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jmsthums 2025, 13(1): 12-23 |
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Zare Dorniani S, Ghorbani M, Jamali J, Ghodrati Torbati A, Mahdizadeh M S. The impact of combined virtual and in-person educational intervention based on bandura's self-efficacy theory on mental well-being in men with type2 diabetes. jmsthums 2025; 13 (1) :12-23
URL: http://jms.thums.ac.ir/article-1-1341-en.html
URL: http://jms.thums.ac.ir/article-1-1341-en.html
Samira Zare Dorniani1 
, Mohammad Ghorbani2 , Jamshid Jamali3 , Abbas Ghodrati Torbati4 , Mehr Sadat Mahdizadeh5
, Mohammad Ghorbani2 , Jamshid Jamali3 , Abbas Ghodrati Torbati4 , Mehr Sadat Mahdizadeh5
1- Department of Health Education and Health Promotion, Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran
2- Department of Epidemiology and Biostatistics, School of Health, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
3- Department of Epidemiology and Biostatistics, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran
4- Department of Medical Emergency, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
5- Department of Health Education and Health Promotion, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
2- Department of Epidemiology and Biostatistics, School of Health, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
3- Department of Epidemiology and Biostatistics, School of Health, Mashhad University of Medical Sciences, Mashhad, Iran
4- Department of Medical Emergency, School of Paramedical Sciences, Torbat Heydariyeh University of Medical Sciences, Torbat Heydariyeh, Iran
5- Department of Health Education and Health Promotion, Social Determinants of Health Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract: (847 Views)
Background & Aim: Diabetes is the most common metabolic disorder worldwide. This research was carried out to assess the impact of a combination of a virtual and a face-to-face educational intervention, based on the self-efficacy theory of Bandura, on mental well-being in men diagnosed with type 2 diabetes.
Methods: This study used a two-step study that involved cross-sectional and interventional research. First, the simple random sampling was used to select 160 diabetic individuals visiting Ahmadiyeh Clinic in Torbat Heydariyeh in 2024. On this basis, subsequently, an educational program was created and provided to 80 participants. The experimental group was to be involved in six sessions (in-person and digital), and the control group was to be provided with standard care. The data collection tools were the demographic questionnaires and self-efficacy and mental well-being surveys. Three intervals were used to collect the information (baseline, the immediate post-intervention, and three months of follow-up) and verified through SPSS software version 26 repeated measures and linear regression testing between these intervals.
Results: The mean age of the subjects was 53.65 (SD 9.91), and the average time of diabetes patients was 6.66 (SD 5.32). The intervention stage exhibited statistically significant changes in self-efficacy scores, which were lower than at the start of the interventional period (136.93 10.53) and set at the end of the intervention period (163.83 13.90) (P < 0.01). Linear regression analysis found significant results between the mental wellness and the educational intervention (coefficient 1.616), self-efficacy (coefficient 0.054), and age (coefficient -0.053).
Conclusion: Self-efficacy theory-based educational interventions are effective in improving the mental well-being of men living with type 2 diabetes.
Methods: This study used a two-step study that involved cross-sectional and interventional research. First, the simple random sampling was used to select 160 diabetic individuals visiting Ahmadiyeh Clinic in Torbat Heydariyeh in 2024. On this basis, subsequently, an educational program was created and provided to 80 participants. The experimental group was to be involved in six sessions (in-person and digital), and the control group was to be provided with standard care. The data collection tools were the demographic questionnaires and self-efficacy and mental well-being surveys. Three intervals were used to collect the information (baseline, the immediate post-intervention, and three months of follow-up) and verified through SPSS software version 26 repeated measures and linear regression testing between these intervals.
Results: The mean age of the subjects was 53.65 (SD 9.91), and the average time of diabetes patients was 6.66 (SD 5.32). The intervention stage exhibited statistically significant changes in self-efficacy scores, which were lower than at the start of the interventional period (136.93 10.53) and set at the end of the intervention period (163.83 13.90) (P < 0.01). Linear regression analysis found significant results between the mental wellness and the educational intervention (coefficient 1.616), self-efficacy (coefficient 0.054), and age (coefficient -0.053).
Conclusion: Self-efficacy theory-based educational interventions are effective in improving the mental well-being of men living with type 2 diabetes.
Type of Study: Research |
Subject:
Special
Received: 2024/09/12 | Accepted: 2025/01/20 | Published: 2025/03/21
Received: 2024/09/12 | Accepted: 2025/01/20 | Published: 2025/03/21
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