Journal of Education and Health Promotion最新文献

{"title":"Transforming lupus self-care education with mobile health: A systematic review.","authors":"Elahe Salimi, Asma Rashki Kemmak, Sara Sezavar Dokhtfaroughi, Amir Ehsan Heidari, Sajedeh Salari, Mohammad Reza Mazaheri Habibi","doi":"10.4103/jehp.jehp_442_25","DOIUrl":"10.4103/jehp.jehp_442_25","url":null,"abstract":"<p><p>Systemic lupus erythematosus (SLE) is a chronic, multisystemic, autoimmune, and inflammatory disease with complex and variable phenotypes and clinical presentations. Patients with SLE often experience low self-esteem, a fear of death, and difficulty in being understood by family and friends. One effective approach to managing and combating SLE is the use of mobile health (mHealth). This study aims to explore the role of mHealth in educating SLE patients on self-care. This systematic review, conducted in August 2024 and updated in February 2025, involved searches in PubMed, Scopus, Web of Science, and Google Scholar using the keywords \"Mobile Health,\" \"Lupus,\" and \"Self-care.\" Studies published in English that utilized mHealth to educate SLE patients on self-care were deemed eligible for inclusion. Titles and abstracts were independently reviewed based on the inclusion criteria, and full-text articles were subsequently obtained and reviewed according to the eligibility requirements. A total of 10 studies that met the inclusion criteria were included in the systematic review. Four studies critically assessed the quality and functionality of existing mobile health applications and information technologies for lupus patients. Three mobile applications-Lupus Ohio, Lupie Diary, and Lupus Corner Health-were introduced in these studies. Two articles focused on self-care education at home using mHealth and electronic tools tailored to individual symptoms. Three studies explored web-based self-management, online education programs, and a virtual skills training program based on Acceptance and Commitment Therapy. The findings of this study indicate that the use of mHealth in educating lupus patients on self-care can significantly improve their quality of life. However, further research is needed to raise awareness among patients and their families. It is recommended that a comprehensive application be developed that can track all lupus symptoms and provide educational resources for patients.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"339"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13644830/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149136564","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":"Can spiritual care education reduce the anxiety of mothers of hospitalized immature infants?","authors":"Maryam Karimi, Ali Khorshidi, Masoumeh Otaghi, Mosayeb Mozafari","doi":"10.4103/jehp.jehp_759_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_759_25","url":null,"abstract":"<p><strong>Background: </strong>Hospitalization of a preterm infant in the neonatal intensive care unit (NICU) is a significant stressor for mothers, often leading to heightened anxiety that affects both their well-being and maternal-infant interaction. Spiritual self-care is a nonpharmacological approach that can help mothers manage anxiety and cope with their child's hospitalization. This study examines the impact of spiritual self-care education on maternal anxiety in mothers with preterm infants admitted to the NICU.</p><p><strong>Materials and methods: </strong>This quasi-experimental study involved 90 mothers of preterm infants, selected through convenience sampling and randomly assigned to control (<i>n</i> = 45) and intervention (<i>n</i> = 45) groups. The intervention consisted of five 45-min spiritual self-care training sessions held every other day. Participants provided written informed consent, and data were collected using a demographic questionnaire and the Beck Anxiety Inventory (21 items). > Data were analyzed using IBM SPSS Statistics version 27. The software was developed by IBM Corp., located in Armonk, New York, United States, applying <i>t</i>-tests, Chi-square tests, and analysis of variance.</p><p><strong>Results: </strong>The mean maternal age was 32.4 ± 5.7 years in the intervention group and 33 ± 6.06 years in the control group (<i>P</i> < 0.05). The mean birth weight was lower in the intervention group (2063.1 ± 460.98 g vs. 2278 ± 275.57 g, <i>P</i> < 0.05). Anxiety scores decreased significantly post-intervention in both groups (<i>P</i> < 0.001), with a greater reduction observed in the intervention group.</p><p><strong>Conclusion: </strong>Spiritual self-care education significantly reduces anxiety in mothers of preterm infants, suggesting its usefulness for healthcare providers. Future research should explore how best to integrate spiritual self-care education into standard NICU care and investigate its impact on long-term maternal mental health outcomes.