Journal of Education and Health Promotion

Abstract INTRODUCTION: Disaster can occur at any time any place. Disaster preparedness plays an important
role to reduce the loss of a community/country. The aim of this interventional study was to ascertain
the impact of a video‑based educational intervention program on improvement in knowledge and
attitude of paramedical students in a hospital.
MATERIALS AND METHODS: A pre–post study (interventional study design) was conducted on
paramedic students. Our study period was 6 months which was divided into Phases I, II, and III. For
administrative purpose, we included all paramedical students, and our sample size was 119. The
baseline assessment of knowledge and attitude of paramedic students was done by a pretested
questionnaire (Observation 1) with having a baseline scoring. After that, intervention Phase 1 was
implemented, and later, end line observation (Observation 2) was made. Changes in knowledge and
attitude were observed by the score difference (Observation 2–Observation 1). Descriptive statistics
were calculated, and the mean of cumulative score was compared using the Wilcoxon signed‑rank
test. We applied Mann–Whitney U‑test for finding associations between dependent variables with
an independent variable using SPSS version 22 (IBM, Chicago, USA) software.
RESULTS: Our baseline results showed that most of our participants had average
knowledge (54.6%), followed by poor knowledge (24.4%). Approximately one‑fifth (21.0%) of the
participants had good knowledge regarding disaster preparedness.   A significant improvement was
observed in cumulative score (P < 0.005). A significant difference was observed in knowledge and
attitude with respect to age and courses (P < 0.05). Forty percent of the students responded that
they would like to get trained by that mock drill, and 26.1% were interested in disaster preparedness
workshops in the future.
CONCLUSION: Our present study results indicate that the overall knowledge and attitude level of
the students was average and required improvement. A similar result was reported in some studies
conducted globally for the same purpose. All of our students perceived that training for disaster
preparedness is necessary for all health facilities, and it is important to have an emergency plan
and disaster management committee. Regarding training methods, most of our students liked our
interactive audiovisual method. However, their preferred methods were mock drill and workshops.
It can be arranged in the future for them.

Abstract BACKGROUND: The importance of spirituality and spiritual growth in humans has been increasingly
taken to attention by psychologists and mental health professionals. In this study, we aimed to
investigate the relationship between the tendency to aggression and individual resilience also
considering the role of mediator of spirituality in academic students by path analysis.
MATERIALS AND METHODS: A cross‑sectional study was conducted using structural equation
method (SEM). The target population consisted all of undergraduate academic students in Ilam, Iran
University of Applied Sciences, in 2018. Participants included 200 people whom were selected by
stratified random sampling. Data collection tools were demographic, Buss and Perry aggression,
spirituality assessment, and resiliency of Connor and Davidson questionnaire. In this study, bivariate
analysis was used to determine the directionality correlation between the study variables.
RESULTS: The results showed that there was a significant and positive correlation between
spirituality and resilience (r = 154% r = 83%). Furthermore, there was a negative and nonsignificant
relationship between aggression with resiliency (r = −122% P = 101). In addition, there was no
significant correlation between the aggression and spirituality (r = 0.05%, P = 0.942). The results of
SEM showed that spirituality and aggression can predict about 20% of the variations in the degree
of resilience in academic students. Accordingly, the results of SEM spirituality in an indirect path
reduce the aggression and thus increase the resilience (r = 0.102).
CONCLUSION: The results of this study showed the effect of spirituality on increasing the level of
resilience and also positive mediator role of spirituality between aggression and resiliency.

Abstract INTRODUCTION: Today medical education is focusing on teaching human and communicational
skills, just like the basic theories in medicine. Making effective and efficient contacts and
communications are very important in nursing. Although these studies had shown that these skills
are poor among nurses. Due to this, it is important to teach these skills to all health‑care providers.
This study aimed to investigate the effect of communicational empowerment pattern on nursing
student’s communicational competency.
MATERIALS AND METHODS: This study was conducted on 78 senior nursing students who were
chosen randomly by the census method. Respondents were divided into case and control groups.
In case group, the communicational empowerment method was conducted and in control group,
no interventions were done. Data were collected by communicational competency questionnaire.
Data were analyzed using descriptive statistics, Pearson correlation, and t‑test through IBM, SPSS
version 19, United States 2016.  The significance level was considered 0.05 respectfully.
RESULTS: The mean age was 22.23 ± 1.80. In the case of marital status, a number of 63 respondents
were single and 15 were married. The mean score of communicational competency in case group was
112.38 ± 19.20 before intervention and 128.95 ± 11.98 after intervention. In control group, the mean
score of communicational competency before intervention was 107.55 ± 14.22 and after intervention,
it was 117.11 ± 15.37. There was not any significant relationship between case and control groups
in the mean score of communicational competency before intervention (P = 0.0187), but a significant
relationship was assessed between case and control groups in the mean score of communicational
competency after intervention (P < 0.001). The level named “Good” in communicational competency
was increased among respondents from 56.8% to 90.9%.
CONCLUSION: Using the communicational empowerment method in clinical education is possible
and it increases the communicational competency.

