سال:1398 | دوره: | شماره: |تعداد مقالات:8

Patient education empowers patients to engage in their own health‐ related activities and supports them in making informed decisions [1] That is why in a health system, effective care delivery and at the heart of it, efficient patient education is central to improvement of health outcomes. With proper education, health care providers augment their patients’ motivation and collaboration in adherence to diagnostic and treatment plans. . .

Aims The goal of the present study was to assess the relationship between obsessivecompulsive disorder dimensions and severity with insight into an adolescent’ s population. Materials & Methods This study was done in Iran. The study sample included 84 adolescents with OCD according to DSM-5. The participants completed materials of Obsessive Compulsive Inventory-Child Version (OCI-CV), Children Depression Questionnaire (CDQ), Children’ s Yale-Brown Obsessive Compulsive Scale-Severity Rating (CY-BOCS-SR), and Child Assessment of Belief Scale (CABS). Data were analyzed through descriptive statistics’ indices, Pearson correlation, separation coefficient, and multi-variant regression, using SPSS. Findings There was a strong positive relationship between the hoarding dimension and delusional insight. Also, severity, ordering, and doubting/checking were significantly correlated with insight, while this result disappeared by controlling the hoarding dimension via partial correlation. Moreover, adolescents with more symptoms of hoarding demonstrated a significantly higher score in OCI-CV, severity and delusional insight but not in the depression inventory. Conclusion Findings of the present study consistent with prior findings suggest a nonsignificant relationship between OCD clinical dimensions and insight in adolescents.

Aims Test anxiety is a significant and scary distressing feeling that appears before, during, or even after the exam. The current study aimed to predict test anxiety in high school female students based on their spiritual well-being and mindfulness. Materials & Methods In this descriptive-analytic and cross-sectional study, the statistical population included all 4th grade of girl high school students in Tehran (140, 000 students). The sample concluded 312 female students of 4th grade high schools in Tehran selected by multistage cluster sampling. The test anxiety scale developed (2004), Langer’ s Mindfulness scale (2004), and Well-Being scale (Paloutzian and Ellison; 1982) were completed by participants. Data was analyzed using Pearson correlation test, Enter multiple and stepwise regression. Findings Pearson correlation showed a significant and negative relationship between test anxiety and spiritual well-being variables (r=-0. 28; p=0. 05) and also the negative relationship with mindfulness (r=-0. 44; p=0. 05). Regarding the results, students’ test anxiety was predictable based on their spiritual well-being and mindfulness and both variables can predict 9% of the variances of changes in the test anxiety (R2=0. 09). Conclusion According to the results, the higher level of spiritual well-being and mindfulness, the lower level of test anxiety will be observed in students. So, it is expected that by focusing on specific techniques of mindfulness and performing activities that have a positive impact on students’ spiritual well-being can reduce the level of student anxiety and, consequently, improve their academic performance.

Aims As adolescents constitute around 20% of the total population and near 90% of them are living in developing countries, they need much attention. Moreover, they need to meet their raised nutritional needs because of physiological and sexual growth otherwise, they will susceptible to poor nutritional status. The ultimate goal of the present study was evaluating health literacy and eating habits of adolescent girls before and after a nutrition education program. Materials & Methods The intervention study was implemented on 64 adolescent girls aged between 13-15 years from two governmental girls’ high school in Mashhad, Iran. Questionnaires included food frequency, health belief model (HBM), and health literacy (HL) implemented in three stages, before intervention as a pretest, immediately after intervention and two months later for reassessment. Findings Nutrition education intervention has considerably improved HL and eating habits of adolescent girls. After intervention HL of girls improved from 1. 75± 1. 07 to 4. 96± 0. 96 and their healthy nutritional behavior improved from 1. 65± 4. 92 to 20. 62± 1. 33. After educational interventions, all HBM constructs and awareness of girls increased significantly. Conclusion The results of the present study indicated that education based on health belief model positively affected students’ health literacy and nutritional behaviors.

