. Azam Karimi Vanestanagh; . Azizeh Farshbaf‑Khalili; . Khalil Esmaeilpour; . Mohammad Asghari Jafarabadi; . Niloufar Sattarzadeh Jahdi
Volume 11, Issue 3 , March 2021, , Pages 1-8
Abstract
BACKGROUND: Education by smartphone‑based software is a new method among the world’seducational practices. Due to the lack of studies on the effect of this education on promotingknowledge ...
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BACKGROUND: Education by smartphone‑based software is a new method among the world’seducational practices. Due to the lack of studies on the effect of this education on promotingknowledge and self‑care behaviors of students’ reproductive health this study aimed to determinethe effect of smartphone‑based software education on knowledge and self‑care behaviors in thefield of reproductive health.MATERIALS AND METHODS: This RCT with 164 married female students (82 in each group)conducted from October 2019 to January 2020, in Tabriz University and Tabriz medical University.Participants were randomly allocated to two groups of educational intervention and control.Smartphone‑based software education designed in four areas of reproductive health. Interventiongroup was trained for 4 weeks. The score of knowledge and self‑care behaviors of participants in bothgroups were compared at baseline and 8 weeks after intervention. Data were analyzed by SPSS‑23software using Chi‑square, independent t‑tests, and analysis of covariance tests.RESULTS: Eight weeks after the intervention, a significant increase was observed in themean (standard deviation [SD]) score of overall knowledge for reproductive health and all itssubdomains (P < 0.001), as well as in in the mean (SD) self‑care score of reproductive health andall subdomains (P < 0.05), except for the family planning in the education group compared to thecontrol group.CONCLUSION: The findings indicate a significant effect of smartphone‑based software on increasingstudents’ knowledge and self‑care in all areas of reproductive health except for family planningsubdomain of self‑care.
