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Immediately after the session, teens who received the intervention improved in knowledge, attitudes, and intentions related to diabetes and reproductive health.
Compared with control subjects, teens who received the program improved in knowledge, perceived benefits of receiving PC and using effective family planning, and perceived more support regarding reproductive health issues, preventing an unplanned pregnancy, and seeking PC.
From baseline to immediately postintervention (post-test 1), compared with control subjects, teens that received the program significantly improved in knowledge (CD 42.7%, P < 0.001; book 45.3%, P < 0.001; control 12.6%, P = 0.38) and sustained effects at the 3-month follow-up (post-test 2) (CD P = 0.96; book P = 0.71).
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Results of the present study suggest that knowledge improved in both intervention groups.
Regarding mental health literacy, knowledge improved in four out of the six items assessed.
Health behaviors, QoL, and knowledge improved in case subjects (P < 0.001, for all).
Knowledge scores improved in all five domains in the PADs group.
Less powerful impact was seen in: improved health knowledge; in having election cards issued, in their behavior towards circumcising their daughters; and in pursuing positive practices related to health and nutrition.
Considering that such encouragement – whilst punitive – has improved performance in knowledge-based assessment in this study, educators may feel this is a worthwhile approach.
Research has revealed the need for improved knowledge in drug dose calculation, and medication knowledge as a whole is poorly investigated.
The impact of guidelines on risk communication needs to be evaluated in terms of improved risk knowledge in the population at large, as well as in women with a family history of breast cancer.
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CEO of Professional Science Editing for Scientists @ prosciediting.com