Peer Education Group Research Articles

Comparing the Effects of Healthy Lifestyle Education Through Peer Group and mHealth App on Self-esteem in Patients with Diabetes Mellitus: A Randomized Controlled Trial

Background: The increasing prevalence of diabetes mellitus has become a global public health challenge in recent decades. However, disease-related complications can be minimized through innovative educational programs. Objectives: This study aimed to compare the effects of healthy lifestyle education delivered via peer group and the mHealth app on self-esteem in patients with type 2 diabetes mellitus (T2DM). Methods: This three-group randomized controlled trial was conducted in 2022. A total of 135 patients living with T2DM were recruited using purposive sampling from two hospitals in Kermanshah Province, Iran, and then divided into three groups: Peer education, virtual education, and control groups, via replacement randomization. Peer patients with T2DM, previously trained by the researchers, provided education to those in the peer education group in four 35-minute sessions over two days. Simultaneously, patients in the virtual education group were trained by the researchers using the mHealth app, specifically designed for this purpose, in three 1-hour sessions over three days. Data were collected using the Patient Profile Form and the self-reported Rosenberg’s Self-Esteem Scale. The data were analyzed using IBM SPSS Statistics software, employing paired-sample t-tests, chi-square tests, Fisher’s exact tests, and one-way analysis of variance (ANOVA) for comparisons. Results: Before the intervention, there were no significant differences in the self-esteem mean scores between the study groups (P = 0.665). However, post-intervention, the self-esteem scores differed significantly between all groups (P = 0.002). The self-esteem mean scores of patients in the peer education group (100.36 ± 15.9 vs. 106.87 ± 9.08, P = 0.011) and the virtual education group (100.80 ± 24.72 vs. 116.91 ± 10.67, P = 0.018) significantly increased after the intervention, while no significant difference was observed in the control group (106.87 ± 9.08 vs. 105.60 ± 10.84, P = 0.134). Virtual education via the mHealth app was more effective than peer education in improving self-esteem in patients with T2DM. Conclusions: The healthy lifestyle education program delivered through virtual education via the mHealth mobile app led to higher self-esteem among patients with T2DM compared to peer education. It is suggested that future studies investigate the impact of virtual education using mobile-based apps and artificial intelligence capabilities on self-esteem in other patient populations. These results can serve as guidelines for the optimal use of distance education and educational apps for patients with chronic diseases.

Combined interventions for the testing and treatment of HIV and schistosomiasis among fishermen in Malawi: a three-arm, cluster-randomised trial

Undiagnosed HIV and schistosomiasis are highly prevalent among fishermen in the African Great Lakes region. We aimed to evaluate the efficacy of lakeside interventions integrating services for HIV and male genital schistosomiasis on the prevalence of schistosomiasis, uptake of antiretroviral therapy (ART) for HIV, and voluntary male medical circumcision (VMMC) among fishermen in Malawi. We conducted a three-arm, cluster-randomised trial in 45 lakeshore fishing communities (clusters) in Mangochi, Malawi. Clusters were defined geographically by their home community as the place where fishermen leave their boats (ie, a landing site). Eligible participants were male fishermen (aged ≥18 years) who resided in a cluster. Clusters were randomly allocated (1:1:1) through computer-generated random numbers to either enhanced standard of care (SOC), which offered invitation with information leaflets to a beach clinic offering HIV testing and referral, and presumptive treatment for schistosomiasis with praziquantel; peer education (PE), in which a nominated fisherman was responsible for explaining the study leaflet to promote services to his boat crew; or peer distribution education (PDE), in which the peer educator explained the leaflet and distributed HIV self-test kits to his boat crew. The beach clinic team and fishermen were not masked to intervention allocation; however, investigators were masked until the final analysis. Coprimary composite outcomes were the proportion of participants who had at least one Schistosoma haematobium egg observed on light microscopy from 10 mL of urine filtrate and the proportion who had self-reported initiating ART or scheduling VMMC by day 28. Outcomes were analysed by intention to treat; multiple imputation for missing outcomes was done; random-effect binomial models adjusting for baseline imbalance and clustering were used to compute unadjusted and adjusted risk differences, risk ratios (RRs) and 95% CIs, and intracluster correlation coefficients for each outcome. This trial is registered with ISRCTN, ISRCTN14354324. Between March 1, 2022, and Jan 29, 2023, 45 (65·2%) of 69 clusters assessed for eligibility were enrolled in the trial, with 15 clusters per arm. Of the 6036 fishermen screened at baseline, 5207 (86·3%) were eligible for participation: 1745 (87·6%) of 1991 in the enhanced SOC group, 1687 (81·9%) of 2061 in the PE group, and 1775 (89·5%) of 1984 in the PDE group. Compared with the prevalence of active schistosomiasis in the enhanced SOC group (292 [16·7%] of 1745), 241 (13·6%) of 1775 fishermen in the PDE group (adjusted RR 0·80 [95% CI 0·69-0·94]; p=0·0054) and 263 (15·6%) of 1687 fishermen in the PE group (0·92 [0·79-1·07]; p=0·28) had schistosomiasis at day 28. 230 (13·2%) in the enhanced SOC group, 281 (16·7%) in the PE group, and 215 (12·1%) in the PDE group initiated ART or were scheduled for VMMC. ART initiation or VMMC scheduling was not significantly increased with the PDE intervention (0·88 [0·74-1·05); p=0·15) and was marginally increased with the PE intervention (1·16 [0·99-1·37]; p=0·069) when compared with the enhanced SOC group. No serious adverse events were reported in this trial. We found weak evidence for the use of peer education to increase uptake of ART and VMMC, but strong evidence for the added distribution of HIV self-test kits to promote high engagement with services and reduce the prevalence of active schistosomiasis, suggesting a high potential for scale-up in hard-to-reach communities across Malawi. Wellcome Trust and the UK National Institute for Health Research.