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"370"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633789/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110331","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 pain relief effectiveness of intravenous magnesium sulfate and ketorolac versus intravenous morphine and ketorolac for kidney stones.","authors":"Mehdi Fallah Bagher Sheydaei, Ahmad R Baghernezhad, Ali Bakhtiari, Faezeh Rezaei","doi":"10.4103/jehp.jehp_881_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_881_25","url":null,"abstract":"<p><strong>Background: </strong>Pain is one of the most common symptoms in various diseases. While morphine is widely used for pain relief, its adverse effects and potential for misuse have led to the exploration of safer alternatives. This study aimed to compare the analgesic effectiveness of intravenous magnesium sulfate versus morphine, both in combination with ketorolac, in patients with renal colic.</p><p><strong>Materials and methods: </strong>In this double-blind randomized controlled trial, 174 patients with renal colic referred to the emergency department of Shahid Ganjiyan Hospital in Dezful were enrolled. Patients were randomly allocated into two equal groups (<i>n</i> = 87). The intervention group received intravenous magnesium sulfate (50 mg/kg diluted in 100 mL normal saline over 15 minutes) plus ketorolac (30 mg), while the control group received intravenous morphine (0.1 mg/kg) plus ketorolac (30 mg). Pain intensity was measured using the Visual Analog Scale (VAS) at baseline (admission), and 20, 40, and 60 minutes after drug administration. Demographic data were also collected.</p><p><strong>Result: </strong>Among the 174 participants included in the study, 65% were male and aged between 40 and 60 years. Statistical tests indicated no significant differences between the two groups concerning demographic characteristics. Thus, the groups are comparable in terms of demographic variables. Comparison of pain reduction between the two groups at different time points revealed no statistically significant difference. The mean pain scores decreased over time in both groups; however, the differences between the groups were not significant at 20 minutes (<i>P</i> = 0.45), 40 minutes (<i>P</i> = 0.74), or 60 minutes post-intervention (<i>P</i> = 0.65). These findings indicate that both treatment protocols (morphine plus ketorolac and magnesium sulfate plus ketorolac) had similar effects on pain reduction at all measured intervals.</p><p><strong>Conclusion: </strong>The findings of this study demonstrate that intravenous magnesium sulfate, in combination with ketorolac, is as effective as morphine-based regimens in managing acute renal colic pain. Given the current global health policies emphasizing opioid stewardship and the reduction of opioid-related adverse effects, magnesium sulfate emerges as a valuable, low-risk alternative. Its incorporation into emergency pain management protocols may not only reduce opioid dependency and misuse but also align with broader public health goals aimed at promoting safer and more sustainable pain relief strategies. Health policymakers should consider including non-opioid analgesics like magnesium sulfate in national and institutional guidelines for acute pain management, especially in settings where opioid overuse presents a clinical and social challenge.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"377"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633791/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110407","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":"Differential effects of unilateral forced nostril breathing on baroreflex sensitivity and cardiovascular parameters in healthy young men: A cross-sectional study.","authors":"Madhavan Chandran, Vivek K Sharma, R Aruna","doi":"10.4103/jehp.jehp_984_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_984_25","url":null,"abstract":"<p><strong>Background: </strong>Baroreflex sensitivity (BRS) is a crucial marker of autonomic cardiovascular control, and it is also a predictor of cardiovascular risk. Unilateral forced nostril breathing (UFNB) is one of the many types of pranayama, which are breathing techniques in Yoga. This type of breathing can influence autonomic function through hemispheric activation, yet its direct impact on BRS remains unexplored. To assess the immediate effects of left and right UFNB on BRS and cardiovascular parameters in healthy young adult men.</p><p><strong>Materials and methods: </strong>It is a cross-section study, which included 55 healthy adult men (mean age 25.67 ± 5.89 years). The participants underwent the standardized protocols for measuring BRS, blood pressure, and heart rate during baseline and the 2-minute interventions of left and right UFNB. BRS was measured using the sequence method with Finapres technology. Paired <i>t</i>-tests were used to compare the baseline and the postintervention values.</p><p><strong>Results: </strong>Performing left UFNB significantly increased BRS by 19.6% (<i>P</i> < 0.001, <i>d</i> = 3.63), whereas the blood pressure and heart rate decreased (all <i>P</i> < 0.001), probably indicating profound activation of parasympathetic system. On the other hand, performing the right UFNB decreased BRS by 5.6% (<i>P</i> = 0.012, <i>d</i> = 0.35) and also increased blood pressure and heart rate (all <i>P</i> < 0.01), probably suggesting a sympathetic activation. Waist circumference correlated negatively with the baseline BRS values (<i>r</i> = -0.513, <i>P</i> < 0.001).</p><p><strong>Conclusion: </strong>Left UFNB produces substantial immediate improvements in BRS with parasympathetic enhancement, whereas right UFNB induces sympathetic activation. These findings suggest a potential therapeutic application for the use of UFNB in cardiovascular health management as a nonpharmacological intervention.