Health Education For Students Research Articles

Achievement motivation and mental health among medical postgraduates: the chain mediating effect of self-esteem and perceived stress

IntroductionMedical postgraduates generally experience high levels of depression and anxiety. Previous studies have investigated the impact of various achievement motivations on depression/anxiety among medical students.MethodsThis study focused on self-esteem and perceived stress, examining the internal mechanisms through which achievement motivation affects depression/anxiety. 530 medical postgraduate students (66.04% female and 33.96% male) were administered the Achievement Goal Orientation Scale, Self-Esteem Scale, Perceived Stress Scale, and Depression-Anxiety-Stress Scale.ResultsResults indicated that: (1) mastery-approach goals were negatively correlated with depression/anxiety; mastery-avoidance goals were positively correlated with depression/anxiety; performance-avoidance goals positively predicted depression/anxiety; (2) self-esteem mediated the relationship between achievement motivation and depression/anxiety; (3) perceived stress played a mediating role in the relationship between achievement motivation and depression/anxiety; (4) self-esteem and perceived stress played a chain mediating role in the relationship between achievement motivation and depression/anxiety; (5) there was no significant linear correlation between mastery-approach goals and depression/anxiety.DiscussionAlthough this study employed a cross-sectional design and self-report scales, both of which have certain limitations, the findings still hold significant theoretical and practical implications. The research reveals a mediating pathway between achievement goals and mental health, offering new insights into mental health education for medical graduate students.

Advocacy Skill Development in Public Health Education Curriculum: A Pilot Study.

The National Commission for Health Education Credentialing (NCHEC) released updated Responsibilities and Competencies for Health Education Specialists based on the 2020 HESPA II. For the first time, advocacy is a standalone area of responsibility (Area V: Advocacy) for health education specialists. Although this is exciting for the field of health education, there is limited consensus on how to effectively teach advocacy or what content and skills to include. Furthermore, while the HESPA II was updated, the Council on Education for Public Health (CEPH) criteria for advocacy have not been. This pilot study examined how CEPH-accredited programs in the United States are addressing the profession-wide advocacy competency in their health education curricula. A cross-sectional research design with single-point data collection was used to assess how CEPH-accredited university programs (including Standalone Baccalaureate Programs, Public Health Programs, and Schools of Public Health) are preparing health education students to meet the national advocacy responsibility. The survey included items from the Advocacy Area of Responsibility and potential barriers for faculty teaching advocacy. Results indicate that most programs are teaching something about advocacy, but there is no program teaching all listed sub-competencies. Barriers to including all components of the advocacy responsibility were largely related to faculty motivation, knowledge, and time. With a full responsibility area devoted to advocacy, it is reasonable to expect that programs will adjust with the profession. However, program administrators must be catalysts for these changes in their individual programs.

Research on Mental Health Education for College Students from the Perspective of Comprehensive Education

In today's higher education environment, mental health issues among college students are becoming increasingly prominent, significantly affecting their academic performance, daily life, and future development. To address this issue, the concept of comprehensive education has emerged, emphasizing a holistic, comprehensive, and continuous approach to student education. This paper aims to explore mental health education for college students from the perspective of comprehensive education, analyzing the current state of college students' mental health and its influencing factors, while proposing targeted educational goals, content, and methods. Through the analysis of successful case studies, this paper highlights the importance of mental health education in promoting the overall development of college students and looks ahead to future research directions in this field. The findings will provide theoretical support and practical guidance for the practice of mental health education in higher education institutions.

