The Relationship Among Life Style, Coping Strategies and Religiosity With General Health in Iranian Students

General health has been associated with many variables that from most important can be noted Life Style, Coping Strategies and Religiosity. This study examined the relationship between life style, coping strategies, religiosity and general health among Iranian students. This cross sectional study was conducted on 180 students 15-17 year olds who were selected via multi step cluster sampling method design from schools in the Varamin suburb, Iran in 2013. All students completed the questionnaires of life style, coping strategies, religiosity and general health and regression was used for data analyses. The statistical analysis revealed a positive relationship between life style, problem solving strategy and internal religiosity with general health (P<0.01) and a negative relationship between emotional coping strategy with general health (P<0.05). Life style, internal religiosity and problem-focused strategy predicted 32 percent of variance of general health and also share of life style in prediction general health was over of other variables. These results highlight the importance in considering life style at further understanding general health in students.DOI: http://dx.doi.org/10.11591/ijphs.v2i3.394

The effectiveness of cognitive behavioral therapy and schema therapy on happiness and mental health of nursing students

Background and aims: Cognitive behavioral therapy and schema therapy are known as two common methods to promote happiness and mental health. This research aimed to investigate the effectiveness cognitive behavioral therapy and schema therapy in improving happiness and mental health of nursing students who referred to counseling center in Islamic Azad university of Mashhad Branch. Methods: This research was a quasi-experimental study with a pre-test and post-test design. The statistical population included all nursing girl students who referred to counseling center in Islamic Azad university of Mashhad Branch in 2014 year. 45 girl students were selected by convenience sampling and randomly assigned to three groups (each group 15 students) included experimental and control groups. The experimental groups educated by cognitive behavioral therapy and schema therapy in 10 sessions (each session for 70 minutes). All of groups completed the questionnaires of happiness (Argyle and Lu) and mental health (Goldberg and Hillier) as the pre-test and post-test. Data were analyzed using SPSS software and multivariate analysis and covariance methods. Results: The findings showed the happiness post-test mean of cognitive behavioral, schema therapy and control groups was (3.78±1.19), (3.67±1.12), and (1.96±0.65) respectivly. Also, the post-test mean of mental health in cognitive behavioral, schema therapy and control groups was (3.23±0.91), (3.12±0.87), and (1.68±0.70) respectivly. Moreover, there was a significant difference among experimental groups, cognitive behavioral therapy and schema therapy with control groups (P<0.005). Conclusion: The results of this study showed that both cognitive behavioral therapy and schema therapy methods can increase happiness and mental health in nursing students. So, it suggests that therapists use these methods to improve happiness and mental health in students

The Relationship Among Life Style, Coping Strategies and Religiosity With General Health in Iranian Students

General health has been associated with many variables that from most important can be noted Life Style, Coping Strategies and Religiosity. This study examined the relationship between life style, coping strategies, religiosity and general health among Iranian students. This cross sectional study was conducted on 180 students 15-17 year olds who were selected via multi step cluster sampling method design from schools in the Varamin suburb, Iran in 2013. All students completed the questionnaires of life style, coping strategies, religiosity and general health and regression was used for data analyses. The statistical analysis revealed a positive relationship between life style, problem solving strategy and internal religiosity with general health (P&lt;0.01) and a negative relationship between emotional coping strategy with general health (P&lt;0.05). Life style, internal religiosity and problem-focused strategy predicted 32 percent of variance of general health and also share of life style in prediction general health was over of other variables. These results highlight the importance in considering life style at further understanding general health in students.DOI: http://dx.doi.org/10.11591/ijphs.v2i3.394

Predicting Metaethics of Nurses based on Moral Reasoning, Moral Behavior, and Mental Health: nurse’s moral reasoning, moral behavior and health with their moral metacognition

