Journal of Education and Health Promotion最新文献

{"title":"Socioprofessional perceptions of paramedical students about their future careers: A cross-sectional study.","authors":"Abdelmonim El Fadely, Mohamed Ait Babram, Sabah Selmaoui, Boujemaa Agorram","doi":"10.4103/jehp.jehp_665_24","DOIUrl":"10.4103/jehp.jehp_665_24","url":null,"abstract":"<p><strong>Background: </strong>The phenomenon of specialization among nursing categories often challenges the formation of a cohesive professional identity and may generate difficulties in professional adaptation. Essential to this identity's development is establishing universally shared representations among paramedic students. This study explores socioprofessional representations of paramedical students, comparing them across two student categories.</p><p><strong>Materials and methods: </strong>A cross-sectional study was conducted among undergraduate students in two programs: the first \"nursing care\" and the second \"healthcare-techniques\" in the Marrakech-Safi region of Morocco. Employing a consensus sampling approach with 725 students, 695 individuals provided their responses. Regarding the theoretical framework, this study uses the structural approach of social representations. Data were collected through free and hierarchical associations, analyzed through prototypical analyses, similarity analyses, and a Chi-squared test, using IRaMuTeQ (version 0.7) and SPSS (version 22) software.</p><p><strong>Results: </strong>The findings emphasize heterogeneous representations, with some common elements and others unique to each group. First, nursing students perceivedthe nursing profession as not only laborious and stressful (<i>P</i> = .005) but also autonomous (<i>P</i> = .001), demandingprofessional values and interpersonal qualities such as empathy, humanity, and availability. On the contrary, healthcare technician studentsprimarily centered their perception of the profession on clinical practice concepts such as technique and examination. They also perceivedthe hospital (<i>P</i> = .004) as a favorable setting for their practice.</p><p><strong>Conclusion: </strong>It is therefore incumbent upon various stakeholders in the nursing education to recognize and address the different perspectives and beliefs that students bring to the training and implement strategies to minimize potential representational divergences.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"74"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940045/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Thoracic squeezing on airway secretion and respiratory parameters in mechanically ventilated patients: An interventional study.","authors":"P Thenmozhi, P Dineshkumar, G Bhuvaneswari, T Mary Minolin, S Tamilselvi","doi":"10.4103/jehp.jehp_695_24","DOIUrl":"10.4103/jehp.jehp_695_24","url":null,"abstract":"<p><strong>Background: </strong>The most common method for preventing ventilator-associated pneumonia is maintaining airway clearance for efficient gas exchange, achieved by removing secretion through endotracheal or tracheal suctioning. Clearing the airway can be effectively achieved through various techniques, including thoracic squeezing. Thus, this study aimed to determine the effectiveness of thoracic squeezing on airway clearance, and respiratory parameters among mechanically ventilated patients.</p><p><strong>Materials and methods: </strong>A true experimental study was conducted with 60 mechanically ventilated patients who met the inclusion criteria in the ICUs and were randomly assigned to the study group (<i>n</i> = 30) and the control group (<i>n</i> = 30). Pre-intervention assessments of airway secretion, oxygen saturation, respiratory rate, and heart rate were measured before suctioning for both groups. Thoracic squeezing was administered to the study group 5 minutes before suctioning, while the control group received the hospital's routine care practices. Post-intervention assessments 1 and 2 were measured immediately and 15 minutes after suctioning, and the same process continued for three days in both groups.</p><p><strong>Results: </strong>The mean scores of airway secretion, respiratory rate, oxygen saturation, and heart rate from the pre- and post-intervention assessments 1 and 2 were compared using repeated measures ANOVA. The results revealed a high level of statistical significance (<i>P</i> < 0.001) for airway secretion and oxygen saturation and statistical significance (<i>P</i> < 0.05) for respiratory rate. However, no significant changes were observed in heart rate. An unpaired <i>t</i>-test revealed that participants in the study group were significantly (<i>P</i> < 0.001) more effective in airway secretion and oxygen saturation than in the control group participants.</p><p><strong>Conclusion: </strong>The current study's findings concluded that thoracic squeezing before endotracheal and tracheal suctioning enhances secretion removal, oxygen saturation, and respiratory rate without significant changes in heart rate among mechanically ventilated patients. Its notable influence could provide policymakers with valuable insights to make well-informed decisions, focused on improving healthcare systems and outcomes, especially within intensive care units.