Abstract
INTRODUCTION: Cardiovascular disease (CVD) is a leading cause of mortality worldwide. This study aimed to evaluate the effectiveness of educational intervention on the intention to modify CVD risk factors among school teachers based on a Theory of Planned Behavior (TPB). STUDY DESIGN: A quasi-experimental study. METHOD: The study was conducted from November 2023 to September 2024, and enrolled 120 teachers from 6 schools of Arghakhanchi, Nepal. It was a quasi-experimental design with pretest and posttest control groups. The intervention group received a 50-55-minute lecture session, enhanced by audio-visual materials, focused on CVD risk factors, while the non-intervention group did not receive any intervention. The effect was analyzed by comparing the changes in the theory of planned behaviour (TPB) constructs between and within non-intervention and intervention groups. The difference in scores within and between groups was tested using student t-test. Adjusted Difference-in-Difference was calculated through linear regression. Data were entered into Epi-Data version 3.1 and analyzed using R 4.4.1. RESULTS: The intervention group demonstrated significant improvements in the knowledge score (Cd: -1.522, p = < 0.001) and in the intention to modify CVD risk factors (Cd: -1.159, p = < 0.001). The adjusted increase in mean scores resulting from the interaction of time and intervention ranged from 1.936 to 7.856. The greatest gain was observed in the intention score (beta = 7.856, 95% CI: 6.696-9.016), while the smallest improvement was seen in subjective norms (beta = 1.936, 95% CI: 0.566-3.307). CONCLUSION: The theory-based educational intervention was found effective for modifying the intention of risk factors of CVDs. The findings indicate that the school-based intervention package could be useful in encouraging teachers to reduce unhealthy behaviors related to CVDs.
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