Background and Aim: Metaethics reflects knowledge of persons from moral nature, principles, and processes. Metaethics is effect by many variables such as moral reasoning, moral behavior, and mental health. The aimed to investigate the predicting metaethics of nurses based on moral reasoning, moral behavior, and mental health. Materials and Methods: This is a cross-sectional study of correlational type. The statistical population included all nurses of Varamin hospitals in 2016 years. Totally 90 nurses were selected through simple random sampling. All of them completed the questionnaires include metaethics, moral reasoning, moral behavior, and mental health. Data were analyzed using Pearson correlation and multivariate regression with stepwise model methods and with using SPSS-19 software. Ethical Considerations: In this study, verbal informed consent of participants was obtained followed by an explanation about the purpose of the study, anonymity, and confidentiality of patients' information. Findings: The results showed a positive and significant relationship between moral reasoning, moral behavior, and mental health with metaethics of nurses. In a one-predicted model, moral behavior, mental health, and moral reasoning predicted 37/2 percent of the variance of metaethics among nurses (p≤0/01). Conclusion: According to findings, moral behavior, mental health, and moral reasoning were the most important predictors of metaethics of nurses. Therefore, it is suggested that planners and counselors consider the symptoms of these variables and design and Implement appropriate programs to improve the metaethics of nursing. *Corresponding Author: Jamal Ashoori; Email: [email protected] ; ORCID: https://orcid.org/0000-0001-5371-040X Please cite this article as: Ashoori J. Predicting Metaethics of Nurses based on Moral Reasoning, Moral Behavior and Mental Health. Bioeth Health Law J. 2021; 1:1-7: (e14). http://doi.org/10.22037/bhl.v1i1.38164 &nbsp

The Effect of Neurofeedback Training on Anxiety and Depression in Students with Attention Deficit/Hyperactivity Disorders

Background and Objectives: Neurofeedback training method, as a relatively new therapy method, is being used for treatment of diseases and disorders. This research aimed to investigate the effect of neurofeedback training on anxiety and depression in students with attention deficit/hyperactivity disorder. Materials and Methods: This was a semi-experimental study with a pre-test and post-test design. The statistical population included all the elementary students with attention deficit/hyperactivity disorder, referred to counseling centers of Pakdasht city in 2015 academic year. Totally, 40 students were selected through the available sampling method and randomly assigned to two groups (each group had 20 person). The experimental group was educated with 12 sessions of 60 minutes by neurofeedback method. For data collection, the questionnaires of Cattell anxiety and Beck depression were used. Data was analyzed using SPSS-19 software and multivariate analysis of covariance (MONCOVA) method. Results: The results showed that the mean and standard deviation of anxiety and depression before the intervention in the neurofeedback group were respectively 46.63±4.22 and 37.61±5.83; but after the intervention, the mean and standard deviation of anxiety and depression in the neurofeedback group become 35.09±3.81 and 25.78±3.64, respectively. In addition, the result showed that neurofeedback training method significantly led to the decrease of anxiety and depression in students with attention deficit/hyperactivity disorder (P <0.001). Conclusions: Regarding the results of this research, it is suggested that therapists and clinical psychologists use neurofeedback training for decreasing anxiety and depression in students with attention deficit/hyperactivity disorder

The Relationship of Cognitive and Meta-Cognitive Learning Strategies, Perceived Classroom Goal Structure, and Spiritual Intelligence with Academic Achievement among Nursing Students

Introduction: Academic achievement is affected by several variables. They may include cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence. This study aimed to examine the relationship of cognitive and metacognitive learning strategies, perceived classroom goal structure, and spiritual intelligence with academic achievement among nursing students. Methods: This is a descriptive analytical study of correlation type. The statistical population included all nursing students of Islamic Azad University of Varamin-Pishva Branch in 2012-13 academic years. Totally 180 nursing students (113 female and 67 male) were selected through stratified random sampling. All of them completed the questionnaires including Pinterage motivational strategies of learning, perceived classroom goal structure (Midgley) and Farsi version of spiritual intelligence which its validity and reliability is determined by Abdolahzade et al. Data was analyzed using stepwise regression. Results: Mastery goal structure (r=0.23), critical thinking (r=0.37), metacognitive self-regulation (r=0.42), and spiritual intelligence (r=0.31) showed a significantly positive relationship with academic achievement (P<0.05). In a predictor model, only metacognitive self-regulation, critical thinking and mastery goal structure predicted 35 percent of academic achievement. The share of metacognitive self-regulation was higher compared to other variables. Conclusion: In order to increase academic achievement, the first step is to teach metacognitive self-regulation and then critical thinking to the students and finally emphasize on understanding of lessons, to the point that classroom structure would be a mastery structure

The effectiveness of token economy and social reinforcements on the academic achievement of students with intellectual disabilities and normal students

