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Volume 13, Issue 2 (2025)
Health Educ Health Promot 2025, 13(2): 367-373 |
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Received: 2025/04/29 | Accepted: 2025/06/15 | Published: 2025/06/25
Received: 2025/04/29 | Accepted: 2025/06/15 | Published: 2025/06/25
How to cite this article
Triana W, Asrial A, Guspianto G, Haryanto H. Interventions to Increase Knowledge and Attitude for Iron Consumption in Anemic Adolescents of Low-Middle Income Countries; A Systematic Review. Health Educ Health Promot 2025; 13 (2) :367-373
URL: http://hehp.modares.ac.ir/article-4-80601-en.html
URL: http://hehp.modares.ac.ir/article-4-80601-en.html
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1- Department of Health Promotion, Faculty of Mathematics and Sciences, Jambi University, Jambi, Indonesia
2- Department of Chemistry Education, Faculty of Teacher Training and Education, University of Jambi, Jambi, Indonesia
3- Department of Public Health, Faculty of Health Sciences, University of Jambi, Jambi, Indonesia
2- Department of Chemistry Education, Faculty of Teacher Training and Education, University of Jambi, Jambi, Indonesia
3- Department of Public Health, Faculty of Health Sciences, University of Jambi, Jambi, Indonesia
Abstract (637 Views)
Aims: This systematic review evaluated the effectiveness of educational interventions in increasing iron consumption and improving related health outcomes among anemic adolescents in LMICs.
Information & Methods: Systematic searches were conducted across PubMed, EMBASE, Cochrane Library, and CINAHL, following PRISMA guidelines. Studies were included if they targeted adolescents aged 10-19 years with anemia in LMICs, implemented educational interventions, and reported outcomes such as dietary iron intake, adherence to supplementation, hemoglobin levels, anemia prevalence, or knowledge, attitudes, and practices (KAP). Data extraction focused on the characteristics of interventions and their outcomes. The risk of bias was assessed using the RoB 2 and CASP tools.
Findings: Sixteen studies involving 2,078 participants were included. Educational interventions improved dietary iron intake, adherence to supplementation, and knowledge levels. Culturally tailored and interactive methods, including community-based sessions and digital tools, achieved notable improvements in knowledge and hemoglobin levels. Long-term reductions in anemia prevalence were observed in programs with sustained engagement, although variability in intervention design and limited long-term adherence posed challenges.
Conclusion: Educational interventions effectively address iron deficiency anemia among adolescents in LMICs by enhancing knowledge, dietary practices, and biological outcomes. Success depends on cultural relevance, innovative delivery methods, and ongoing support.
Information & Methods: Systematic searches were conducted across PubMed, EMBASE, Cochrane Library, and CINAHL, following PRISMA guidelines. Studies were included if they targeted adolescents aged 10-19 years with anemia in LMICs, implemented educational interventions, and reported outcomes such as dietary iron intake, adherence to supplementation, hemoglobin levels, anemia prevalence, or knowledge, attitudes, and practices (KAP). Data extraction focused on the characteristics of interventions and their outcomes. The risk of bias was assessed using the RoB 2 and CASP tools.
Findings: Sixteen studies involving 2,078 participants were included. Educational interventions improved dietary iron intake, adherence to supplementation, and knowledge levels. Culturally tailored and interactive methods, including community-based sessions and digital tools, achieved notable improvements in knowledge and hemoglobin levels. Long-term reductions in anemia prevalence were observed in programs with sustained engagement, although variability in intervention design and limited long-term adherence posed challenges.
Conclusion: Educational interventions effectively address iron deficiency anemia among adolescents in LMICs by enhancing knowledge, dietary practices, and biological outcomes. Success depends on cultural relevance, innovative delivery methods, and ongoing support.
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