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The effect of educational intervention based on Social Cognitive Theory on self- care and self-management in rational use of antibiotics
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Negar Akbarisomar   , Bahram Mohebi , Roya Sadeghi , Azar Tol , Mehdi Yaseri |
| Tehran University of Medical Sciences, Tehran, Iran , sadeghir@tums.ac.ir |
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Abstract: (4709 Views) |
Introduction: Antibiotics are the most widely used prescription medications today. Irrational consumption of antibiotics has adverse effects, including increased therapeutic costs and antibiotic resistance. Increasing self-care and self-management can reduce primary care. Given the necessity of the correct pattern of antibiotics, this study aimed to determine the effect of educational intervention on self-care and self- management in the rational use of antibiotics based on Cognitive Social Theory in Clients to health centers in south of Tehran.
Method: This experimental study was performed on 260 clients of the health centers in the south of Tehran. Using clustering sampling, the subjects were assigned to two 130-member groups as the control and the intervention groups. 8 centers were chosen for the study. (180 subjects were selected from 6 centers - 30 subjects from each center. The other 80 subjects were chosen from 2 centers, 40 subjects from each center). The intervention was carried out in 45 minutes in four educational sessions. Educational intervention on self-care and self-management in the rational use of antibiotics was done using lecture, question and answer methods, group discussion and educational reminder and also using texting, posters and delivering educational pamphlets in the intervention group. The effect of training was assessed on all intervention groups six months after the intervention. The instrument of the study included a 3-part questionnaire: demographic information and self-care researcher-made questionnaires, self-management, and questions of the cognitive-social theory constructs. Data analyses were performed by software SPSS version 23using chi-square test, independent t-test, and covariance analysis.
Results: Before intervention, the two groups did not have a significant difference in terms of demographic variables, model constructs and self-management and self-management questions (p>0/05). After educational intervention, the mean scores of social cognitive theory constructs, self-care questions, self- management in the intervention group were significantly increased.
Conclusion: Educational intervention based on social cognitive theory could be effective to improve self-care and self-management in the field of rational use of antibiotics in individuals.
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| Keywords: Self-care, self –management, Social Cognitive Theory, Rational use of aantibiotics, Educational intervention |
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Full-Text [PDF 652 kb]
(2476 Downloads)
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Type of Study: Quantitative-Research |
Subject:
Special
Received: 2017/09/22 | Accepted: 2018/05/20 | Published: 2018/05/20
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