Educational Intervention Research Articles

Challenges to School Success Among Children in U.S. Military Families

ABSTRACT Introduction More than 90% of children in military families attend civilian schools that may lack understanding of the unique experiences and stressors of military life. School success in children of military families has important implications on future academic achievement, health outcomes, and military groups; yet there has not been an examination of challenges of school success among children of military families in the United States using nationally representative data. Materials and Methods Data captured in the 2021-2022 National Survey of Children’s Health, limited to children aged 6 to 17 years, were used to examine the association between child’s caregiver military status and challenges of school success: lack of school engagement measured through caring about school and completing schoolwork, school absenteeism, and grade repetition (n = 60,599). Weighted to be nationally representative, bivariate analyses used chi-squared tests to examine estimates between selected variables and caregiver military status. Multivariable regression analyses were used to examine the association between caregiver military status and challenges of school success measures. Results In both unadjusted and adjusted analyses, we found that children of military families were more likely to not be engaged in school (adjusted odds ratios 1.35; 95% CI 1.19–1.53) and more likely to repeat a grade (adjusted odds ratios 1.33; 95% CI 1.09–1.64) than their civilian counterparts. There were no statistically significant differences in school absenteeism between children of military families and of civilian families. Conclusions This study extends beyond previous research findings that have focused primarily on academic achievement by including school engagement, attendance, and grade repetition for a more holistic and complete understanding of school success of children in military families. Our findings can be informational for school systems and policymakers to create educational and connective interventions for children in military families to improve school success.

Can Education Save Us From Ourselves? Three Psychological Challenges to Democracy

This review brings social science literature into conversation with education to understand how three psychological challenges—motivated reasoning, misinformation, and conspiracy theories—have been studied in educational research. After describing the challenges, how they function, and how they contribute to democratic backsliding, the authors explore the frequency, orientation, and proposed interventions to these challenges in 59 educational research articles published between 2016 and 2022. We categorize approaches to the challenges as Rational, Affective, or Blended Rational/Affective to describe their framing in educational research. Rational frameworks were the most common, while few studies used Affective frames. The few studies featuring an educational intervention emphasized rational thinking over affective or motivational processes. We suggest ways to bolster understanding of problems created by motivated reasoning, misinformation, and conspiratorial thinking and argue for increased attention to the affective and political nature of these challenges in educational research.

Assessing the impact of cervical cancer education in two high schools in Ghana.

Cervical cancer is one of the commonest female cancers in Ghana. However, it is preventable. Prevention through Human Papilloma Virus immunization and early detection by screening have their foundation in awareness and a good knowledge about the disease. Acquiring the right knowledge about cervical cancer should be earlier rather than later while mindsets are still being formed to translate into the right attitudes and behaviours later in life. An unpaired pre- and post-test quasi experimental study was conducted at two Ghanaian senior high schools. An educational intervention was carried out comprising a drama, PowerPoint lecture, question and answer session and cervical cancer information leaflet distribution. A self-administered questionnaire was given as a pre-test and repeated as a post-test after 3 months. The total score for each domain of knowledge tested was categorized into adequate knowledge (≥ 50%) and inadequate knowledge (< 50%). The number of participants in the pre- and post-test were 1,107 and 1,276 girls respectively, with average age of 16 years. General knowledge on cervical cancer improved to 94.4% from 73% following the intervention, but only 46.2% said cervical cancer was curable following the education. Knowledge on symptoms improved from 78 to 87.1% and risk factor knowledge improved from 81.8 to 89.3%. After the intervention, 37% from an initial 42% still thought that having sex at a young age (adolescence) was not a risk factor. Screening and prevention knowledge improved from 82.9 to 91% but only 37.2% knew the recommended age to begin screening with pap smears, even after the education. Overall knowledge on cervical cancer after the education significantly improved from 79.1 to 92.3%. Knowledge of cervical cancer among young girls in two High Schools, improved with the educational intervention. Areas of education to be emphasized are: cervical cancer is curable if diagnosed early, increased risk with early onset of sexual activity, and recommended age to start screening. Educating young girls on cervical cancer increases their awareness and gives them adequate knowledge which should influence their attitudes and behaviour towards cervical cancer in the future. It should be considered for adoption into high school curricula.