Guardians of health: School nurses and their leadership roles in the fight against the COVID-19 pandemic in education<sup></sup>

This study investigated school health nurses’ critical role and importance in managing infectious diseases during the COVID-19 pandemic. The pandemic has had negative impacts on schools and educational institutions. In light of these impacts, the assistance of school health nurses in overcoming difficulties in accessing health services for students and their families was examined globally. The study aimed to explore the status of school nursing practices in various countries in response to the challenges posed by the COVID-19 pandemic, assess the situation in Turkey, and examine how these nurses contribute to health management in educational settings. To identify pertinent literature, relevant publications were reviewed using key terms such as ‘school nursing,’ ‘infectious disease management,’ ‘COVID-19,’ ‘safe school,’ and ‘public health’. The search focused on studies analysing the role of school health nurses during the pandemic. Sources included academic databases, public health reports, and public health organisation publications. Due to the lack of precise data on the employment of school health nurses in Turkey, specific information on their role during the pandemic could not be found. However, the relevant literature was comprehensively reviewed, and the study analysed global publications highlighting the critical role of school nurses in managing infectious diseases in educational settings. The study highlights that school health nurses play significant roles in preventing and controlling communicable diseases and contribute notably to health education for students and staff during the pandemic. School health nurses protect children and adolescents’ physical, psychological, and spiritual well-being. Findings suggest that structural changes in health and education systems are needed to enhance the effectiveness of school nurses. This study underscores the critical importance of school health nurses in pandemic management and public health protection. Strengthening their role is vital for preventing the spread of infectious diseases in schools and ensuring the well-being of students. Recommendations include increasing the employment of school health nurses, improving their professional development, and integrating their expertise into pandemic management strategies.

Impact of internet contact on the ideological and mental health education of university students

In the Internet era, the communication environment of university students’ ideological and mental health education (IMHE) has become more complex. Few studies have focused on the communication effect of Internet contact on the IMHE of university students. This study adopts a questionnaire survey method to explore Internet contact and IMHE of 2294 university students. The study found that Internet was the most important information source for university students. Nearly half of the university students spent 2–5 hours online per day for entertainment or fragmented learning. Educational films, communication and discussion, and classroom teaching were the three most popular forms of IMHE for university students, while comments on current events, psychological counseling, and national policies and regulations were the three favorite contents. Internet contact during (ICD) had significant impacts on the cognitive and behavioral communication effect of IMHE among Chinese university students. The emotional dimension had the best communication effect, followed by behavior and will, and finally the cognitive dimension. After conducting IMHE, university students had stronger emotional management abilities and were more optimistic. This finding suggested that when developing and implementing IMHE intervention for university students in schools, special attention should be paid to the impact of ICD differences on the communication effect of IMHE, especially cognitive communication needed improvement.

Addressing the Priority Needs of Educators in Delivering Sexuality Education to High School Students with Intellectual Disabilities

The study assessed sexuality health education management for secondary school students with intellectual disabilities in Thai specialized schools. It utilized a mixed-methods approach including a quantitative study via questionnaires and a qualitative analysis through in-depth interviews with teachers and experts. From use of the Priority Needs Index Modified (PNIModified) identification of the highest priority requirements showed that media characteristics understanding, media usage readiness, and content substance were most essential. Effective learning management requires easy-to-use media with stimulating visuals and understandable content. Teachers need expertise in media, teaching techniques, and technology. Results provide insights tailored for sexuality health education for students with intellectual disabilities.

Correlation between Nutrition Education and Dietary Habits in College Athletes

This study investigates the relationship between nutrition education and dietary habits among college athletes, focusing on volleyball and football players at the Federal College of Education, Zaria. With a sample size of 52 Physical and Health Education (PHE) students, the research aims to understand how nutrition knowledge influences dietary choices across different sports. The study used a quasi-experimental design with tests given before and after the intervention. Three types of data were collected: a validated nutrition knowledge questionnaire based on Zinn et al. (2005), a food frequency questionnaire (FFQ), and a 3-day food diary. Data analysis was conducted using SPSS version 25, with Pearson's correlation coefficient examining relationships between variables and independent t-tests comparing differences between sports. The findings suggest a significant positive correlation between nutrition education and improved dietary habits (r = 0.58, p < 0.001), with volleyball players showing a stronger correlation (r = 0.63, p < 0.001) compared to football players (r = 0.52, p < 0.01). Post-intervention, both groups demonstrated improved dietary habits, with volleyball players showing greater improvements in fruit and vegetable intake and reduced consumption of processed foods. The study concludes that nutrition education has a positive impact on the dietary habits of college athletes, with the effect varying between different sports. The stronger correlation observed in volleyball players suggests that sport-specific factors may influence the effectiveness of nutrition education. Based on these findings, the study recommends curriculum planners and experts implement a continuous nutrition education curriculum as part of athletic programs. This curriculum should not only provide foundational knowledge but also include ongoing education to reinforce and expand upon initial learning.

