Psychological-behavioral health services and its outcome based on World Health Organization health-promoting school framework: a systematic review of systematic reviews / 中国康复理论与实践

ObjectiveTo review the effect of school-based psychological and behavioral health services based on the World Health Organization (WHO) health-promoting school (HPS) framework on the psychological and behavioral health of children and adolescents. MethodsSystematic reviews on school-based psychological and behavioral health services based on WHO HPS framework and the health outcome, published from 2013 to June, 2023, were searched from Medline, EBSCO, PubMed, Web of Science. A systematic review of the systematic reviews was conducted. ResultsSeven articles were included, involving 261 studies, from six countries, from the journals in the fields of children's psychological health, HPS and school health, published mainly from 2013 to 2022. School-based psychological and behavioral health services involved school health education curriculum and school health services. School health education curriculum included psychological health courses and health education provided by trained teachers. School health services involved various services provided by professionals in school settings, including psychological screening, preventive interventions for psychological and behavioral health issues, clinical assessment, management services, promotion, and supportive services. The health benefits of school-based psychological and behavioral health services included relieving symptoms and incidence of anxiety and depression, alleviating the negative impact of stress, decreasing negative mood, enhancing positive attitudes and resilience, increasing happiness, improving positive psychological well-being, enhancing cognitive functions (such as sustained attention, fluid intelligence, information processing speed and executive functions), fostering correct attitudes and awareness of psychological health, helping students develop interest in learning, enhancing psychological health literacy, knowledge of psychological disorders, awareness of prevention, ability to recognize signs and symptoms, eliminating stigma related to psychological health, promoting social interaction, and improving help-seeking behaviors for psychological health issues. ConclusionThe school-based psychological and behavioral health services based on the WHO HPS framework mainly encompass school health education curriculum and school health services. The health benefits of school-based psychological and behavioral health services are reflected in psychological and behavioral health, overall psychological well-being, and quality of life, as well as social behavior and academic performance.

School health services and effectiveness based on World Health Organization health-promoting school framework: a scoping review / 中国康复理论与实践

ObjectiveTo review the studies related to school health services and their outcomes based on the World Health Organization health-promoting school framework, to synthesize and analyze the main research scopes and related evidence in this field. MethodsLiterature about the interventions and outcomes of implementing health-promoting school health services were retrieved from PubMed, Web of Science, EBSCO and CNKI, from the establishment to June, 2023, and a scoping review was conducted. ResultsSeven papers were eventually included, involving 76 researches, more than 20 interventions, from five countries, published mainly from 2014 to 2021. The interventions included asthma education training curriculum, oral health education, menstrual management interventions, cognitive anxiety prevention programs, physical activity curriculum, cooking and nutrition curriculum, exercise and fitness interventions, mental health education programs, health-promoting diets curriculum and health education curriculum, and health skills training curriculum. The school health services programs included health screening and monitoring, disease prevention and control, and safety and first aid training for teachers and students. The health benefits of health-promoting school for students included improving health education outcomes and grades in health services elective courses; improving health condition and qualities of learning and life at school, reducing prevalence of chronic diseases and frequency of visiting the emergency room, and alleviating asthma; improving self-esteem, communication skills and social cohesion of the group, alleviating the influence of anxiety and other negative emotion, and increasing awareness of autonomy; improving activities related to healthy living, and positively affecting behaviors, attitudes and action. The health benefits of health-promoting school for teachers included improving pedagogical abilities and skills in teaching physical activity-related curriculum content, and increasing professional support for staff such as knowledge of first aid and participation in the school health service. The health benefits of health-promoting school for schools included promoting the incorporation of health education courses into regular teaching activities and increasing the school's financial investment in the construction of health-related psychosocial environments; promoting the plan and implementation of the health service in the schools. ConclusionThe school-based health services in health-promoting school consisted of two main categories: school curriculum and school health services. The health-promoting school may improve the health conditions, health behaviors and health services for the students, teachers and schools.