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"69"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940035/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of a group intervention based on cognitive-behavioral approach on the levels of ambiguity tolerance, distress tolerance, and academic achievement motivation in students.","authors":"Negar Sharafi Nashtban, Reza Aghajani, Somaieh Salehi","doi":"10.4103/jehp.jehp_1794_23","DOIUrl":"10.4103/jehp.jehp_1794_23","url":null,"abstract":"<p><strong>Background: </strong>Students who are about to take their final-year college entrance examinations experience considerable worries and psychological stress. Enhancing ambiguity tolerance, distress tolerance, and academic achievement motivation during this period can greatly contribute to their psychological well-being and academic success. The aim of this research was to determine the effectiveness of a group intervention based on a cognitive-behavioral approach on the levels of ambiguity tolerance, distress tolerance, and academic achievement motivation among students in this educational phase.</p><p><strong>Materials and methods: </strong>This study is a quasi-experimental research design with a pre-test, post-test design, and a 1-month follow-up with a control group. The population includes all students in District 16 of Tehran. Using convenience sampling, 20 male students from the high in District 16 were selected as the experimental group, and 20 of them were selected as the control group (using G*Power). The research instruments included the Second-Type Ambiguity Tolerance Questionnaire, Distress Tolerance Questionnaire, and Academic Achievement Motivation Questionnaire. Cognitive-behavioral therapy (CBT) sessions were conducted in a group format, following an 8-weekly session plan, with each session lasting 2 hours for the experimental group. Data were analyzed using repeated-measures analysis of variance (ANOVA).</p><p><strong>Results: </strong>The results of the repeated-measures ANOVA showed that CBT had a significant effect on increasing ambiguity tolerance, distress tolerance, and academic achievement motivation (<i>P</i> < 0.05), and this effect remained stable during the follow-up stage.</p><p><strong>Conclusion: </strong>The results indicated that a group intervention based on the cognitive-behavioral approach increased ambiguity tolerance, distress tolerance, and academic achievement motivation in male students in their final year of high school (on the verge of college entrance examination). Therefore, these interventions are recommended for college-bound students to enhance their psychological well-being and academic success.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"62"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940013/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating the relationship between spiritual and emotional intelligence with academic procrastination in the students of the operating room of Hamadan University of Medical Sciences.","authors":"Reza Mohammadi, Fatemeh Karbin, Sepehr Sarayvand, Roya Najafi-Vasough, Mehrdad Maleki Jamasbi, Firoozeh Beiranvand","doi":"10.4103/jehp.jehp_224_24","DOIUrl":"10.4103/jehp.jehp_224_24","url":null,"abstract":"<p><strong>Background: </strong>Academic procrastination is postponing the completion of educational assignments. Procrastination among students reduces the level of awareness, which can have irreparable consequences. Therefore, the present study was conducted with the aim of determining the relationship between spiritual and emotional intelligence with academic procrastination in the students of the operating room of Hamadan University of Medical Sciences.</p><p><strong>Materials and methods: </strong>This was a cross-sectional correlational study that was conducted on 69 undergraduate students of the operating room of Hamadan Medical Sciences University in 2023. A 4-part questionnaire collected demographic data, Spiritual Intelligence, Schering's emotional intelligence, and Solomon's procrastination. Statistical analysis of variables was done using descriptive (mean and standard deviation) and analytical (Mann-Whitney, Kruskal-Wallis, t-test, and Spearman) tests by means of SPSS 24.</p><p><strong>Results: </strong>Participants were mostly female (60/9%), unemployed (79/7%), single (95/7%), and in their third semester (42%). No significant relationship was found between spiritual and emotional intelligence (r = -0.12, <i>P</i> = 0.20). Academic procrastination is directly and statistically significantly associated with spiritual intelligence (r = 0.27, <i>P</i> = 0.02) but not with emotional intelligence (r = 0.18, <i>P</i> = 0.12).</p><p><strong>Conclusion: </strong>Operating room students with low spiritual intelligence may procrastinate and perform poorly. Educational management should give courses on religious thinking, problem-solving, spiritual self-awareness, and morality to promote spiritual intelligence.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"81"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940060/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing the effectiveness of occupational stress training package with mindfulness-based cognitive therapy on job burnout of Tam Kar's employees in order to health promotion.","authors":"Somayeh Gorji","doi":"10.4103/jehp.jehp_1675_23","DOIUrl":"10.4103/jehp.jehp_1675_23","url":null,"abstract":"<p><strong>Aim: </strong>The purpose of the present study was to compare the effectiveness of an occupational stress training package with mindfulness-based cognitive therapy (MBCT) on job burnout of Tam Kar employees.