Abstract INTRODUCTION: Overweight and obesity as a major public health issue can lead to adverse
health consequences during the life span. This study aimed to measure socioeconomic inequality
in unhealthy weight among school students in Kermanshah, west of Iran.
METHODS: The cross‑sectional study measured the socioeconomic‑related inequalities in unhealthy
weight among 1404 secondary school students aged 11–16 years in Kermanshah in 2018. Unhealthy
weight is defined as body mass index of >25 kg/m2
 in the study. Socioeconomic‑related inequality
in unhealthy weight was calculated using the concentration index (Cn
). A logistic regression model
was used to estimate the marginal effect of independent variables.
RESULTS: The prevalence of unhealthy weight for the total sample was 0.13 (95% confidence
interval [CI]: 0.11–0.14). Of these, the prevalence of unhealthy weight for girls and boys was
0.11 (95% CI: 0.09–0.14) and 0.15 (95% CI: 0.12–0.18), respectively. The value of Cn
 for the
total sample was 0.12 (95% CI: 0.03–0.2), which indicates a higher concentration of unhealthy
weight among the high socioeconomic status (SES) students. Two factors of SES (49.11%) and
gender (40.08%) had the largest contribution to socioeconomic inequality in unhealthy weight among
the study students.
CONCLUSIONS: Socioeconomic‑related inequality in unhealthy weight was concentered among
high‑SES students in the study. Thus, public health policies need to be formulated to change sedentary
lifestyles and unhealthy dietary patterns among students with higher SES.

Abstract INTRODUCTION: An individual’s lifestyle is closely related to the health so that a healthy lifestyle
improves the purpose of this study was prioritizing health promotion lifestyle domains in students of
Qazvin University of Medical Sciences from the students and professors’ perspective.
MATERIALS AND METHODS: This study was done in cross‑sectional method. The statistical
population of this study consisted of students in Qazvin University of Medical Sciences in the academic
year 2018. In addition, 10 faculty members in this university and five students were questioned in
Delphi method from different educational groups. The questionnaire was used consisted of two
parts. The first part included demographic characteristics, and the second part included the standard
questions for Pender’s health promotion model. The Delphi needs assessment method was also
used to collect the information.
RESULTS: The mean score of students’ health‑promoting behaviors was average (135.22 ± 19.35).
The greatest score of health promotion behaviors was related to the spiritual growth scale (25.3 ± 5.4),
and the lowest score was for physical activity (19.7 ± 05.1). The results of the Delphi method also
suggested that both groups of faculty members and students believe that the dimensions of health
accountability, physical activity, and prevention of high‑risk behaviors in the students’ lifestyle, need
to be intervened.
CONCLUSION: The results of the present study indicated that the students’ lifestyle at Qazvin
University of Medical Sciences was in average condition and low scores in the dimension of physical
activity. Planned interventions should be made to promote health‑promoting lifestyle among these
students.

Abstract BACKGROUND: Student evaluation of teaching (SET) is considered to be one of the most important
as well as inexpensive resources for sustaining professional development in medical teaching. The aim
of this project was to improve the quality of education in our medical college by using student feedback
as a tool for faculty development. However, it is also important to obtain teachers’ perceptions on SET.
MATERIALS AND METHODS: This was an educational research study conducted on a single
practical/tutorial batch of fourth‑semester students in pathology chosen by random selection.
Feedback regarding teaching was collected for all the teachers in the department of pathology
where the students had to rate the teachers on a scale of 1–5. Teachers’ perceptions on students’
feedback were gathered with the help of another structured prevalidated questionnaire containing
15 questions/items. The feedback data were obtained using a 5‑point Likert scale. The scores
obtained from the students’ evaluation data and the teachers’ perception data on the different items
were analyzed using SPSS software version 20.0.
RESULTS: Significant findings from students’ feedback were that 80% of teachers had a median
score of >4 in explicit curriculum, indicating that most of the students agreed that the teachers teach
their core subject well. However, only 20% of teachers had a median score >4 in implicit curriculum.
Teachers, in their feedback, fully agreed that students should be involved in the evaluation of teachers
and that student feedback ensures the overall faculty development in the institute and can be used
as a tool for quality assurance in medical education.
CONCLUSION: Students’ feedback is one of the best methods of evaluation of teachers to ensure
the overall faculty development and quality assurance in medical education. Thus, a regular feedback
mechanism should be in place for the entire institution.

