Human papillomavirus (HPV) is the most common sexually transmitted infection worldwide, especially in people with age of under 25 years. It is often caused due to lack of awareness and misconception. Given the precancerous role of this virus and the importance of its prevention, HPV vaccination has been considered in all countries; so it is necessary to improve the knowledge and attitude of adolescents. Therefore, awareness and attitudes among high-risk groups need to be improved, especially among the vulnerable teens. This systematic review was conducted to evaluate the effect of educational interventions on knowledge and attitude of adolescent girls about HPV vaccine.
All quantitative studies, which were published without time limit, were entered in this systematic review article. The investigation was performed in the English and national databases such. Keywords were as Knowledge, Attitudes, Papillomavirus Vaccines, Gardasil, and Intervention study combined with the Boolean OR and AND operators. Finally, two researchers independently reviewed the articles for the quality appraisal and extracted their main findings.
Finally, 21 articles with a total sample size of 10086 were entered the study. Articles were interventional types and were published from 2008 to 2019. Educational interventions were based on Health Belief Model, Peer Education Model, School-Based Interventions, and other Educational Interventions. The Health Belief Model and School-Based Interventions were the most common frameworks for designing educational interventions for the HPV vaccine among adolescents. In all studies, educational interventions had a positive effect on increasing adolescents' knowledge and attitude toward the HPV vaccine.
Educational interventions can lead to increased knowledge and attitudes towards HPV vaccine. Considering the effectiveness of educational interventions based on the Health Belief Model and School-Based Interventions to increase adolescents' knowledge and attitude about this vaccine, designing and implementing such interventions in school are recommended.
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