</p><p><strong>Material and methods: </strong>The research method was a three-stage, three-group semiexperimental design. To this end, the statistical population including all the employees who worked in the technical departments of Tam Kar Company in Isfahan and in terms of the level of stress in middle and higher levels, using purposive sampling, 60 employees were selected and randomly divided into three groups (20 for each group). Geldard (1989) burnout inventory (GBI) was used for data collection. Experimental group 1 received eight 90-min sessions of mindfulness-based cognitive therapy training, and experimental group 2 received job stress coping training in ten 90-min sessions. Repeated measurement ANOVA was used to analyze the data with the help of a statistical software package in social sciences (SPSS) version 22.</p><p><strong>Results: </strong>The results showed that coping with job stress training and mindfulness-based cognitive therapy were equally effective in reducing the employees' burnout (P ≤ 0.05) and this effect continued at follow-up.</p><p><strong>Conclusion: </strong>Given the high prevalence of burnout and psychopathologic symptoms among industry staff, coping with job stress training and mindfulness-based cognitive therapy training can be suggested to reduce burnout syndrome in the industry.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"58"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940011/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interventional study on cervical cancer health literacy among Anganwadi teachers-An interprofessional approach.","authors":"Takkella Nagamma, Varalakshmi Chandrasekaran, Anjaneyulu Konuri, Lena Ashok","doi":"10.4103/jehp.jehp_389_24","DOIUrl":"10.4103/jehp.jehp_389_24","url":null,"abstract":"<p><strong>Background: </strong>Cervical cancer health literacy among Anganwadi teachers is very important. Further, they can educate community women through Anganwadi centers. The study aimed to assess cervical cancer health literacy among Anganwadi teachers by interventional study (pre-test survey followed by post-test survey)-an interprofessional approach.</p><p><strong>Materials and methods: </strong>A total of 141 women aged 18-50 years were employed in Anganwadi's in Udupi district. The participants were randomly assigned to the control (79) and intervention groups (62). Participants in the control group received health education through pamphlets, while the interventional group received health education through video. A validated questionnaire was designed to assess their knowledge and awareness about various risk factors, pap smear tests, and prevention and treatment of cervical cancer. Written consent was taken from all the women who voluntarily participated in the study. Descriptive data were presented as frequencies and percentages. Change in knowledge was assessed using the Student's <i>t</i>-test.</p><p><strong>Results: </strong>On the pre-test, 38% and 35.5% in the control and interventional groups felt that personal hygiene was important to prevent cervical cancer. Both the groups had poor knowledge about causes (93.6%; 72.6%), Pap smear to detect cancer (91.9%; 76%), and symptoms (91%; 91.9%). Post-intervention, health literacy of cervical cancer was significantly (<i>P</i> = 0.001) improved in the video as an intervention group.</p><p><strong>Conclusion: </strong>The intervention in the form of the pamphlet and video showed a very good impact on health literacy of cervical cancer. This study supports the importance of interventions in the form of videos and pamphlets to upgrade the level of health education about cervical cancer.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"63"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940019/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of early clinical exposure on communication, history-taking, and nursing diagnosis skills: A brief report.","authors":"Nasrin Sarabi, Fateme Yazdi, Nasim Hamidipour","doi":"10.4103/jehp.jehp_208_24","DOIUrl":"10.4103/jehp.jehp_208_24","url":null,"abstract":"<p><strong>Background: </strong>Clinical education is a key component of the nursing curriculum. Therefore, it is necessary to use new methods to learn basic clinical skills better. This study examines the effect of an early exposure educational program on first-year nursing students' communication, history-taking, and nursing diagnostic skills.</p><p><strong>Materials and methods: </strong>Using a census method, this brief report included all first-year students of the Dezful University of Medical Sciences in two academic semesters in 2023. An early exposure program was implemented for one group of students. In the second semester, both groups' communication skills, history-taking, and nursing diagnoses were measured in the clinical environment using a checklist. Pearson's and Spearman's correlation coefficients were used in this study. Data were analyzed using the IBM SPSS version 16 (IBM Corp., Armonk, NY, USA) with a 95% determination level.</p><p><strong>Results: </strong>Communication skills (35.6 ± 4.87, 23.73 ± 2.28), patient history-taking (14.03 ± 1.158, 8.47 ± 1.59), and nursing diagnosis (8.03 ± 1.31, 3.26 ± 1.86) were significantly higher in the intervention group than in the control group. In the intervention group, there was a significant and positive correlation between communication and nursing diagnosis (r = 0.366), communication and history-taking (r = 0.433), and history-taking with nursing diagnosis (r = 0.523).