Abstract BACKGROUND: Internet is one of the most advanced modern communication technologies. Despite
the positive uses of internet, the existence of extreme behaviors and its harmful consequences has
attracted the attention of all. The aim of this study was to determine the relationship between internet
addiction with anxiety and educational performance.
MATERIALS AND METHODS: This research is a descriptive correlative study. The statistical
population of the study includes a total number of 4401 female students in the high school in the city
of Ilam‑Iran in the academic year of 2017–2018. The sample size includes353 students estimated
using Cochran’s formula. They were selected by random cluster sampling. For data collection, the
Young’s Internet Dependency Questionnaire, Academic Performance Inventory, and Marc et al.,
anxiety Scale were used. Data were analyzed at the significant level of α = 0.05.
RESULTS: The results showed a positive and significant correlation between internet dependency
and students’ anxiety (P < 0.01). There is also a negative and significant correlation between internet
dependency and academic performance of students (P < 0.01), and also a negative and significant
correlation between anxiety and educational performance of students (P < 0.01).
CONCLUSION: On the one hand, the results indicate a high prevalence of internet dependency and
its significant relationship with anxiety and academic performance in students, and on the other hand,
the negative effect of internet dependency on the students’ educational performance. Therefore, it is
necessary to design some intervention programs to prevent harm to students who are increasingly
interacting with internet. In addition, raising the level of the students’ awareness on the complications
of internet addiction and the proper use of the internet seems to be necessary.

Abstract INTRODUCTION: Responsibility in the higher educational system requires the universities to be
sensitive on students’ needs and expectations. The purpose of the present study was to examine the
educational service quality among health information technology (HIT) students in Isfahan University
of Medical Science based on the SERVQUAL model.
METHODS: This was a descriptive cross‑sectional study and carried out at the Management and
Medical Information Sciences faculty of IUMS in 2018. Sixty‑eight undergraduate and postgraduate
students of HIT participated in this study. For collecting data, the standard SERVQUAL questionnaire
was used. The collected data were analyzed using SPSS version 20 software in descriptive level.
RESULTS: Findings showed that there was a positive gap in overall dimensions of educational
services quality (mean discrepancy of expectations and perceives). Most mean of service gap was
contributed to responsiveness dimension 1.06 (0.98 standard deviation [SD]), following that empathy
1.04 (0.97 SD), assurance 1.00 (0.83 SD), reliability 0.83 (0.76 SD), and the least gap was seen
intangibles 0.61 (1.02 SD).
CONCLUSION: According to the current gaps in all quality dimensions, as well as high amount of
expectations in comparison with students’ perception, it is required to evaluate higher education
quality through implementing students’ knowledge skill and creative abilities. Therefore, to improve
the quality of educational services at the Faculty of Management and Medical Information, all
dimensions, especially the responsiveness dimension, should be considered.

Abstract BACKGROUND: Academic motivation is highly important in nursing education. Providing high‑quality
nursing care requires students who have motivation to acquire information and skills. However, nursing
students lose their motivation gradually during their program. Thus, the present study is aimed at
elaborating on the strategies to improve academic motivation in nursing students.
MATERIALS AND METHODS: A qualitative study was conducted in Saveh University of Medical
Sciences. The data were collected through focus groups and individual semi‑structured interviews
with forty nursing students, professors, and lecturers of nursing and midwifery school. The participants
were selected through purposeful sampling method. This method is used for the selection of people
who have had experience with or are part of the culture or phenomenon of interest. Data analysis
was done as a continuous process through conventional qualitative content analysis.
RESULTS: The strategies to promote academic motivation of nursing students were categorized
into four main categories including strategies pertinent to professors (empowering and motivating
to improve the quality of teaching), strategies pertinent to students (creating positive attitude toward
nursing, empowering, and encouraging academic achievement), strategies pertinent to clinical
education (improvement of the quality of clinical training and optimization of the academic and
clinical relationships), and strategies pertinent to faculty (providing extracurricular activities, proper
curriculum programming, and educational and welfare facilities).
CONCLUSIONS: The strategies to improve academic motivation are available in different areas
including professors, students, faculty, and clinical education. In general, improving the quality of
education and creating positive attitude in nursing students increase their academic motivation.

