جستجوی مقالات مرتبط با کلیدواژه « health education » در نشریات گروه « پزشکی »

The role of the mothers is very important in providing care and monitor their children`s health in general. Their awareness concerning quality of foods which is needed for each child`s developmental stage can effect on nutritional status This Study assess the effect of an nutritional education Program on mother knowledge regarding their children nutritional status.

Sixty moms were chosen from Al-Ayn Social Care Foundation International in Al-Samawah City and take on using a quasi-experimental design. The researcher used a non-probability "purposive sample" and measured the height and weight for child before calculating the body mass index.

The current study found a relationship between moms' educational level and knowledge regard to sociodemographic characteristics with a p-value of .001. However, there were no significant correlations observed between mothers' knowledge in the control group and their age, level of education, occupation, residency, monthly income, and sources of information.

Following the interventional program on nutrition-related health, the level of knowledge among the mothers in the study group was enhanced. The study suggested that the nutrition education program should be offered to all moms in order to enhance their understanding and enthusiasm regarding the significance of child nutrition. Additionally, it was advised that their education should be regularly updated.

Women aged 40-52 years who use contraception are highly motivated to prevent pregnancy. In this age group, women are beginning to transition into menopause, which is the phase marked by the cessation of menstruation and the end of reproductive function. Menopausal women no longer need contraception to prevent pregnancy. This study aimed to assess the impact of educational interventions on contraceptive discontinuation among menopausal women.

This research utilized a quantitative approach with a pre-experimental research design employing a one-group pre-post-test design and purposive sampling of 112 women. Data collection involved questionnaire completion and testing using the Wilcoxon Signed Rank Test with a significance level set at p<0.05.

The pre- and post-test analysis revealed significant changes in knowledge (p<0.001) and contraceptive discontinuation among respondents. The results of the pre- and post-test analyses revealed a substantial improvement in respondents’ characteristics concerning knowledge about menopause. There was a significant rise in the average score from the pre-test to the post-test across all aspects examined, including understanding, signs and symptoms, and the impact of menopause. Utilizing the Wilcoxon Signed Rank test, the disparity in pre-test and post-test scores on the sub-variables of understanding, signs and symptoms, and management of menopause was statistically significant (p<0.05).

Implementing health education models for menopausal women is effective in enhancing knowledge and promoting independent decision-making regarding contraception cessation upon the detection of menopause.

Asthma is the most common chronic disease in childhood which accounts for numerousannual hospitalizations due to a lack of management and proper management of the disease. Thus,this study aimed to evaluate the effect of using an educational booklet with or without combinationwith motivational interviewing (MI) on the self-efficacy of parents/caregivers in the control andmanagement of childhood asthma. A clinical trial was carried out with 86 parents/caregivers of children with asthma agedbetween 2 and 12 years who were followed up in primary health care units from March 2019 toDecember 2020. Participants were randomly assigned to two groups: one of the groups read the bookletand the other read the booklet combined with the MI. The Brazilian version of the Self-Efficacy andTheir Child’s Level of Asthma Control scale was applied before and 30 days after the interventionfor assessment of self-efficacy. Data were analyzed using SPSS version 20.0 and R 3.6.3 software. Pvalues<0.05 were considered significant. There were 46 participants in the booklet group and 40 in the booklet and MI group. Bothgroups were effective in increasing total self-efficacy scores after the intervention (P<0.001). Nostatistically significant difference was found between the scores of the two groups (P=0.257). The educational booklet with or without combination with MI can increase the selfefficacyof parents/caregivers of children with asthma. The findings could be considered by healthcareproviders for the empowerment of caregivers of children with asthma in the control and managementof their children’s asthma.Trial Registration Number: U1111-1254-7256.

