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God is great

God is great. The Role of Health Education in Emerging Infectious diseases : A Systematic Review. Mahnaz Solhi 1 , Mitra Abolfathi 2 , Nazila Nejad Dadgar 3 , Sara Shahabadi 4

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God is great

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  1. God is great

  2. The Role of Health Education in EmergingInfectious diseases: A Systematic Review Mahnaz Solhi1, MitraAbolfathi2, NazilaNejad Dadgar3, Sara Shahabadi4 1. Associate Professor Department of Health Services and Health Education, School of health, Iran University of Medical Sciences. Tehran, Iran. 2.PhD. Candidate. Health Education and Health Promotion, Iran University of Medical Sciences. Department of Public health, Faculty of health, Kermanshah University of Medical Sciences. Kermanshah, Iran. 3.PhD. Candidate. Health Education and Health Promotion, Iran University of Medical Sciences. Department of Public health, Faculty of health ,Ardabil University of Medical Sciences. Ardabil, Iran. 4. PhD. Candidate. Health Education and Health Promotion, School of health, Hamedan University of Medical Sciences. Iran

  3. Emerging diseases epidemics like SARS, Bird flu, Rift Valley fever and AIDS have developed in the world from four past decades. Vermont Department of Health - EMS

  4. Over the past three decades, more than 30 new diseases as emerging diseases, outbreaks of disease called reemerging diseases and some infectious diseases called disappeared, has threatened the health of the inhabitants of the earth. Vermont Department of Health - EMS

  5. Emerging infectious diseases Not previously emerged anywhere (SARS, Avian flue) In a new country or area (Fascioliasis) Occurred for a long time, but recently recognised (Hepatitis E) Drug resistant organisms (MDR TB) Vermont Department of Health - EMS

  6. Emerging infectious diseases 1983 HIV AIDS 1983 Helicobacter pylori Peptic ulcer dz 1988 Hepatitis E 1989 Hepatitis C 1993 Hanta virus Avian influenza (H5N1) 1997&2006 1999 Nipah virus 1999 West Nile virus 2003 SARS-CoV 1977 -2014 Ebola virus Vermont Department of Health - EMS

  7. Factors affect on emerging diseases 1.Human Demographics and Behavior 2.International Travel and Commerce 3.Technology and Industry 4.Microbial Adaptation and Change 5.Breakdown in Public Health Infrastructure 6.Human Susceptibility to Infection 7.Economic Development and Land Use 8.Climate and Weather 9.War and Famine 10.Poverty and Social Inequality 11.Ecological Changes 12.Bioterrorism

  8. Some emerging diseases are largely influenced by the behavior of the individual.

  9. Reemergence of some of the infectious diseases including tuberculosis and food-borne diseases and also the emergence of some of the other infectious diseases such as AIDS and Antibiotic resistant infections are greatly influenced by individual behaviors. . http://www.elib.hbi.ir/persian/EMERGING_EBOOK/EMERGIN WHO. State of the heart. Available from URL: http://www.who.int/ diet physical activity/publications/facts/cvd/eng_

  10. The World Health Organization states education as one of the most important strategy for prevention Programs

  11. Recently, health education and healthy behavior as the best principal of the prevention of diseases are considered in all communities. http://www.elib.hbi.ir/persian/EMERGING_EBOOK/EMERGINWHO. State of the heart. Available from URL: http://www.who.int/ diet physical activity/publications/facts/cvd/eng_

  12. Study type A Systematic Review

  13. The purpose of this study to review the studies that have used educational intervention in the field of emerging infectious diseases, based on methods, application of models, and theories of health education and health promotion and the effect of interventions on prevention and reducing the incidence of these diseases.

  14. Methods Electronic search of databases was performed using the key words in English and Persian Databases reviewed were, Scientific Information Database (SID), Iran Medex, PubMed, Ebsco, Cochrane, Sqopus. The databases search was conducted from October 2014 to December 2014

  15. Key words Emerging diseases Educational Intervention Health education

  16. Inclusion Criteria - Interventional research which education was their main intervention - The target group of the research was all people who may be at risk of suffering from these diseases - Studies have been published between 2010 and December 2014. The reason for selecting this time was dramatic increase in the incidence of the emerging diseases around the world.