Abstract INTRODUCTION: Self‑confidence means recognizing your abilities, self‑interest, and being aware
of your feelings. Risk‑taking is one of the personality traits that may be affected by confidence. It
can be defined as behavior that increases the probability of negative consequences. Considering
the importance of students’ self‑confidence and its relation with risk‑taking, the aim of this study is to
study the relation between self‑confidence and risk‑taking among the students of Tehran University
of Medical Sciences in 2017.
MATERIALS AND METHODS: This cross‑sectional study was done on 363 students of TUMS by
stratified sampling. The tool for collecting data is based on a self-confidence questionnaire and a
risk-taking questionnaire developed by Moradi et al. Data analysis was performed using Pearson’s
correlation coefficient.
RESULTS: The mean age of participants was 21.86 years and 54.5% of participants were girls and
the rest were boys. No significant correlation was observed between risk‑taking and self-confidence
in students according to the Pearson’s coefficient test (r = 0.05, P = 0.29).
CONCLUSION: The results indicated that there is no relation between self‑confidence and
risk‑taking among students, and students who have higher self‑confidence are not exposed
to high risks. Therefore, we need more studies in different age groups to validate this exact
relationship.

Abstract INTRODUCTION: The aim of this study is assessing predictors to oral health behavior in Iranian
students based on the health belief model.
MATERIALS AND METHODS: This cross‑sectional study was conducted on 416 (applying the
statistical estimation) of fifth‑grade female students of Tehran in 2016. Random cluster sampling
method was used to recruit students. The inclusion criteria were being grade five female student
(aged 10–12 years), and studying in governmental schools, and having a signed consent from the
child’s parent or legal guardian. Logistic regression analysis was used to identify the variables that
predict oral health behaviors.
RESULTS: Overall, 416 female students were entered into the study. Of these, only
55.3% of the students reported that they were brushing at least twice a day, 22.4%
were using dental floss at least once a day, and 23.1% reported checking their teeth
every 6 months. The results obtained from the logistic regression analysis indicated that
perceived self‑efficacy, was the significant predicting factor for brushing at least twice a day
(odds ratio [OR] = 1.34, 95% confidence interval [CI] =1.06–1.69, P = 0.012) and use of dental
floss at least once a day (OR = 1.61, 95% CI = 1.14–2.27, P = 0.007). Furthermore, mother’s job
predicted use of dental floss at least once a day by (OR = 1.83, 95% CI 1.07–3.10). Perceived
benefits were the significant predicting factor for 6 months check (OR = 1.78, 95% CI = 1.14–2.77).
CONCLUSION: The current study provides evidence oral health can be promoted by increasing
perceived self‑efficacy and enhancing perceived benefits in female students.

Abstract INTRODUCTION: Academic self‑efficacy is the learners’ belief in their abilities in academic process.
Perception of the educational‑research environment is one of the effective factors on academic
self‑efficacy. The aim of this study was to examine the perception of educational‑research environment
and academic self‑efficacy in students of the University of Tehran in 2016.
METHODS: This cross‑sectional study was done on 385 students of Tehran University of Medical
Sciences. Samples were selected through stratified sampling method. Data were collected through
questionnaires of perception of educational‑research environment scale 24 and of academic
self‑efficacy scale 32 that reliability and validity of that were confirmed. Data analysis was performed
using Pearson’s correlation coefficient.
RESULTS: The mean age of participants was 25.31 (standard deviation [SD] = 3.94), and 56.1% of
them were female and the rest were male. The mean perception of educational‑research environment
was 65.79 (SD = 13.13), and the mean academic self‑efficacy was 107.44 (15.92). The Pearson’s
correlation test results showed that there was a statistically significant relationship between perception
of educational‑research environment with academic self‑efficacy (P = 0.001, r = 0.180).
CONCLUSION: There was a significant statistical relationship between perception of
educational‑research environment and academic self‑efficacy. Students who have high perception
of educational‑research environment are high academic self‑efficacy. Academic self‑efficacy can be
improved by improving perception of the educational‑research environment.

