A comparative study of the effect of two educational methods of motivational interviewing and peers on self‑efficacy of female high school students in relation to puberty health
نویسندگان
1 Reproductive Studies and Women’s Health Research Center, Shahroud University of Medical Sciences, Shahroud, Iran
2 Master of Pediatric Nursing, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
3 Department of Epidemiology, School of Health, Shahroud University of Medical Sciences, Shahroud, Iran
4 Department of Surgery, Faculty of Medicine, Qom University of Medical Sciences, Qom
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چکیده
BACKGROUND: Adolescents experience many physical and psychological changes duringadolescence. Not paying attention to the issue of girls’ puberty may have a negative impact on theirmental health and self‑efficacy in future. The aim of this study was to compare the two methods ofmotivational interviews and peers on puberty health of female high school students.MATERIALS AND METHODS: This study was performed semi‑experimental intervention on 334high school students in 2019 through multi‑stage randomization. Data using two demographicquestionnaires and Scherrer self‑efficacy questionnaire in three stages (pre‑test, immediately afterthe test and one month after the test). It was collected that in the motivational interview group, 5training sessions were presented, and in the peer group, only one training session was taught to thepeers and the control group was not trained in any intervention.RESULTS: Immediately after, and 1 month after the intervention, the two intervention groups hadsignificantly better scores in self‑efficacy compared to the control group (P = 0.001). The mean scoreof self‑efficacy in the control group in the three time periods before, immediately, and one monthafter the intervention, respectively (50.75 ± 5.322, 50.45 ± 5.34, 50.45 ± 5.37), in the motivationalinterview group (50.56 ± 5.95, 53.63 ± 5.83, 56.03 ± 6.49) and in the peer group (50.10 ± 5.62,54.40 ± 4.28, 59.19 ± 4.43) was. Moreover, there were significant differences in self‑efficacy scoreswithin and between the groups by time (P < 0.001) in intervention groups.CONCLUSION: This study showed that puberty health education increases students’ self‑efficacy,that correct information should be conveyed by peers and motivational interview, and motivationalinterview is more effective.
