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Volume 8, Issue 4 (winter 2021)                   J Prevent Med 2021, 8(4): 14-24 | Back to browse issues page

Research code: 95103
Ethics code: IR.RUMS.REC.1395.137

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Vosoughirahbari V, Ahmadi Tabatabaei S, Mazar L, Asadpour M. The effect of educational intervention based on Trans-theoretical model on participation in Pap Smear test in women in Chatroud region. J Prevent Med. 2021; 8 (4) :14-24
URL: http://jpm.hums.ac.ir/article-1-560-en.html
1- Department of Health Education and Health Promotion, School of Health, Student Research Committee, Rafsanjan University of Medical Sciences, Rafsanjan, Iran.
2- 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.
Abstract:   (283 Views)
Introduction: 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.
Methods: 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.
Results: 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.
Conclusion: 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’s theoretical model constructs and promotion of performing Pap Smear test behavior.
 
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Type of Study: Orginal | Subject: Health Education
Received: 2021/09/24 | Accepted: 2021/11/1 | Published: 2021/12/31

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