فهرست مطالب صغری حجازی

Type 2 diabetes is one of the most important public health challenges. Self-efficacy and health literacy play a key role in self-care for diabetic patients. The aim of this study was to determine the effect of training based on self-efficacy theory on health literacy, self-care behaviors and self-efficacy in patients with type 2 diabetes.
This quasi-experimental study was conducted on 70 patients with type 2 diabetes that were randomly divided into two groups of experimental and control. Data were evaluated with standard questionnaires including TOHFLA, SDSCA, CIDS. The educational programs were implemented for the experimental group, then after the intervention, the results were analyzed by SPSS16 software.
Before the intervention, the two groups did not show a significant different in terms of mean scores for self-efficacy (t=0.29, P=0.77), self-care behavior (t=0.42, p= 0.67) and health literacy scores (t=0.38, p=0.69). However, after the educational intervention, the mean scores of the test group increased and both groups indicated a significant difference in mean scores of self-efficacy (t=0.099, p=0.001), self-care behavior (t=3.13, p=0.003) and health literacy scores (t=2.66, p=0.01).
The results of this study showed that educational intervention based on self-efficacy theory is effective to improve self-efficacy and health literacy in diabetic patients. Therefore, the use of self-efficacy strategies is recommended for control programs in health care among diabetic people.

Overweight and obesity are risk factors for development of chronic diseases. Self-efficacy beliefs are direct predictors of a wide range of health behaviors. This study aimed to determine the effects of an educational intervention based on self-efficacy on the preventive behaviors of overweight and obesity among secondary-school female students in Mashhad, Iran.
For this research, a quasi-experimental study, with a before and after design was used for which 70 secondary school female students were selected by the step sampling method and randomly assigned to two groups (35 cases and 35 controls).The data was collected using the weight efficacy lifestyle questionnaire (WEL). Educational programs were implemented for the experiment group and results were evaluated after the intervention by SPSS software.
Before the intervention, the two groups did not differ significantly in terms of average scores of self-efficacy structures for control of eating behaviors in situations, associated with positive or negative emotions, availability of food, social pressure and physical discomfort (P>0.05). After the intervention, however average scores in all situations were significantly increased in the experimental group (P0.05).
An educational intervention training based on lifestyle self-efficacy models could efficiently improve adolescents’ self-efficacy in situations related to positive or negative emotions, availability of food, social pressure and physical pain, emphasizing the benefitial effects of implementing a self-efficacy strategy in an educational intervention program to promote nutritional behavior in adolescents.