The Influence of Health Promotion Interventions Counseling and Peer Education Groups on Clean and Healthy Living Behaviors of Students in Islamic Boarding Schools

Background: The concept of healthy students is related to clean and healthy living behavior (PHBS) in the Islamic boarding school environment, which combines clean and healthy living behavior (PHBS) in educational institutions and the home environment. Aims: To determine the effect of counseling and peer education groups on the clean and healthy living behavior of students at the Irsyadul Ibad Islamic boarding school. Method: This research is an experimental study using a factorial design with two variables, counseling and peer education. The research sample was 84 students divided into 4 different groups, namely the combination group (counseling and peer education), the counseling group, the peer education group, and the control group. Each group lives in a different dormitory. The health promotion intervention was carried out for 15 days with 10 meetings to discuss clean and healthy living behavior. The statistical tests used were paired t-test and Wilcoxon to determine the differences in values before and after treatment. Kruskall Wallis and Mann Whitney were used to determine the differences in the scores of each group. Results: There are significant differences in knowledge and attitude values before and after treatment, namely: combination group (counseling and peer education), Knowledge p= 0.003, attitude p= 0.009, Knowledge counseling group p= 0.001, attitude p= 0.030 peer group education knowledge p= 0.000, attitude p= 0.001 and control group knowledge p= 0.067, attitude p= 0.053. There are differences in knowledge and attitudes in each group, namely the combination group (counseling and peer education), with the control group, knowledge p = 0.000, attitude = 0.000, counseling group with the control group, knowledge p = 0.000, attitude p = 0.000 peer education group with the control group knowledge p=0.000 attitude p= 0.000. Combination group (counseling and peer education), with knowledge counseling group p=0.063 attitude p= 0.134 combination group (counseling and peer education), with peer education knowledge p=0.079, attitude p=0.095. Counseling group with peer education group knowledge p= 0.332, attitude p=0.424. Conclusion: Combination groups (counseling and peer education), counseling groups, and peer education groups influence clean and healthy living behavior among students at the Irsyadul Ibad Islamic Boarding School.

The effect of online peer and adult education given to adolescents with allergic asthma on their quality of life, self-efficacy, anxiety, and disease knowledge and management: a randomized controlled study

Objective To examine the effect of interactive online education given by peers or adults on anxiety, self-efficacy, quality of life, disease knowledge and management in adolescents with allergic asthma. Methods This was a randomized controlled trial. The study sample consisted of 84 adolescents divided into experimental groups (peer education group, adult education group) and a control group. Peer and adult groups who received training were also compared with each other. The adolescents in the peer or adult education groups were given online interactive education. Data were collected from the adolescents before and immediately after education, one and three months after education. Results The study was completed by 41 adolescents. The anxiety scores of the adolescents in the experimental groups were lower immediately and one month after education than those of the control group (p = .006; p = .012, respectively). The self-efficacy, disease knowledge and management scores of the adolescents in the experimental groups immediately after education and one and three months after education were higher than those in the control group (p < .001; p < .001; p = .015, respectively and p < .001; p < .001; p < .001, respectively). There was no difference between the groups in terms of quality of life (p > .05). No difference was found between the peer and adult groups in terms of anxiety, self-efficacy, quality of life, disease knowledge and management (p > .05). Conclusion Based on our results, peer or adult education reduced adolescents’ anxiety, increased self-efficacy, and disease knowledge and management, but there was no effect on quality of life. There was no difference in measured values between the peer and adult education groups.