Abstract INTRODUCTION: According to the research mission of the librarianship and information sciences field,
it is necessary to have the ability to communicate constructively between the user of the information
and information in these students, and it appears more important in medical librarianship and
information sciences because of the need for quick access to information for clinicians. Considering
the role of spiritual intelligence in capability to establish effective and balanced communication makes
it important to study this variable in librarianship and information students. One of the main factors
that can affect the results of any research is conceptual model of measure variables. Accordingly,
the purpose of this study was codification of spiritual intelligence measurement model.
METHODS: This correlational study was conducted through structural equation model, and 270 students
were opted from library and medical information students of nationwide medical universities by simple
random sampling and responded to the King spiritual intelligence questionnaire (2008). Initially,
based on the data, the model parameters were estimated using maximum likelihood method; then,
spiritual intelligence measurement model was tested by fit indices. Data analysis was performed by
Smart‑Partial Least Squares software.
RESULTS: Preliminary results showed that due to the positive indicators of predictive association and
t‑test results for spiritual intelligence parameters, the King measurement model has the acceptable fit
and internal correlation of the questionnaire items was significant. Composite reliability and Cronbach’s
alpha of parameters indicated high reliability of spiritual intelligence model.
CONCLUSIONS: The spiritual intelligence measurement model was evaluated, and results showed
that the model has a good fit, so it is recommended that domestic researchers use this questionnaire
to assess spiritual intelligence.

Abstract OBJECTIVES: The objective of this study was designed to investigate medical students’ perceptions
of small group teaching effectiveness in a hybrid curriculum.
MATERIALS AND METHODS: A cross‑sectional, descriptive survey was conducted at the School
of Medicine, The University of the West Indies, St. Augustine where we collected the data from
195 undergraduate students. A self‑administered questionnaire consisting of 25 items was used to
measure students’ perception on the effectiveness of problem‑based learning (PBL) with regard to
learning experience, teamwork, confidence, communication skills, and role of the tutor. Statistical
analyses included mean and standard deviation for the description of each item; t‑test to compare
the mean scores for gender and class year, and one‑way analysis of variance between groups for
age group comparisons.
RESULTS: The students overall perceptions of small group teaching effectiveness showed that the
PBL sessions were beneficial to their learning process (mean: 3.63 ± 0.46). Students have positive
perceptions toward small group effectiveness, particularly in learning experience (mean: 3.98 ± 0.63)
and teamwork (mean: 3.67 ± 0.58). The mean scores, measuring teamwork, for 2nd year students was
significantly higher than that for 1st year students (3.76 ± 0.55 and 3.55 ± 0.60 respectively, P = 013).
A similar significant trend was observed between 2nd year and 1st year students on communication
skills (3.48 ± 0.67 and 3.29 ± 0.55, respectively, P = 0.046).
CONCLUSIONS: PBL is an effective small group teaching method for medical students. Faculty
development and students’ training programs are required before implementing PBL.

Abstract CONTEXT: Individuals with social well‑being can cope more successfully with major problems of
social roles. Due to the social nature of human life, it cannot be ignored to pay attention the social
aspect of health.
AIMS: The purpose of this study was to identify variables that predict the social well‑being of medical
students.
SETTINGS AND DESIGN: A descriptive‑analytical study was conducted on 489 medical science
students of Gilan Province, the North of Iran, during May to September 2016.
SUBJECTS AND METHODS: The samples were selected using quota sampling method. Research
instrument was a questionnaire consisting of two parts: demographic section and Keyes social
well‑being questionnaire.
STATISTICAL ANALYSIS USED: Data analysis was done using SPSS software version 19 and
with descriptive and inferential statistics (t‑test, ANOVA, and linear regression).
RESULTS: The results showed that majority of the students had average social well‑being.
Furthermore, a significant relationship between the academic degree (P = 0.009),
major (P = 0.0001), the interest and field’s satisfaction (P = 0.0001), and social well‑being was
seen. The results of linear regression model showed that four variables (academic degree, major,
group membership, and the interest and field’s satisfaction) were significantly associated with
the social well‑being (P < 0.05).
CONCLUSIONS: The findings demonstrate that the different effects of the demographic factors on
social well‑being and the need for further consideration of these factors are obvious. Thus, health
and education authorities are advised to pay attention students’ academic degree, major, group
membership, and the interest and field’s satisfaction to upgrade and maintain the level of their social
well‑being.