Merging Realities for Better Health: A Dive Into Virtual Healthcare

This paper delves into the transformative use of Virtual Reality in the public health domain, focusing on its psychological effects, the effectiveness of VR-based patient education interventions, and ethical considerations surrounding the use of personal data and privacy. Through the examination of peer-reviewed studies, the research found that VR offers innovative solutions on health education and mental health outcomes. The immersive digital environment of VR offers breakthroughs in delivering patient education and psychological interventions. As VR devices continuously collect vast amounts of sensitive user information to create unique experiences, the paper discusses the need for data protection and ethical guidelines to protect user privacy and gain consumer trust. However, it is important to address the significant ethical and social issues, and adverse reactions, such as cyber-sickness or escapism, to fully realize the benefits of Virtual Reality.

Engaging in cyber hygiene: the role of thoughtful decision-making and informational interventions

IntroductionThe effectiveness of human-centric cybersecurity largely depends on end-users’ adherence to security and privacy behaviors. Understanding and predicting variations in the adoption of these safeguards is crucial for both theoretical advancement and practical application. While existing frameworks are often adapted from health science literature, there is potential to enhance these models by incorporating criminological constructs relevant to online victimization. This study introduce rational choice theory of thoughtfully reflective decision-making (TRDM) into the information security domain. TRDM suggests that variations in cognitive decision-making capabilities influence behavioral outcomes, particularly in the context of security and privacy practices.MethodsThe study employed a field experiment to test the applicability of TRDM in predicting end-users’ engagement in security and privacy behaviors. Participants were exposed to security-related warnings, with the hypothesis that thoughtfully reflective decision-makers would be more likely to adopt robust protective behaviors. Data was collected on participants’ responses to these security warnings, as well as their overall adherence to privacy and security practices.ResultsThe findings support the theoretical framework: individuals exhibiting thoughtfully reflective decision-making tendencies demonstrated a higher likelihood of engaging in privacy and security behaviors. Specifically, participants with higher TRDM scores were more likely to adopt protective behaviors when warned of the consequences of non-compliance. These results indicate that cognitive decision-making capabilities significantly influence the likelihood of engaging in cybersecurity practices.DiscussionThe study challenges the prevailing one-size-fits-all approach to cybersecurity by highlighting the importance of individual differences in cognitive decision-making. Thoughtfully reflective decision-makers are better equipped to adopt preventive security measures, suggesting the need for more tailored interventions in cybersecurity education and risk assessment. This research contributes to the development of sophisticated risk assessment tools aimed at mitigating vulnerabilities and reducing users’ susceptibility to digital threats. Incorporating TRDM into information security models provides a more nuanced understanding of user behavior, offering insights into how cognitive processes influence cybersecurity adherence.

Awareness and Uptake of HIV Preexposure Prophylaxis and Postexposure Prophylaxis Among College Students With Sexual Experiences: Institutional-Based Cross-Sectional Study.

Evidence has shown that HIV prevalence among young people, especially college students, has increased disproportionately. Preexposure prophylaxis (PrEP) and postexposure prophylaxis (PEP) are two of the most effective ways to prevent HIV, which are vital for college students with sexual experiences who have sexual risks. To provide evidence for effective intervention to reduce the risk of HIV infection among young students, this study aimed to analyze the awareness and uptake of HIV PrEP and PEP among college students with sexual experiences. An institutional-based cross-sectional study design was used to collect data through an electronic questionnaire from college students in 5 colleges located in Zhejiang Province. A total of 21,962 college students were investigated, of which 2605 students with sexual experiences were included in the data analysis with the following information collected: sociodemographic characteristics, awareness and uptake of HIV PrEP and PEP, sexual behaviors, and HIV tests. Binary logistic regression analysis was used to explore the factors on seeking PrEP and PEP. The average age of college students with sexual experiences was 21.25 (SD 2.75) years. Overall, 61.4% (n=1600) of the participants were aware of PrEP, and 53.0% (n=1380) of them were aware of PEP. Moreover, 5.6% (n=146) of them have sought PrEP or/and PEP, and 89.1% (n=2321) have not sought PrEP or PEP. College students who had more than 6 sexual partners, have always had unprotected sex, have subjective perceived risk behavior, and undergo HIV testing were more likely to seek PrEP or/and PEP. The main ways for the participants to learn PrEP and PEP were through school clubs, the internet, and the Centers for Disease Control and Prevention. Moreover, senior students and those who had not undergone an HIV test had a lower likelihood of seeking PrEP and PEP. College students who did not have risky sexual behaviors (odds ratio 0.468, P=.004) and homosexual students (odds ratio 0.318, P=.03) were more likely not to seek PEP. College students with sexual experiences rarely seek PrEP and PEP, with a relatively low awareness of PrEP and PEP. It is very important to increase the knowledge and uptake of PrEP and PEP by educational and behavioral interventions among young students at risk for HIV infection.

