Empowering women through teach-back education: A protection motivation theory approach to breast cancer prevention in Northwest Iran.

Abstract

BackgroundBreast cancer is one of the most prevalent cancers among women, making its prevention a crucial public health priority. Health ambassadors serve as essential mediators, helping raise knowledge and promote preventive behaviors within households.ObjectiveThis study examined the impact of Teach-Back Education, grounded in PMT, on breast cancer prevention behaviors.DesignA quasi-experimental study with a pretest-posttest control-group design conducted among women health ambassadors in Khoy City, Iran.MethodsA total of 160 women health ambassadors were selected through simple random sampling and allocated to either the Teach-back education group (four weekly sessions, 45 min/session) or the control group (no intervention). Outcomes were measured using a validated Protection Motivation Theory (PMT)-based questionnaire at baseline and at the three-month follow-up. Data were analyzed using SPSS version 20.ResultsThe results indicated that the implementation of the Teach -Back Education grounded in the PMT led to a significant increase in knowledge, most components of the PMT, and the overall breast cancer prevention behavior score in the intervention group compared to the control group (P<0.05). Subgroup analysis revealed that the educational intervention had a more pronounced impact on older health ambassadors, had lower education levels, or were housewives (P<0.05).ConclusionThis study demonstrated that educational interventions based on the PMT, utilizing Teach-Back Education, effectively enhanced knowledge and motivation and improved breast cancer prevention behaviors among women health ambassadors. Expanding Teach-Back Education programs based on PMT across various communities is recommended to raise knowledge, enhance sensitivity, and promote preventive behaviors against breast cancer.