Aims This study was carried out to determine the prevalence rate of academic burnout and its related factors among the students of Kurdistan University of Medical Sciences in 2017. Materials & Methods The method of the present study was a descriptive survey method. The statistical community of this study included all students of Kurdistan University of Medical Sciences among whom 382 students. Maslach questionnaire of academic burnout (1999) was employed for data collection and data analysis was performed using SPSS 16 software, descriptive statistics (mean, standard deviation) and inferential statistics (Mann Whitney U, Kruskal-Wallis). Findings The average age of the students under study was 21. 51± 2. 08. Two hundred and sixteen participants (56. 5%) were male and 166 (43. 5%) were female. 22 participants (5. 8%) had associate’ s degrees, 315 participants (82. 5%) were undergraduate and 45 participants (11. 8%) were studying in Master and higher levels. 357 students (93. 5%) were single and 25 (6. 5%) were married. Mean score of the academic burnout of students who participated in the study was 60. 88± 9. 98. The results of data analysis showed that there has been a significant relationship between gender and place of university in one hand and academic burn out in another hand (p≤ 0. 01) as well as between major of study and academic burnout (p≤ 0. 05). Conclusion A significant percentage of students are suffering from academic burnout. Also, students with different majors of study may experience a different academic burnouts.

Aims Psychological well-being is a key concept in preventing health problems and increasing life expectancy. Psychological well-being is associated with some positive psychological structures. The purpose of this study was to investigate the mediating role of resilience and self-efficacy in the relationship between cognitive emotion regulation and the psychological well-being of Iranian students. Materials & Methods In this cross-sectional descriptive study, 285 students (142 men and 143 women) were selected by multistage sampling method from Zanjan University, Zanjan, Iran in the academic year of 2017-2018. Data were collected using psychological well-being, resilience, self-efficacy, and cognitive-emotional regulation questionnaires. Data were analyzed by LISREL 8. 8 and SPSS-20 software using Pearson correlation coefficient and structural equation modeling (SEM). Findings Psychological well-being had a direct relation with resilience, self-efficacy, and catastrophizing strategy. Cognitive emotion regulation strategies showed a direct relationship with resilience and self-efficacy and finally, resilience, and self-efficacy in the relationship between cognitive emotional regulation and psychological well-being strategies had a complete mediating role and incomplete mediating role, respectively. Conclusion Resilience and self-efficacy play a mediating role in the relationship between psychological well-being and cognitive emotion regulation strategies in Iranian students.

Aims In modern communities, smoking is one of the most important causes of illness, disability, and premature death. It is regarded as a pervasive health problem in the world. The risk of death in the tobacco consumers is 80-90% higher than ordinary people. The aim of this study was to investigate the effect of educational intervention based on theory of planned behavior on the reduction of water pipe smoking in women. Materials & Methods This quasi-experimental study was conducted on women over 15 years in Bandar Abbas who smoke water pipe at least once per day in 2015. The subjects were selected by multi-stage cluster sampling method from four health centers and randomly divided into intervention (N=64) and control (N=64) groups. Data were collected using a valid and reliable questionnaire based on the theory of planned behavior constructs and demographic information before and after the intervention. Data were analyzed by SPSS 19 software using independent t-test and Mann-Whitney test. Findings Before intervention, the mean score of behavioral intention and subjective norms had no significant difference between two groups (p>0. 05), but after intervention a significant difference was observed between two groups (p<0. 001). Also, there was no significant difference between before and after intervention in control group (p>0. 05), but in intervention group the mean score of research variables significantly increased after intervention compared to before intervention (p<0. 0. 001). Conclusion Educational intervention based on theory of planned behavior is effective on the reduction of water pipe smoking in women.

Aims A pregnant woman’ s nutrition is the main source for fetal development that affects both her and the fetus. The aim of this study was to investigate the effect of educational intervention on appropriate pregnancy weight gain in first-time pregnant women. Materials & Methods This quasi-experimental study was conducted on 86 first-time pregnant women who attended eight urban health centers in Khorram Darreh, Zanjan, Iran in 2018-2019. The subjects were selected by stratified sampling method and randomly divided into intervention (N=43) and control (N=43) groups. Before intervention, maternal body mass index was measured and the NUTRIKAP questionnaire was used on both groups. The education was provided by a trained nutritionist in three hour-long sessions in the first, second, and third trimesters of pregnancy. The posttest was done immediately after training. At the end of the third trimester, the weight of the pregnant women was measured in both groups. Data were analyzed by SPSS 16 software using independent T, Chi-Square, and Univariate ANCOVA tests. Findings By controlling the pre-test effect, after the intervention, the mean scores of knowledge (p=0. 019) and practice (p<0. 001) were significantly different between intervention and control groups, but there was no significant difference between the two groups in terms of attitude variable (p=0. 311). The two groups had a statistically significant difference in weight gain during pregnancy (p<0. 015). Conclusion The educational intervention is effective on appropriate pregnancy weight gain in first-time pregnant women.