Hidden inequalities of ease: A practice-theoretical approach to understanding the links between social deprivation and diet

Our comparative study uses practice-based understandings of behaviour to expose the hidden ‘inequalities of ease’ which underlie healthy eating behaviours in different socioeconomic circumstances. This adds depth to the well-established direct impacts of socioeconomic factors through illuminating the more subtle contextual factors which enhance these effects and reduce the ease of healthy eating in contexts of deprivation. Drawing on in-depth multi-method research with 25 mothers living in two contrasting areas of Bristol and a subsequent survey with 310 respondents, we illustrate how the materials, competences and meanings which shape our eating practices are socioeconomically patterned. What is the impact of socioeconomic differences in mundane materials such as dining tables? Or in the risks involved in developing skills related to unprocessed food preparation? Or in the prioritisation of ‘health’ among the many meanings of good food? In all of these examples we show that the materials, competences and meanings which are more likely to be associated with the practices of those who live in deprived areas serve to systematically skew easy unthinking eating habits away from the minimally-processed fruits and vegetables which were universally understood to be key to healthy eating. Applying a practice lens to inequalities in healthy eating in this way provides novel insights into how deeply structural inequalities are embedded in the microcosms of everyday life and how they affect the ease of eating healthily through shaping what we do unthinkingly on ‘autopilot’. Education and awareness-raising interventions which ignore the systematic skewing of easy unthinking eating practices cannot close the healthy eating gap, instead serving to justify blaming those who are already most disadvantaged for the inequalities in preventable ill-health which tax their wellbeing and take years off their lives.

Children’s Diets and Planetary Health: A Study in Wroclaw, Poland, and Sydney, Australia

Meals served to children should not only satisfy hunger and taste preferences but also be nutritionally adequate. Nutrition in early childhood is critical, as children spend a significant portion of their day in kindergarten or preschool, making these settings key contributors to their overall dietary intake. With the rising prevalence of nutrition-related health conditions among children, early interventions are essential for developing and establishing lifelong healthy eating habits. This study assessed the nutritional value and quality of children’s diets in two distinct settings: kindergartens in Wroclaw, Poland, and preschools in Sydney, Australia, evaluating their alignment with the planetary health diet. The research analysed 10-day menu cycles from five kindergartens in Wroclaw and the contents of lunchboxes from five preschools in Sydney’s Upper North Shore area. A total of 100 menus were reviewed in Poland, while 100 children’s lunchboxes were assessed in Australia. Different analytical methods were employed: the Diet 6D software program for the Polish menus and the Food Consumption Score for the Australian lunchboxes. Both methods revealed dietary imbalances, such as excessive intake of protein, vitamin A, salt, and sugar, alongside deficiencies in calcium, vitamin C, and vitamin D. The study concluded that children’s diets should adhere to nutritional guidelines, meeting both Polish and Australian standards, and align with the principles of the planetary health diet. To achieve this, nutritional education is essential for kindergarten staff in Poland, while targeted educational interventions are needed for parents and children in both Poland and Australia, promoting health and environmental sustainability through better nutrition.

