<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0120-5307</journal-id>
<journal-title><![CDATA[Investigación y Educación en Enfermería]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. educ. enferm]]></abbrev-journal-title>
<issn>0120-5307</issn>
<publisher>
<publisher-name><![CDATA[Imprenta Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0120-53072022000100017</article-id>
<article-id pub-id-type="doi">10.17533/udea.iee.v40n1e17</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Promoting health literacy through the teach back method among Iranian health ambassadors: A randomized controlled trial]]></article-title>
<article-title xml:lang="es"><![CDATA[Promoción de la alfabetización en salud mediante el método teach-back entre los embajadores de la salud iraníes: Un ensayo controlado aleatorio]]></article-title>
<article-title xml:lang="pt"><![CDATA[Promoção da alfabetização em saúde mediante o método teach-back entre os embaixadores da saúde iranianos: Un ensaio controlado aleatório]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sotoudeh]]></surname>
<given-names><![CDATA[Ahmad]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ardakani]]></surname>
<given-names><![CDATA[Mojtaba Fattahi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jadgal]]></surname>
<given-names><![CDATA[Mohammad Saeed]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Asadian]]></surname>
<given-names><![CDATA[Ali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zareipour]]></surname>
<given-names><![CDATA[Morad Ali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Bushehr University of Medical Sciences Department of Public Health ]]></institution>
<addr-line><![CDATA[Bushehr ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Shahid Sadoughi University of Medical Sciences Diabetes Center Research ]]></institution>
<addr-line><![CDATA[Yazd ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Iranshahr University of Medical Sciences Department of Public Health ]]></institution>
<addr-line><![CDATA[Chabahar ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Hormozgan University of Medical Sciences Social Determinants in Health Promotion Research Center ]]></institution>
<addr-line><![CDATA[Bandar Abbas ]]></addr-line>
<country>Iran</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Khoy University of Medical Sciences Department of Public Health School of Health]]></institution>
<addr-line><![CDATA[Khoy ]]></addr-line>
<country>Iran</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>40</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0120-53072022000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0120-53072022000100017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0120-53072022000100017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective. Describe the effect the teach back method on promoting the health literacy of health ambassadors in Urmia County in 2020.  Methods. In the present quasi-experiment, 200 persons over 14 years old participated. They were divided into two research groups, a control (n=100) and an intervention (n=100). The sampling method was simple randomization and the data collection instrument was a questionnaire comprised of demographic information and health literacy (HELIA). The educational intervention took 4 sessions each 45 minutes in length following the teach back method. The questionnaire-based data were collected once before the intervention and once again three months after the intervention.  Results. The present findings showed that 54% of the control group and 50% of the intervention group had a good or very good level of health literacy before the intervention(p&gt;0.05). However, after the intervention, 52% of the control and 78% of the intervention group had a good or very good level of health literacy. The present findings revealed that the mean scores of health literacy dimensions (access to information, reading, understanding, appraisal, decision-making) and the overall health literacy score were significantly higher in the intervention group than the control (after the intervention). Wilcoxon&#8217;s test results showed that the mean difference of the overall health literacy scores and the dimensions before and after the intervention were statistically significant (p&lt;0.001).  Conclusion. In the light of the present findings, we can conclude that participatory methods and the teach back method can improve health literacy, acquire reliable information and adopt healthy behaviors.