Effects of a lymphedema prevention program based on the theory of knowledge-attitude-practice on postoperative breast cancer patients: A randomized clinical trial.

Breast cancer-related lymphedema (BCRL) is one of the common postoperative complications that severely affects the functions of the arm and quality of life. Since lymphedema is difficult to treat and prone to recurrence, early prevention of lymphedema is crucial. Patient diagnosed with breast cancer (N = 108) were randomized to the intervention (n = 52) or control group (n = 56). In the intervention group, patients were provided the lymphedema prevention program based on the theory of knowledge-attitude-practice during the perioperative period and the first three chemotherapy sessions (mainly includes health education, seminars, knowledge manuals, sports guidance, peer education, and WeChat group).The limb volume, handgrip strength, arm function, and quality of life were measured in all patients at the baseline, 9 weeks (T1), and 18 weeks (T2) after surgery. The incidence of lymphedema in the Intervention group was numerically lower than in the control group after implementing the lymphedema prevention program, but the difference was not statistically significant (T1: 1.9% vs. 3.8%, p = 1.000; T2: 3.6% vs. 7.1%, p = 0.744). However, compared with the control group, the intervention group showed there was less deterioration in handgrip strength (T1 [t = -2.512, p < 0.05] and T2 [t = -2.538, p < 0.05]), improved postoperative upper limb dysfunction (T1 [t = 3.087, p < 0.05] and T2 [t = 5.399, p < 0.05]) and less deterioration in quality of life (T1 [p < 0.05] and T2 [p < 0.05]). Although the investigated lymphedema prevention program improved arm function and quality of life, it did not reduce the incidence of lymphedema in postoperative breast cancer patients.

Comparison of three methods of cardiopulmonary resuscitation training in terms of improving the skills of emergency medical technicians; a pretest–posttest study

Objective: There are several methods for teaching emergency medical technicians (EMTs) cardiopulmonary resuscitation (CPR); but choosing the most effective option depends on several factors. This study was designed to compare the effectiveness of three different CPR training methods, including traditional, peer, and virtual methods, for EMTs.&#x0D; Methods: This study was a pretest-posttest study, which was performed from March to September 2020 in Tehran, Iran. Participants were EMTs working in the operations department of the EMS center. In the first step, for the pretest evaluation, an Objective Structured Clinical Evaluation (OSCE) exam was held for all participants. Thereafter, the subjects were divided into 3 groups including master-centered traditional collective education, peer training, and virtual courses. Then the participants underwent educational intervention and after that, another OSCE exam was held about 1 week after the sessions to evaluate the effect of interventions.&#x0D; Results: At first, 156 volunteers entered the study and participated in the pretest OSCE exam, of which 125 volunteers participated in the posttest OSCE exam. Of these, 51 volunteers participated in the peer education group, 35 volunteers were in the virtual education group, and 39 volunteers in the classic education group. The mean score of the participants in all 4 assessed skills, including endotracheal intubation, laryngeal mask airway insertion, basic life support, and advanced life support, increased significantly after educational intervention in all 3 groups (p&lt;0.05); and this increase was higher in the virtual group compared to the other two groups (p&lt;0.05).&#x0D; Conclusion: We found that virtual training was more effective than classic and peer training for CPR training of EMTs.

A randomized trial of the effect of peer education on the sexual quality of life in patients with myocardial infarction.