Interventions for improving health literacy among older people: a systematic review

BackgroundHealth literacy(HL) is defined as the degree to which individuals have the capacity to obtain process and understand basic health information and services required for making appropriate health decisions. Effective interventions to improve older people’s HL have become increasingly important. The purpose of this study is to conduct a review of interventions aimed at enhancing the HL of older people.MethodologyRelevant information was gathered from various databases including PubMed, Scopus, Cochrane Library, Science Direct, and Web of Science. Additionally, a manual search of related journals and Google Scholar, a search of the reference lists of selected articles, and a search of unpublished sources were also conducted up to 30 August 2024. Reporting quality assessment was performed using CONSORT: 2010, JBI Critical Appraisal Checklist for Quasi-Experimental Studies, and “Quality Assessment Criteria for Survey Research Reports”.ResultsA total of 21 articles were included in this study. The interventions conducted in high-income countries were found to be more effective compared to those conducted in middle and low-income countries. Furthermore, interventions carried out at the community level were more effective than those performed in nursing homes. Educational interventions were more effective than lifestyle modification interventions, and interventions carried out in a single dimension were more effective than multidimensional interventions. Additionally, interventions that utilized technology were found to be more effective.ConclusionBased on the findings, community-based interventions that encompass a one-dimensional approach, incorporating the use of technology and considering the duration of the intervention, are more recommended.

Effectiveness of Coronary Artery Disease Health Education among the patients of Coronary Artery Disease in Tertiary Cardiac Centre

Background and Aims: Secondary prevention of coronary artery disease is vital in preventing the future cardiac events. Inadequate knowledge of the disease is related to non-compliance with the treatment therapy which directly results in disease progression and its complication. The objective of this study is to assess the effectiveness of health education about coronary artery disease among the patients of coronary artery disease in a tertiary cardiac centre. Methods: A quantitative, prospective, interventional research design was designed to collect the data by non-probability convenience sampling method. Patients diagnosed with coronary artery disease and admitted in different wards of Shahid Gangalal National Heart Centre were included. Data was collected from July 2022 to December 2022 in three phases: prior to health education; within 24 hours of health education and after 3 months. A semi structured face to face interview was used to collect data from the patients, which was then filled in the web-based questionnaire and appropriate statistical methods were used for analysis. Results: A total of 167 patients were enrolled during the study period. Only 145 (86.8%) patients completed the 3rd phase of data collection. There was a significant improvement in patients’ overall knowledge (P value; &lt;.01) as well as knowledge regarding medical (P value; &lt;.01), coronary artery disease risk factors (P value; &lt;.01), exercise (P value; &lt;.01), nutrition (P value; &lt;.01) and psychological risk (P value; &lt;.05). There was a significant improvement (P value; &lt;.01) related to behavior related characteristics like smoking, tobacco consumption, alcohol consumption and physical activity. However, correlation between health behaviors and post intervention knowledge showed a non-significant weakly positive relation of knowledge with education (r=.081), whereas there was non-significant weakly negative relation with physical activity (r=-.0126). Conclusion: The educational intervention has significant improvement in level of knowledge and change in behavior pattern among the patients of coronary artery disease. This study demonstrates that targeted health education programs can lead to significant improvements in knowledge and behavior among coronary artery disease patients, potentially reducing hospital readmission rates and promoting better long-term disease management.

The impact of second language teacher education on the development of pre-service teachers’ pedagogical beliefs

The current study explores the impact of second language teacher education (SLTE) on the development of the pedagogic beliefs held by fifty student-teachers enrolled in a public university in central Mexico. Specifically, the research investigates the extent to which conceptions of effective teaching changed, or didn’t, over the course of a four-year BA. Repertory grid interviews were used as the primary method of data collection. The repertory grid technique is the best known of several data solicitation instruments associated with the field of personal construct psychology. Data was subjected to both qualitative and quantitative inspection, including an assessment of cognitive complexity and principal component analyses. Results suggest that the participants who were SLTE students did not appear to significantly change their pedagogic beliefs over the course of the educational intervention. However, graduates of the SLTE program were found to hold significantly different kinds of pedagogical beliefs than the participants still enrolled in the BA, particularly in terms of their beliefs about reflection, student autonomy, and student-centeredness. This suggests that with time, internalized learnings from the program may have an opportunity to come to the fore and positively impact teacher practice.

Exploring the Impact of Parenting Styles on Children’s Academic and Mental Health

(Objective) This article examines how different parenting styles relate to children's academic and psychological adjustment, focusing on scholastic engagement, persistence, emotional resilience, and stress management. (Method) The study reviews empirical research through the lens of Basic Psychological Need Theory and Self-esteem Theory, analyzing four parenting styles: authoritarian, authoritative, permissive, and uninvolved. (Results) The findings emphasize the importance of academic adjustment for scholastic achievement and psychological adjustment for emotional well-being. The study highlights the need for an encouraging family environment, effective parenting methods, and educational interventions to promote children's academic and psychological development. Further research is required to understand the mechanisms by which parenting styles influence child adjustment.

