Volume 5, Issue 4 (Autumn 2019)                   JCCNC 2019, 5(4): 247-256 | Back to browse issues page


XML Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Mirzazadeh N, Amini L, Alavian S M, Haghani H. Hepatitis B Prevention Education and Afghan Immigrant Students. JCCNC. 2019; 5 (4) :247-256
URL: http://jccnc.iums.ac.ir/article-1-238-en.html
1- School of Nursing and Midwifery, International Campus, Iran University of Medical Sciences, Tehran, Iran.
2- Department of Midwifery, School of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran. , amini.l@iums.ac.ir
3- Research Center, Knowledge University, Erbil, Kurdistan Region, Iraq.
4- Department of Biostatistics, School of Management and Information, Iran University of Medical Sciences, Tehran, Iran.
Abstract:   (252 Views)
Background: Unawareness and inappropriate attitude toward hepatitis B can expose healthy people, especially immigrants, to a higher risk of hepatitis B transmission. The present study aimed to determine the effect of hepatitis B prevention education by face-to-face and distance training on the knowledge and attitude of Afghan immigrant students. 
Methods: This randomized controlled trial was conducted on 128 voluntary immigrant nonmedical Afghan students of Imam Khomeini University in Qazvin City, Iran. The study subjects were randomly assigned to 4 groups (A1, A2, B1, & B2), and the training was performed using Solomon’s four-group-design. The A groups received face-to-face education, while the B groups received distance education through email and Telegram messenger. The required data were collected using a self-structured questionnaire at three-time intervals of before, immediately after, and one month after training. The collected data were analyzed by the Chi-squared test, Independent Samples t-test, Paired Samples t-test, and repeated-measures Analysis of Variance (ANOVA) using SPSS.
Results: Based on the study findings, the improvement of knowledge and attitude values was more significant in the face-to-face groups, compared to the distance education groups. However, there was a significant difference in both methods (P<0.001). 
Conclusion: Although knowledge improvement was higher in the face-to-face education groups, there was also an increase in the knowledge and attitude of the distance education group. Therefore, face-to-face education is preferred; however, using a combination of these educational methods could be beneficial.
Full-Text [PDF 654 kb]   (75 Downloads) |   |   Full-Text (HTML)  (11 Views)  
Type of Study: Research | Subject: Special
Received: 2020/01/19 | Accepted: 2020/04/11 | Published: 2020/06/1

Add your comments about this article : Your username or Email:
CAPTCHA

Send email to the article author


Designed & Developed by : Yektaweb