Background One of the factors associated with readmission is inappropriate sexual activity after myocardial infarction (MI). This study aimed to assess the effect of peer education on the sexual quality of life (SQOL) in patients with MI. Methods In this randomized controlled clinical trial, 70 patients with MI meeting the inclusion criteria were assigned to experimental or control groups using block randomization. Peer education for the intervention group was provided on the third day after MI. Education sessions lasted from 90 to 120 minutes. Data were collected using demographic, sexual quality of life-female (SQOL-F), and sexual quality of life-male (SQOL-M) questionnaires during the fourth week after MI. Results There was no significant difference between the two groups before the intervention in terms of demographic and SQOL. The mean of SQOL in the peer education group was significantly higher than the control group at the 4-week follow-up. Conclusions According to the results, using peer education is recommended for the sexual health care professionals.

The Effect of Peer Education on Pregnant Women's Choosing Mode of Delivery

Background & aim: Women's choice on the type of delivery mode is an important event in every pregnant women’s lifetime. Proper education is one of the most important factors that can help women to choose the delivery type. In this regard, one of the educational methods is peer education. Therefore, this study aimed to determine the effect of peer education on the choice of delivery mode. Methods: This quasi-experimental study was conducted on 160 primiparous women at 34-36 week of gestation without indications of cesarean section section. The participants were selected from the health centers in Mashhad, Iran, during 2017 and randomly assigned into two groups of peer education and control group. In total, 10 participants were selected as peers and trained by a researcher. Then the peers were asked to train participants in eight-person groups, and the control group received routine care. A self-structured questionnaire was used to collect data in relation to mode of delivery. Moreover, the data were analyzed in SPSS software (version 19) using the independent t-test and Chi-square test. Results: There were no differences between the groups regarding the intention to choose the delivery methods before the intervention (P=0.73). However, the obtained results revealed higher levels of intention to choose vaginal delivery in the intervention group, compared to that in the control group (p <0.001). Conclusion: The participants who were subjected to peer education acquired higher levels of intention to choose vaginal delivery.

Comparing individual and peer education on the constructs of theory of planned behavior in mammography.

INTRODUCTION:Breast cancer is the most common cancer in women. It can be diagnosed in the first stage by screening. One of the methods for screening breast cancer is mammography. Mammography as a health behavior needs education. The theory of planned behavior examines the factors associated with the behavior.AIM:This research was conducted to compare the individual and peer education on the constructs of the theory of planned behavior in mammography.METHODS:This study was a clinical trial. A total of 100 women who attending the selected health centers of Isfahan city were classified randomly into two groups: peer and individual education. Education was based on the constructs of the theory of planned behavior (attitude relative to the mammography behavior, subjective norms, perceived behavioral control, and behavioral intention). The data were collected using a researcher-made questionnaire. Data were analyzed using descriptive-analytical statistics.RESULTS:The mean score of attitude toward behavior in the individual education group was significantly higher than peer education (P < 0.05). In addition, the average score of subjective norms in peer education group was significantly higher than individual education (P < 0.05). The mean scores of perceived behavioral control constructs and behavioral intention were not significantly different (P > 0.05).DISCUSSION:The results of this study showed the effectiveness of education (individual and peer) based on the theory of planned behavior on attitude toward behavior, subjective norms, perceived behavioral control, and behavioral intention related to performing mammography in women. It seems that using educational intervention can be useful to promote the screening behaviors of breast cancer. In general, there were no significant differences between the two methods in changing theoretical constructs.

Comparing the Effects of Two Methods of Group Education and Peer Education on Sexual Dysfunction of Menopausal Women: A Randomized Controlled Trial.

Background:Sexual problems could cause severe personal discomfort and affect interpersonal relationships. Considering that selection of appropriate methods has an important role in success of the education, this study was conducted to compare the effects of two methods of group education and peer education on sexual dysfunction of menopausal women.Materials and Methods:In this randomized controlled trial, 108 menopausal women were allocated into three groups in the health centers of Isfahan, Iran. After educating four menopausal women, educational sessions were conducted by them for the participants (36 women) in the peer groups. Two educational sessions were conducted by the researcher in the group education. The control group received no intervention. Before and 1 month after the intervention, female sexual function index was completed by the participants. Data were analyzed using descriptive and inferential statistics (one-way analysis of variance, paired t-test, Chi-square, Kruskal–Wallis, and Post hoc LSD test).Results:The total mean score of sexual function and its domains in the peer education and group education groups was significantly higher than the control group after the intervention (F2, 93= 23.52, p < 0.001); but the difference between the peer education group and the group education group was not statistically significant.Conclusions:Both methods of peer education and group education have been effective in improving the sexual function of menopausal women. So, considering the advantages of peer education such as its low cost, affordability, and no need to train specialized individuals, its implication in educational programs for menopausal women is recommended.

