Volume 26, Issue 1 (4-2018)                   Sci J Hamadan Nurs Midwifery Fac 2018, 26(1): 11-18 | Back to browse issues page


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Amini R, Maghsodi M, Khodaveisi M, Soltanian A R. The Effect of Peer Education on Health Promotion Behaviors of Nursing Students in Hamadan University of Medical Sciences. Sci J Hamadan Nurs Midwifery Fac. 2018; 26 (1) :11-18
URL: http://nmj.umsha.ac.ir/article-1-1778-en.html
1- Chronic Diseases (Home Care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
2- MSc, Department of Nursing School of Nursing & Midwifery, Student Research Committee, Hamadan University of Medical Sciences, Hamadan, Iran
3- Associate Professor, Chronic Diseases (Home Care) Research Center, Hamadan University of Medical Sciences, Hamadan, Iran , khodaveisi@umsha.ac.ir
4- Associate Professor, Modeling of Noncommunicable Disease Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
Abstract:   (2158 Views)
Introduction: Practicing health promotion behaviours is one of the best ways to maintain health. Modification of health promoting behaviors is essential for students and peer education can be an effective way. Therefore, the present study was conducted to evaluate the effect of peer education on nursing students' health promoting behaviors.
Methods: In this quasi-experimental study , 80 nursing and midwifery students were selected by  covenience sampling method in 2016-2017. Data gathering tool was Pender Health Promotion Standard Questionnaire. Before education, health promoting behaviors were examined. Then, the first and second semester nursing students were educated in a 4 sessions (each session was 1.5-hour), with lecture and peer education methods, respectively. Two months after education, post-test was done. The data were analyzed using statistical test by SPSS 16
Results: There were no significant differences between the two groups in terms of the mean score of health promotion behaviors (P=0.29) and their related dimensions including spiritual growth (P=0.776), responsibility (P=0.44), interpersonal relationships (P=0.556), stress management (P=0.238), exercise (P=0.704), and nutrition (P=0.06) before education. However, after education, the mean score of health promotion behaviors and their dimensions in the lecture group had a statistically significant increase compared to that of  peer education group (P <0.001).
Conclusion: The effectiveness of health promoting behaviors education in lecture group was more than peer group.

 
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Type of Study: Applicable | Subject: Nursing
Received: 2017/08/10 | Accepted: 2017/09/2 | Published: 2017/12/19

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