The Effect of Parent-child Attachment on the Subjective Well-being of Junior High School Students

The report of the 19th National Congress of the Communist Party of China emphasized that we should adhere to the people-centered ideology and continuously improve the people's sense of gain, happiness and security. Enhancing the people's sense of happiness is the core and purpose of the development of China's socialist cause. Moreover, since United States psychologists first proposed the concept of "positive psychology" at the beginning of this century (Seligman & Czikszentmihalyi, 2000), advocating the exploration of the potential positive power of human beings, rather than just studying psychological or behavioral problems. The mainstream of psychological research has also begun to trend towards positive psychology, instead of studying negative psychological states such as depression and anxiety as in the early days, more and more psychologists are committed to focusing on positive human qualities and emotions such as happiness and joy, in order to eventually make human beings happy. Subjective Well-being (SWB) is the main content of people's quality of life, and as one of the three major research objects of positive psychology, it has attracted great attention and attracted more and more researchers. By studying the relationship between attachment, comprehension of social support, self-esteem and subjective well-being, it is hoped that it can provide some help and inspiration for the mental health education of junior high school students, so as to promote their physical and mental health development.

Special education teachers' involvement and perceived barriers to delivering oral health education for students with disabilities-A cross-sectional study.

Dental caries is prevalent among children, including those with disabilities. Although the World Health Organization recommends school-based oral health promotion (OHP) programmes involving teachers, limited research has explored teachers' roles and perspectives. To assess special education teachers' involvement and difficulties regarding oral health education (OHE), attitudes towards OHP and barriers to oral healthcare access for students with disabilities (SWDs). This descriptive cross-sectional study, conducted in Al-Ahsa, Saudi Arabia, involved 264 special education teachers using a validated, self-administered questionnaire, and descriptive and analytical statistics were used for data analysis. Only 39% of teachers incorporated OHE into their teaching, and just 20.8% received training for OHE delivery. Teachers showed strong support for integrating OHE into the curriculum (84.1%) and a no-sugar policy (78%). There was, however, less support for school-based toothbrushing (39%). OHE barriers included insufficient resources (56.1%), limited knowledge (29.2%) and misconceptions about primary teeth removal (47.4%). The three most common barriers to oral healthcare access were extended waiting lists (75.0%), long waiting times (73.1%) and fear of dental equipment (67.4%). This study highlights the need for collaboration between healthcare professionals, educators and parents to enhance OHE and reinforce OHP for SWDs within special education and beyond.

One Health in Medical Education: A Proposed Framework.

The One Health concept focuses on the interconnections between human health, animal health, and the environment, stressing the need for interdisciplinary collaborations to address complex issues such as the health challenges posed by climate change and global pandemics. One Health is a central part of the curriculum of veterinary schools, however, it is rarely incorporated into medical school education. Nationally, there are limited examples of formal One Health education and training for medical students. To incorporate One Health into its curriculum, John A. Burns School of Medicine developed a Dean's Certificate of Distinction in One Health that consists of a One Health foundational course, a clinical One Health elective course, participation in the One Health Interest Group, engagement in One Health educational and outreach activities, and a One Health research or curriculum development project. To the authors' knowledge, this is the first One Health certificate program developed and implemented in any Association of American Medical Colleges accredited medical school. Although introducing similar programs into medical curricula will continue to be challenging, we hope it will serve as a framework for other academic institutions.

