Journal of Education and Health Promotion最新文献

Background: Considering the high number of community health workers (CHWs) in the world and their essential role in improving community health, empowering them is of particular importance. However, communication skills are one of the most important skills needed by the CHWs. Therefore, the current study was designed and implemented with the aim of determining the effect of educational intervention based on intervention mapping approach on increasing the communication skills of CHWs.

Methods and materials: This sequential mixed method study (a mixture of qualitative and quantitative methods) was conducted in three phases and during four sub-studies. In the first study, the main competencies for health education in the field of health among CHWs and the obstacles and facilitators in the field of health education were explained qualitatively. In the second study, an initial questionnaire was designed and standardized to measure communication skills. In the third sub-study, a cross-sectional study was conducted to investigate the communication skills of 299 CHWs. After designing the educational intervention based on the intervention mapping, in the fourth study, the effect of the educational intervention on increasing the capabilities of CHWs in the field of communication skills was investigated in the form of a randomized controlled trial study among 136 CHWs.

Results: The results of the paired t-test showed that the average scores of knowledge, skills, self-efficacy, attitude, barriers, subjective norms, and behavior of the participants increased significantly in the intervention group six months after the intervention, while there was no significant change in the control group.

Conclusion: The educational program based on intervention mapping increased the communication skills of the participants. Therefore, it is suggested to design and implement educational interventions based on the intervention mapping approach to increase the communication skills of CHWs.

Women living in rural areas are at high risk for negative sexual and reproductive health outcomes due to a lack of adequate and correct knowledge about their bodies, especially the reproductive system and its working. This study aimed to assess the knowledge regarding reproductive health among rural women of Tiruchirappalli district, Tamil Nadu. A community-based cross-sectional study was conducted using a multistage sampling method among 407 married women aged between 18-45 years, having at least one child, and living in Tiruchirappalli District, Tamil Nadu were included for this study. A semi-structured questionnaire was used to collect data about the demographic status and knowledge of reproductive health. Of the 407 respondents, eighty-six (21.1%) women married below the age of 18 years, and over 50% did not know about reproductive health and did not have knowledge about their menstrual cycle. Ninety-five (23.3%) respondents used clothes during the time of menstruation. The respondents acquired awareness about contraceptive methods and HIV/AIDS through health workers, television and through books and newspapers. This study concluded that the knowledge on reproductive health was not adequate among the women and still one-fifth of the women used cloths during menstruation. Therefore, this study emphasized that awareness about reproductive health should be conducted periodically for rural women to improve their knowledge of reproductive health. As well, the women should be encouraged to use sanitary napkins during menstruation.

Background: Self-directed learning (SDL) empowers learners to take charge of their education by identifying knowledge gaps, setting goals, utilizing resources, and evaluating outcomes. The aim of this study is to explore SDL approaches among Indian Medical Graduate students and their correlation with demographic factors.

Materials and methods: A cross-sectional study was conducted (2019-2023) at three Indian medical universities among 1200 MBBS students, selected through stratified random sampling. Data on demographics, SDL strategies, and perceived learning barriers were collected using a validated questionnaire.

Results: Participants were categorized into three SDL profiles: low level (34.7%), moderate level (48.4%), and high level (16.9%). High-level SDL participants reported the highest curriculum satisfaction (90%) and the fewest learning difficulties (15%). SDL scores varied significantly across groups (P < 0.001). Multinomial logistic regression identified understanding SDL (OR = 10.126, P < 0.001) and curriculum satisfaction as strong predictors of high SDL, while older age and studying at Mahatma Gandhi Medical College Hospital and Research Institute were negatively associated with higher SDL profiles.

Conclusion: Higher SDL levels correlate with increased curriculum satisfaction, better understanding of SDL, and fewer learning difficulties. Enhancing SDL awareness and curriculum satisfaction may improve medical students' academic performance.

Background: Public health and improving the working conditions of people working in hospitals is very important because the health of nurses will have a significant impact on community health. Mental workload is a fundamental concept in the job. Therefore, it is very important to know the relation between mental workload and human performance, especially in nurses. The aim of this study was to determine the relationship between workload with cognitive failures and needle sticks in nurses of Alzahra Hospital in Isfahan.

Materials and methods: This descriptive cross-sectional study was conducted on 245 nurses who worked in Al-Zahra Hospital in Isfahan. For collecting data, National Aeronautics and Space Administration Task Load Index (NASA-TLX), the Cognitive Failure questionnaire (CFQ), and accidental needle stick injuries questionnaire were used. Data were collected and analyzed by using SPSS.

