EFFECT OF AN EDUCATIONAL PROGRAM BASED ON HEALTH BELIEF MODEL ON PREVENTION OF PRETERM BIRTH AMONG NEWLY PREGNANT WOMEN

Background: The birth of a preterm infant has a greater risk of developmental disabilities health, and growth problems than infants born at full term. The aim of the present study was toexamine the effect of an educational program based on health belief model on prevention of preterm birth among newly pregnant women Design: A quasi-experimental study design was used (time series design) pre/posttest, two groups are studied. Sample: A purposivesample of 100 women was included in the present study. Setting: The present study was conducted at Antenatal Outpatient Clinic in Benha University Hospital Tools: Datawere collected through two tools 1) An Interviewing Questionnaire sheetwhich include two parts; sociodemographic characteristics of studied sample and knowledge assessment sheet.2) Modified Health Belief Model Questionnaire. Results: there was no statistically significant difference between study and control groups regarding demographic characteristics. There was no statistically significant difference regarding mean knowledge score before and after program implementation among the control group. Health belief model were greatly improved after intervention than pre intervention among study group while there were minimal improvement after intervention than pre intervention among control group. There was a positive statistically significant correlation between total knowledge and total health belief model in study group after program implementation. Conclusion: The present study concluded that education program in early pregnancy could be positively associated with the decreased risk of preterm birth. Pregnant women should be trained and empowered to contribute positively in making pregnancy safer Recommendations: Establishing strategies to enhance the women's understanding of prevention preterm birth by applying this model to a large sample in various obstetrics and gynecological outpatient clinics.