Effects of Model-based Educational Interventions on Promoting AIDS Preventive Behaviors in Iranian Adolescents: A Systematic Review

Abstract

Background: AIDS is one of the perilous infectious diseases and according to the WHO, the only effective way to prevent AIDS is through health education. Therefore, high-risk and vulnerable groups, including adolescents, should be prioritized in educational programs. Objectives: This systematic review study aims to investigate the effects of model-based educational interventions on promoting AIDS preventive behaviors in Iranian adolescents. Methods: International databases, including Scopus, PubMed/MEDLINE, Web of Science, ISC, and Google Scholar, along with national databases, including Magiran, SID, IranDoc, and IRCT were consulted for eligible articles. The following keywords were selected based on MeSH and combined with Boolean (AND, OR) operators: “Adolescent, ” “Health model, ” “Education, ” “HIV, ” “Iran, ” and “Knowledge.” A total of 2969 articles published from April 1, 2005, to May 1, 2020, were extracted. Subsequently, two researchers reviewed the articles independently for screening and selection. The main inclusion criteria were Persian and English studies and model-based educational interventions. Data extraction was performed by two researchers via a researcher-made form independently according to the inclusion criteria. Results: Of the 12 final articles with a total sample size of 2013 adolescents, 8 articles were from the national databases and 4 from the international databases. Based on the results, although the health belief model is the most prevalent framework in designing educational interventions related to AIDS-preventive behaviors, it does not seem appropriate for changing long-term behaviors. It was also indicated that educational interventions based on the social cognitive theory did not have much effect on their attitudes, despite increasing adolescents’ awareness. Educational interventions based on the theory of planned behavior also improved attitudes and significantly increased rejection skills while delaying risky AIDS-related suggestions in students. Conclusions: Different types of health belief model, theory of planned behavior, and the social cognitive theory educational interventions can be effective in increasing the knowledge of adolescents and promoting their HIV-related preventive attitudes and cognitive perceptions. Given their effectiveness, the design and implementation of such interventions are recommended in schools.