Journal of Education and Health Promotion最新文献

Background: Empty nest syndrome (ENS) is parents' experience to their children leaving home. Considering the lack of a clear definition of this concept and its context-based nature, this study aimed to define the ENS concept.

Materials and methods: A three-phase concept analysis using a hybrid model was used. In the theoretical (first) phase, a literature review was conducted using Scopus, WOS, PubMed, ProQuest, Irandoc, Research.idml, Magiran, and SID, with the search terms "empty nest syndrome," "aged," and "middle-aged," and their synonyms, with no time and language restrictions until the end of 2021. After the screening, 29 relevant articles entered the study. According to the findings of the first phase, the fieldwork (second) phase was directed using the qualitative content analysis approach, and semi-structured interviews were conducted with nine elderly and middle-aged individuals with an open-ended question. Results from both were included in the final (third) phase.

Results: The theoretical phase created an operational definition to guide the fieldwork phase. The fieldwork phase resulted in the emergence of six themes. The final analysis phase formulated a comprehensive definition of this concept: "ENS is a subjective phenomenon that occurs as a result of parents' reaction to their children leaving home." This transition from crisis to self-regaining includes the stages of mourning or resistance reaction, feelings of loss or passive behaviors, sublimation or impulsive behaviors, adaptation, and relief. It initiates with the last child's departure and continues until two years.

Conclusion: Exploration of the concept of ENS can be the basis for designing a model or theoretical framework, devising measurement instruments for the concept and its consequences, and developing programs to increase the healthcare team's awareness to identify the problem and conduct appropriate preventive or therapeutic measures.

Primary dysmenorrhea denotes the onset of recurrent lower abdominal pain and uterine contractions throughout the bleeding phase of menstruation in the absence of any underlying pelvic pathology. Core stability exercise is considered a beneficial exercise program for managing several health problems. Various relaxation techniques can be used in womanhood with primary dysmenorrhea for relief of pain and improving their quality of life (QOL). The aim of this study was to learn and understand the benefits of core stabilization exercise along with relaxation techniques for primary dysmenorrhea in an unmarried girl. This single-case study was planned to analyze the effect of core stability exercise along with relaxation techniques in the management of primary dysmenorrhea symptoms. Relaxation exercises along with core stability exercises were given to subjectswith primary dysmenorrhea for 20 sessions of 30 minutes spanned for 5 weeks, four sessions a week. Along with the demographic profile, pre- and post -intervention value of pain in the visual analog scale (VAS) and Working Ability, Location, Intensity, Days of Pain, Dysmenorrhea (WaLIDD) score was obtained, recorded, and analyzed. This single-case study results showed significant improvement in the outcome of pain in the VAS and WaLIDD score after the intervention of core stability exercise along with relaxation exercise for the primary dysmenorrhea patients. Pre- and post-intervention of core stability exercise along with Mitchell's relaxation exercises, measurements of VAS, and dysmenorrhea severity in WaLIDD scores revealed an effective reduction in pain and severity using core stability training and relaxation training in an unmarried girl diagnosed with primary dysmenorrhea.

Background: Nursing health workers deal with a variety of issues that may have an unfavorable influence on their capability to peaceful sleep. The consequences of poor quality of the sleep can lead to increased fatigue, decreased concentration, and a higher risk of medical and nursing errors. The purpose of this research study was to determine in the occurrence and associated factors for poor quality of the sleep among Indian nurses.

Materials and methods: The participants in this cross-sectional study were selected by the use of a multi-stage sampling technique. A total of 25 hospitals (across 4 zones) were randomly sampled. A total of 850 (out of 1250) nurses participated in the study. To collect socio-demographic data, a self-administered questionnaire was employed. PSQI scale was implemented to assess quality of sleep, and the other scale of DASS-21 was used to assess mental well-being.

Results: The majority of nurses had mild (6-7 hours) as well as moderate (5-6 hours) levels of difficulty in the duration of sleep time. The occurrence of poor quality of the sleep in nursing professionals is high. 9.2% had depression, 13.7% had anxiety, and 18.9% faced, which appears to be linked to insufficient sleep in the adjusted model. In the univariate study, additional night shifts and additional shift hours were substantially related to insufficient sleep.

Conclusion: Nurses' quality of sleep is substantially hampered due to various reasons, and nurse mangers should devise the framework to avoid its harmful effects and to provide desirable management and high-quality patient care.

Background: Flipped classroom (FC) teaching has recently received much attention in medical education. It has been introduced in our institution for 2 years, and we studied the effectiveness and perception of FC teaching in Physiology for first-year undergraduate students.