Results: The mean ± SD of the age of the participants was 35.85 ± 7.15 years. There is a significant relationship between the demographic variables and the frequency of needle stick (P.value < 0.05). The mean of workload among the nurses was 81.75 ± 9.8. In addition, the mean of cognitive failure was 63.46 ± 7.92. The correlation between workload and cognitive failure was not significant (R = -0.017, P.value > 0.05). There is a significant difference between the workload mean (P.value < 0.05) and no significant difference between the cognitive failure mean (P.value > 0.05) in the two groups with needle stick experience and without needle stick experience.

Conclusion: Needlestick is one of the most common accidents that usually occurs among health workers. Many factors affect the occurrence of these injuries. High mental workload can cause accidents and injuries by affecting the cognitive abilities of nurses. Therefore, it is important to manage the work schedule, training, supervision, as well as complying with safety and health procedures and standards in this occupational group.

Nursing education stands to benefit from the potential effectiveness and elevated quality offered by blended learning programs. Through the evaluation of analogous works, this study endeavors to pinpoint the essential components of blended learning in nursing education. This study employed a systematic review methodology encompassing literature search, data evaluation, and data analysis. Comprehensive searches were conducted across PubMed, Scopus, Web of Science, ProQuest, and ERIC databases using predefined keywords related to the Blended Learning Component in Nursing Education. Articles published between 2000 and 2024 were selected based on specific criteria. Independent reviewers screened and assessed these articles, resolving discrepancies through discussion. Quality evaluation and data extraction focused on key information about blended learning in nursing education. The synthesized findings identified themes and patterns, with researchers categorizing and describing various aspects of blended learning in this field. Through rigorous analysis, four key components emerged: educational design, technology infrastructures, instructional strategies, and assessment techniques. By recognizing and integrating key components, this study emphasizes the potential for developing highly effective blended learning programs in nursing education, signaling a promising avenue for future educational innovation and improvement.

Background: Research shows that teachers with high self-efficacy and emotional stability are better able to manage lessons, respond to student behavior, and apply proactive, student-centered approaches. In addition, teachers' emotional well-being enhances their teaching effectiveness and has a positive impact on students' perceptions of their competence, with positive emotions increasing student satisfaction and engagement. In this study, we want to examine the perception that middle and high school physical education teachers have of the importance of physical education, as well as their level of physical activity and psychological well-being.

Materials and methods: Italian physical education teachers (total: 267; F = 193; M = 74; mean age 42.69 ± 9.05 years) completed an online survey that included sociodemographic data, perceptions of the importance of physical education, the International Physical Activity Questionnaire-Short Form (IPAQ-SF), Depression Anxiety Stress Scales (DASS-21), and the Italian version of the Oxford Happiness Inventory (OHI).

Results: Male teachers were significantly more likely to rate physical education (PE) lessons as very important (P = 0.001) and reported lower levels of anxiety (P = 0.026), depression (P = 0.019), and stress (P < 0.001). Younger teachers also rated PE as more important (P < 0.001). Older age was associated with less depression (P = 0.003) and stress (P < 0.001). Moderately or highly physically active teachers had significantly lower anxiety and depression scores than non-active teachers (P < 0.05).

Conclusion: These findings highlight the need to support female and older teachers to recognize the value of exercise and address their mental health needs/issues. Promoting physical activity among teachers can increase their psychological well-being and improve teaching effectiveness and student outcomes.

Effective pain management is crucial in nursing and medical care, requiring nurses to understand concepts, acquire knowledge, and develop skills for accurate pain assessment and treatment. Nurses must provide support and employ both pharmacological and nonpharmacological pain management approaches by using a systemic process with a valid and reliable scale for accurate pain assessment, while also assessing the efficacy of the management. This scoping review aimed to identify gaps in nursing literature regarding nurses' knowledge and attitudes toward pain management and utilization of pain assessment scales. A systemic search of PubMed, EBSCO, CINAHL, MEDLINE, and Google Scholar was conducted to gather relevant literature. A total of 101 full-text articles were assessed for eligibility, with 26 meeting the criteria for inclusion in the scoping review. The review found that nurses lacked sufficient knowledge and attitudes toward pain management and assessment tools. Additionally, it is recommended that staff nurses and students participate in regular in-service training, workshops, and seminars. Educational and quality-improvement programs could enhance their knowledge, attitude, and expertise in pain management.