Evaluation of female university students’ knowledge, attitudes, and practices toward human papillomavirus infection and vaccination. Multicenter cross-sectional study

IntroductionHaving good knowledge and a favorable attitude toward human papillomavirus (HPV) and HPV vaccinations is the cornerstone for increasing the use of HPV vaccinations and preventing cervical cancer. The objective of this study was to evaluate the level of knowledge, attitudes, and practices regarding HPV and HPV vaccinations, as well as to identify associated factors among female undergraduate health science students at both the University of Gondar (UoG) and Bahir Dar University (BDU), Amhara, Ethiopia.MethodsInstitutional-based multicenter descriptive cross-sectional study was conducted from June 1, 2023, to July 30, 2023. A multistage sampling technique was used to select 633 female undergraduate health science students, and data were collected using a structured, self-administered questionnaire. The data were coded, entered in Epi-data, and exported to SPSS for analysis. Variables with a P-value < 0.25 in the bivariate analysis were inserted in a multivariate logistic regression model, and those with a P-value of < 0.05 in the multivariate binary logistic regression were considered statistically significant factors for knowledge, attitude, and practice regarding HPV and vaccine against it.ResultsThe study included 600 participants with a mean age of 20.8 ± 0.75 years. Using Bloom’s cutoff points for the KAP study, among the participants, 436 (72.7%) had good knowledge about HPV, whereas 315 (52.5%) had good knowledge about HPV vaccinations. More than half of the participants, 359 (59.8%) heard about HPV vaccinations in Ethiopia. More than half of the participants, 342 (57%) had favorable attitudes toward HPV vaccinations. Only 261 (43.5%) participants believed the HPV vaccine was safe and effective. All participants had never been tested for HPV, and 471 (78.5%) refused to have their samples for regular HPV testing. The factors like ages between 21 and 23 years (AOR, 2.12, 95% CI: 1.22–3.09) and favorable attitudes toward HPV vaccinations (AOR: 1.88; 95%, CI: 1.15–3.41) were associated with the participant’s knowledge about HPV vaccinations. Having good knowledge about the virus (AOR: 1.92; 95%, CI: 1.11–5.88) and its vaccine (AOR:1.60; 95%CI: 1.07–2.47) were factors associated with the attitude of the participants about HPV vaccinations. Additionally, HPV vaccination practice was significantly associated with the attitude of the participants toward HPV vaccinations (AOR: 1.85; 95%CI: 1.15–3.45), knowledge about HPV (AOR: 1.18; 95%CI: 0.55–5.50), and HPV vaccinations (AOR: 1.85; 95%CI: 1.08–2.44).ConclusionThis study revealed that half of the students had good knowledge and a favorable attitude toward HPV vaccinations, but there was poor HPV vaccination practice. There is still a need for continued health education, training, and counseling services for students to strengthen HPV vaccination practices, improve students’ attitudes and knowledge about the benefits of vaccination, and improve counseling abilities against HPV-induced cancer.

ANALISIS DAYA TAHAN AEROBIK (VO2MAX) MAHASISWA PENJASKESREK FKIP UNIVESITAS ABULYATAMA YANG MENGIKUTI MATAKULIAH ATLETIK

The purpose of this study was to analyze aerobic endurance (VO2Max) in Health and Recreation Physical Education students, Faculty of Teacher Training and Education, Abulyatama University who took the Athletics Course. This research is a type of descriptive research with a quantitative approach. The population and research sample totaled 35 Students of Physical Education, Health and Recreation, Faculty of Teacher Training and Education, Abulyatama University, Class of 2022. The data collection for this study was through a 15-minute running test and measurement. The results showed that the average analysis of aerobic endurance (VO2Max) of Physical Education Health and Recreation students, Faculty of Teacher Training and Education, Abulyatama University who took part in the Athletics Course was 33.79 (very poor category), with the following details: (1) as many as 2 students (5.71%) are in the medium category, (2) as many as 33 students (94.29%) were in the very poor category. The conclusion of this research is that the aerobic endurance (VO2Max) of Physical Education Health and Recreation students at the Faculty of Teacher Training and Education, Abulyatama University who take the Athletics Course is very poor

