Document Type : 6th congress of endocrinology & metabolism
Authors
1
Professor of Health Education and Promotion, School of Health, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
2
PhD of of Health Education and Promotion, Isfahan University of Medical Science, Isfahan, Iran
3
Student of Health Education and Promotion, School of Health, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
4
PhD of Epidemiology, Social Determinants in Health Promotion Research Center, Hormozgan Health Institute, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
10.48305/jims.v43.i827.0986
Abstract
Background: The present study was conducted with the aim of determining the impact of an educational program based on social cognitive theory on the self-care behaviors in patients with type 2 diabetes in Fasa city.
Methods: This semi-experimental study was conducted with 106 patients with type 2diabetes visiting comprehensive health service centers in Fasa city. Participants were randomly divided into two intervention and control groups (each with 53 participants). Data was collected by the standard questionnaire of self-care behavior and the researcher-made questionnaire based on the social cognitive theory constructs, which was completed by both groups before and 3 months after the educational intervention. The educational intervention was held during 12 sessions of 60-90 minutes using lecture methods, providing an automatic disk program for the intervention group. The data were analyzed by descriptive statistical tests, chi-square independent t and paired t tests.
Findings: After the educational intervention, the average scores of awareness and all constructs of social cognitive theory and self-care behavior in the intervention group increased significantly compared to the control group (P < 0.05). Also, Hemoglobin A1C and Fast Blood Sugar decreased after the intervention in the intervention. group compared to the control group (P < 0.05).
Conclusion: According to the results of the present study, self-care increased in the patients of the intervention group compared to the control group after the educational intervention, so social cognitive theory can be a suitable framework for designing educational interventions to promote self-care behaviors in patients with diabetes.
Highlights
Laleh Hassani: Google Scholar
Atefeh Homayuni: Google Scholar
Asiyeh Yari: Google Scholar
Shokrollah Mohseni: Google Scholar
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