Bahrami-Samani Sanaz, Mohsenzadeh-Ledari Farideh, Omidvar Shabnam, Khafri Soraya, Mohsenian Hoda
Student Research Committee Babol University of Medical Sciences Babol Iran.
Social Determinants of Health Research Center, Health Research Institute Babol University of Medical Sciences Babol Iran.
Health Sci Rep. 2024 Oct 6;7(10):e70116. doi: 10.1002/hsr2.70116. eCollection 2024 Oct.
The aim of this study was to compare the effects of premarital booklet-based education (BBE) and video-based education (VBE) on engaged couples' RHL.
This quasi-experimental study was conducted in 2021-2022. The study population consisted of engaged couples who referred to Amirkola Premarital Counseling Center, Babol, Iran, to receive premarital counseling. One hundred and ten couples were purposefully recruited and randomly allocated to a 55-couple BBE group and a 55-couple VBE group. Participants in the BBE group received RH-related education through an educational booklet, while participants in the VBE group received RH-related education through 4 weekly RH-related educational videos shared through WhatsApp. The Sexual and Reproductive Health Literacy questionnaire was used to assess RHL at three measurement time points, i.e., before, 4 weeks after, and 2 months after the intervention onset. The data were analyzed using the SPSS software (v. 23.0).
The mean score of RHL significantly increased in both BBE and VBE groups ( < 0.001). The time-group interaction was also significant for the mean scores of the access to information, evaluation of information, and decision-making and application dimensions ( < 0.05) and insignificant for the reading and understanding dimension of RHL ( = 0.56).
Both premarital BBE and VBE are effective in significantly improving RHL among engaged couples, while the effects of VBE on some RHL dimensions are significantly more than BBE.
本研究旨在比较婚前手册式教育（BBE）和视频式教育（VBE）对订婚夫妇生殖健康素养（RHL）的影响。
本准实验研究于2021年至2022年进行。研究对象为前往伊朗巴博尔市阿米科拉婚前咨询中心接受婚前咨询的订婚夫妇。有意招募了110对夫妇，并将其随机分为两个组，每组55对夫妇，分别为BBE组和VBE组。BBE组的参与者通过一本教育手册接受生殖健康相关教育，而VBE组的参与者通过WhatsApp每周分享的4个生殖健康相关教育视频接受生殖健康相关教育。使用性与生殖健康素养问卷在三个测量时间点评估生殖健康素养，即干预开始前、干预开始后4周和干预开始后2个月。使用SPSS软件（版本23.0）对数据进行分析。
BBE组和VBE组的生殖健康素养平均得分均显著提高（<0.001）。时间-组交互作用在信息获取、信息评估以及决策与应用维度的平均得分方面也具有显著性（<0.05），而在生殖健康素养的阅读与理解维度方面不具有显著性（=0.56）。
婚前BBE和VBE均能有效显著提高订婚夫妇的生殖健康素养，而VBE在某些生殖健康素养维度上的效果显著优于BBE。