Public attitudes and knowledge about self-injury: A cross-sectional web-based survey of Japanese adults.

Nonsuicidal self-injury is common among adolescents. Dispelling related public misconceptions is essential for creating effective prevention and intervention strategies, as these myths contribute to stigmatization. This study examined the prevalence of self-injury myths among the Japanese public and explored how demographics and personal experiences influence these beliefs. A nationwide web-based self-report survey of 2000 Japanese adults (mean age = 44.6 ± 14.3 years) examined their agreement with 14 scientifically unsupported self-injury beliefs. Endorsement rates for each myth were calculated, and the associations between myth beliefs and other variables were explored. Fourteen myths were analyzed, with endorsement rates of 21.0%-68.7%. Logistic regression analysis indicated that men were more likely to endorse the myth that self-injury is uncommon (adjusted odds ratio [AOR] = 1.45, 95% confidence interval [CI] = 1.17-1.79), whereas women were more prone to myths about the rarity of self-injury, using a single method, stimulation as the exclusive purpose, wrist-cutting prevalence, and average onset age. Younger participants were more likely to believe that self-injury is solely for stimulation than other age groups. Those with human-service professional experience were more likely to view self-injury as attention-seeking compared to those without such experience (AOR = 1.62, 95% CI = 1.07-2.46). With some exceptions, individuals who expressed confidence in their ability to respond to self-injurers were more likely to endorse the myths. These findings highlight the need for targeted educational interventions to dispel misconceptions about self-injury and improve public understanding of this complex behavior.

Gender, Racial-Ethnic, and Cohort Effects on STEM Interests: A Fourteen-Year Comparison

Gender and racial-ethnic disparities continue to exist in participation within science, technology, engineering, and mathematics (STEM) fields. Because vocational interests predict career choice and educational interventions to help promote STEM interest among underrepresented groups have increased, research is needed to assess if meaningful changes have occurred with STEM-related interests, particularly among women and people of color who have historically been underrepresented in the STEM workforce. The present study examines vocational interests in large samples of college students across two cohorts who completed the Strong Interest Inventory in 2005 ( N = 6,496) and 2019 ( N = 21,146). Results indicate that STEM-related interest levels have increased both across gender (i.e., men and women) and racial-ethnic groups, specifically for Black, Latinx, Asian, and White college students over this period. Notably, STEM-related interests declined or stayed the same across cohorts for Native American students. Additionally, the gap between women and men narrowed for the Investigative General Occupational Theme and STEM-related Basic Interest Scales. Finally, these results are discussed within the context of vocational interest development and societal STEM-related initiatives and focus on increasing STEM interests among underrepresented youth living in the United States.

A scoping review and bibliometric analysis of educational research on water literacy and water education

This paper presents a scoping review of the international academic research literature on water literacy and water education, including its implementation in both formal and non-formal education. The review was conducted through various analyses to examine global trends using bibliometric analysis. Metadata from eight databases (Web of Science (WoS), Scopus, Dimensions, Lens, PubMed, ScienceDirect, ERIC, and Google Scholar) were integrated. The analysis of documents involves examining publication numbers, authors involved, publisher sources, and origin of publications. The research literature is categorized into surveys and interventions in water education. Surveys focus on water literacy, educational measurement, and educational development including teacher education. Analysis of interventions in water education identified learning activities and programs, educational media types, and suggested topics. From the review a framework for incorporating water education in science education through community-based experiential learning is derived.

What Type of Self-Assessment Is Best for Your Educational Activity? A Review of Pre-Post, Now-Then, and Post-Only Designs.

