بررسي تاثير بسته آموزش تركيبي پيشگيري از كم خوني فقر آهن بر آگاهي ,نگرش وعملكرد دختران نوجوان

The Effect of Iron Deficiency Anemia Prevention Blended Education Package on Knowledge, Attitude and Practice of Adolescent Girls

مقدمــه: كــم خونــي فقــر آهــن از شــايع تريــن نــوع كــم خونــي در جهــان بخصــوص كشــور هــاي در حــال توســعه مــي باشــد. ايــن پژوهــش بــه منظــور تعييــن تأثيــر بســته آمــوزش تركيبــي پيشــگيري از كــم خونــي فقــر آهــن بــر آگاهــي، نگــرش و عملكــرد دختــران نوجــوان انجــام شــد روش كار: يــك مطالعــه نيمــه تجربــي (مداخلــه -كنتــرل ) انجــام شــد. از دو پرسشــنامه محقــق ســاخته جمعيــت شــناختي و كمخونــي فقــر آهــن بــا انجــام روايــي محتــوي و آزمــون - بــاز آزمــون اســتفاده شــد. 120دختــر دبيرســتاني 19-14 ســال در مــدارس كرمانشــاه انتخــاب و بــه طــور تصادفــي بــه دو گــروه مداخلــه -كنتــرل تقســيم شــدند. برنامه آموزشﯽ طراحــي شــده بــه روش تركيبــي شــامل گفتگــو و ســخنراني (شــفاهي), كتبــي (پمفلــت) و ارســال پيام هــاي مجــازي از طريــق پيــام رســان ســروش بــود. داده هــا بــا نــرم افــزار spss نســخه 19 تحليــل شــدند. بــه منظــور دستيابﯽ به نتايﺞ از شــاخص هاي آمار توﺻيفﯽ; ميانگيــن و انحــراف معيــار و آمــار اســتنباطي; آزمــون لــون، كولموگــروف اســميرنوف و تحليــل كوواريانــس و RMANOVA در ســطح معنــي داري (0/05=p) اســتفاده شــده اســت. يافتــه هــا: ميانگيــن و انحــراف معيــار دانــش قبــل و بعــد از آمــوزش بــه ترتيــب 4/39 ±27/89 و بعــد از مداخلــه 30/19±3/9 كــه ايــن اختــلاف از نظــر آمــاري معنــي دار بــود (0/011=p). ميانگيــن و انحــراف معيــار نگــرش قبــل و بعــد از آمــوزش بــه ترتيــب 8/68 ±40/17 و بعــد از مداخلــه 7/97 ± 58/97 كــه ايــن اختــلاف از نظــر آمــاري معنــي دار بــود (0/009=p). ميانگيــن و انحــراف معيــار عملكــرد قبــل و بعــد از آمــوزش بــه ترتيــب5/1 ± 24/38و بعــد از مداخلــه3/11 ±30/72بــود كــه ايــن اختــلاف از نظــر آمــاري معنــي دار بــود (0/003=p). ميانگيــن دانــش، نگــرش و عملكــرد دو گــروه قبــل از آمــوزش تفــاوت معنــاداري نداشــت امــا بعــد از مداخلــه ميانگيــن نمره آگاهــي (0/011=p)، نگــرش (0/009=p) و عملكــرد (0/003=p) گــروه مداخلــه نســبت بــه گــروه كنتــرل تفــاوت معنــاداري پيــدا كــرد. نتيجــه گيــري: نتايــﺞ ايــن تحقيــق بيانگــر تأثيــر بســته آمــوزش تركيبــي بــر آگاهــي، نگــرش و عملكــرد كوتــاه مــدت دانــش آمــوزان دختــران در زمينــه پيشــگيري از كــم خونــي فقــر آهــن اســت.

Iron deficiency anemia is one of the most common types of anemia in the world, especially in developing countries. This study was conducted to determine the effect of blended educational package designed on the prevention of iron deficiency anemia in adolescent girls. Methods: Quasi-experimental research (intervention-control) was done. A researcher-made questionnaire which was validated by content validity method and its reliability was test-retested. The statistical population of the study: 120 female high school students in Kermanshah in the 2019-20 academic year were randomly divided into two groups of intervention and control. The designed blended educational package containing conversational and lecture sessions (oral), written (pamphlet) and sending virtual messages through Soroush messenger was prepared for the age group of 14-19 years. The research instruments included a demographic information questionnaire and iron deficiency anemia questionnaire Data with SPSS version 19 and descriptive statistics; Mean and standard deviation and inferential statistics; Leven test, Kolmogorov-Smirnov test and analysis of covariance and ANOVA were analyzed. Results: Mean and standard deviation of knowledge before and after training were 27.89 ± 4.39 and after the intervention were 30.19± 3.9, respectively, which was statistically significant (p = 0.011.) Mean and standard deviation for attitude before and after training 40.17 8 8.68 and after the intervention 58.97 ± 7.97 that this difference was statistically significant (p = 0.009) Means & SD of performance before and after training to the order was 24.3±8. 5.1 and after the intervention was 30.72 ± 3.11 which was statistically significant (p = 0.003). The mean of knowledge, attitude and practice of the two groups before training were not significantly different, but after the intervention, the mean score of knowledge (p = 0.011), attitude (p = 0.009) and performance (p = 0.003) of the intervention group compared to the control group found a significant difference. Conclusions: The results indicate the effect of blended educational package on knowledge, attitude and short-term performance of female students in the field of prevention of iron deficiency anemia