Abstract BACKGROUND: Research self‑efficacy is one of the main factors influencing the successful
conduction of research and following it in students. This study was performed with the aim of
determining the research self‑efficacy and its relationship with academic performance in postgraduate
students of Tehran University of Medical Sciences (TUMS) in 2016.
MATERIALS AND METHODS: This cross‑sectional study was performed on 320 postgraduate
students of TUMS in 2016. Proportional stratified sampling was done with simple random sampling
from each school. The data were gathered with Phillips and Russell’s research self‑efficacy
questionnaire, demographic questions, and grade point average (GPA) and were analyzed with
independent t‑tests, ANOVA, Pearson’s correlation, and multiple linear regressions in SPSS 18.
RESULTS: Out of 320 students participating in this study, 152 patients (47.5%) were male and
168 (52.5%) were female with the mean age of 27.83 ± 4.3 years. The mean of research self‑efficacy
score was 186.18 ± 59.5 which was significant depended on college degrees and was significantly
higher in doctorate students (P = 0.0001). However, no significant difference was seen in research
self‑efficacy score of students due to gender (P = 0.754) and school (P = 0.364). There was a significant
direct relationship between students’ GPA and research self‑efficacy score (r = 0.393, P = 0.0001).
CONCLUSIONS: Results of this study showed that the research self‑efficacy score of TUMS
postgraduate students is at an acceptable level, except the quantitative and computer skills that
need appropriate educational interventions. As a direct and significant relationship existed between
research self‑efficacy score and student’s academic performance, improving the research self‑efficacy
will also increase students’ academic performance.

Abstract BACKGROUND AND AIM: One of the methods that help students in learning critical thinking and
decision‑making skills is storytelling. Story helps the students to place themselves in the same
situation as the main protagonist and try different ways and finally select and implement the best
possible method. The goal of this study is to investigate the effect of storytelling on hopefulness of
students, age 8–11 in Isfahan’s 2nd ed.ucational district.
METHODS: This is an applied, quasi-experimental study. The study population comprised of
34 randomly selected students attending one of the schools in Isfahan’s 2nd ed.ucational district. The
data gathering tool was the standard Kazdin hopefulness scale (α = 0.72) and data were gathered before
and after 8 storytelling sessions for the intervention group. The gathered data were analyzed using
descriptive and analytical (paired and independent t‑test) with the help of SPSS Version 18 software.
RESULTS: The study’s findings showed a significant difference in the average hopefulness score
of students in study group in pre‑ and posttest (P = 0.04). Furthermore, independent t‑test results
showed a significant difference in hopefulness score of intervention and control (P = 0.001). The
average hopefulness score of the control group after storytelling sessions was higher than that of
the intervention and control.
CONCLUSION: The results show the effectiveness of storytelling as a method for improving
hopefulness in students.

Abstract BACKGROUND: Clinical education provides a chance to combine theoretical knowledge and clinical
skills. Students are the key elements in the evaluation of clinical education efficacy. The present
study was aimed to define nursing students’ viewpoints concerning conformity to the characteristics
of clinical conference and clinical round.
METHODS: This descriptive analytical study was conducted on the bachelor’s students of the 4th–6th
semester of nursing. Sampling was conducted using census sampling method during the 2nd semester
of 2014–2015 school year. Data collection tool was a three‑section researcher‑made questionnaire
containing demographic, nursing round, and clinical conference characteristics. Descriptive and
inferential statistical tests (independent t‑test, ANOVA, and Spearman and Pearson correlation
coefficients) were used for data analysis.
RESULTS: Participants were 134 bachelor’s students of the 4th–6th semester of nursing. According
to half of the participants, conformity to the characteristics of clinical conference (45.5%, 53%) and
clinical round (44%, 51.5%) were poor and medium, respectively. Paired t‑test showed a significant
difference between students’ viewpoints toward the planning of clinical conference and clinical
nursing round (P = 0.006, t = 2.77).
CONCLUSIONS: According to the results of the present study on students’ viewpoints, clinical
education faces a serious challenge with regard to clinical education methods. Considering the
necessity and importance of clinical education, more investigation should be conducted to detect its
relevant factors and plan for its improvement.

Abstract Background: Information‑seeking anxiety is a feeling caused by abundance of information or
failure to proper interpret the information that can adversely affect the ability of individuals for
seeking information and meeting their information needs. Therefore, it is necessary to investigate
information‑seeking anxiety, factors causing it, and methods for addressing and reducing
this type of anxiety. The purpose of this study was to evaluate information‑seeking anxiety in
postgraduate students of Isfahan University of Medical Sciences. Materials and Methods: This
study has been conducted using survey method. A total of 265 postgraduate students of Isfahan
University of Medical Sciences were selected with the help of stratified random sampling. Data
collection tool was a questionnaire designed for this purpose. The gathered data was analyzed
using descriptive and inferential statistics. Results: The results indicated that the topic selection
factor played a more prominent role in creating information seeking anxiety compared to other
factors. Apart from students of school of medicine, information seeking anxiety was below
average among the students. In addition, there was a significant difference between information
seeking anxiety in students from different departments. Finally, female students had higher
information seeking anxiety compared to male students. Conclusion: Although information
seeking anxiety among students was lower than average in most cases, further reduction of
anxiety could be achieved by facilitating access to information resources and library information
services and increasing the quality of students’ information literacy through training courses
tailored to each discipline are necessary.