  17. Exclusion criteria - Descriptive studies • The study was conducted in non-educational interventions • Articles that did not have the quality required by the goal of the study

  18. Stage of selecting and reviewing papers 329 records identified through electronic database searching(146 Articles from Persian sources and 183 articles from English sources)SID: n=71 Iran Medex: n=75 PubMed: n=101Ebsco: n= 31Cochrane :n=27sqopus: n=24 140 records were excluded They were conducted in non-educational interventions 189 papers were selected and reviewed 144 paper excluded: 65 papers dealt with issue rather than emerging disease 79 papers were descriptive study 29 records were excluded because of inappropriate methods and target groups 45 articles were examined 16 paper met inclusion criteria 6 paper were conducted based on theories and models of health education, and 10 papers didn’t use theories and models of health education

  19. Table for the results of the systematic review Author(s) The aim of the study Model/ Theory Target group The type of the study Duration of Intervention The method of education results Maintenance of behavior Brono et al. Improvement assessment, health care interventional 1 month lecture increasing 3 months • Initiative for HIV Development of providers study performance an action plan not increasing in and medical education Karimi et al. Promoting Health Belief l addicted men a controlled before- 1 month lecture, answering significant 2months • Prevention of AIDS Model after trial and questioning, differences film and leaflet in knowledge Attitude and prevention behaviors Payaprom et al. to increase uptake Using the Health high risk a controlled before - Pamphlet significant 1month (2011) flu vaccine Action Process Thai after trial differences in Approach and individual Outcome implementation expectations intentions Menabeh et al. to increase - high-risk quasi-experimental - interview increasing knowledge, - (2011) awareness, attitude population attitude and behavior and behaviors relating Vietnamese farmers to avian influenza . . . . . Paper number 16

  20. Distribution of education methods in the reviewed papers Lecture leaflet Answering and Questioning Film Motivational Interview Counseling Pamphlet DVD&CD Poster Group Discussion N % N % N % N % N % N % N % N % N % N % 3 18.75 1 6.25 2 12.5 2 12.5 1 6.25 1 6.25 2 12.5 1 6.25 2 12.5 1 6.25

  21. Studies based on theories and models of health education

  22. Methodologically quality of the included studies ______________________________________________________________________________________________________________________________________ Reference Randomization Blinding Inclusion/Exclusion adequate sample measured described Maintenance Theory/model explained Rational Score criteria clearly size shown for Duration calculation described Dose of intervention ______________________________________________________________________________________________________________________________________ Brono et al. 1 0 1 1 1 1 0 0 5/8 (2014) Karimi et al. 1 1 1 1 1 0 1 0 6/8 (2012) Payaprom et al. 1 0 0 0 0 1 0 1 3/8 (2011) Menabeh et al. 1 0 1 0 0 0 0 0 2/8 (2011) . . . . . Paper number16

  23. Discussion - Approximately these studies focused on the individual or interpersonal level , and individuals were the primary target audience of the health education materials - all studies except for one case stated that target intervention was effective in the promotion of Prevention of related emerging diseases - Maintenance was not addressed in %75 of the studies

  24. Discussion - The most of studies relied on self-reporting. - The most important educational methods used in the studies were lectures (70%). Only 3 studies had used a new electronic method.

  25. Conclusion Training based on theories and models of health education and using the standardized programs (National AIDS Program, influenza, etc.) have a greater impact on prevention and reducing the incidence of these diseases.

  26. Conclusion Training in the community setting to the analogous groups, time, place, length of intervention and use of modern methods of training, are effective in order to decrease morbidity.

