The Effect of Educational Intervention based on the Extended Theory of Reasoned Action on Self-Care Behaviors in Patients with Type 2 Diabetes

Diabetes is one of the most common health problems in the world that
can be controlled through educational programs. Therefore, this study was carried out to
evaluate the effect of educational intervention based on extended theory of reasoned action
on self-care behaviors in patients with type 2 diabetes.
Methods: In this quasi-experimental study, 90 patients with type 2 diabetes were assigned
into experimental (45 people) and control (45 people) groups using stratified randomization
method. Data collection tool was a questionnaire based on the extended theory of reasoned
action and self-care behaviors. Data were collected before and 3 months after the
intervention. Data analyses were performed by parametric statistical tests using SPSS-20.
Results: The results showed that mean scores of all structures of extended theory of reasoned
action has increased significantly in the intervention group after educational intervention
(p<0.05). However, changes were not significant in control group (p>0.05). Educational
intervention had also significant effect on promotion of self-care behaviors in patients of the
intervention group.
Conclusion: The findings of the current study showed that designing interventions based on
extended theory of reasoned action can be an appropriate framework to improve self-care
behaviors in patients with type 2 diabetes