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Masoome sadat Adnani1 
, Mojtaba Azadbakht2 , Mohammad Ali Gol1 , Mohammad Ebrahim Ghaffari3 , Gholamreza Sharifi Rad *4
, Mojtaba Azadbakht2 , Mohammad Ali Gol1 , Mohammad Ebrahim Ghaffari3 , Gholamreza Sharifi Rad *4
1- Department of Health Education and Promotion, School of Health, Qom University of Medical Sciences, Qom, Iran.
2- Department of Gerontology, School of Medicine, Qom University of Medical Sciences, Qom, Iran.
3- Department of Epidemiology and Biostatistics, School of Health, Qom University of Medical Sciences, Qom, Iran.
4- Department of Health Education and Promotion, School of Health, Qom University of Medical Sciences, Qom, Iran. ,sharifirad@hlth.mui.ac.ir
2- Department of Gerontology, School of Medicine, Qom University of Medical Sciences, Qom, Iran.
3- Department of Epidemiology and Biostatistics, School of Health, Qom University of Medical Sciences, Qom, Iran.
4- Department of Health Education and Promotion, School of Health, Qom University of Medical Sciences, Qom, Iran. ,
Abstract: (12 Views)
Objectives: Considering the growing trend of aging and the increasing prevalence of diabetes, attention to self-care in the elderly based on the Theory of Planned Behavior (TPB), which provides an effective framework for designing educational interventions, is essential. The present study aimed to determine the effect of a TPB-based educational intervention on self-care behaviors in elderly patients with type 2 diabetes covered by the Retirees Club of Qom University of Medical Sciences in 2025.
Methods: This study was a randomized educational intervention trial with a control group. A total of 80 elderly diabetic patients (40 in the intervention group and 40 in the control group) participated in the study. Data collection tools included demographic, self-care, and TPB constructs questionnaires, whose reliability was confirmed. The educational intervention was implemented for the intervention group in four 60-minute sessions based on TPB constructs. Data were collected before and three months after the intervention and analyzed using SPSS statistical software version 27 through independent t-tests, paired t-tests, and analysis of covariance (ANCOVA) to control for the effect of pretest scores.
Results: Before the intervention, there were no significant differences between the two groups in mean scores of self-care and TPB constructs (P-value = 0.286). After the intervention, the mean scores of self-care and all TPB constructs (attitudes, subjective norms, perceived behavioral control, and behavioral intention) in the intervention group were significantly higher than those in the control group (P-value < 0.001). Additionally, a significant increase in these scores was observed in the intervention group after the intervention (P-value < 0.001). However, the reduction in mean fasting blood sugar (FBS) levels in the intervention group was not statistically significant (P-value = 0.573).
Conclusion: The educational intervention based on the Theory of Planned Behavior effectively improved TPB constructs and self-care behaviors in elderly patients with type 2 diabetes. Although these behavioral changes did not lead to a significant reduction in fasting blood sugar within three months, this theory is recommended as an efficient framework for designing self-care promotion programs in the elderly population.
Methods: This study was a randomized educational intervention trial with a control group. A total of 80 elderly diabetic patients (40 in the intervention group and 40 in the control group) participated in the study. Data collection tools included demographic, self-care, and TPB constructs questionnaires, whose reliability was confirmed. The educational intervention was implemented for the intervention group in four 60-minute sessions based on TPB constructs. Data were collected before and three months after the intervention and analyzed using SPSS statistical software version 27 through independent t-tests, paired t-tests, and analysis of covariance (ANCOVA) to control for the effect of pretest scores.
Results: Before the intervention, there were no significant differences between the two groups in mean scores of self-care and TPB constructs (P-value = 0.286). After the intervention, the mean scores of self-care and all TPB constructs (attitudes, subjective norms, perceived behavioral control, and behavioral intention) in the intervention group were significantly higher than those in the control group (P-value < 0.001). Additionally, a significant increase in these scores was observed in the intervention group after the intervention (P-value < 0.001). However, the reduction in mean fasting blood sugar (FBS) levels in the intervention group was not statistically significant (P-value = 0.573).
Conclusion: The educational intervention based on the Theory of Planned Behavior effectively improved TPB constructs and self-care behaviors in elderly patients with type 2 diabetes. Although these behavioral changes did not lead to a significant reduction in fasting blood sugar within three months, this theory is recommended as an efficient framework for designing self-care promotion programs in the elderly population.
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