School-based physical activity-related health services and their health benefits within the World Health Organization health-promoting school framework: a systematic review of systematic reviews / 中国康复理论与实践

ObjectiveTo systematically review the types of health-promoting school (HPS) curriculum and physical activity-related health services based on the WHO-HPS framework, and their impact on health of children and adolescents. MethodsThe databases of EBSCO, PubMed, Web of Science, and CNKI were searched on school-based physical activity-related services and their health benefits based on the WHO-HPS framework from 2017 to June, 2023. A systematic review of systematic reviews was conducted. ResultsA total of seven English articles were included, covering 147 studies from five countries including Switzerland, the United States, Italy, the United Kingdom and Sweden. The systematic reviews were published in the journals related to child physical education and health, HPS, and school-based physical activity. Based on the WHO-HPS framework, HPS curriculum implemented in schools primarily involved physical education classes (such as incorporating specialized sports programs like yoga and dance, increasing physical activity time) and health education programs related to physical activity. Additional activities included extracurricular programs (such as implementing children's sports, recreational and leisure programs, lunchtime enjoyment activities, and game plans, increasing physical activity time within regular school hours, creating opportunities for physical activity during breaks and after school, and providing daily physical activity plans) and integration of physical activity in other subjects. Physical activity-related health services mainly included health screening and monitoring related to physical activity, adolescent health management, and health promotion activities. The health benefits of the interventions included improvement in aerobic capacity, body mass index, cardiorespiratory function, overall physical health, and significant increases in muscle endurance and strength. They also contributed to the cessation or reduction of prolonged sedentary behavior, increased levels of all-day physical activity and moderate-to-vigorous physical activity, increased physical activity participation, significant increases in physical activity during school hours, increased proportion of moderate to vigorous physical activity during school time, increased physical activity time, improved leisure and recreational time related to physical activity, enhanced vitality, school quality of life, and energy, improved academic performance, reduced television viewing time, decreased obesity risk, reduced anxiety, improved adaptability and happiness, and promoted positive mental health. Furthermore, there was a significant improvement in students' health-related knowledge on physical activity. ConclusionImplementing HPS curriculum and physical activity-related services in schools may improve various aspects of students' health, including physical fitness, physical activity and sedentary behavior, behavioral health related to physical activity, and health literacy related to physical activity.

Psychological and behavioral health benefits of physical activity participation and quality of life among adolescents in the context of health-promoting school: a systematic review / 中国康复理论与实践

ObjectiveTo systematically review the psychological and behavioral health benefits and quality of life of adolescent participation in physical activity in a health-promoting school perspective, based on the International Classification of Functioning, Disability and Health (ICF) and PRISMA principles. MethodsPubMed, Web of Science, and CNKI were searched to collect randomized controlled trials related to adolescents' participation in physical activity in schools and health outcomes, published from January, 2011 to June 2023, for a systematic review. ResultsEight studies were included, with 23 652 participants from six countries, mainly from journals related to public health, nursing, child and adolescent mental health, and international environmental research. The types of school physical activity interventions included physical fitness (warm-up and stretching, recreation center activities, shuttle runs, jumping jacks and jump ropes, squats and push-ups, running, wrist and arm training), skills (dribbling, passing, throwing, and catching) and sports (Kripalu yoga, basketball, volleyball, soccer sports, Ringo alternative sports, tennis and jump rope). The frequency of activities was one to six times a week, the intensity ranged from low to high, and the duration was mainly from two to 40 weeks. The psychological and behavioral health benefits of school-based physical activity involved three aspects. In terms of mental health, their social-emotional competence improved, negative emotions reduced, self-efficacy increased, subjective emotional feelings, behavioral control and intelligence improved, cognition and mental health improved; the stress coping strategies were developed, and the cognitive structures for emotion regulation, positive thinking and stress coping were learned. In terms of behavioral health aspects related to physical activity, their physical health and physical activity levels increased, the sense of health responsibility and awareness increased, knowledge of nutrition and health was enriched, behavioral control improved, executive functioning improved, academic achievement and participation in school activities increased, and absence from duty decreased. In terms of quality of life, academic performance, exercise habits and healthy lifestyles, positive attitudes, and interpersonal and stress management skills all improved. ConclusionIn the health-promoting school perspective, physical activity is integrated into the school health promotion system, and physical activity interventions in fitness, skills and sports are implemented to improve adolescents' psychological and behavioral health and quality of life, namely improving cognitive and executive functioning; improving social skills, emotional control, positive thinking, positive physical activity behaviors and health literacy, positive mindset; improving academic performance, good health habits and positive attitude towards life, interpersonal and stress management skills; and increasing overall well-being.

