جستجوی مقالات مرتبط با کلیدواژه "health education" در نشریات گروه "پزشکی"

Brucellosis is one of the most prevalent zoonotic diseases that can be transmitted from animals to humans. Despite various eradication programs, it continues to be an endemic health issue in many regions worldwide, particularly in developing countries. Education plays a fundamental role in controlling and preventing this disease. Consequently, this study was conducted to assess the impact of educational programs for health ambassadors, grounded in cognitive-social theory, on promoting preventive behaviors against brucellosis among residents of rural areas in Mashhad City, Iran, in 2020.

This research is a randomized controlled trial (RCT). The study included 120 residents from rural areas of Mashhad City, selected through a stratified random sampling method. In the first stage, classes were randomly chosen. In the second stage, samples were randomly collected from these classes. Participants from two villages were assigned to either the intervention or control group. The training program implemented in this study involved training health ambassadors by the researcher, followed by the training of villagers by these health ambassadors. Data were collected using a researcher-developed questionnaire that included demographic information, constructs of social cognitive theory, and behavioral data. Chi-square test, Fisher's exact test, and Mann-Whitney U test were employed to analyze and compare the data.

The mean age of participants in the intervention group was 33.90 ± 9.97 years, while in the control group, it was 36.90 ± 9.35 years. A statistically significant difference was observed between the mean scores of constructs of knowledge, outcome expectations, outcome value, self-efficacy, self-efficacy in overcoming obstacles, self-regulation, emotional adjustment, and behavior measurement after the intervention compared to before the intervention (P < 0.001). However, no significant difference was found in the mean scores of constructs including situational awareness and environmental perception after the intervention (P > 0.05).

The results of this study indicate that educational programs designed to train health ambassadors and rural communities, when based on cognitive-social theory, which emphasizes individual, cognitive, environmental, and behavioral factors, effectively promote disease prevention behaviors, particularly for brucellosis. Therefore, we recommend the large-scale implementation of regular intervention programs grounded in educational theories as an effective strategy.

 The aim of the study was to investigate the effect of an educational program on the mammography screening stage of change among rural women with low health literacy.

 In general, 52 rural women participated in this experimental study. The samples were selected using a multi-stage cluster sampling method and divided into two intervention (n=26) and control (n=26) groups. An educational program was implemented for the intervention group for one month. The data collection tool was a valid questionnaire based on constructs of the transtheoretical model (TTM) related to mammography screening, which was completed in the pre-test phase and after three and six months. The data were analyzed using SPSS 16 at the significant level of 0.05.

 There was no significant difference between the control and intervention groups at the pre-test phase (P>0.05). The intervention group demonstrated considerable progress in the stage of change for mammography screening after three- and six-month follow-ups (P<0.001, odds ratio [OR]=2.54). The odds ratio of progress in the stages of change in the intervention group compared to the control group significantly increased after three (P<0.001, OR=4.29) and six (P<0.001, OR=5.45) months of follow-up. In addition, the findings indicated a significant increase in the mean scores of decisional balance, processes of change, and self-efficacy in the intervention group compared to the control group three and six months after the educational intervention (P<0.005).

 The educational program significantly advanced mammography screening stages among rural women with low health literacy. These results highlight the program’s effectiveness in enhancing screening behaviors in this underserved population.

 School health is a key component of school reform, and it is essential to address health issues that are relevant to education and incorporate key actors such as the government and other relevant stakeholders. This review article aimed to examine the role of governments in fostering healthier school systems for learners.

 This paper examined existing literature, policies, and programs and identified effective approaches to promoting holistic well-being within educational settings. Scientific databases, including Google Scholar, PubMed, and Web of Science, and the websites of international organizations including the WHO, UNESCO, and UNICEF were searched.

 Through case studies and best practices from different regions including Nepal, Japan, United Arab Emirates, Ghana, and Kenya, this review illustrated the potential impact of government-led initiatives in promoting school health. In this regard, health impact assessment can help policymakers understand the health implications of their policies and identify ways to improve health while minimizing harm. The government’s role includes enactment and assessment of policies that improve school programs, establishing accountability and regulatory framework, facilitating decision-making, collaborations with other stakeholders, and coordination.