Abstract Background: Eating breakfast is crucial for adolescents to be healthy. It also improves
students’ capacity of learning and doing school homework. Although healthy habits such as
eating breakfast, weight control, and regular sleep increase the lifespan in adults, the effects of
healthy habits on school‑age children have not been studied much. The present study aimed at
investigating the impact of an educational program based on Theory of Planned Behavior (TPB)
on eating breakfast among middle school students. Materials and Methods: This interventional
study was conducted on sixth‑grade students in Qom City during the academic year 2012–2013.
First, 97 students were randomly assigned to the experimental group and 97 other students
were assigned to the control group. Then, a questionnaire was developed on eating breakfast
by the researchers according to the TPB. A pilot study was conducted to assess the reliability
of the questionnaire. To assess the validity of the questionnaire, advice by a panel of experts
was sought. To carry out a pre‑test, both groups answered the questions. After analyzing the
pre‑test results, the required content was developed for the experimental group. Educational
methods included delivering speech, discussion groups, pamphlets, and posters. The required
educational content was provided for students during five sessions and for parents in one session.
To determine the effect of educational intervention, a post‑test study was carried out 2 months
after the intervention. Collected data were analyzed using independent t‑test, χ,
[2] and repeated
measures. Results: In the experimental group, 36.7% of students were eating breakfast at least in
a day of a week, before educational intervention. After implementation of the educational program,
only 32.7% of them were continuing their past habit. There was a significant difference between the
mean scores of attitudes, perceived behavioral control, intention, and practice of eating breakfast in
the experimental and control groups (P < 0.05), while there was no significant difference between
the mean scores of subjective norms after
implementing the educational program in both
groups (P < 0.26). Conclusion: Using the TPB
improved students’ intentions and behavior
of eating breakfast. Thus, it seems necessary
to consider all effective environmental factors
on the subjective norms in the education
of healthy eating behaviors or improving
breakfast‑eating practice among students.

Abstract Introduction: Research self‑efficacy if the people’s judgment of their abilities in order to
organize and conduct meaningful research in different formats. The aim of this study is to
determinate the rate of research self‑efficacy among students of Isfahan University of Medical
Sciences based on Research Self‑efficacy Scale. Materials and Methods: The method of this
study is an applied survey method. Statistical population is all students of Isfahan University of
Medical Sciences and the sample size was calculated to be 361 samples based on Krejcie and
Morgan table. Random sampling method was used with equal number of samples from every
department. Data collection tool is Salehi et al. questionnaire (with 7 dimensions) with Likert
scale (5 grades). Its validity and reliability were confirmed by Psychology and Research Method
experts and Cronbach’s alpha (r = 0.84) respectively. Data gathering method was direct visit to
each department. The data was then analyzed using t‑test and one‑tailed ANOVA using SPSS 16
software. Results: The finding showed that among research self‑efficiency dimensions research
ethics dimension had the highest and quality research dimension had the lowest means.
Furthermore comparing the research self‑efficacy scores with demographic characteristics
suggests that there is no significant difference between total score of research self‑efficacy of
different departments, genders or educational degrees (P > 0.05). Conclusion: Since the score
of most of the research self‑efficacy dimensions were, lower than average, holding periodical
workshops, inclusion of necessary courses in the educational plan, forcing student to perform
research activity such as writing articles in lower educational levels and improvement of research
culture for students with the help of experienced professors are some of practical solutions,
which can lead to increasing the motivation of the students for conducting efficient research.

Abstract The most important preventive measure is technique to resist against peer pressure. Any
educational program should design with an emphasis upon theories of behavioral change and
based on effective educational program. To investigate the interventions through educational
program in prevention of cigarette smoking, this paper has used the Extended Parallel
Process Model (EPPM). Materials and Methods: This study is a quasi‑experimental study.
Two middle schools were randomly selected from male students in Shiraz. Therefore, we
randomly selected 120 students for the experimental group and 120 students for the control
group. After diagnostic evaluation, educational interventions on the consequences of smoking
and preventive skills were applied. Results: Our results indicated that there was a significant
difference between students in the control and experimental groups in the means of perceived
susceptibility (P < 0.000, t = 6.84), perceived severity (P < 0.000, t = −11.46), perceived
response efficacy (P < 0.000, t = −7.07), perceived self‑efficacy (P < 0.000, t = −11.64),
and preventive behavior (P < 0.000, t = −24.36). Conclusions: EPPM along with educating
skills necessary to resist against peer pressure had significant level of efficiency in improving
preventive behavior of cigarette smoking among adolescents. However, this study recommends
further studies on ways of increasing perceived susceptibility in cigarette smoking among
adolescents.