In medical education, learner self-assessments are standard methods used to evaluate the impact of curricula and workshops. Due to the subjective nature of self-assessment, these measures are prone to known biases including framing, recall, social desirability, and response-shift bias. These biases can contribute to floor and ceiling effects of measurement, which can lead to false conclusions about whether the intended learning objectives were achieved. Ideal assessments of skills-based educational activities would include standardized tests and structured observations of learners demonstrating skill use before and after the educational intervention. However, educators often lack the necessary resources, time, and expertise to routinely conduct these appraisals and rely on self-assessment as a pragmatic approach to obtaining curriculum feedback and evaluation data. In this review, we describe three common designs for self-assessments: the pre-post, now-then, and post-only designs. We then give recommendations for choosing between each design to minimize bias. The choice of the best design is based on alignments with four considerations: (1) the educational objectives (e.g., demonstrate skill competency and/or change in skill level); (2) participants' prior experience and shared understanding of levels of skill performance; (3) the nature of the educational activity; and (4) available resources. For each design, we review strengths, weaknesses, and known biases and discuss examples to highlight trade-offs between options. We also discuss the use of control groups and follow-up surveys to measure retention over time as additional methods to address bias and related confounding. The guidance presented here is intended to raise educators' awareness of common pitfalls in self-assessment; minimize the impact of known biases when possible; provide evidence, examples, and rationales for optimal design choices; and increase the rigor of self-assessment evaluations.

Supporting equitable access to learning via SMS in Kenya: Impact on engagement and learning outcomes

AbstractThe use of SMS messaging for education has grown in recent years, with particular attention recently during the Covid‐19 pandemic. Mobile phones often have high levels of ownership in low‐income contexts compared to computers, and lower connectivity requirements, which arguably make this a more equitable medium than data‐heavy online instruction, for example. However, given that gender can be a factor to influence mobile device access and use, it is also important to consider educational applications through a gender lens, to avoid further exacerbating digital divides. In this paper, we present an analysis of server log and evaluation data in relation to a literacy‐focused initiative for primary‐aged learners carried out in Kenya as part of the Tusome programme and through the SMS‐based M‐Shule education platform, which does not require an Internet connection or smartphone to run. The extent of engagement with the platform varies according to gender and location within the country. The data also demonstrate a positive impact on learning outcomes regardless of learners' gender and location. Furthermore, the learning gains are shown to be relatively cost‐effective in comparison with educational technology interventions in similar contexts. The findings show that this low‐connectivity adaptive model has a positive impact on learning outcomes. It is a scalable approach to support a range of learners in Kenya, providing more support to learners who need it, and leading to increased foundational learning outcomes overall. As such, the findings will also be of highly relevant to other low‐connectivity contexts. Practitioner notesWhat is already known about this topic Mobile phones can be used as a means to support learning, through mobile learning and SMS, particularly in low‐connectivity contexts, although there is a lack of rigorous evidence of impact upon learning outcomes. Mobile phone device ownership tends to be higher than computer or wired Internet connections in many low‐income contexts. Software applications which adapt to the learners' level have shown good potential for gender‐equitable learning outcomes in low‐income contexts; however, these often require an Internet connection in addition to computers or tablets to be run on. What this paper adds There is a lack of contextually relevant evidence of the impact of SMS‐based mobile learning applications in low‐resource and low‐connectivity contexts upon learning outcomes. Through analysis of data generated via an experimental design, this study provides evidence that literacy materials delivered through an SMS‐based educational platform—M‐Shule—can have a positive impact upon learning outcomes. Furthermore, gains are equitable in terms of learners' gender, and location, within Kenya. Implications for practice and/or policy Mobile phones can be an effective way of reaching learners to provide additional educational support as part of existing education programmes in low‐connectivity environments. Learning gains using M‐Shule are evidenced as significant and relatively cost‐effective. Existing high‐quality learning materials developed in other media can be effectively adapted to SMS to reach learners particularly who are out‐of‐school or during periods of educational disruption.

Long-term effects of non-pharmacological interventions in adolescents and young adults with type 1 diabetes: A systematic review and meta-analysis.

