The Effect of a Trans-theoretical model- based Education on Regular Consumption of Breakfast in Jiroft Students

Background: Breakfast has been known as the most important daily meal. The aim of this study was to determine the impact of using trans-theoretical model education on regular breakfast consumption in students of Jiroft, Iran. Methods: This quasi-experimental study was performed on 290 students randomly divided into the control and experimental groups. The data collection instrument was a standard questionnaire. Educational intervention was conducted based on the Trans-theoretical model. Data were collected before the educational intervention and 3 months after that. Data analysis was done through SPSS 19.0 software and using Wilcoxon and Chi square tests. Results: Before the educational program, 17% of students in the intervention group were at the action and maintenance stage; in which after the education, this rate increased to 87.7%. Results indicated significant increase in breakfast consumption and mean scores of process change (from 71.47 to 86.16), self- efficacy (from 27.84 to 33.57) and decision balance (from 34.97 to 43.74) (P<0.001). Mean scores of the change process and self- efficacy showed a slight meaningful increase in the control group (P<0.001). Conclusion: Educational intervention based on the trans-theoretical model created adequate changes in nutritional behavior of the students over a 3 months period. Given the low cost and effectiveness of this educational model, generalization of such educational programs seems to be necessary.