The Relationship Between Self-control and Psychological Stress among College Students

The intensification of competition for further education and employment brought about by the development of the times has led to a sharp increase in psychological pressure on contemporary college students. The mental health of college students has become a social issue of common concern for parents and various groups in society. This article focuses on the relationship between self-control and psychological stress among college students. Through analysis of existing literature and research, it is found that college students with high levels of self-control are able to demonstrate stronger adaptability and lower psychological distress when facing academic, interpersonal, and economic pressures. This is mainly because individuals with higher self-control abilities have more disposable self-control resources compared to those with lower self-control abilities, so the resources allocated to psychological stress are more sufficient and can better control psychological stress. This study has important reference significance for alleviating psychological stress among college students and promoting the strengthening and improvement of student mental health education by the government and various social groups. In the future, further refinement can be made in the operationalization of the aforementioned variables to facilitate in-depth research on this topic.

Research on the Dilemma and Path of Mental Health Education for College Students from the Perspective of Home-School Cooperation

With the development of society and the advancement of education, the state has increasingly emphasized the importance of mental health education for college students. Mental health education for college students serves as an effective vehicle for psychological education in universities, with family and school education being the two critical fronts. To ensure the smooth implementation of mental health education for college students, it is imperative for schools and families to collaborate and cooperate closely, thus effectively promoting the healthy growth and comprehensive development of students. Given the current challenges such as inadequate awareness of home-school cooperative education, lack of mechanisms for home-school cooperation, and a singular platform for home-school cooperation, we need to comprehensively improve the overall quality of mental health education by unifying the ideology of home-school cooperative education, establishing a sound mechanism for home-school cooperation, innovating the platform for home-school cooperation, and enriching the content of home-school cooperation.

Digital Health Education and Training for Undergraduate and Graduate Nursing Students: Scoping Review.

As technology will continue to play a pivotal role in modern-day health care and given the potential impact on the nursing profession, it is vitally important to examine the types and features of digital health education in nursing so that graduates are better equipped with the necessary knowledge and skills needed to provide safe and quality nursing care and to keep abreast of the rapidly evolving technological revolution. In this scoping review, we aimed to examine and report on available evidence about digital health education and training interventions for nursing students at the undergraduate and graduate levels. This scoping review was conducted using the Joanna Briggs Institute methodological framework and the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). A comprehensive search strategy was developed and applied to identified bibliographic databases including MEDLINE (Ovid; 1946 to present), Embase (Ovid; 1974 to present), CINAHL (EBSCOhost; 1936 to present), ERIC (EBSCOhost; 1966 to present), Education Research Complete (EBSCOhost; inception to present), and Scopus (1976 to present). The initial search was conducted on March 3, 2022, and updated searches were completed on January 11, 2023, and October 31, 2023. For gray literature sources, the websites of select professional organizations were searched to identify relevant digital health educational programs or courses available to support the health workforce development. Two reviewers screened and undertook the data extraction process. The review included studies focused on the digital health education of students at the undergraduate or graduate levels or both in a nursing program. Studies that discussed instructional strategies, delivery processes, pedagogical theory and frameworks, and evaluation strategies for digital health education; applied quantitative, qualitative, and mixed methods; and were descriptive or discussion papers, with the exception of review studies, were included. Opinion pieces, editorials, and conference proceedings were excluded. A total of 100 records were included in this review. Of these, 94 records were identified from database searches, and 6 sources were identified from the gray literature. Despite improvements, there are significant gaps and limitations in the scope of digital health education at the undergraduate and graduate levels, consequently posing challenges for nursing students to develop competencies needed in modern-day nursing practice. There is an urgent need to expand the understanding of digital health in the context of nursing education and practice and to better articulate its scope in nursing curricula and enforce its application across professional nursing practice roles at all levels and career trajectories. Further research is also needed to examine the impact of digital health education on improving patient outcomes, the quality of nursing care, and professional nursing role advancement. RR2-10.11124/JBIES-22-00266.