Background: Although there is now a large body of data demonstrating the effectiveness of reinforcements in behavior modification, there have been few studies on the effectiveness of token economy and social reinforcements for academic achievement in female students with intellectual disabilities. Since these kinds of reinforcements can lead to enhanced interest and motive for learning, planning for their implementation is of particular importance.  The aim of this study was to compare the effect of token economy and social reinforcements on the academic achievement of students with intellectual disabilities.  Materials and Methods:  The present research was an experimental study (pre-test, post-test and control group). Participants in this study were 45 girls with intellectual disabilities attending 9th grade of special education. This sample was recruited by multi-stage cluster method from special education schools of Tehran Province. Participants were divided into three groups (two experimental groups and a control group) each of which was consisted of 15 students. The Wechsler test of intelligence and a teacher-made test were respectively used for matching the groups in terms of IQ and for measuring the academic achievement of subjects in Science lessons. The obtained data were statistically analyzed by one-way ANOVA and Post-Hoc Scheffe using SPSS software. Results: The post-test mean score for token economy, social reinforcement and control groups were respectively as follows: 17.5 (SD=0.87), 14.48 (SD=1.13), 13.23 (SD=1.23). There was a significant difference between mean achievements scores of these three groups (F(2,42)=57.03, P<0.001). Post-Hoc Scheffe showed that mean difference of scores in token economy group was greater than both of social reinforcement’s (3.02, P<0.001) and control’s mean scores (4.10, P<0.001). It also showed that mean difference of scores in social reinforcement group was significantly greater than those of control group (1.08, P<0.04). Conclusion: Token economy reinforcements are more effective than social and control reinforcements on the academic achievement of female students with intellectual disabilities. Social reinforcement for academic achievement was more effective than providing no reinforcement in these students. Therefore, token economy reinforcement is one of the best programs for academic achievement in students with intellectual disabilities. Key words: Intellectual disability, Token economy reinforcement, Social reinforcement Academic achievemen

The Nurses\' Quality of Life Based on Burnout, Perceived Social Support and Psychological Hardiness

Background: Nurses are responsible for maintaining and improving the health and quality of life of patients. Therefore, it is important to assess the quality of life of nurses in order to improve it. Quality of life is affected by many variables&nbsp; and among them burnout, perceived social support and psychological hardiness are the leading ones. This study aimed at predicting the quality of life of nurses based on job burnout, perceived social support and psychological hardiness. Methods: This cross-sectional study was carried out on nurses working in governmental hospitals in Tehran , 2015. Four-hundred nurses were selected by multistage cluster sampling. The instruments were burnout, perceived social support, psychological hardiness and quality of life questionnaires. The data was analyzed using Pearson correlation and multiple regression model simultaneously. &nbsp;Results: The results showed that the burnout and quality of life of&nbsp; the nurses had a significant and negative relationship (r=-0.39) and&nbsp; the perceived social support (r =0.61) and psychological hardiness (r =0.45) had a positive and significant correlation with quality of life of nurses (P<0.01). In a predictive model of burnout, perceived social support and psychological hardiness could predict 59.3 percent of the changes in quality of life (R2=0.593). Conclusion: According to the results, it is suggested that nursing executives, counselors, therapists and policy makers pay attention to the signs and the effects of&nbsp; these variables , and conduct some&nbsp; appropriate&nbsp; programs for improving the quality of life of nurses

Effectiveness of Group Therapy Based on Acceptance and Commitment on Social and Health Adjustment of Nursing Students

Introduction: University students have a lot of problems in the field of adjustment especially social and health adjustment. Therefore, present research aimed to investigate the effectiveness of group therapy based on acceptance and commitment on social and emotional adjustment of nursing students. Methods: This research was carried out as a semi-experimental, with a pre-test and post-test design. The statistical population included all nursing students of Islamic Azad University of Pishva branch in 2015-16 academic year. 40 nurses were selected by voluntary sampling method and randomly assigned to two equal groups. The experimental group experienced 8 sessions of 90 minutes of education by group therapy based on acceptance and commitment. Groups completed the dimensions of social and health adjustment of Bell’s adjustment questionnaire. Data were analyzed using SPSS19 and by multivariate analysis of covariance method. Results: The findings showed there was a significant difference between experimental and control groups in the social and health adjustment. In the other words, group therapy based on acceptance and commitment significantly led to improve the social and health adjustment of nursing students (P≤0/05). Conclusion: The results are due to the importance of group therapy based on acceptance and commitment on increasing social and health adjustment of nursing students. Therefore, it is suggested that counselors and therapists improve the dimension of adjustment especially social and health adjustment using group therapies based on acceptance and commitment