TMU
Owner
Tarbiat Modares University (TMU) is the owner of HEHP.
0.8
Cite Score
Volume 11, Issue 5 (2023)
Health Educ Health Promot 2023, 11(5): 723-731 |
Back to browse issues page
History
Received: 2024/01/19 | Accepted: 2024/04/4 | Published: 2025/05/15
Received: 2024/01/19 | Accepted: 2024/04/4 | Published: 2025/05/15
How to cite this article
Omid M, Aminshokravi F, Zarei F. Impact of a Blended Educational Intervention on COVID-19 Preventive Behavior in Teachers. Health Educ Health Promot 2023; 11 (5) :723-731
URL: http://hehp.daneshafarand.org/article-4-73501-en.html
URL: http://hehp.daneshafarand.org/article-4-73501-en.html
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rights and permissions
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
1- Department of Health Education & Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University (TMU), Tehran, Iran
Abstract (1294 Views)
Aims: This study aimed to investigate the effect of a blended educational intervention based on the health belief model (HBM) about COVID-19 on teachers' preventive behavior.
Materials & Methods: A randomized controlled trial was conducted on female teachers in four districts affiliated with Education Organization Karaj Iran. Then, one of these two districts was assigned to the intervention group (n=70) and the other to the control group (n=70) by the lottery method. The educational intervention was conducted via three online platforms. Our intervention was named BEHTA. It included a specifically designed website, holding virtual and group discussion classes, and using a popular social network messenger.
Findings: The results showed that there was no significant difference between the intervention and control groups before training (p>0.05) but immediately and 12 weeks after training, the two groups had a statistically significant difference in all constructs (p<0.05). In the control group, the mean score of knowledge, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy did not differ significantly (p>0.05), but the mean score of behavior decreased (p=0.027).
Conclusion: The educational intervention improves all constructs regarding COVID-19 in the intervention group.
Materials & Methods: A randomized controlled trial was conducted on female teachers in four districts affiliated with Education Organization Karaj Iran. Then, one of these two districts was assigned to the intervention group (n=70) and the other to the control group (n=70) by the lottery method. The educational intervention was conducted via three online platforms. Our intervention was named BEHTA. It included a specifically designed website, holding virtual and group discussion classes, and using a popular social network messenger.
Findings: The results showed that there was no significant difference between the intervention and control groups before training (p>0.05) but immediately and 12 weeks after training, the two groups had a statistically significant difference in all constructs (p<0.05). In the control group, the mean score of knowledge, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy did not differ significantly (p>0.05), but the mean score of behavior decreased (p=0.027).
Conclusion: The educational intervention improves all constructs regarding COVID-19 in the intervention group.
| | Full-Text (HTML) (348 Views)