Health Education and Health Promotion
Volume:7 Issue: 4, Fall 2019

Patient education empowers patients to engage in their own health-related activities and supports them in making informed decisions. Different methods and techniques can be employed to educate patients. In order to provide patient-centered education for patients living with chronic diseases, group-based training can be included as one of the most efficient methods in educators’ teaching toolbox. To employ group-based education, it is important to be aware of the different roles of an educator. Health educators should be able to proficiently play all roles and juggle them in practice. This editorial piece briefly introduces “Health Education Juggler model”, which can be applied in group-based education and provides useful information to its readers about the various roles of educators in patient education.

The goal of the current study was to assess the relationship between obsessive-compulsive disorder dimensions and severity with insight in an adolescent’s population in Iran.

The research sample included 84 adolescents with OCD according to DSM-5. The participants completed materials of OCD Inventory - Child Version (OVI-CV), Children Depression Questionnaire (CDQ), Children’s Yale-Brown Obsessive Compulsive Scale (YBOCS): Severity Rating and Child Assessment of Belief Scale (CABS). Research data were analyzed through descriptive statistics’ indices, Pearson Correlation, Separation Coefficient, and Multi-variant Regression, using SPSS.

The obtained results suggested a strong positive relationship between hoarding dimension and delusional insight. Also, severity, ordering and doubting/checking were significantly correlated with insight, while this result disappeared by controlling 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.

Our findings consistent with prior findings suggest a non-significant relationship between OCD clinical dimensions and insight in adolescents.

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.

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.

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).

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.

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.

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.

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.

The results of the present study indicated that education based on health belief model positively affected students’ health literacy and nutritional behaviors.

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.

The method of this study was 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 software, descriptive statistics (mean, standard deviation) and Inferential statistics (U-Mann Whitney, Kruskal-Wallis).

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 degree, 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 participated in the study was 60.88±9.98. The results of data analysis showed that there have been significant relationship between gender and place of university in one hand and academic burn out in other hand (p≤0.01) as well as between major of study and academic burnout (p≤0.05).

Based on the findings of the present study, a significant percentage of students were suffering from academic burnout. Also, students with different majors of study may experience a different academic burnouts. Therefore, planning to reduce academic burnout can improve the academic performance of the students.

This study aimed to evaluate the mediating role of resilience and self-efficacy in the relation between cognitive emotion regulation and psychological well-being of Iranian students.

The present study was descriptive and cross-sectional in which 285 students (142 men and 143 women) were selected by convenience sampling method from Zanjan University, Zanjan, Iran. Data were collected using psychological well-being, resilience, self-efficacy, and cognitive-emotional regulation questionnaires. Data were analyzed by structural equation modeling (SEM) using AMOS-24 and SPSS-20 software.

The results showed that psychological well-being has 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.

This finding reflects the complex nature of the relationship between cognitive emotion regulation strategies and psychological well-being. Explanations and possible limitations of the research are also discussed.

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 percent higher than ordinary people. In this regard, this study aimed to investigate the variables of behavioral intention and subjective norms in reducing the smoking water pipe in intervention and control groups after an educational intervention in women over 15 years in Bandar Abbas in 2015.

 In this quasi-experimental study, 128 women over 15 years who had at least one waterpipe smoking a day were selected by the multi-stage cluster. They were classified into two groups of intervention and control groups. Data were collected using a validated and reliable questionnaire based on the Theory of Planned Behavior constructs and demographic information before and after the intervention. Collected data were assessed using an independent paired t-test, t-test, and chi-square test. In all tests, the significance level was set to 0.05.

The results showed that there is a significant difference in mean score between behavioral intention and subjective norms in two groups after the intervention (P<0.05). In addition, compared to the control group, the frequency of waterpipe smoking among women in the intervention group significantly decreased after the intervention (P<0.05).

The results showed that behavioral intention and subjective norms based on constructs of Theory of Planned Behavior might be effective strategies to reduce tobacco use in women.

This study aimed to determine the effectiveness of an educational intervention on appropriate pregnancy weight gain in first-time pregnant women attending Khorram Darreh’s urban health centers in 2019.

This was a pretest-posttest quasi-experimental study. The target group consisted of all first-time pregnant women from Khorram Darreh who were covered by its eight urban health centers. Based on the socioeconomic status of the area, the centers were divided into four equal groups. Centers were divided into intervention and control groups using the lottery method. After evaluating the inclusion criteria, the researcher measured the maternal body mass index. The NUTRIKAP questionnaire was used to conduct the pretest on both the intervention and control 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.

The mean scores of the knowledge and practice indices in the intervention group were significantly higher than the control group (p = 0.001). After the intervention, there was no significant difference between the mean scores of the attitude domain in the intervention and control groups (p = 0.311). There was a significant difference between the intervention and control groups in terms of optimal weight gain during pregnancy (p = 0.015).

The educational intervention was effective in appropriate pregnancy weight gain among first-time pregnant women, addressing the primary prevention approach.