Peer Education Method Better in Improving First Aid Skills of Traffic Accidents than Demonstration: A Comparative Study

Traffic accident becomes main problem with highest death rate in the world. Traffic accident requires quick and accurate management before having main emergency aid by medical workers. First aid becomes the most important aspect and immediate intervention to do by common people around the spot of accident. The fact, common people cannot promote first aid when the accident occurs due to lack of skill. Skill of common people can be improved through peer education and demonstration. This research has purpose to find out the differences about peer education method and demonstration toward skill of students in giving first aid of traffic accident. This research uses quasi experiment with pretest-posttest control groups. The respondents are 48 people grouped into two groups. The data is analyzed by using paired t-test and independent sample t-test. The findings show there is skill change of providing first aid of traffic accident by using peer education method or demonstration in which each of them gets p score 0.000. There is improvement of the skill seen on peer education group and demonstration with p score 0.000. Peer education and demonstration can be used to improve students’ skill related to providing first aid of traffic accident.

PERAN PEER GROUP EDUKASI DALAM PENINGKATAN PENGETAHUAN KONSEP DIRI REMAJA DI PANTI ASUHAN

TTHE ROLE OF PEER GROUP EDUCATION FOR INCREASING KNOWLEDGE OF THE SELF ESTEM ORPHANGE ADOLESCENT eenagers are someone in the stage of seeking identity to support the formation of self-concept. Teenagers who experience changes in self-concept need a way to develop their own concepts. Peer group education is one way that can be done to support the process of developing self-concept. Aims This study aims to determine the role of peer group education in developing adolescent self-concept of Orphanage X in Kebumen District. Method This study uses quasi experimental design method with one group pree test and post test design approach with 29 total respondents consisting of 2 male peer group groups totaling 18 respondents and 11 female peer group respondents. The education process in the peer group was given for 4x meetings for each group with each meeting held for 90 minutes, the instruments used were questionnaires, modules and evaluation formats. Result The results showed that there was an influence of the role of the peer education group in increasing the knowledge of adolescent self-concept X orphanage in Kebumen District with a p value (0,000)&gt; 0.05. The formation of this educational peer group is recommended not only to improve adolescent self-concept of orphanages but also for adolescents in general.

Effect of diabetes base education combined with peer education on type 2 diabetes

Objective To observe the effect of diabetes base education combined with peer education on blood glucose control, metabolic index and self management level in type 2 diabetes patients. Methods 150 patients with type 2 diabetes were randomly divided into 3 groups. Group A received diabetes base education, Group B received peer education group, and group C received peer education joint base education group. Before treatment and 6 months after treatment, fasting blood glucose (FPG), postprandial blood glucose (2 h PG), glycosylated hemoglobin (HbA1c), triglyceride(TG), cholesterol (TC), low density lipoprotein (LDL-C), high density lipoprotein (HDL-C), systolic blood pressure, diastolic blood pressure change, body mass index (BMI) were observed, so as to evalute the diabetes self-management behavior at the same time before and after treatment. Results After 6 months of intervention, FPG, 2 h PG, HbA1c, TG, TC, LDL-C, HDL-C, blood pressure, body weight and other metabolic indicators in the three groups were significantly improved (P 0.05). In group C, the blood glucose control index (FPG, 2 h PG, HbA1c) and the improvement of blood lipid were obviously superior to those in the group A and B (P<0.05). Conclusions The combination of base education and peer education can improve blood glucose control and blood lipid level in patients with type 2 diabetes, and can also promote self-management behavior in patients with type 2 diabetes. Key words: Diabetes mellitus, type 2; Health education

Peer Education Group Intervention to Reduce Psychological Insulin Resistance: A Pilot Mixed-Method Study in a Chinese Population.

