Journal of Education and Health Promotion最新文献

{"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":"Development and validation of educational competencies Required for anesthesia technologists: A developmental study.","authors":"Shahnam Sedigh Maroufi, Neda Bagheri, Parisa Moradi Majd, Azam Saei, Jamileh Abolghasemi","doi":"10.4103/jehp.jehp_1368_23","DOIUrl":"10.4103/jehp.jehp_1368_23","url":null,"abstract":"<p><strong>Background: </strong>Competency-based approach is the dominant approach in curriculum planning. Despite the use of the competency approach in other fields related to the healthcare system in various countries and also in some fields in Iran, the undergraduate curriculum of Anesthesia Technology in Iran is predominantly presented traditionally (goal-oriented). Since obtaining competency for Anesthesia Technologists is important, this study aimed to determine the required educational competencies for them.</p><p><strong>Materials and methods: </strong>This quantitative developmental study was conducted in 2022-2023 in three general stages: determining competencies through literature reviews, conducting a group session with experts in the field of anesthesia and developing an initial questionnaire, and then examining the validity and reliability of the initial questionnaire by experts and finalizing the competencies. The validity of the questionnaire was assessed using CVR and CVI, and the reliability was calculated through Intra-class Correlation Coefficient (ICC) and Cronbach's alpha.</p><p><strong>Results: </strong>61 competencies were classified into five domains: \"ethics and professionalism,\" \"collaboration and communication,\" \"evidence-based practice and professional learning,\" \"safety and risk management,\" and \"technical competencies.\" The questionnaire had sufficient face and content validity, and its reliability was calculated using an ICC of 0.997 and Cronbach's alpha of 0.992.</p><p><strong>Discussion: </strong>Developing a competency-based curriculum is feasible by developing a competency framework, and this study is the first step towards creating a competency-based curriculum by developing a reliable and valid competency framework.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"48"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939984/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719838","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}

{"title":"Overcoming challenges to ensure effective integration of entrustable professional activities in the medical curriculum.","authors":"Saurabh RamBihariLal Shrivastava, Shubhada Gade, Sunita Vagha","doi":"10.4103/jehp.jehp_791_24","DOIUrl":"10.4103/jehp.jehp_791_24","url":null,"abstract":"<p><p>Entrustable professional activities (EPAs) occupy a crucial place in the training of medical students and preparing them for the challenges related to their future medical practice. This is mainly because these activities target core competencies and responsibilities that students must acquire to deliver safe and effective patient-centered care. Acknowledging the utility of EPAs in improving the delivery of medical education and facilitating learning among medical students, there is an immense need to systematically plan and implement the introduction of EPAs in the medical curriculum. In conclusion, entrustable professional activities (EPAs) play a defining role in the attainment of subject-specific competencies. However, the process of implementation has to be systematically planned, with the help of different stakeholders, including faculty members.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"72"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11940053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719128","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":"Uncovering essential skills for effective rheumatoid arthritis management: A qualitative grounded theory study.","authors":"Abdelaaziz Bounabe, Siham Elammare, Saadia Janani","doi":"10.4103/jehp.jehp_1384_24","DOIUrl":"10.4103/jehp.jehp_1384_24","url":null,"abstract":"<p><strong>Background: </strong>Effective management of rheumatoid arthritis (RA) relies on patients acquiring a specific set of skills. Patient education is a promising approach to achieve this. Despite extensive research in this area, a complete understanding of the necessary skills for persons living with RA remains elusive. This study aims to identify the essential skills required for individuals with RA, develop a hierarchical framework, and provide insights for targeted therapeutic education programs.</p><p><strong>Materials and methods: </strong>A qualitative approach using constructivist grounded theory was employed. Semi-structured interviews were conducted with (23) medical professionals specializing in RA and (16) RA patients. The data were analyzed using Atlas.ti software.</p><p><strong>Results: </strong>Six major themes emerged: self-care and coping, emotional and psychological resilience, knowledge and literacy in RA, personal development, communication and relationship building, and self-learning and problem-solving. These themes suggest a hierarchical structure, with knowledge serving as the foundation and progressing to more complex skills such as problem-solving and communication.</p><p><strong>Conclusion: </strong>This study provides an overview of the multifaceted nature of the skills required for optimal RA management. The proposed hierarchical structure offers a robust framework for developing targeted therapeutic education programs. The findings highlight the significance of a patient-centered approach in the effective management of RA.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"47"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939986/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719709","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 nurses' knowledge regarding preventing complications of central venous catheters (CVCs) in the intensive care unit: A descriptive study.","authors":"Hadeel Basim Jasim, Ahmed Flaih Hassan","doi":"10.4103/jehp.jehp_537_24","DOIUrl":"10.4103/jehp.jehp_537_24","url":null,"abstract":"<p><strong>Background: </strong>Central venous catheters (CVCs) are known to be associated with risks of complications such as infections and hemorrhages. Good nurses' knowledge and management are essential in limiting these risks. Therefore, the investigators felt a real need to assess the staff nurses' knowledge regarding preventing CVC complications.</p><p><strong>Materials and methods: </strong>A descriptive design study, A nonprobability purposive sample of 60 nurses from different educational levels in Baghdad Teaching Hospitals, data were collected using tools as follows self-administered nurses' questionnaire composed of two-part, Part I: consisted of the nurse's demographic data, Part II: consisted of the nurse's knowledge test regarding central venous catheter complication Comprising (30 MCQ)), this questionnaire assessed knowledge by giving two scores for each corrected answer, and one score for incorrect answered. Statistical Package for Social Science (SPSS) version 25.0 was used for data analysis.</p><p><strong>Results: </strong>The results showed the majority of the study sample was female (76.7%), with (78.3%) aged between 21 and 30 years. that the majority of participants were well-informed about the prevention of CVC complications, with 93.3% obtaining information from the Internet and social networking sites, the average score of knowledge (53.7%) of nurses exhibited good knowledge about preventing CVC complications, with (40.0%) having poor knowledge.</p><p><strong>Conclusions: </strong>There is a need to conduct training courses for nurses who work in intensive care units about the prevention of CVC complications based on standards as the results in this study indicated that there is a significant association between, nurses' knowledge and participation in training course, about prevention of CVC complications.</p>","PeriodicalId":15581,"journal":{"name":"Journal of Education and Health Promotion","volume":"14 ","pages":"54"},"PeriodicalIF":1.4,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11939991/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143719898","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}