Dear Editor-in-Chief
The complex process of learning, with all its principles, theories, actions, and reactions, is a continuous, necessary, and unavoidable phenomenon, not only for an educational system but also for human life. Learning is a process that, although many factors are involved in it (1), and some of these factors are known to us, the way information processing leads to learning, and, as a result, the way of learning itself is still not completely known. One of the debatable components related to learning is the generalization process.
Generalization is a process that causes learning, and according to the opinion of behavioral psychologists, the learner desires to respond to related and similar stimuli; therefore, it is a factor that can cause learning in humans (2). The process of generalization occurs abundantly throughout human life, and although this generalization is not always positive and can be misplaced, it also has a significant role in learning. The fact is that generalization will happen (3), and the teacher must organize and design the teaching process in such a way that positive generalization leading to optimal learning occurs in the learner's mind and behavior. It seems that generalization also plays a significant role in creating mental schemas. Schemata are cognitive frameworks for organizing information (4) that help us save information for learning.
The importance of its generalization becomes more apparent when we know that the majority of learning processes contribute, albeit a small one, to generalization. In other words, ultimately, it is the generalization that causes learning. With a broader view and expansion of the subject, we realize that what Ausubel stated in his meaningful learning theory (5) results from generalization. In other words, meaningful learning occurs when the learner can combine the new learning with the old learning and create a result or concept or new principles from it (5), which is possible without generalizing these events and learning. Therefore, it seems that learning about any subject in any way has streaks of generalization in it. The problem can arise when the educational system and subsequently the teacher ignore the generalization process in students' learning. It is suggested that teachers in their specialized fields, during or before the instructional design, compile some of the content of the courses that include various generalizations in that field and use it in their teaching so that a sequence and pattern of generalizations are formed in the student’s mind. The student can form the rest of the sequences in his mind according to what he/she has learned. As an example, the learner, by knowing how the splint works, in situations where a standard splint is not available, uses cardboard as a splint, and his generalization can include other cases as well. By being in a managerial structure, a person enters any other administrative structure, and he can learn about the administrative procedures and processes by making generalizations. By raising and educating one child, parents generalize from its sequence and educate their other children more easily and correctly. Also, parents’ anxiety and fear caused by care are eliminated or reduced. It becomes easy for a student to understand the subjects of medical physics when he has completed the physics course. Knowing a drug’s mechanism enables the pharmacy student to make generalizations and learn the mechanisms of all drugs belonging to that drug family more easily. Even the competency and skill acquired by a medical student from practicing on a simulator or mockup in clinical training and transferring it to the real environment and on the patient's bed, in the first place, requires the occurrence of a generalization process. For policymakers and managers of the health system, generalization can help them apply the changes or events that they have experienced in a past situation in new situations that are created for them, in other words, to learn from it.
One of the cases worth mentioning is the use of generalization at the beginning of programs or training courses or the beginning of academic courses so that if the educational course is not held in a standard, attractive, and effective way, or if unpleasant events occur, the audience and learners of this course make incorrect generalizations and generalize these events to the entire course, teachers, and participants of the course. Of course, the reverse is also true.
These are just some examples of generalization in medical sciences. Medical teachers must explain this fact to their students and learners and explain its logic and scientific reason. From this point of view, it is clear why students should study gradually and continuously throughout the course and not postpone it to the days, nights, or final weeks of the semester. This important matter should be taken into consideration in educational courses and faculty development programs for the empowerment of faculty members in universities of medical sciences (6).
It can be stated that making and constructing more generalizations in lessons by the learner, in addition to facilitating his learning, can also reduce his anxiety and stress. From this point of view, the anxiety of studying on the night of the exam can be justified, and one of its causes is the student's reduced generalization during the course.
With these words, six basic and effective roles for generalization in medical education processes can be listed, including the role of generalization in:1. Creating positive cognitive schemata
2. Creating new and meaningful learning (in basic sciences and clinical education)
3. Facilitating and strengthening hidden learning and making it explicit
4. Reducing the exam anxiety and stress of learners
5. Normal processes of human life (students and faculty members of medical sciences)
6. Beginning of programs, educational courses, or training courses in medical sciences
Finally, it can be concluded that although generalization is not all learning and various components are involved, we can see the shadow of generalization over the majority of learning processes, especially in medical education during learners’ learning. This serious issue should be considered by decision-makers in the educational system, faculty members, and students. Although these generalizations may occur unconsciously, the knowledge and understanding of teachers and students about the generalization process and its examples can increase the level of awareness and, subsequently, apply and consider it to facilitate learning.