IntroductionPsychological insulin resistance (PIR) is common among type II diabetes (DM) patients. Although interventions to reduce PIR have been suggested, there is no standardized intervention to reduce PIR. This trial aimed to assess the preliminary effectiveness of a well-structured interventional patient group (for sample size calculation for larger trials), as well as the acceptability and feasibility of this intervention group.MethodsThis study used a quasi-experimental, mixed-method approach. Fifty-three patients with DM were recruited to an interventional group that included a general education of DM and insulin, an insulin pen demonstration, and an insulin-using peer sharing session. Each group consisted of around 15 participants and lasted for 2 h each. The validated Chinese version of the insulin treatment appraisal scale (C-ITAS) was administered before, immediately after, and 1 month after the intervention to measure any changes in the participants’ PIR. Patients were interviewed to assess the acceptability of the intervention until data saturation.ResultsRepeated measures ANOVA showed that the post-intervention C-ITAS scores (immediately post group and at 1 month) were lower than the pre-intervention C-ITAS scores (p < 0.001). Changes in multiple attitudes toward insulin were detected before and after the group intervention. Ten patient interviews were conducted and found that the intervention was welcomed by all interviewees; no discomfort or adverse reactions were reported.ConclusionPreliminary results showed that patient intervention groups with general education, insulin pen demonstration, and peer sharing appeared to be safe, acceptable, and effective in reducing PIR. Larger multicenter trials are needed to generalize these findings.Electronic supplementary materialThe online version of this article (10.1007/s13300-017-0347-3) contains supplementary material, which is available to authorized users.

The outcomes of peer-led diabetes education in comparison to education delivered by health professionals in Iranian patients.

Education is an important aspect of care for diabetic patients. This study aimed to compare the effect of education by health care provider and peer on self-care behaviors among Iranian patients with diabetes. In this clinical randomized control trial, we enrolled 120 patients with type 2 diabetes who were referred to the Diabetes Clinic at a university medical center hospital in an urban area of Iran. Participants were randomly allocated into three groups. Patients in care provider group (CPG) received additional education provided by a nurse, other than routine education in a Diabetes Clinic. Patients in peer education group (PEG) received education given by a peer. Patients in control group (CG) received the routine education in accordance with the usual procedures at the Diabetes Clinic. Data collected at baseline and 12 weeks (3 months) were demographic variables and diabetes self-care activities. Self-care behaviors post intervention differed significantly by group; PEG patients demonstrated the greatest improvement. CG patients' self-care behaviors did not change significantly and were significantly lower than scores by CPG and PEG patients. In line with the World Health Organization recommendations, future studies are warranted to confirm the effectiveness of peer-led education among diabetic patients in the Iranian culture.

The influence of health education with peer education and interactive diaskusi on knowledge of pregnancy problems is not desirable

Effects of peer education and interactive group discussion on cognitive ability in dealing with unwanted pregnancy PurposeThis study aimed to determine the effectiveness of peer education methods and interactive discussions through audiovisual media on cognitive ability change in solving the problem of unwanted pregnancy.MethodsThis quasi-experimental study used a randomized control trial design involving 99 students. The instrument used was a questionnaire, with the module method of peer education and interactive discussions through audiovisual media, agency and facilitator.ResultsAdolescent reproductive health education after considering living with family consistently had a significant effect on increasing the average value of cognitive ability to solve the problem of unwanted pregnancy. Living with family can predict the cognitive ability of teenagers in solving the problem of unwanted pregnancy by 15%.ConclusionInteractive discussions through audiovisual media and peer education modules enhance adolescents’ cognitive ability to solve unwanted pregnancy problems, and are significantly influenced by family factors.

Effects of Peer Education and Orientation Tour on Anxiety in Patient Candidates for Coronary Angiography

Background: Coronary angiography is a stressful procedure for most patients. The physiological responses caused by anxiety during coronary angiography increase the likelihood of dysrhythmia, coronary artery spasm, and rupture. Objectives: This study compared the effects of peer education and an orientation tour on anxiety in patients who were candidates for coronary artery angiography. Patients and Methods: This single blind quasi-experimental study was conducted in 2014. A total of 177 patients who were candidates for coronary artery angiography were divided into three groups: a peer education group, an orientation tour group, and a control group. The patients in the peer education group were trained by a peer educator, and the patients in in the orientation tour group were trained by the researcher, who worked in the angiography unit. The DASS-21 questionnaire was used to measure the patients’ anxiety levels before the intervention and two hours before undergoing the coronary angiography. The data were analyzed using a Chi-square test, analysis of variance, the Kruskal-Wallis, Wilcoxon, Mann-Whitney U tests, and an interquartile range. Results: The three groups did not significantly differ regarding the mean anxiety scores before the intervention. However, a significant difference was observed between the mean anxiety scores of the three groups after the intervention (P = 0.0001). In the peer education group, the mean anxiety score was 5.34 ± 2.52 and decreased to 3.69 ± 2.87 after the intervention (P = 0.0001). In the orientation tour group, the mean anxiety was 5.53 ± 3.49, which and changed to 3.10 ± 2.22 (P = 0.0001). However, the mean anxiety score significantly increased in the control group (5.66 ± 2.94 vs. 6.53 ± 3.43, P = 0.017). Conclusions: Both methods of peer education and orientation tour decreased the anxiety levels in patients undergoing coronary artery angiography. Therefore, these approaches should be carried out according to the hospital condition and facilities.