  27. Conclusion Overall, health education, combined with health improvement approaches have a greater impact, in prevention and reducing the incidence of emerging diseases

  28. References 10. Adeomi AA, et al. Evaluation of the Effectiveness of Peer Education in Improving HIV Knowledge, Attitude, and Sexual Behaviours among In-School Adolescents in Osun State, Nigeria. AIDS Res Treat. 2014;2014:131756. 11. Wong WY. Brief education to increase uptake of influenza vaccine among pregnant women: a study protocol for a randomized controlled trial. BMC Pregnancy and Childbirth 2014, 14:19. 12. Bijari B, Abassi A, Sharifzade G, Salehi S. Effects of Health Education Program on Knowledge and Attitude of Barbers and Beauticians in Birjand about AIDS: (A Short Report). Journal of Rafsanjan University of Medical Sciences. 2012; 11 (5) :489-494. 13. Manabe T, Thuy PTP, Kudo K, Van VTT, Takasaki J, et al. (2012) Impact of Education and Network for Avian Influenza H5N1 in Human: Knowledge, Clinical Practice, and Motivation on Medical Providers in Vietnam. PLoS ONE 7(1): e30384. 14. Kumar Krishanani M. Educational Intervention among Barbers to Improve Their Knowledge regarding HIV/AIDS: A Pilot Study from a South Asian Country. J Health PopulNutr. 2014 Sep;32(3):386-90. 15. Al-Thaqafyet al. Improvement of the low knowledge, attitude and practice of hepatitis B virus infection among Saudi national guard personnel after educational intervention.BMC Research Notes2012, 5:597 16. Stockwell MS, et al. Effect of a Text Messaging Intervention on Influenza Vaccination in an Urban, Low-Income Pediatric and Adolescent Population: A Randomized Controlled Trial. JAMA. 2012;307(16):1702-1708. 17.Abramson ZH, et al. Randomized trial of a program to increase staff influenza vaccination in primary care clinics. Ann Fam Med. 2010 Jul-Aug;8(4):293-8. 18. AlizadehSiuki H, et al. The Effects of Education on Knowledge, Attitudes and Behavior of Students of High Schools in Zahedan, 2011. TB. 2013; 12 (2) :113-123

  29. References 1.http://www.elib.hbi.ir/persian/Emerging-Ebook/Emerging_Index.htm 2. Glanz, K., Rimer, B. K., & Viswanath, K. (2008). Health behavior and health education: Theory, research, and practice. San Francisco, CA: Jossey-Bass. 3. Payaprom, et al. Using the Health Action Process Approach and implementation intentions to increase flu vaccine uptake in high risk Thai individuals: A controlled before-after trial. Health Psychology, Vol 30(4), Jul 2011, 492-500. 4. Lucy Yardley, et al. Evaluation of a Web-Based Intervention to Promote Hand Hygiene. J Med internet Ress.2011.13(4): e107. 5. Vakili M, et al. Effect of Communication Skills Training on Health Belief Model Constructs about AIDS in Zanjan Health Volunteers (2010-11). ZUMS Journal. 2011; 19 (77) :78-93 6. Soltani K, et al. Influence of Educational Program Based on Health Belief Model in AIDS Among Students. Armaghane-danesh 2014; 19(9): 789-807. 7. AlizadehSiouki H. et al. The effect of peer education on preventive behaviours from aids based on theory of planned behavior in high school second grade students in Zahedan-89. Quarterly of the Horizon of Medical Sciences; 2013; 18 (5): 232-241. 8. ZamaniAlavigeh F. Assesment of the Health Belief Model effect on Behavioran Intention for Hepatit B Prevention among adolescent girls. Payesh, 2012; 11 (4): 545 To 554. 9. Manabe T, et al. Impact of Educational Intervention Concerning Awareness and Behaviors Relating to Avian Influenza (H5N1) in a High-Risk Population in Vietnam. (2011), PLoS ONE 6(8): e23711.

  30. Thanks For your attention

  31. BE KIND TO EACH OTHER GOD LOVES YOU

  32. Forgive everyone for everything

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