Abstract Background: Nowadays, no student can ever pursue the ends of his studies unless he makes
use of his information literacy skills. To become lifelong learners, they do need these skills.
Information literacy is a set of information needed for searching, retrieval, evaluating, and
making best use of information. This study uncovers the relationship between information
literacy and academic performance among students at Isfahan University of Medical Sciences.
Materials and Methods: This is a practical study using a survey method. All MA students
in Isfahan University of Medical Sciences make the statistical population for this study,
according to the sample size determined by using Cochran formula 265 samples that were
selected by stratified random sampling. Data collection was through information literacy
questionnaires designed by Davarpanah and Siamak, verified by Library and Information
Sciences experts; and finally, gave a Cronbach’s alpha of 0.83. To determine academic
performance, the average scores of the students in previous semesters were considered.
Results: The information literacy of all other students was significantly higher than medium
except for students at Nursing and Nutrition faculties. The students of Management and
Information Sciences faculty had the highest level of information literacy and students of
nutrition faculty were attributed with the least level. There was no significant difference
between male and female students’ information literacy. We also found out that there was
a significant positive relationship between information literacy and students’ academic
performance in Isfahan University of Medical Sciences.Conclusion: Information literacy is
one of the most important factors that leads to educational success. As there is a significant
positive relationship between information literacy and students’ academic performance,
we should necessarily provide them with relative skills dealing with information literacy to
improve their academic performance.

Abstract Introduction: The efficient use of libraries can be an important factor in determining the
educational quality of Universities. Therefore, investigation and identification of factors affecting
library anxiety becomes increasingly necessary. The purpose of this research is to determine the
factors effecting library anxiety of students in Isfahan University of Medical Sciences and Shiraz
University of Medical Sciences. Materials and Methods: This was an applied survey research
using Bostick’s Library Anxiety questionnaire as data gathering tool. The statistical population
consisted of all students of Isfahan University of Medical Sciences and Shiraz University of
Medical Sciences (15011 students) with the sample size of 375 using stratified random sampling.
The validity of data gathering tool was confirmed by experts in the library and information
science and its reliability was determined by Cronbach’s alpha (r = 0.92). Descriptive
statistics (frequency, percentage, mean and standard deviation) and inferential statistics (t‑test
and ANOVA) were used for data analysis using SPSS 18 software. Results: Findings showed
that the mean of library anxiety score was 2.68 and 2.66 for students of Isfahan University
of Medical Sciences and Shiraz University of Medical Sciences respectively which is above
average (2.5). Furthermore, age and gender had no meaningful effect on the library anxiety
of students of Isfahan University of Medical Sciences, but gender had a meaningful effect on
library anxiety of students of Shiraz University of Medical Sciences while age had no such
effect. Conclusion: The results showed that the mean of factors effecting library anxiety in
students of Isfahan University of Medical Sciences and students of Shiraz University of Medical
Sciences is higher than average and therefore not satisfactory and only factors relating to feeling
comfortable in the library is lower than average and somewhat satisfactory.

Abstract Background: A number of diagnostic scales or questionnaires have been developed in recent
years, to assess mobile phone dependency. A valid and reliable assessment instrument for
correspondence of Iranian culture is essential. The aim of our study is to validate the Iranian
version of the Cell Phone Dependency Questionnaire (CPDQ). Materials and Methods: In this
cross-sectional study, data were collected from 784 students, who were studying in four main
Isfahan Universities. The participants completed the demographic questionnaire, CPDQ,
anonymously. To analyze the data we used concurrent validity, factor analysis, internal
consistency, split-half, and test–retest. Results: We extracted three factors including Salience,
Overusing of the cell phone, compulsive use of SMS. Cronbach’s alpha of the CPDQ was.
88 (Cronbach’s alpha of the factors were 0.85, 0.70, and 0.76,, respectively). Conclusion: The
CPDQ proved to be a reliable questionnaire to assess the extent of problems caused by the
‘misuse’ of the cell phone in Iranian society.