 This article provided insights and recommendations for policymakers seeking to prioritize the health and development of students in their jurisdictions. Implementing the school health program is essential for achieving both the nation’s goal of health for all and the sustainable development goals.

Postoperative pulmonary complications (PPCs) are associated with a higher risk of morbidity and mortality in patients undergoing cardiac surgery. We aimed to investigate the effect of preoperative interventions on PPCs and length of intensive care unit andhospital stay in patients undergoing cardiac surgery.

A systematic review and meta-analysis was conducted on randomized or quasi-randomized trials by searching PubMed, Medline, ISI Web of Science, Science Direct, Physiotherapy Evidence Database (PEDro),and the Cochrane Library for all available years until December 2023. Our primary outcomes were PPCs includ-ing atelectasis and Pneumonia and secondary outcomes were length of intensive care unit and hospital stay.

Twenty-one included trials provide data on 2895 participants. The preoperative intervention of inspir-atory muscle training (IMT) significantly reduced the PPCs including atelectasis (OR: 0.49, 95%CI: 0.28, 0.86) and Pneumonia (OR: 0.41, 95%CI: 0.25, 0.67) in cardiac patients compared with the control group. Preoperative exercise training intervention is significantly associated with a lower risk (OR: 0.15, 95%CI: 0.06, 0.38) of com-positePPCs (i.e. atelectasis and Pneumonia) in the intervention group. Preoperative IMT significantly reduced the postoperative hospital stay by -1.57 days (95% CI: -2.33, -0.81) in the intervention group. Preoperative exer-cise training significantly decreased the postoperative intensive care unit stayby -2.22 hours (95% CI: -3.05, -1.38) and hospital stay by -1.82 days (95% CI: -3.38, -0.27) in the intervention group.

Preoperative intervention of IMT and exercise trainingsignificantlyreduce PPCs and hospital stay in patients undergoing cardiac surgery

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.

Tujuan : 

Penelitian ini bertujuan untuk mengetahui Efektivitas pendidikan kesehatan dalam meningkatkan kepatuhan pengobatan pada pasien kanker payudara di RSUD Dr. Soetomo Surabaya.

Instrumen & Metode : 

Penelitian kuantitatif ini menggunakan metode cross-sectional yang melibatkan seluruh pasien kanker payudara yang menjalani pengobatan di RSUD Dr. Soetomo pada bulan Mei sampai dengan Juni 2024. Pengambilan sampel menggunakan teknik Total Sampling, dengan pengumpulan data melalui kuesioner yang mengevaluasi tingkat pemahaman pasien terhadap pendidikan kesehatan, kepatuhan pengobatan, dan persepsi pentingnya kepatuhan.

Temuan :

 Hasil analisis menunjukkan bahwa pendidikan kesehatan yang efektif secara signifikan meningkatkan kepatuhan pengobatan pasien, dengan hubungan yang kuat antara Kepatuhan, kepatuhan, dan persistensi terhadap keberhasilan terapi. Pendidikan kesehatan yang baik meningkatkan motivasi pasien, meningkatkan hasil terapi, dan memperpanjang ketahanan pasien dalam pengobatan jangka panjang. Penelitian ini menekankan pentingnya pendidikan kesehatan yang komprehensif dan berkelanjutan dalam strategi perawatan kanker payudara, berdampak positif pada kualitas hidup pasien dan hasil pengobatan.

Kesimpulan:

 Berdasarkan analisis variabel Kepatuhan, Kepatuhan, dan Kegigihan dalam konteks pengaruh Efektivitas pendidikan kesehatan terhadap kepatuhan pengobatan pada pasien kanker payudara, dapat disimpulkan bahwa ketiga variabel tersebut mempunyai hubungan yang signifikan terhadap keberhasilan terapi.

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.