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"387"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633806/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110419","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":"Artificial intelligence and its impact on oral health care education. A randomized study.","authors":"Deepika Kapoor, Sonika Achalli, Naveen Reddy, Mushir Mulla, Mohamed S Mohamed Morsy, Munaz Mulla, Arshad Jamal Sayed, M Nazargi Mahabob, Alok Dubey","doi":"10.4103/jehp.jehp_1971_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_1971_25","url":null,"abstract":"<p><strong>Background: </strong>Artificial intelligence (AI)-generated educational materials demonstrate superior effectiveness in improving patient comprehension and reducing anxiety compared to traditional methods. Their integration into dental practice could enhance patient satisfaction and streamline the educational process, particularly for complex or anxiety-inducing procedures. The present study aimed to evaluate the act of AI applications on oral healthcare, focusing on clinical outcomes.</p><p><strong>Materials and methods: </strong>A cluster-randomized controlled trial with 1000 participants from 20 villages (10 interventions, 10 controls) was conducted. The intervention group received 4 weeks of chatbot-guided oral health education via WhatsApp/IVR, while controls received standard health talks and leaflets. Knowledge, oral hygiene practices, and OHI-S scores were measured pre- and post-intervention.</p><p><strong>Results: </strong>The intervention group showed a marked rise in mean knowledge scores (9.8 to 15.2) compared to controls (10.1 to 11.3; <i>P</i> < 0.001). Twice-daily brushing improved from 28% to 64% (vs. 30% to 37% in controls). OHI-S scores improved significantly more in the chatbot group (reduction = 1.2) than in controls (0.3; <i>P</i> < 0.001). Engagement with the chatbot correlated positively with outcome improvements.</p><p><strong>Conclusion: </strong>AI-based chatbots significantly enhance oral health awareness, hygiene practices, and clinical outcomes in rural settings, highlighting their potential for scalable public health interventions and integration into primary health programs.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"373"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633820/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110392","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":"Navigating the PhD thesis journey: A qualitative study of doctoral students and supervisors at a medical university in Iran.","authors":"Shahnaz Ghaseminangi, Fariba Jokar, Alireza Yousefy","doi":"10.4103/jehp.jehp_1327_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_1327_25","url":null,"abstract":"<p><strong>Background: </strong>The PhD thesis serves as a cornerstone of doctoral education, yet it is often accompanied by considerable stress and inefficiencies for both students and supervisors. Although global research has extensively addressed issues such as supervision quality, institutional support, and student well-being, there is limited investigation into these dynamics from a qualitative perspective in non-Western academic settings. This study examines the lived experiences of doctoral students and their supervisors at Isfahan University of Medical Sciences to identify challenges and propose tailored reforms for this specific context.</p><p><strong>Materials and methods: </strong>Employing a qualitative exploratory design, semi-structured interviews were conducted with 54 participants (31 PhD students and 23 faculty supervisors) chosen through purposive sampling. The collected data underwent conventional content analysis, with themes integrated across both groups to form a unified framework.</p><p><strong>Results: </strong>The analysis revealed five overarching themes and 21 associated categories, including supervisory competencies, administrative ambiguity, resource limitations, psychological stress, and the importance of early research engagement. While students stressed the need for emotional support and resource availability, supervisors emphasized clearer regulations and opportunities for professional development. Both groups underscored the necessity of fostering a supportive academic environment.</p><p><strong>Conclusion: </strong>The PhD thesis process operates as a dynamic system influenced by interpersonal relationships, institutional frameworks, and procedural clarity. Efforts to reform this process should prioritize supervisor training programs, simplified administrative procedures, enhanced resource availability, and comprehensive psychological support embedded throughout the doctoral journey.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"374"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633785/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110464","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":"A true experimental study to assess the effectiveness of holistic self-care approach on clinical parameters, psychological stress, wellbeing, among antenatal mothers with pregnancy-induced hypertension admitted in antenatal ward at SRM Medical College Hospital and Research Centre.","authors":"M Archana, R Vijayalakshmi, J C Helen Shaji","doi":"10.4103/jehp.jehp_1419_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_1419_25","url":null,"abstract":"<p><strong>Background: </strong>Pregnancy-related hypertension diseases are a global concern. Pregnancy-induced hypertensive problems affect 5-8% of pregnant women worldwide. Maternal and neonatal morbidity and mortality are primarily caused by pre-eclampsia and eclampsia. Five to seven percent of pregnancies end in pre-eclampsia, which manifests as proteinuria and hypertension.