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo. Describir el efecto del método teach-back en la promoción de la alfabetización en salud de los embajadores de la salud en el condado de Urmia, Irán en 2020.  Métodos. En el presente estudio cuasiexperimental participaron 200 personas mayores de 14 años. Mediante muestreo de aleatorización simple se asignaron los grupos de investigación: de control (n=100) y de intervención (n=100). Se empleó un instrumento para la recogida de datos que contenía información demográfica y el instrumento Health Literacy for Iranian Adults -HELIA-. La intervención educativa consistió en 4 sesiones de 45 minutos, siguiendo el método teach- back. Los datos basados en el cuestionario se recogieron antes de la intervención y tres meses después de la misma.  Resultados. Los hallazgos mostraron que el 54% del grupo de control y el 50% del grupo de intervención tenían un nivel bueno o muy bueno de conocimientos sobre alfabetización en salud antes de la intervención (p&gt;0.05). Sin embargo, después de la intervención, el 52% del grupo de control y el 78% del grupo de intervención tenían un nivel bueno o muy bueno de conocimientos sanitarios. Los presentes resultados revelaron que las puntuaciones medias de las dimensiones de la alfabetización en salud acceso a la información, lectura, comprensión, valoración, toma de decisiones y de la puntuación global fueron significativamente mayores en el grupo de intervención que en el de control a los 3 meses después de la intervención. Finalmente, los resultados de la prueba de Wilcoxon mostraron que la diferencia media de las puntuaciones de la alfabetización en salud y de las dimensiones antes y después de la intervención eran estadísticamente significativas (p&lt;0.001).  Conclusión. A la luz de los resultados, se pudo concluir que la aplicación del método teach-back puede mejorar los conocimientos sobre la alfabetización en salud, además de ayudar a adquirir información fiable y a adoptar comportamientos saludables.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo. Descrever o efeito do método teach-back na promoção da alfabetização em saúde dos embaixadores da saúde no condado de Urmia, Irã em 2020.  Métodos. No presente estudo quase-experimental participaram 200 pessoas maiores de 14 anos. Mediante amostragem de aleatória simples foram designados aos grupos de investigação: de controle (n=100) e de intervenção (n=100). Se empregou um instrumento para o recolhimento de dados que continha informação demográfica e o instrumento Health Literacy for Iranian Adults -HELIA-. A intervenção educativa consistiu em 4 sessões de 45 minutos, seguindo o método teach- back. Os dados baseados no questionário se recolheram antes da intervenção e três meses depois dela.  Resultados. As descobertas mostraram que 54% do grupo de controle e 50% do grupo de intervenção tinham um nível bom ou muito bom de conhecimentos sobre alfabetização em saúde antes da intervenção (p&gt;0.05). Porém, depois da intervenção, 52% do grupo de controle e 78% do grupo de intervenção tinham um nível bom ou muito bom de conhecimentos sanitários. Os presentes resultados revelaram que as pontuações médias das dimensões da alfabetização em saúde acesso à informação, leitura, compreensão, valoração, toma de decisões e da pontuação global foram significativamente maiores no grupo de intervenção que no de controle aos 3 meses depois da intervenção. Finalmente, os resultados da prova de Wilcoxon mostraram que a diferença média das pontuações da alfabetização em saúde e das dimensões antes e depois da intervenção eram estatisticamente significativas (p&lt;0.001).  Conclusão. À luz dos resultados, se pôde concluir que a aplicação do método teach-back pode melhorar os conhecimentos sobre a alfabetização em saúde, além de ajudar a adquirir informação confiável e a adotar comportamentos saudáveis.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[health literacy]]></kwd>
<kwd lng="en"><![CDATA[teach-back communication]]></kwd>
<kwd lng="en"><![CDATA[access to information]]></kwd>
<kwd lng="en"><![CDATA[health behavior.]]></kwd>
<kwd lng="es"><![CDATA[alfabetización en salud]]></kwd>
<kwd lng="es"><![CDATA[método teach-back]]></kwd>
<kwd lng="es"><![CDATA[acceso a la información]]></kwd>
<kwd lng="es"><![CDATA[conductas relacionadas con la salud.]]></kwd>
<kwd lng="pt"><![CDATA[letramento em saúde]]></kwd>
<kwd lng="pt"><![CDATA[comunicação para apreensão de informação]]></kwd>
<kwd lng="pt"><![CDATA[acesso à informação]]></kwd>
<kwd lng="pt"><![CDATA[comportamentos relacionados com a saúde.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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