The Mini-Clinical Examination (Mini-CEX) is a new student assessment method. This succinct report aims to evaluate the efficacy of the Mini-CEX in enhancing dental students' skills in caries diagnosis. This study is a brief report evaluating dental students' skills in caries diagnosis using the Mini-CEX method at Guilan University of Medical Sciences, Iran in 2022. Fifty students were randomly divided into two equal groups by using simple sampling. The Mini-CEX group underwent three sessions at 1-week intervals, while the conventional group had a single assessment session. The scoring for the assessment was as follows: 1-3 (lower than expected), 4-6 (borderline), 7-9 (as expected), and 10 (higher than expected). An independent t-test and nonparametric Mann-Whitney test were conducted to compare the effectiveness of the Mini-CEX method versus the conventional method. The level of P < 0.05 was considered statistically significant. Significant differences were observed in three areas: determining the risk of caries (P = 0.028), detecting the speed of caries (P = 0.004), and presenting a treatment plan (P < 0.001). In addition, a significant statistical difference was noted between the third and first sessions (P < 0.001), as well as between the second and first sessions of the Mini-CEX (P = 0.001). However, no significant difference was found between the other sessions. The students' skills showed improvement during the third session of the Mini-CEX, specifically in determining the risk of caries, detecting the speed of caries, and providing a treatment plan. However, the mean skill scores in the Mini-CEX and conventional methods did not demonstrate a significant difference.

Background: High levels of stress and inadequate sleep are contributing factors that influence body composition and physical health. Therefore, this study explored the prevalence and interrelationship between stress level, sleep quality, and body composition among medical undergraduate students at the University of Sharjah.

Materials and methods: This quantitative cross-sectional study was conducted among medical university students in the United Arab Emirates (UAE) (n = 911). Anthropometric measurements and body composition analysis (BCA) were carried out. Moreover, perceived stress was measured using the Perception of Stress Scale (PSS)-10, while sleep quality was evaluated using the Pittsburgh Sleep Quality Index (PSQI) questionnaires. A simple linear regression test was used to investigate the relationship between the primary outcome-dependent variable (PSQI and PSS) and the independent variable (BCA). Descriptive and analytical statistics were conducted using SPSS software version 29, with a significance level set at P < 0.05.

Results: Around 12% of the students were obese, and most students exhibited moderate stress levels and poor sleep quality. The PSS scores were significant (P = 0.0001) and positively associated with the PQSI scores. Sleep quality scores revealed a positive and significant correlation with fat mass (FM) (P = 0.022), visceral fat rating (VFR) (P = 0.011), and visceral fat surface area (VFSA) (P = 0.011), while negatively correlated with total body water percentage (P = 0.02). Perceived stress showed a significantly positive correlation with FM (P = 0.003) while negatively correlated with fat-free mass (FFM) (P = 0.000), muscle mass (MM) (P = 0.000), total body water (TBW) (P = 0.000), total body water % (TBW%) (P = 0.000), bone mass (BM) (P = 0.000), and basal metabolic rate (BMR) (P = 0.000).

Conclusion: The high prevalence of perceived stress and poor sleep quality interact in a directionally significant manner, influencing the physical health and body composition of the students.

Background: Low levels of health literacy are related with riskier health behaviors and poorer health outcomes. Biological science contributes significantly to students' health literacy, as many biology topics are directly related to health issues. This research aims to analyze the health literacy of high school students, focusing on three health domains: health promotion, disease prevention, and healthcare.

Methods and material: A total of 570 students contributed to this study, selected through convenience sampling. Thirteen test items were administered to the students via Google Forms. Data were analyzed by calculating the scores obtained, which were then categorized into performance levels.

Results: The findings revealed that overall, students' health literacy and their performance in the three health domains were at the basic level. Female students consistently achieved higher scores for health literacy and in the health promotion domain (Sig. <0.05) but were not significant in the healthcare and disease prevention domains compared to males. However, both genders fell within the basic category. Notably, male students performed below basic level in the domain of disease prevention. Among age groups, 17-year-old students performed at the basic level, while students aged 15, 16, and 18 scored below basic in disease prevention. The lowest scores were observed among 18-year-old students. The calculation results show that health literacy and healthcare domains significantly differ based on age, but the other two do not.

Conclusions: The high school students generally possess a basic level of health literacy, with female students outperforming their male counterparts. Additionally, health literacy appears to decline slightly with age in this study.