SavedAdd your journal

Journals / Balıkesir Sağlık Bilimleri Dergisi / 2021 / Cilt: 10 Sayı: 3

Effect of Peer Education About Sexually Transmitted Diseases on The Knowledge Level of University Students

Cinsel Temasla Bulaşan Hastalıklarla İlgili Akran Eğitiminin Üniversite Öğrencilerinin Bilgi Düzeyine Etkisi

Selda İLDAN ÇALIM
Seval CAMBAZ ULAŞ
Hülya DEMİRCİ
Seçil KÖKEN DURGUN
Pages
342–347
Publication Date
2021-11-26
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

While the average score of the knowledge test of the students before education was 20.39 ± 6.75, it was found to be 30.43 ± 3.74 after the education; there is a statistically significant difference between them (p<0.05).

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Aim: To determine the effect of peer education about sexually transmitted diseases on the knowledge level of university students.
📊
Key Findings & Data:The universe of the study was students at the Manisa Celal Bayar University Faculty of Health Sciences Social Service Department (N=404).
💡
Conclusion & Impact:While the average score of the knowledge test of the students before education was 20.39 ± 6.75, it was found to be 30.43 ± 3.74 after the education; there is a statistically significant difference between them (p<0.05).
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Akran eğitimi · cinsel temasla bulaşan hastalıklar · üniversite öğrencileri

Abstract

Aim: To determine the effect of peer education about sexually transmitted diseases on the knowledge level of university students. Materials and Methods: This research is a pretest-posttest quasi-experimental. The universe of the study was students at the Manisa Celal Bayar University Faculty of Health Sciences Social Service Department (N=404). For peer education, 20 volunteer students were given two days, 16 hours of training on sexually transmitted diseases. The students who received training reached 323 peers and provided one-on-one training on sexually transmitted diseases. The students applied the knowledge test on sexually transmitted diseases before and three months later the peer education. Results: 77.1% of the students stated that they had not received information about sexually transmitted diseases before. While the average score of the knowledge test of the students before education was 20.39 ± 6.75, it was found to be 30.43 ± 3.74 after the education; there is a statistically significant difference between them (p<0.05). The knowledge level of 94.7% of the students about sexually transmitted diseases increased after the education. Conclusion: Peer education about sexually transmitted diseases increased the knowledge level of university students.

Özet

Amaç: Cinsel temasla bulaşan hastalıklarla ilgili akran eğitiminin üniversite öğrencilerinin bilgi düzeyine etkisini belirlemektir. Gereç ve Yöntem: Bu araştırma ön test-son test yarı deneysel tiptedir. Araştırmanın evrenini, Manisa Celal Bayar Üniversitesi Sağlık Bilimleri Fakültesi Sosyal Hizmet Bölümü öğrencileri oluşturmuştur (N=404). Akran eğitimi için gönüllü 20 öğrenciye iki gün, 16 saat cinsel temasla bulaşan hastalıklarla ilgili eğitim verilmiştir. Eğitim alan öğrenciler akranı olan 323 öğrenciye ulaşarak cinsel temasla bulaşan hastalıklarla ilgili bire bir eğitim vermiştir. Öğrenciler, akran eğitiminden önce ve üç ay sonra cinsel temasla bulaşan hastalıklar ile ilgili bilgi testini uygulamıştır. Bulgular: Öğrencilerin %77,1’i daha önce cinsel temasla bulaşan hastalıklarla ilgili bilgi almadığını ifade etmiştir. Eğitim öncesi öğrencilerin bilgi testi puan ortalaması 20,39±6,75 iken eğitim sonrası 30,43±3,74 bulunmuştur; istatistiksel olarak aralarında anlamlı fark vardır (p<0,05). Eğitim sonrası öğrencilerin %94,7’sinin cinsel temasla bulaşan hastalıklarla ilgili bilgi düzeyi artmıştır. Sonuç: Cinsel temasla bulaşan hastalıklarla ilgili akran eğitimi üniversite öğrencilerinin bilgi düzeyini arttırmıştır.

🔖

Cite This Article

ÇALIM, S. İ., ULAŞ, S. C., DEMİRCİ, H., DURGUN, S. K. (2021). Effect of Peer Education About Sexually Transmitted Diseases on The Knowledge Level of University Students. Balıkesir Sağlık Bilimleri Dergisi, Cilt: 10 Sayı: 3, 342–347. https://ajindex.com/articles/902693

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Aykan, Ş. B., Altındiş, M., Ekerbiçer, H., Aslan, F. G., & Altındiş, S. (2017). Üniversite Öğrencilerinin Sosyal Medya Kullanımı ve Cinsel Yolla Bulaşan Hastalıklarla İlgili Farkındalıkları. Kocaeli Üniversitesi Sağlık Bilimleri Dergisi, 3(1), 1–5. https://doi.org/10.30934/kusbed.359170
  2. Bilgiç, N., & Günay, T. (2014). A method for supporting smoking cessation in adolescents: Peer education. Turk Toraks Dergisi, 15, 102–105. https://doi.org/10.5152/ttd.2013.27
  3. Çalışkan, T., Çevik, C., & Ergün, S. (2015). Evaluation of the knowledge the group of university students about sexually transmitted diseases. Balıkesır Health Sciences Journal, 4(1), 27–31. https://doi.org/10.5505/bsbd.2015.67699
  4. Carr, S. E., Brand, G., Wei, L., Wright, H., Nicol, P., Metcalfe, H., Saunders, J., Payne, J., Seubert, L., & Foley, L. (2016). Helping someone with a skill sharpens it in your own mind: A mixed method study exploring health professions students experiences of Peer Assisted Learning (PAL). BMC Medical Education, 16(48), 1–10. https://doi.org/10.1186/s12909-016-0566-8
  5. Dağ, H., Dönmez, S., Kavlak, O., & Şirin, A. (2012). University Youth Reproductive and Sexual Health Knowledge and Peer Education. Journal of Anatolia Nursing and Health Sciences, 15(1), 10–17. Darré, T., Saka, B., Walla, A., Ekouévi, K. D., & Folligan, K. (2018). Sexuality, sexually transmitted infections and contraception among health sciences students in university of Lomé, Togo. BMC Research Notes, 11(808), 1–3. https://doi.org/10.1186/s13104-018-3923-3
  6. Denison, H. J., Bromhead, C., Grainger, R., Dennison, E. M., & Jutel, A. (2018). What influences university students to seek sexually transmitted infection testing?: A qualitative study in New Zealand. Sexual and Reproductive Healthcare, 16, 56–60. https://doi.org/10.1016/j.srhc.2018.01.004
  7. Dişsiz, M., Yalçıntürk, A. A., Sümer, G., Tavşan, C., Dede, S., Durmuş, Ş., Ayaz, K., Fulİn, G., & Ünsal, M. (2020). Hemşi̇reli̇k Öğrenci̇leri̇ni̇n Ci̇nsel Sağlık Konusundaki̇ Bi̇lgi̇ Düzeyleri̇ ve Görüşleri. Zeynep Kamil Tıp Bülteni, 51(2), 78–83.
  8. Evcili, F., & Golbasi, Z. (2019). The effect of peer education model on sexual myths of Turkish university students: An interventional study. Perspectives in Psychiatric Care, 55, 239–248. https://doi.org/10.1111/ppc.12344
  9. Family Health International. (2010). Evidence-Based Guidelines for Youth Peer Education. (Erişim Tarihi: 15 Mayıs 2021) https://www.fhi360.org/sites/default/files/media/documents/Evidence-Based%20Guidelines%20