</p><p><strong>Conclusions: </strong>Based on the positive results of this study, nursing managers should provide the possibility of implementing methods, such as early exposure, by creating a suitable platform.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"77"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940055/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effectiveness of case-based learning in comparison to alternate learning methods on learning competencies and student satisfaction among healthcare professional students: A systematic review.","authors":"Beena Varma, Vineetha Karuveettil, Ritin Fernandez, Elizabeth Halcomb, Kaye Rolls, S Vijay Kumar, M S Aravind","doi":"10.4103/jehp.jehp_510_24","DOIUrl":"10.4103/jehp.jehp_510_24","url":null,"abstract":"<p><p>To evaluate the effectiveness of case-based learning (CBL) versus alternate learning methods on learning competencies and student satisfaction among healthcare students. A systematic search of the PubMed, SCOPUS, CINAHL, and Cochrane CENTRAL databases was conducted from database inception to December 31, 2021. The grey literature, Google Scholar, and hand searching were also conducted. The keywords used were \"case-based learning,\" \"case learning,\" \"traditional learning,\" \"problem-based learning,\" \"simulation-based learning,\" \"learning competenc*,\" \"competenc*,\" \"student satisfaction,\" \"satisfaction,\" \"medic*,\" \"dent*,\" \"nursing\" \"pharmac*,\" \"students,\" \"undergraduate,\" \"postgraduate,\" and \"clerkship.\" Only studies comparing CBL methods with a control group or with an alternate learning method conducted on healthcare students were considered. The risk of bias was assessed independently by two reviewers. Data analysis was undertaken using RevMan 5.4. Twenty-two studies were included in the final review, of which 20 studies compared CBL with lecture-based learning (LBL) and two compared CBL with simulation-based learning. Pooled data demonstrated that critical thinking scores were significantly higher among those receiving CBL than those receiving LBL (standardized mean difference (SMD): 0.75, 95% confidence interval (95%CI): 0.21-1.29). Similarly, significantly greater scores for teamwork and communication were identified in the CBL group than in the LBL groups (SMD: 0.24; 95%CI: -0.19-0.66). However, no significant difference in knowledge and comprehension scores (SMD: 0.41; 95%CI: 0.20-0.62) and self-directed learning (SMD: 0.30; 95%CI: 0.10-0.49) was identified among those who received CBL compared to those who received LBL. Based on the results of this review, CBL has been identified as a superior teaching method as it significantly improves critical thinking, problem-solving, teamwork, and communication skills and enhances clinical skills development and student satisfaction. However, more rigorous RCTs are needed to underpin the available evidence.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"76"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940068/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing quality of life in multiple sclerosis: A study protocol to evaluate the impact of a therapeutic education program.","authors":"Iman Akhrif, Sara Skalli, Samia Karkouri","doi":"10.4103/jehp.jehp_1351_24","DOIUrl":"10.4103/jehp.jehp_1351_24","url":null,"abstract":"<p><p>Multiple sclerosis (MS) is a chronic inflammatory condition that causes lesions leading to both physical and psychological impairments, significantly affecting daily life. Therapeutic education has been identified as a valuable approach in managing chronic diseases, including MS. This study aims to develop a structured therapeutic education protocol specifically for MS patients, with the goal of demonstrating its positive effects on quality of life. This prospective, descriptive study will examine the effects of a therapeutic education program on the quality of life in MS patients. The study will be conducted at Rabat University Hospital's Physical Medicine and Rehabilitation and Neurology departments. Participants will undergo individualized educational sessions and interactive workshops. Evaluations will be performed at baseline, 3 months, and 6 months using the Multiple Sclerosis Quality of Life-54 (MSQOL-54) and the Measure of Urinary Handicap (M.H.U) scale. Effective management of MS necessitates personalized care strategies, including therapeutic education, which can enhance patient knowledge, self-management, and overall quality of life. This study aims to provide insights into how structured educational interventions can impact MS management and patient outcomes. This study protocol outlines an investigation into a therapeutic education program for MS patients. By addressing disease understanding, symptom management, and psychosocial support, the program seeks to improve patients' quality of life. Future research should assess the long-term effects of such interventions and compare their efficacy with other MS management approaches.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"49"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939989/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital bridges: How mobile applications foster social relationships for patients living with cancer.","authors":"Bahare Zarei, Ashraf Kazemi, Hossein Beigi-Harchegani, Masoud Bahrami","doi":"10.4103/jehp.jehp_1529_24","DOIUrl":"10.4103/jehp.jehp_1529_24","url":null,"abstract":"","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"86"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940067/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}