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Background: Diabetes is a global health issue and the most prevalent chronic metabolic disease, which requires lifelong self-care behaviors. Thus, the present study was conducted with the aim of predicting the factors of self-care behaviors based on social cognitive theory in diabetic patients referred to comprehensive health service centers in Fasa. Methods: This cross-sectional research comprised 106 type 2 diabetes patients who were referred to Fasa service providers to determine the optimal solution. Outcomes were assessed using an existing demographic questionnaire, the diabetic self-care questionnaire, and a unique questionnaire to assess social cognitive theory, the validity and reliability of which were estimated. SPSS21 software with a Chi license was used for data analysis, and Spearman correlations, independent t-tests, and one-way ANOVA were performed. Results: The age range of patients was between 33 and 67 years. There was a significant relationship between gender, education, and type of treatment with self-care. According to the findings, the variables of self-efficacy ( r = 0.200), self-efficacy of overcoming obstacles ( r = 0.285), environmental factors ( r = 0.334), observational learning ability ( r = 0.148), situational perception ( r = 0.297), emotional adaptation ( r = 0.051), outcome assessment ( r = 0.114) and outcome expectation ( r = 0.082) had a positive and significant correlation with self-care behaviors. Also, the self-efficacy variable (Beta coefficient = 0.340) had the highest predictive value. Conclusion: In designing and implementing educational interventions for self-care of diabetic patients, the theory of social cognition can be used as a framework to promote and maintain public health in patients.

In many regions of the world, human head lice infestations caused by Pediculus capitis are a major health concern among school-aged children. This study was carried out to explain variables influencing pediculosis prevention and control from the perspective of parents and teachers of female elementary school pupils, as well as healthcare practitioners in Bandar Abbas, Iran. Participants in this qualitative study included 23 participants, including parents and teachers of primary school girls, as well as healthcare practitioners. Purposive sampling was employed and sustained until data saturation was reached. Data was acquired through in-depth interviews and evaluated using content analysis in the form of constant comparison. To assess the quality of the outcomes, Lincoln and Guba’s criteria were used. The data were extracted into 2 primary categories, including challenges and facilitators to controlling pediculosis, each with several subcategories as follows: 1) economic-political aspects; 2) family factors; 3) social-cultural elements; 4) personal and mental issues; 5) geographical position of the investigated region; 6) school and education factors; and 7) factors related to medications and therapy. There were 2 types of facilitators: 1) informative factors and 2) social-cultural variables. According to the findings, pediculosis prevention, control, and treatment necessitate multifaceted and multi-level intervention. Some solutions must be addressed at the personal-psychological, familial, political-economic, geographical, and informational levels, as well as school-related concerns, social stigma elimination, and evaluation of cultural components of the issue at the social level.

Background Regarding the high rate of obesity and overweight among women, develop a comprehensive and effective program it seems necessary to improve their nutritional behaviors and physical activity. This study aims to survey the effect of educational intervention based on the theory of planned behavior (TPB) on improving physical and nutritional activities of obese and overweight women. Methods This experimental study was performed on 400 obese and overweight women over the age of 20. The sampling method was A simple random sampling. The data collection was valid and reliable self-reports measure, questionnaires. This tools was including demographic information, questionnaire based on the constructs of the theory of planned behavior, physical activity performance questionnaire and nutritional performance questionnaire that individuals completed before and 6 months after the educational intervention. The training intervention for the experimental group consisted of 12 sessions of 50–55 min. Data analyzed by SPSS22 and by using chi-square test, independent t-test and paired t-test. Results Findings showed that before the educational intervention, was no significant difference between the experimental and control groups in terms of education, household monthly income, occupation, mean age, marital status, awareness, attitude, perceived behavioral control, subjective norms, physical activity and nutritional behavioral intentions, and physical activity and nutritional performance, weight and BMI. However, six months after the training intervention, there was a significant increase in each of the TPB contracts, weight and BMI in the experimental group, while no significant difference was observed in the control group. The meaningful level was considered 0.05. Conclusion Our findings partially support of applying theory of planned behavior in reducing the weight, BMI and improved nutritional performance and physical activity of the study subjects. TPB could be an important strategy for effective future educational interventions.

BACKGROUND: Diabetes is one of the most expensive and chronic diseases of elderly age. Knowledge and self-care behaviors play an important role in treating diabetes and preventing its side effects. This study aimed to investigate the effect of peer group on self-care behaviors and glycemic index in the elderly with type II diabetes mellitus in Fasa city, Fars province. MATERIALS AND METHODS: This quasi-experimental study was conducted on 100 elderly patients with type II diabetes (50 patients in the intervention group and 50 in control group) referred to the diabetes center. Among the elderly, the intervention group was selected as a trainer based on the checklist of the peer group and was trained by the researcher. In addition to the usual care of the diabetes clinic, the patients in the intervention group received training from their peers for 8 weeks during 8–45 min of training sessions. Data were collected using a valid self-reported questionnaire including demographic variables, awareness, and diabetes self-care behaviors (Summary of Diabetes Self-care Activities), as well as free practice (fasting blood sugar [FBS] and hemoglobin A1c [HbA1c]), which was completed by both groups before and 2 months after the intervention. Then, the data were entered into the SPSS statistical software, version 22 and were analyzed using Chi-square test, independent t-test, and descriptive statistical methods. P < 0.05 was considered statistically significant. RESULTS: The results showed that the two groups of intervention and test were identical in terms of demographic information. In the intervention group, before and after 2 months of educational intervention, there was a significant difference in increasing awareness and self-care behavior in diet, physical activity, blood sugar testing, foot care, and medication (P < 0.001). However, this difference was not significant in the control group (P < 0.05). In the intervention group, the mean FBS and quarterly (HbA1c) index decreased significantly (P < 0.05). CONCLUSION: This study showed that teaching self-care program, in the same way, has been effective in improving self-care behavior and blood sugar index in the elderly with diabetes and suggested that this educational method be used in other chronic diseases.