Materials and methods: In total, 150 out of 250 first-year MBBS students participated in this study. They were divided into two groups, each consisting of 75 students. Multiple topics in the cardiovascular system were taught to the students by employing traditional classroom (TC) didactic lectures in group A. The same topics were handled using FC in group B, where the students came prepared with the study materials the facilitator provided before class commenced. A well-planned classroom discussion with a formative assessment was conducted at the end. The test scores were compared between the two groups by using an independent t-test. A feedback report was obtained from both groups' students to analyze the teaching-learning methods' accomplishment.

Result: FC teaching scores were significantly higher than the traditional lecture among all students. Feedback results showed that 93% of students agreed that the resource materials, group discussions, videos, and exercise tools used in FC were very useful; 95% of students agreed that it provided a good understanding and better appreciation of basic science knowledge in health and disease, and 91% reported that it was well-organized with good interaction, clear explanation, relevant information, and encouraged critical thinking with active student participation.

Conclusion: FC proves to be an effective, interesting, and motivating teaching-learning module. It enhances communication skills, clinical thinking, interaction, and active student participation.

Background: This study aims to evaluate how well bingo game-based activities serve as instructional tools to enhance student learning.

Materials and methods: This prospective cross-sectional study was approved by the Institutional Ethics Committee. The study sample size was 145 MD3 year college of medicine students for the academic year 2023-2024. The evaluation instruments included the participants' exam grades, pre-test scores, post-test scores, and feedback. The study employed a mixed-methods approach combining quantitative and qualitative research methods to investigate how students perceived and interacted with the bingo game-based activity. The data were analyzed by Statistical Package for Social Sciences (SPSS) version 26. The association between exam and post-test scores was examined using the correlation coefficient and a straightforward regression analysis. The P value of less than 0.05 was deemed significant.

Results: The study comprised 145 students in total who completed all the tasks. The post-test scores (10.62 ± 1.73) showed a statistically significant improvement (P < 0.01) over the pre-test scores (6.3 ± 1.99). Most students (85-90%) thought that activities centered around bingo games were great tools for learning. Nine out of ten students said the game-based activity was engaging and enjoyable, that it inspired them to engage in group discussions, that it assisted them in identifying and concentrating on important topics, and that it improved their knowledge and helped them get ready for the final exam. Almost all the participants (>90%) suggested adding this exercise to the list of future topics. Overall, exam scores achieved by students for topics covered in the bingo-based activity (92.7 ± 4.96) were significantly higher (P < 0.01) than exam scores for topics not covered in the activity (83.75 ± 7.74).

Conclusion: Bingo game is an effective learning strategy to promote students' learning in the immunology course. Furthermore, utilizing bingo games as a formative assessment technique can significantly improve students' learning and help them achieve higher scores on summative assessments.

Background: A newborn with an untreatable genetic disorder could disrupt a family and affect parents' mental health, psycho-social interaction, and parent-child relationships. This study was conducted to explore the psychological problems of mothers having the children with untreatable genetic disorders.

Materials and methods: This qualitative study was performed using the conventional content analysis method on 15 mothers having the children with untreatable genetic disorders selected by purposeful sampling. In-depth and semi-structured interviews were used to collect data. The recorded interviews were transcribed verbatim immediately and imported into MAXQDA10 software. Lundman and Granheim's content analysis method and Guba and Lincoln's proposed criteria for assessing rigor of the results were used.

Results: Overall, 1067 primary codes were extracted from the interviews and after the integration of similarities grouped into 19 sub-categories and three major categories including psychological reactions before diagnosis, after determined diagnosis, and after the child's death.

Conclusions: The results showed that having the child with untreatable genetic disorder is considered as a notable psychological trauma and causes painful psychological reactions in parents. In this regard, the following approaches are recommended to health professionals: continuous monitoring of mental health of these families, developing a family education program, emotional and psychological support, and genetic counseling.

Background: Inadequate sleep is a widespread public health concern, impacting physical and mental health, as well as cognitive well-being. This study explores the link between sleep quality, the inflammatory marker interleukin-6 (IL-6), and cognitive function in two age groups (18-25 years and 35 years and above) at Gulf Medical University.

Materials and methods: Sleep quality was assessed using the Pittsburgh questionnaire, and salivary IL-6 levels were measured. Cognitive function was evaluated using the National Aeronautics and Space Administration-Psychomotor Vigilance Test (NASA-PVT), focusing on mean reaction time (RT), lapses, fastest 10% RT, and slowest 10% RT. Descriptive and inferential statistics were used to analyze the data. The descriptive statistics used were frequency, percentage mean, and standard deviation (SD). The inferential statistics used was the unpaired t-test. The level of significance was taken as P ≤ 0.05. Statistical Package for the Social Sciences (SPSS) 28 was used to analyze the data.

Results: Approximately 75% of young adults and 80% of middle-aged adults reported good sleep quality. Sleep disturbances were reported by 65% of young adults and 95% of middle-aged adults. In both age groups, individuals with poor sleep exhibited higher IL-6 levels, but all IL-6 values remained within the reference range. NASA-PVT results indicated that individuals with poor sleep had higher mean RT and lapses compared to those with good sleep. In the older age group, both mean RT and lapses were higher than in the younger group, suggesting potential age-related effects on psychomotor vigilance.