Expressed preferences for public health education of students during COVID-19 vaccination intervention: a cross-sectional comparative study

BackgroundPublic health education is a powerful tool for improving communicable disease awareness and prevention protocols. Despite the fact that health education is crucial for the advancement of COVID-19 awareness and vaccination decisions, how a teacher approaches students to learn about health education during COVID-19 vaccination is a challenging issue. This study aimed to assess the preferences for public health education during COVID-19 vaccination intervention and compare the predictors of preferences between science and non-science university students in Bangladesh.MethodsA multi-item questionnaire was developed and an online link was conveniently sent to the encounters between 31st May, 2023 and 15th August, 2023. Binary logistic regression analysis was applied to rationalize the research objective.ResultsThe pooled preference for public health education was 71.3% (95% Confidence Interval [CI] 67.7–74.3) vs. 81.5% (95% CI 79.3–84.7) between science and non-science students. Out of twelve predictors “vaccine agreement”, “bio-safety behavior", and “disease awareness” were significantly associated (p < 0.01, p < 0.05) with the preference for public health education in both groups. Varied effects were also observed for some predictors: vaccine “safety” and “side effects” were significant (p < 0.05, p < 0.01) in science and non-science students, respectively. To address the conflict in decisions, non-science students significantly preferred “prevention alliance” whereas science students preferred “environmental health” issues (p < 0.05).ConclusionPublic health education was more preferred by non-science university students than by science students in making COVID-19 vaccine decisions . The focus of transformative public health education should be interdisciplinary, including information on communicable diseases, public health measures, and prevention alliances, as well as information about vaccines' side effects and safety.

Health Education and Needs Promotion Awareness for Secondary School Students in Uganda

Health Education and Needs Promotion Awareness for Secondary School Students in Uganda

ENHANCING PSYCHOLOGICAL FLEXIBILITY AND MENTAL HEALTH OF CHINESE UNIVERSITY STUDENTS THROUGH CURRICULUM-BASED INTERVENTIONS

This study aims to explore integrating new teaching methods and interventions from acceptance-commitment therapy designed to improve the psychological flexibility of Chinese university students through a required university student mental health education course. Psychological flexibility is a protective factor for mental health. The low level of psychological flexibility is one of the reasons for the high incidence of depression, anxiety and other psychological problems at university. This longitudinal study used a pre and post-test design to test some freshmen in a particular grade at Huangshan University using the AAQ-II, CFQ-F and SCL-90. Then, a new teaching method was implemented in the courses. Systematic sampling was conducted at the end, with a sample of 287 subjects selected (M = 19 years, SD = 0.73 years; 46.6% male,53.3% female) and was followed up to analyse the psychological test data before the course teaching and after one year. The results showed that after controlling for gender, there was a significant difference between the pre-test and the post-test, with a substantial increase in the level of psychological flexibility (P&lt;0.001), and essential psychological symptoms were significantly reduced (p&lt;0.001). It is concluded that the new curriculum and teaching methods can dramatically improve psychological flexibility and mental health. Based on the core concept of improving psychological flexibility, reforms should be carried out in the required curriculum of Chinese university students' mental health education, incorporating new teaching methods and interventions to help students solve their psychological distress, alleviate psychological symptoms, and promote mental health.

Research on Mental Health Education of Students in Higher Vocational Colleges Based on Positive Psychology Perspective

Research on Mental Health Education of Students in Higher Vocational Colleges Based on Positive Psychology Perspective

Exploration of Social Work Intervention Models in College Students' Youth Health Education—Taking University X as an Example

Based on the youth health program of colleges and universities, we carry out youth health education for X-school students based on the group work method of social work. It explores the practical path of youth health education in colleges and universities and develops a "trinity" youth health education model for colleges and universities, which promotes the organic integration of professional social work education, student peer education, community practice education, and youth health education, and finally provides suggestions for future youth health education in colleges and universities.