Sotoudeh Ahmad, Ardakani Mojtaba Fattahi, Jadgal Mohammad Saeed, Asadian Ali, Zareipour Morad Ali
Bushehr University of Medical Sciences, Iran,
Shahid Sadoughi University of Medical Sciences, Iran,
Invest Educ Enferm. 2022 Mar;40(1). doi: 10.17533/udea.iee.v40n1e17.
Describe the effect the teach back method on promoting the health literacy of health ambassadors in Urmia County in 2020.
In the present quasi-experiment, 200 persons over 14 years old participated. They were divided into two research groups, a control (n=100) and an intervention (n=100). The sampling method was simple randomization and the data collection instrument was a questionnaire comprised of demographic information and health literacy (HELIA). The educational intervention took 4 sessions each 45 minutes in length following the teach back method. The questionnaire-based data were collected once before the intervention and once again three months after the intervention.
The present findings showed that 54% of the control group and 50% of the intervention group had a good or very good level of health literacy before the intervention(p>0.05). However, after the intervention, 52% of the control and 78% of the intervention group had a good or very good level of health literacy. The present findings revealed that the mean scores of health literacy dimensions (access to information, reading, understanding, appraisal, decision-making) and the overall health literacy score were significantly higher in the intervention group than the control (after the intervention). Wilcoxon's test results showed that the mean difference of the overall health literacy scores and the dimensions before and after the intervention were statistically significant (p<0.001).
In the light of the present findings, we can conclude that participatory methods and the teach back method can improve health literacy, acquire reliable information and adopt healthy behaviors.
描述2020年回授法对提高乌尔米耶县健康大使健康素养的效果。
在本次准实验中，200名14岁以上的人参与其中。他们被分为两个研究组，即对照组（n = 100）和干预组（n = 100）。抽样方法为简单随机抽样，数据收集工具是一份由人口统计学信息和健康素养（HELIA）组成的问卷。教育干预采用回授法，共进行4次，每次时长45分钟。基于问卷的数据在干预前收集一次，干预后三个月再收集一次。
目前的研究结果表明，干预前对照组54%的人和干预组50%的人具有良好或非常良好的健康素养水平（p>0.05）。然而，干预后，对照组52%的人和干预组78%的人具有良好或非常良好的健康素养水平。目前的研究结果显示，干预组健康素养维度（信息获取、阅读、理解、评估、决策）的平均得分和整体健康素养得分显著高于对照组（干预后）。威尔科克森检验结果表明，干预前后整体健康素养得分及各维度的平均差异具有统计学意义（p<0.001）。
根据目前的研究结果，我们可以得出结论，参与式方法和回授法可以提高健康素养，获取可靠信息并采取健康行为。
