان، کرمان، ایران Leili Mazar لیلی مازار leili.mazar@gmail.com 10031947532846007223 10031947532846007223 No Department of Health Education and Health Promotion, School of Health, Student Research Committee, Rafsanjan University of Medical Sciences, Rafsanjan, Iran. گروه آموزش بهداشت و ارتقای سلامت، دانشکده‌ بهداشت، کمیته تحقیقات دانشجویی، دانشگاه علوم پزشکی رفسنجان، رفسنجان، ایران و مرکز بهداشت، دانشگاه علوم پزشکی هرمزگان، بندرعباس، ایران Mohammad Asadpour محمد اسدپور asadpour2011@gmail.com 10031947532846007224 10031947532846007224 Yes Department of Health Education and Health Promotion, School of Health, Student Research Committee, Rafsanjan University of Medical Sciences, Rafsanjan, Iran. گروه آموزش بهداشت و ارتقا سلامت، دانشکده بهداشت، دانشگاه علوم پزشکی رفسنجان، رفسنجان، ایران