Conclusion: Our findings suggest a connection between poor sleep quality, elevated IL-6 levels, and impaired cognitive performance.

Background: Test anxiety has always been a common problem among students, which may be influenced by various factors such as learning styles. Considering the high prevalence of test anxiety in nursing students, the present study investigated the relationship between their learning styles and test anxiety.

Materials and methods: The present research was a correlational descriptive study conducted in January of 2023, in which 235 students from the first to sixth semesters in two nursing schools affiliated with Zanjan University of Medical Sciences were selected by stratified random method. The data collection tools included demographic questionnaires, Kolb's learning styles, and Sarason's test anxiety, completed by the self-report method. The data were analyzed using descriptive and inferential statistics by SPSS (v. 26).

Results: The mean test anxiety score in students was 28.30 ± 3.56, which showed a high level of test anxiety, and most of them had a divergent learning style (32.2%). The highest mean of test anxiety was among students with divergent learning styles. Also, the relationship between learning styles and test anxiety is statistically significant. The LSD test for more detailed information showed that the level of test anxiety with divergent learning styles is significantly higher than those with convergent learning styles (P < 0.05).

Conclusion: The findings showed that students with divergent learning styles suffer the highest test anxiety level. Considering that most nursing students participating in this research had divergent learning styles, it can be one reason for their high test anxiety. Because students with divergent learning styles mainly learn through seeing and experiencing, one of the solutions to reduce test anxiety in these students is to use observational learning methods as much as possible during teaching. Holding anxiety control and management workshops before the exam by psychological experts can be considered by educational managers.

Background: Caring for COVID-19 patients has caused high stress and burnses. Therefore, the current research aims to develop and validate an educational-therapeutic package based on psychological flexibility for COVID-19 nurses.

Materials and methods: The approach of this research was Exploratory Sequential Mixed Method, which was carried out in 2019 to 2021. In the qualitative phase, to identify the paradigm model of the research, the grounded theory of the Strauss and Corbin model, purposeful sampling, and in-depth semi-structured interviews with 12 nurses were used. Goba and Lincoln's criteria were used to ensure the accuracy and reliability of the data. In the quantitative phase, based on the Paradarim model, a training package according to psychological flexibility was developed with the approval of 10 experts from the fields of medical, psychology and nursing education.

Results: The qualitative analysis of the data obtained from the interviews led to the identification of 29 primary concept codes, 8 subcategories, and 3 categories in the conceptual format of context, process, and consequence. The categories included "psychological insecurity in the workplace," "strategic immunization in facing special conditions," and "safe communication." "Psychologically safe exposure" was identified as the central category. In several stages, based on the findings of the qualitative stage, the educational-therapeutic package was compiled. The validity of the package was confirmed by calculating two relative coefficients of content validity ratio (CVR) and content validity index (CVI) equal to 0.91 and 0.85, respectively.

Conclusion: This research led to the development of an educational-therapeutic package of safe psychological exposure for nurses, which can be used by managers and nurse educators through in-service training courses. Therefore, it is suggested to use training and safe coping strategies to improve the quality of life in nurses.

Introduction: Dental education assumes an indispensable role in adequately equipping students for a successful career in dentistry. Error-based active learning, an innovative approach in dental education, is a combination of mistake-driven learning (MDL) and case-based learning (CBL) to provide a transformative learning atmosphere for students. While active learning has gained popularity in dental education, the effectiveness of error-based active learning remains unexplored. This study aims to evaluate the effectiveness of error-based active learning among final-year dental undergraduate students in comparison with the conventional lecture-based approach.

Materials and methods: A parallel-arm single-blind randomized controlled trial was conducted in a dental institute in India from November 2022 to December 2022. A total of 74 students were randomly allocated to two groups: Group A (n = 37) received error-based active learning and group B (n = 37) received conventional lecture-based learning approach. Atraumatic restorative treatment (ART) was chosen as the topic for the study. The knowledge of students was assessed at three intervals: baseline, post-intervention, and 4 weeks after the intervention, using a self-designed and validated questionnaire with Cronbach's alpha of 0.87 and a content validity ratio of 0.84. A standard survey questionnaire was employed to evaluate students' perceptions of the teaching methods.

Results: Error-based active learning group outperformed the lecture-based group significantly in the post-intervention test (20.92 ± 1.42 vs 16.97 ± 3.06), with better knowledge retention (18.30 ± 2.02 vs 14.05 ± 4.26) and positive feedback from the students.

Conclusions: The error-based active learning approach proved superior to the conventional lecture-based method in enhancing and retaining knowledge regarding ART.