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Mathiassen Herring posted an update 2 months ago
d that the participating students perceived deficiencies in all domains of competencies. CONCLUSIONS These results indicate that the core competencies are still barely integrated into dental curricula and that further research in this field is needed. Copyright © 2019 Journal of Education and Health Promotion.INTRODUCTION Aging and chronic diseases associated with nutrition are increasing in the world; therefore, access to a tool for assessing nutritional literacy in the elderly is necessary. Therefore, the present study was carried out with the aim of psychometric evaluation of nutritional literacy in the elderly. click here MATERIALS AND METHODS This study was carried out to psychometric testing of the Nutrition Literacy Scale (NLS), through the validity and reliability of the tool in 280 elderly people (60 years of age and older) in Tehran. The validity of this tool was determined through the methods of translation, face and content and reliability of the tool through the methods of test-retest and internal consistency. Finally, the tool was analyzed using SPSS software version 16. RESULTS In this study, content validity index (CVI) was calculated for each item; CVI average was 0.86.5. To determine the reliability of the tool, interclass correlation coefficient was calculated by measuring the instrument’s stability, and it was 0.92. Exploratory factor analysis confirmed the existence of six factors in the questionnaire, which was named nutritional information, healthy nutrition, calorie intake, organic foods, saturated fats, and unit size, which explains 43% of the total variance. Furthermore, in the internal consistency assessment, the questionnaire was completed by 280 elderly people, and the Cronbach’s α coefficient was 0.80. CONCLUSION Based on the results obtained in the reliability and validity assessment, NLS in Iranian elderly has a desirable reliability and validity. This questionnaire has been translated into Persian for the first time. The results of this study provide a standard tool for assessing nutritional literacy status in Persian language communities. Copyright © 2019 Journal of Education and Health Promotion.CONTEXT Academic stress among adolescents is a significant contributor to a variety of mental and behavioral disorders. Holistic stress management interventions equip adolescents with good mental health and improve academic performance. AIM The aim of the study is to evaluate the effectiveness of holistic group-based stress management program in reducing academic stress, depression, anxiety, and improving well-being among adolescent girls. SETTINGS AND DESIGN Randomized control trial was adopted and the study was conducted at selected colleges of Dharwad city, Karnataka, India. MATERIALS AND METHODS Two hundred and thirty adolescent girls were randomly selected and assigned to either experimental (n = 115) or control group (n = 115). Both group participants were initially assessed for academic stress, depression, anxiety, general stress, and well-being. The experimental group participants participated in eight sessions of holistic group-based stress management program over a period of 1 month. The intervention comprises of body-mind-spirit strategies focusing on techniques to handle stressful situations, accept responsibility for their own well-being, and take charge of self-health. Control group participants did not receive any intervention. Postintervention assessments were conducted for all the participants on monthly intervals for 6 months. RESULTS Over 6 months follow-up compared to control group, the experimental group participants showed statistically significant decrease in academic stress (F = 131.60, P less then 0.01, n2 G = 0.14), depression (F = 156.70, P less then 0.01, n2 G = 0.13), anxiety (F = 190.50, P less then 0.01, n2 G = 0.16), general stress (F = 166.10, P less then 0.01, n2 G = 0.16), and improvement in well-being (F = 156.40, P less then 0.01, n2 G = 0.13). CONCLUSIONS These findings indicate that holistic stress management program has a positive effect on reducing stress, anxiety, depression, and improving well-being. Copyright © 2019 Journal of Education and Health Promotion.BACKGROUND Human immunodeficiency virus (HIV) is a kind of behavioral disease in that adopting behavioral changes is the only way to control and stop the epidemic. The aim of this study is to investigate the effect of education base on the health belief model (HBM) on health-seeking behavior among HIV-positive women. MATERIALS AND METHODS This study is a paralleled, randomized controlled clinical trial done with control group among HIV-positive women who were registered at the voluntary and counseling testing center of Imam Khomeini hospital in Tehran. Data were gathered by using information obtained from the Motivation-Skill-Behavior questionnaire and demographic data. The women were divided by permuted block and were randomized into two groups. Interventional group participated in six HBM educational classes and used routine counseling guidelines, but the control group used only routine counseling protocol. Data were collected before, immediately after, and 3 weeks after interference among all participants. Data were analyzed by using SPSS software version 16. RESULTS According to the results and statistical test, before intervention, the mean score of knowledge was not significantly different in the two groups, but after intervention in the interventional group, test result and follow-up increased statistically significantly (P = 0.000). Both groups had increased mean score of knowledge, and there is significant trend in level of knowledge (interventional group 20.79 ± 1.88, control group 17.36 ±2.44) and there was a significant increase in mean attitude follow-up score (P less then 0.001). CONCLUSION According to the result of the present study, counseling base on HBM by trained educator can increase information-motivation-skill-behavior among women living with HIV. Copyright © 2019 Journal of Education and Health Promotion.BACKGROUND Health-promoting behaviors are essential beliefs and actions to develop and sustain the adolescent health; however, people with inadequate health literacy have poorer health status. This study aimed to determine the effect of a problem-based learning (PBL) health literacy program on improving health-promoting behaviors among female students (15-18 years) at high schools in 2018-2019. METHODS This study was a quasi-experimental intervention one which carried out on 377 girl students using a cluster sampling method of intervention (n = 183) and control (n = 194) groups. The intervention was performed in four educational sessions of PBL health literacy program using related scenarios for 90 min. Data were collected through demographic variables, the Health Literacy Measure for Adolescents, and the Health-Promoting Lifestyle Profile II. Participants filled the questionnaires immediately and 3 months after the intervention in both the groups. RESULTS There were significant differences comparing the mean score of health literacy dimensions in numeracy (P less then 0.