Zarshenas Ladan, Keshavarz Tala, Momennasab Marzieh, Zarifsanaiey Nahid
Department of Nursing, Community Based Psychiatric Care Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
Department of Nursing, School of Nursing and Midwifery, Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran.
Acta Med Iran. 2017 Aug;55(8):514-520.
Given the limitations of traditional teaching methods in the learning process of adolescents, this study was designed to investigate the effects of osteoporosis prevention training through interactive multimedia method on the degree of knowledge and self-efficacy of female high school students. In this interventional study which was conducted in 2016 in Fars province, Iran, 120 high school students were selected through proportional stratified sampling from schools and different classes at first, second, third, and pre-university grades. The participants were randomly divided into two groups, each containing 60 students. Educational interventions for the test group included an interactive multimedia CD, and for the control group was an educational booklet. Before and one month after the intervention the students' level of knowledge and self-efficacy was measured. The spss 19 statistical software was used, and descriptive and analytical tests were performed to analyze the data. Results showed a significant difference in self-efficacy scores after the intervention (P=0.012) with the test group obtained a higher self-efficacy score than the control group. Also, a significant increase was observed in the knowledge score of both groups after the training (P<0.001), but the knowledge score between the two groups was not statistically significant (P=0.38) after the intervention. The use of new training methods like interactive multimedia CD for public education, particular adolescents about health and hygiene is recommended.
鉴于传统教学方法在青少年学习过程中的局限性，本研究旨在探讨通过交互式多媒体方法进行骨质疏松症预防培训对女高中生知识水平和自我效能感的影响。在2016年于伊朗法尔斯省进行的这项干预性研究中，首先通过按比例分层抽样从高中一、二、三年级和大学预科的不同班级中选取了120名学生。参与者被随机分为两组，每组60名学生。对试验组的教育干预包括一张交互式多媒体光盘，对照组则是一本教育手册。在干预前和干预后一个月测量学生的知识水平和自我效能感。使用spss 19统计软件，并进行描述性和分析性测试以分析数据。结果显示干预后自我效能感得分存在显著差异（P = 0.012），试验组的自我效能感得分高于对照组。此外，培训后两组的知识得分均显著提高（P < 0.001），但干预后两组之间的知识得分无统计学意义（P = 0.38）。建议使用交互式多媒体光盘等新的培训方法对公众尤其是青少年进行健康和卫生教育。