The COVID-19 pandemic raises a concern about the urgent issue of low levels of digital health literacy (DHL). Adequate DHL may mitigate the negative impacts of proliferating misinformation. This study was aimed at examining the COVID-19 related DHL levels and social media use as digital health information sources among high school students in East Java, Indonesia. The differences in DHL levels across sociodemographic factors, medical history, and social media preferences were also analyzed. This was a cross-sectional study, conducted in 2021, and enrolled high school students aged 15-18. The subjects were selected for convenience, with a minimum sample size of 384. An online questionnaire was shared through a survey platform. The sociodemographic variables and medical history were collected. The DHL measuring items were adapted from the validated DHL instrument developed in the COVID-19 context.  Data were analyzed with SPSS 17.0. We collected 432 responses. More than half of respondents (56.5%) have adequate DHL. Although 81.7 percent of respondents reported that searching for online information was easy, only 53.5 percent reported ease in appraising the reliability aspect. Fathers’ education varied by DHL. Students whose fathers hold post-graduate degrees showed a significantly higher level of DHL than those of lower educational backgrounds. Students experiencing COVID-19 infection of their own or close relatives showed higher total DHL and information search scores. Instagram and TikTok were the most frequently chosen social media as digital health information sources, but no significant difference in DHL across the preference for social media. Even though the information can be obtained easily, there are still difficulties in evaluating its reliability. Considering the proportion of respondents with inadequate DHL, stakeholders in the health and education sectors need to develop DHL-promoting strategies for adolescents. Improvement in evaluating reliability should be the target of focus.

Obesity is a significant health problem worldwide and an alarming problem in the developed world including the United States of America and European populations. Subsequently, obesity can lead to different health problems, such as non‑communicable diseases. However, it can be prevented through a healthy diet, exercise, and lifestyle modification. The study’s purpose was to analyze the published literature on community‑based obesity interventions and to present a comprehensive summary of how to reduce the body weight, Body Mass Index (BMI), and Waist Circumference (WC) among overweight and obese individuals in the community through health education and behavior interventions.

The meta‑analysis was conducted in February–July 2021, searching CINAHL, Cochrane Library, Google Scholar, PubMed, and Science Direct databases. Studies published during the prior 12 years on community‑based obesity intervention for weight, BMI, and WC were included in this review. Cochrane Revman software was used for meta‑analysis.

Seventeen studies met the selection criteria for the review. A meta‑analysis of the studies on health education and behavioral intervention studies resulted in a statistically significant reduction at 95% confidence intervals in the mean differences of BMI ‑1.19 (‑1.77, ‑0.62) and WC ‑1.11 (‑1.54, ‑0.68).

Community‑based obesity interventions through health education and behavior interventions effectively reduce the body weight, BMI, and WC. Implementing community‑based health education and behavioral interventions effectively prevents and treats obesity in communities.

Gastric cancer patients often feel physically tired and weak, lacking confidence and enthusiasm for relevant treatments. We aimed to explore the impacts of health education based on the theory of protective motivation on the emotional state, cancer-related fatigue, and hope levels of gastric cancer patients.

A total of 160 gastric cancer patients admitted to the Sanmenxia Central Hospital, Henan, China, from May 2019 to March 2022 were selected as subjects. The control group (n=80) received routine health education, while the observation group (n=80) received health education based on the theory of protective motivation. Intervention evaluations included the Morisky medication compliance score, Plain Mood State Scale (POMS), Cancer Fatigue Scale (CFS), Herth Hope Scale (HHI), and Simple Health Survey Scale (SF-36).

After intervention, both groups showed an improvement in Morisky’s medication compliance score, HHI scale score, and SF-36 scale score (all P<0.05). Additionally, the observation group exhibited greater improvement than the control group (P<0.05). There were no significant differences in POMS scale score and CFS scale score between the two groups before and after intervention. However, after intervention, both groups experienced a decrease in POMS scale score and CFS scale score (both P<0.05), with the observation group showing a more significant decrease compared to the control group (P<0.05).

Health education based on the theory of protective motivation effectively enhances the mood state, reduces cancer-related fatigue, and increases hope levels among gastric cancer patients, thereby improving their medication compliance and overall quality of life.

Numerous and diverse tools have been designed and validated for measuring health literacy. The aim of this study was the validation and adaptation of the HeLIA instrument for measuring health literacy in thalassemia major patients in Iran.

