Journal of Health System Research
مجله تحقیقات نظام سلامت
J Health Syst Res
Medical Sciences
http://hsr.mui.ac.ir
1
admin
2783-4093
2322-5564
10.48305
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fa
jalali
1404
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gregorian
2025
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بررسی تأثیر مداخله آموزشی مبتنی بر الگوی اعتقاد بهداشتی بر بهبود رفتار سلامت بلوغ دانشآموزان دختر شهر نیشابور
Investigating the Effect of Educational Intervention Based on the Health Belief Model on Improving the Health Behavior during Puberty of Female Students in Neishabur City, Iran
آموزش بهداشت و ارتقاء سلامت
education health and promotion
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">مقدمه:</span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">بلوغ یک مرحله بحرانی و ت</span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">أ</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">ثیرگذار بر سلامت جنسی و باروری درازمدت دختران محسوب میشود. بنابراین، پژوهش حاضر با هدف تعیین تأثیر مداخله آموزشی </span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">بر</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> بهبود رفتار سلامت بلوغ دانشآموزان دختر متوسطه اول، بر اساس الگوی اعتقاد بهداشتی </span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">(</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Health Belief Model</span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> یا </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">HBM</span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">)</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> انجام شد.</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">روشها:</span></span></b><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> این مطالعه یک مداخله نیمه تجربی، همراه با گروههای آزمون و شاهد بود که بر روی 120 نفر از دانشآموزان دختر مقطع متوسطه اول شهر نیشابور در سال 1400 انجام گرفت. نمونهها به روش چند مرحلهای انتخاب شدند و دانشآموزان به صورت تصادفی ساده در دو گروه 60 نفره قرار گرفتند. سپس داده با استفاده از پرسشنامه محقق ساخته طی سه مرحله قبل، بلافاصله و سه ماه پس از مداخله آموزشی جمعآوری گردید. برنامه آموزشی بر اساس سازههای </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">HBM</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> طراحی و در سه جلسه 60 دقیقهای برای گروه آزمون اجرا شد. داده با استفاده از آزمونهای نرمالیتی، میانگین و </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">ANOVA</span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> در</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> نرمافزار </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">SPSS</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> مورد تجزیه و تحلیل قرار گرفت.</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">یافتهها:</span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">میانگین سن دانشآموزان، 31/1 </span></span><span lang="AR-SA" style="font-size:10.0pt"><span cambria="" style="font-family:">±</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> 25/13 سال بود. میانگین متغیر رفتار در گروه آزمون، بلافاصله و سه ماه پس از مداخله به طور معنیداری افزایش یافت (05/0 > </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">). همچنین</span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">،</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:"> پس از مداخله، اختلاف معنیداری در میانگین سازههای حساسیت درک شده، شدت درک شده، منافع درک </span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">شده</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">، موانع درک شده و خودکارامدی درک شده در گروه آزمون نسبت به گروه شاهد مشاهده گردید (05/0 > </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">). ارتباط بین خصوصیات دموگرافیک و رفتار بهداشت بلوغ معنیدار نبود (05/0 < </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">P</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">).</span></span><span lang="FA" style="font-size:10.0pt"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">نتیجهگیری:</span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">اجرای مداخله آموزشی بر اساس </span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">HBM</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">، بر بهبود رفتار بهداشت بلوغ دانشآموزان دختر مؤثر است. با توجه به اهمیت سلامت دختران به عنوان مادران آینده، انجام مداخلات بیشتر با استفاده از این الگو جهت نوجوانان پیشنهاد میگردد</span></span><span lang="FA" style="font-size:10.0pt"><span b="" mitra="" style="font-family:">.</span></span></span></span></span></span></span></div>
<span style="font-size:11pt"><span style="line-height:115%"><span style="text-autospace:none"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:115%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span></span>
<div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Background: </span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Puberty is considered a critical and influential stage in girls' long-term sexual health and fertility. Therefore, this study was conducted to determine the effect of educational intervention on improving pubertal health behavior based on the model of health belief for female middle school students in Neishabur City, Iran.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Methods: </span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">The present study was a semi-experimental intervention with an intervention and control group, which was conducted on 120 female middle school students of Neyshabour City in 2021. Sampling was done using a multi-stage method, and the students were randomly divided into two groups (60 control and 60 intervention). Then, the data were collected using a researcher-made questionnaire in the three stages: before, immediately after, and 3 months after the educational intervention. The educational program was designed based on the constructs of the health belief model and was implemented in three 60-minute sessions for the intervention group. Data were analyzed using SPSS software and normality, mean, and analysis of variance (ANOVA) tests.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Findings:</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> The mean age of the students in this study was 13.25 ± 1.31. The mean score of behavior variable in the intervention group increased significantly immediately and three months after the intervention. Moreover, after the intervention, a significant difference was observed in the mean constructs of perceived sensitivity, perceived severity, perceived benefits, perceived barriers, and perceived self-efficacy in the intervention group compared to the control group (P < 0.05). No significant relationship was observed between demographic characteristics and puberty health behavior (P > 0.05).</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> The implementation of an educational intervention based on the health belief model is effective in improving the puberty health behavior of female students. Considering the importance of girls' health as future mothers, carrying out future adolescent interventions is suggested using this model.</span></span></span></span></span></div>
الگوی اعتقاد بهداشتی, دانشآموزان, دختران, رفتار بهداشتی, بلوغ, نوجوانی, قاعدگی, مداخله آموزشی
Health belief model, Students, Girls, Health behavior, Puberty, Adolescence, Menstruation, Educational intervention
294
305
http://hsr.mui.ac.ir/browse.php?a_code=A-10-791-1&slc_lang=fa&sid=1
Maryam
Nasrabadi
مریم
نصرآبادی
Nasrabadim4002@mums.ac.ir