Empowering women through teach-back education: A protection motivation theory approach to breast cancer prevention in Northwest Iran
Leila Mokhtari, Mohammad Saeed Jadgal, Rahim Sharafkhani, Morad Ali Zareipour, Hamideh safaralizadehBackground
Breast cancer is one of the most prevalent cancers among women, making its prevention a crucial public health priority. Health ambassadors serve as essential mediators, helping raise knowledge and promote preventive behaviors within households.
Objective
This study examined the impact of Teach-Back Education, grounded in PMT, on breast cancer prevention behaviors.
Design
A quasi-experimental study with a pretest–posttest control-group design conducted among women health ambassadors in Khoy City, Iran.
Methods
A total of 160 women health ambassadors were selected through simple random sampling and allocated to either the Teach-back education group (four weekly sessions, 45 min/session) or the control group (no intervention). Outcomes were measured using a validated Protection Motivation Theory (PMT)-based questionnaire at baseline and at the three-month follow-up. Data were analyzed using SPSS version 20.
Results
The results indicated that the implementation of the Teach -Back Education grounded in the PMT led to a significant increase in knowledge, most components of the PMT, and the overall breast cancer prevention behavior score in the intervention group compared to the control group (
Conclusion
This study demonstrated that educational interventions based on the PMT, utilizing Teach-Back Education, effectively enhanced knowledge and motivation and improved breast cancer prevention behaviors among women health ambassadors. Expanding Teach-Back Education programs based on PMT across various communities is recommended to raise knowledge, enhance sensitivity, and promote preventive behaviors against breast cancer.