This is a cross-sectional study, and data collection was done from October to December 2022. The research population included patients with thalassemia major hospitalized at Shahid Baghaei 2 Hospital in Ahvaz. The statistical population was 300 people, and the sample size was 170. The pre-validation population included 50 patients and ten experts for validation. Reliability was calculated using Cronbach’s alpha (for internal consistency). The Kuder-Richardson's (KR) test checked the consistency between the questions. Using Kaiser-Meyer-Olkin (KMO) was the measure of sampling adequacy. The Pearson correlation coefficient was used in this study. Also, SPSS 24 and Amos 24 were used.

The HeLIA is valid based on face validity, content validity, and construct validity. Cronbach’s alpha was 0.891 and showed the validity of the tool. Explanatory factor analysis showed a model with four factors named “understanding,” “reading, access and evaluation,” “care measures,” and “decision and using,” which can explain 53.149% of health literacy variances. Also, IFI=0.823, CFI=0.816, NFI=0.713, and RMSEA=0.08 show the model's fitness, and, the KR21=0.89, indicated the reliability of the tool. Pearson’s correlation coefficient showed significant correlations between all factors.

The findings of this study confirm the validity and reliability of the HeLIA in thalassemia major patients in Iran.

This study aimed to investigate the effect of a health education program on empowering mothers to prevent home accidents among rural children under five years old in Ilam County.

This research was a randomized controlled trial involving 88 mothers with children under five years old attending healthcare houses in Ilam County in 2022-2023 who were randomly assigned to the intervention and control groups. A one-month online educational intervention was implemented for the intervention group using the WhatsApp application, while the control group received no education. Data were collected using a questionnaire assessing the constructs of the health belief model regarding home accidents in children, completed online by the participants at baseline and three months later. Data were analyzed using SPSS 16 software, employing an independent sample t-test and paired sample t-test.

No significant difference was found between the two groups in the mean scores of the health belief model constructs regarding preventing home accidents in the pre-test phase (p>0.05). The results of the independent sample t-test showed a significant increase in the mean scores of health belief model constructs in the intervention group compared to the control group after a three-month follow-up (p<0.05).

Designing interventions based on the health belief model effectively empowers mothers to prevent accidents in rural children under five years old.

Efforts to reveal the factors that drive health literacy toward eradicating stigma in people with HIV/AIDS are significant. This study aimed to identify and extract the factors that promote health literacy in eliminating HIV stigma in society.  The scoping reviews study was used to map out the evidence for recommendations based on PRISMA-ScR. Systematically search through Scopus, Web of Science (WOS), CINAHL via EBSCOhost, and SpringerLink to find articles published during 2017-2022. Studies were selected based on inclusion criteria, focusing on factors that mediate health literacy in eradicating HIV/AIDS stigma.  Twenty-eight articles met the criteria and were used in the review. After reviewing the articles, the factors that promote health literacy in eradicating HIV stigma in society were divided into three main dimensions: personal characteristics, societal and environmental factors, and situational factors regarding the disease, with 16 component factors.  Health literacy impacts reducing social stigma against people with HIV in society. Factors influencing health literacy must be considered to optimize social stigma reduction. The factors mentioned comprise individual traits, knowledge, motivation, social support, information media, awareness of the disease, fear of HIV transmission, perception of the disease, and personal beliefs about HIV disease. Health professionals could use this evidence to promote health literacy to address the social stigma against people living with HIV based on the factors related to health literacy.

Healthcare establishments must treat people who are deaf or hard of hearing equally. As several experimental studies have yielded different outcomes, some studies on health education techniques must be conducted to examine the effects of health education on hearing loss. This study outlines how researchers educate deaf people about health issues.

This study was conducted in June 2023 in Jambi, Indonesia. A comprehensive search strategy for each database was developed using the following search terms: “deaf,” “hearing impairment,” “health education,” “adolescent,” and “adult.” A comprehensive assessment of the references from all the studies included in the analysis was also conducted. The forthcoming PRISMA 2020 rules are approaching. Researchers employ Roanalyze to analyze the potential for bias in a study and use the Critical Appraisal Skills Programme (CASP) to evaluate the authenticity of the study. The writers autonomously acquired the data, whereas external sources reassessed and evaluated the results.

The review database successfully incorporated twenty-one studies relevant to its themes and objectives. Sign language plays a crucial role in health education by enhancing communication and literacy for deaf individuals through visual learning methods and telemedicine.

Sign language plays an essential role in health education, as it improves accessibility for deaf individuals by utilizing visual aids and multimedia-based approaches to learning.