Consistent diabetes control is crucial for patients with type 1 diabetes (T1D) to prevent diabetic complications. Analyzing the long-term effects of non-pharmacological interventions can improve diabetes management. To examine the long-term effects of non-pharmacological interventions in adolescents and young adults with T1D through a systematic review and meta-analysis of randomized controlled trials (RCTs). The searches, without any year limitations, were conducted in seven databases. Two reviewers independently performed data extraction and risk of bias assessments. The meta-analysis was conducted using the RevMan 5.4 program and R Studio. The study was registered with PROSPERO (CRD42024503185). A total of 40 studies were included in the systematic review, of which 28 were included in the meta-analysis. Notably, non-pharmacological interventions were effective in improving glycated hemoglobin (HbA1c) at 6 months and self-care at >12 months of follow-up. Subgroup analyses revealed that combined interventions encompassing self-care behavior management, education, and psychological interventions could enhance self-care. Additionally, a combination of face-to-face and telephonic communication was effective in improving HbA1c. Non-pharmacological interventions are effective in improving HbA1c levels and self-care in adolescents and young adults undergoing long-term treatment. However, few studies have analyzed their effects on cardiovascular disease risk factors. Future studies should investigate the long-term effects of non-pharmacological interventions.

Relationships Among eHealth Literacy, Physical Literacy, and Physical Activity in Chinese University Students: Cross-Sectional Study.

eHealth literacy is critical for evaluating abilities in locating, accessing, and applying digital health information to enhance one's understanding, skills, and attitudes toward a healthy lifestyle. Prior research indicates that enhancing eHealth literacy can improve health behaviors such as physical activity (PA). Physical literacy (PL) refers to the ability to develop sustainable PA habits, taking into account various aspects of an individual. Notably, university students have shown a decline in PA and possess low PL levels. However, the connection between eHealth literacy and PL in this demographic has not been extensively studied, and it remains uncertain whether PA acts as a mediator between eHealth literacy and PL. This study examines the extent to which PA mediates the link between eHealth literacy and PL in Chinese university students and explores gender differences in these variables. In February 2022, a cross-sectional survey was administered to 1210 students across 3 universities in China. The instruments used were the Perceived PL Instrument, the International Physical Activity Questionnaire, and the Chinese version of the eHealth Literacy Scale. Correlations between eHealth literacy, PA, and PL were analyzed using Pearson product-moment correlation and multiple linear regression, while mediation models helped elucidate the interactions among the 3 variables. The response rate for the study was 92.9% (1124/1210). In the mediation analysis, eHealth literacy showed a significant direct effect on PL, with a coefficient of 0.78 (β .75, SE 0.02; P<.001). Moderate to vigorous physical activity (MVPA) accounted for 2.16% of the total effect, suggesting that MVPA partially mediates the relationship between eHealth literacy and PL. Additionally, male students outperformed female students in terms of MVPA (t636=4.94; P<.001) and PL (t636=3.18; P<.001), but no significant differences were found in eHealth literacy (t636=1.23; P=.22). The findings indicate that MVPA serves as a mediator in the link between eHealth literacy and PL among university students. Students with low eHealth literacy or limited PA are less likely to be physically literate. Thus, eHealth literacy plays a crucial role in enhancing PL and PA, especially when interventions targeting PL are implemented. Our results also suggest a need for targeted health education interventions aimed at improving MVPA and PL among female students, while also recognizing that eHealth literacy is comparable across genders at universities.

Enhancing palliative care for oncology patients: The effect of educational intervention on nurses competency and Attitude

Background: Cancer is the second leading cause of death so the need for palliative care has increased to enhance patient’s quality of life and alleviate suffering. Nurses level of competency and attitude about palliative care are important factors affecting quality of care applied for patients. Aim: Assess and evaluate the nurses' competency and attitude regarding palliative care of cancers patients. Design: Pre -experimental (one group pre/posttest) design. Sample: A convenient sample of all available nurses (120). Setting: The study was carried out in Aswan Oncology Institute. Tools: Tool I: A structured interview questionnaire for nurses to assess nurse’s knowledge regarding palliative care, tool II: Nurses' observational checklist to assess nurses’ practices related to palliative care and tool III: Nurses' attitude toward palliative care. Results: The total score of nurses' knowledges had improved from 51.8% to 75.9% pre/post the intervention, concerning nurses’ total practices ,39.3% of the studied nurses had competent level of practice pre the intervention which improved to (82.1%) post intervention. Hundred percent of the studied nurses had negative attitude pre-palliative care intervention, while post 43.8% had negative attitude. Conclusion: Palliative care training package had significant improvement in nurses' attitude and competencies. Recommendations: Continuous in-service training program should be conducted periodically in order to update nurses' knowledge and improve their competencies levels regarding palliative cares.