Effect of peer education on self-management and psychological status in type 2 diabetes patients with emotional disorders.

Aims/IntroductionThe purpose of the present study was to assess the effect of peer education in type 2 diabetes patients with emotional disorders on the metabolic index and psychological status.Materials and MethodsEducators use psychological scales to screen type 2 diabetes patients with emotional disorders. Participants were divided into usual and peer education groups. Both groups received usual diabetes education. Peer leaders were recruited to provide support with the peer education group for 6 months. The metabolic index, diabetes knowledge, self-management, diabetes-related distress, emotional status and quality of life were compared at the end of the study.ResultsA total of 127 patients participated in the study. There were 20 peer leaders engaged in the study as volunteers for peer education. All participants completed the study and fulfilled the scales. Improvements in the peer education group were significant compared with the usual education group with respect to anxiety (49.0 ± 9.65 vs 54.0 ± 8.48), depression (51.3 ± 7.97 vs 55.8 ± 7.52), diabetes knowledge (18.8 ± 2.46 vs 16.3 ± 2.08), distress (2.67 ± 0.55 vs 3.02 ± 0.56), self-management (66.5 ± 4.26 vs 62.4 ± 5.88) and quality of life (−1.98 ± 0.82 vs −2.50 ± 0.71), whereas no significant difference existed with respect to the metabolic index.ConclusionsPeer education, providing more attention to diabetes patients with emotional disorders, is a preferred model for delivering care.

Outcome of a Randomized Study of a Mental Health Peer Education and Support Group in the VA

Study objectives were to compare mental health outcomes of a peer-led recovery group, a clinician-led recovery group, and usual treatment and to examine the effect of group attendance on outcomes. The study used a randomized design with three groups: a recovery-oriented peer-led group (Vet-to-Vet), a clinician-led recovery group, and usual treatment. The sample included 240 veterans. Recovery and mental health assessments were obtained at enrollment and three months later. Intention-to-treat analysis using mixed-model regression was performed to examine the effect of the intervention. "As treated" analysis was performed to examine the effect of group attendance. There were no statistically significant differences in improvement among the groups. Across groups, depression and functioning, psychotic symptoms, and overall mental health improved significantly. Better group attendance was associated with more improvement. This study adds to the evidence suggesting no short-term incremental benefit (or harm) from peer services beyond usual care.

The evaluation of peer education workshops efficacy on knowledge of non medical students about HIV/AIDS, Bushehr, South of Iran

Background Some researches have shown that lack of information in high-risk communities, especially among young people about ways of transmission and protection of HIV/AIDS increase risk of disease. Different strategies regarding the risk of AIDS awareness have been used up to now. The present study is done to evaluate peer education workshops efficacy on knowledge of non medical student (of Khalij-e-fars university and Bushehr payam-enour university) about HIV/AIDS. Methods In this interventional study, rate of awareness of 144 students participated in peer education HIV/AIDS workshop in 2009 as a pre-test and post test questions in the form of a questionnaire 7 is assessed. Data are analyzed using SPSS version 13.0 and student T Test. P < 0.05 indicated a statistically significant difference between groups. Results 144 non-medical students from two Persian Gulf University (63) and Bushehr payame noor University (81) participate in this study. There is a significant difference between rate of correct responses of all students in pre test and post test questions, test 1 (P value < 0.001), test 4 (P value = 0.001), test 5 (P value < 0.001) and test 6 (P value = 0.004). The mean of pre test score was 4.73 with standard deviation 1.10 and the mean of post test score was 5.31 with standard deviation 0.94. This increase in terms of knowledge is statistically significant (P value < 0.001). Discussion In this study students awareness about HIV/AIDS after workshops teached by the peer education group had a significant increase and regards to effectiveness of this method, students’ cooperation and financial benefits of such trainings using this method can have a large share in student education.