</p><p><strong>Materials and methods: </strong>A study with a pretest-posttest control group design was conducted among 80 antenatal mothers (40 control and 40 experimental) with pregnancy-induced hypertension (PIH) at SRM Medical College Hospital and Research Centre. The intervention included education on dietary changes, walking, leg and foot exercises, awareness of PIH warning signs, and Mitchell's relaxation techniques, administered for 7 consecutive days. Clinical parameters, stress (Perceived Stress Scale), and wellbeing (WEMWBS) were measured before and after the intervention.</p><p><strong>Results: </strong>In the experimental group, stress scores slightly decreased (39.80 to 39.30; <i>P</i> = 0.096) and wellbeing modestly improved (44.53 to 45.33; <i>P</i> = 0.104). Significant reductions were noted in clinical parameters post intervention. Systolic BP dropped from 126.85 to 117.13 mmHg, and diastolic BP from 81.90 to 73.25 mmHg (<i>P</i> = 0.000). The pulse rate decreased from 90.28 to 75.80 bpm, and the respiratory rate from 21.49 to 19.05 (<i>P</i> = 0.000). This suggests the holistic self-care approach effectively improved clinical outcomes in PIH mothers.</p><p><strong>Conclusion: </strong>A holistic self-care approach significantly improved clinical parameters and psychological wellbeing in antenatal mothers with PIH, with reduced vital signs and stress levels in the intervention group.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"356"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633793/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110303","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":"A neuroeducational approach to STEM education: Integrating real-time cognitive analysis and cognitive load theory to optimize teaching and learning at universities.","authors":"Amanda Mendes","doi":"10.4103/jehp.jehp_2092_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_2092_25","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;The relevance of science, technology, engineering, and mathematics (STEM) education to effectively meet challenging academic requirements has become imperative for university entrants. With emerging advancements within the domain of learning neuroscience and analytics, it has become possible to analyze and track the real-time mental states of learners. This has opened several avenues to apply the theoretical perspectives of Cognitive Load Theory (CLT). Though applications of neuro-technological interventions for learning have become widely sought, their effective implementation within STEM education has not been comprehensive at the university level. The innovations brought about within this study include its conceptual fusion for STEM education based upon real-time mental state analysis and CLT. The goal of this research is to integrate the current research findings on real-time cognitive analysis practices used in STEM education in universities and analyze how cognitive load can be monitored dynamically and discuss teaching practices according to principles of CLT to improve effectiveness and inclusiveness for better cognitive load management throughout learning.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Materials and methods: &lt;/strong&gt;A systematic narrative review with cross-case synthesis was conducted using peer-reviewed empirical studies published between 2018 and 2025. The relevant articles were identified through the searching of databases such as Scopus, Web of Science, ERIC, and PsycINFO. Studies focusing on higher education STEM contexts were included if they employed neuroeducational tools (e.g., electroencephalography, functional near-infrared spectroscopy, eye tracking, or artificial intelligence-driven analytics) or incorporated instructional designs informed by Cognitive Load Theory (CLT). A standardized framework for extracting data was used, and data were thematically analyzed to identify patterns across the studies regarding cognitive load measurement, adaptive instructional strategies, learning outcomes, teacher experiences, and ethical considerations.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;From the synthesis, real-time cognitive feedback is perceived to have positively influenced teaching effectiveness by allowing the instructor to dynamically adjust pacing, scaffolding, and learning activities (&lt;i&gt;d&lt;/i&gt; = 0.68-0.72, &lt;i&gt;P&lt;/i&gt; &lt; 0.01). Multimodal cognitive analytics were also associated with more precise estimates of cognitive load, supporting the development of adaptive learning strategies. It is also apparent that cognitively based personalization is effective in reducing the cognitive load and improving motivation and knowledge acquisition for both diverse and neurodiverse students.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;The synergistic combination of real-time cognitive analysis and CLT has the potential for making progressive inroads for inclusive and adaptive STEM education in universities. This conceptual combination is in goo","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"363"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633790/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110313","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 coping strategies regarding fear of missing out on academic performance among nursing and pharmacy students at selected colleges, Coimbatore, India.","authors":"M Baskaran, R Jeyadeepa, R Rathi","doi":"10.4103/jehp.jehp_1903_24","DOIUrl":"https://doi.org/10.4103/jehp.jehp_1903_24","url":null,"abstract":"<p><strong>Background: </strong>Fear of missing out (FoMO) is a pervasive concern in the digital age, particularly among healthcare students, potentially impairing academic engagement and performance. There is a need for evidence-based interventions to mitigate FoMO in high-pressure educational settings such as nursing and pharmacy.</p><p><strong>Methods and material: </strong>A pre-test-post-test comparative experimental study was conducted in 2024 among 120 nursing and pharmacy students (aged 20-22 years) selected via stratified random sampling and randomly assigned to intervention (<i>n</i> = 60) or routine care (<i>n</i> = 60) groups. The intervention consisted of five one-hour sessions on coping strategies (seeking support, time management, goal setting, stress reduction, and balanced lifestyle). FoMO was measured using the Fear of Missing Out Scale (FoMOS), and academic performance was assessed via the Situated Academic Writing Self-Efficacy Scale (SAWSES). Data were analyzed using SPSS v28.0 with paired and unpaired <i>t</i>-tests and correlation analyses.</p><p><strong>Results: </strong>Significant reductions in FoMO scores were observed in the intervention group compared to controls (nursing: <i>t</i> = 3.82, <i>P</i> = 0.05; pharmacy: <i>t</i> = 4.43, <i>P</i> = 0.037). Academic writing self-efficacy improved significantly in the intervention group (<i>P</i> < 0.05). A strong positive correlation was found between pre-test and post-test FoMO (<i>r</i> = 0.401, <i>P</i> < 0.01) and academic performance (<i>r</i> = 0.691, <i>P</i> < 0.001).</p><p><strong>Conclusion: </strong>The structured coping strategies intervention significantly reduced FoMO and enhanced academic writing self-efficacy among nursing and pharmacy students. Integrating such programs into student support services is recommended to promote academic well-being.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"378"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633809/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110450","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":"Relationship between hypochondriasis and clinical self-efficacy in nursing students: A cross-sectional multi-institutional study.","authors":"Zahra Fotokian, Mozhdeh Taheri Afshar, Ali Zabihi, Shakiba Lajmiri, Ali Pourhabib","doi":"10.4103/jehp.jehp_155_25","DOIUrl":"https://doi.org/10.4103/jehp.jehp_155_25","url":null,"abstract":"<p><strong>Background: </strong>Psychological factors, such as anxiety, depression, and self-esteem, can significantly impact nursing students' clinical self-efficacy. Hypochondriasis emerges as a critical yet understudied factor in the clinical competence of nursing students, warranting further investigation. This study aimed to investigate the relationship between hypochondriasis and clinical self-efficacy among nursing students.</p><p><strong>Materials and methods: </strong>This cross-sectional study was conducted in nursing schools of West Mazandaran province in 2024. The sample size was 228 nursing students. Data were collected using a personal information form, the standard clinical self-efficacy questionnaire, and the hypochondriasis questionnaire during 2023-2024. Data were analyzed using univariable and multivariable logistic regression analyses performed in (Stata Corp LP, College Station, Texas, USA). Odds ratios (ORs) with 95% confidence intervals were calculated.</p><p><strong>Results: </strong>The mean hypochondriasis score among students was 23.43 ± 10.81. The prevalence of hypochondriasis among nursing students was 54.3%. Univariable logistic regression analysis revealed a significant negative relationship between hypochondriasis and clinical self-efficacy (OR = 0.92, <i>P</i> < 0.001). Multivariable logistic regression analysis highlights a significant association between gender (<0.001), academic year (0.021), lower self-efficacy (<0.001), and increased levels of hypochondriasis.</p><p><strong>Conclusions: </strong>This study reveals a significant inverse link between hypochondriasis and clinical self-efficacy in nursing students, driven by gender, academic year, and GPA. These findings necessitate integrating mental health support and tailored academic strategies into nursing education to alleviate health-related anxieties, bolster clinical confidence, and ultimately improve patient care outcomes by fostering resilient, competent professionals.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"15 ","pages":"362"},"PeriodicalIF":1.5,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13633819/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149110418","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}