Association rules between personality traits and health-promoting lifestyle in patients with glaucoma / 中华行为医学与脑科学杂志

Objective:To explore the association rules of personality traits and health-promoting lifestyle in patients with primary angle closure glaucoma, so as to provide advice for the synthetical treatment.Methods:From July to November 2021, a total of 117 primary angle closure glaucoma patients(acute patients n=89, chronic patients n=28) in ophthalmology department of five hospitals in Nanjing were investigated with type A behavior pattern scale, health-promoting lifestyle scale Ⅱ and general information questionnaire.Based on Weka 3.8.5, algorithm of Apriori was used to mine its association relationship. Results:(1) The total scores of type A behavior pattern scale for patients with acute and chronic types of primary angle closure glaucoma were (32.48±6.43) and (27.54±6.49) respectively.The total scores of health-promoting lifestyle scale Ⅱ were (101.69±11.83) and (97.79±7.78) respectively.(2) There were positive associations among patients with acute primary angle closure glaucoma, type A/A-personality (including impatience and hostility) and health-promoting lifestyle (including stress management disorder, interpersonal relationship management disorder, well sense of health responsibility and adequate dietary nutrition intake)(all support>0.1, confidence >0.6, lift >1.0). And patients with chronic primary angle closure glaucoma were associated with B/B-personality (including patience and mild), health-promoting lifestyle (including stress management disorder, interpersonal relationship management disorder, well sense of health responsibility and adequate dietary nutrition intake)(all support>0.1, confidence >0.6, lift >1.0).Conclusion:Primary angle closure glaucoma is strongly related with personality traits and health-promoting lifestyle.Its synthetical treatment plan should take both physical and mental measures, and classified health management for patients with different disease types.

Framework and core contents of World Health Organization and United Nations Educational, Scientific and Cultural Organization health-promoting schools / 中国康复理论与实践

@#Objective To systematically research the policies and core contents of World Health Organization (WHO) and United Nations Educational, Scientific and Cultural Organization (UNESCO) documents on policies, guidelines and standards for health-promoting schools and health services. Methods These policy documents included Making Every School a Health-promoting School: Implementation Guidelines, WHO Guidelines on School Health Services, and Making Every School a Health Promoting School Global Standards and Indicators, which construct a conceptual and policies framework for health-promoting schools. In perspective of health service system, this study systematically explored the policies, guidelines and standards of WHO and UNESCO on health-promoting schools and health services, as well as the role of health-promoting school component systems in promoting the health of children and how physical activity can be an important area of health-promoting schools. Results The Health Promoting Schools Initiative is an important area of research for the WHO health services. Making Every School a Health-promoting School: Implementation Guidelines primarily serves students aged five to 19, teachers and other staff in schools. WHO Guidelines on School Health Services cover a variety of activity types including health promotion, health education, preventive interventions, clinical assessment and health services management. Making Every School a Health Promoting School Global Standards and Indicators covers eight global criteria and thirteen specific areas in the areas of policy resources, curriculum and environment, and community engagement. Conclusion WHO and UNESCO have proposed a series of policies related to building health-promoting schools, which focus on child health and advocate the promotion of child and adolescent health, public health, education, social and economic development through schools to achieve the goal of safeguarding the health rights of children and adolescents and meeting health needs. Following the WHO Guidelines on School Health Services and Making Every School a Health Promoting School Global Standards and Indicators, it proposed to incorporate educational and physical education tools into the school health service system.

Influence of perceived stress on health-promoting behaviors in patients with metabolic syndrome: the multiple mediating roles of adaptability and social support / 浙江大学学报·医学版

: To explore the potential associations between perceived stress and health-promoting behaviors based on the theoretical schema of the middle-range theory of adaptation to chronic illness. From January to May 2021, a convenience sampling method was used to recruit 230 young and middle-aged patients with metabolic syndrome who underwent physical examination in the inpatient center of Sir Run Run Shaw Hospital, Zhejiang University School of Medicine. The Health-Promoting Health Profile-Ⅱ, Chinese Perceived Stress Scale, Coping and Adaptation Processing Scale-Short Form, and Multi-dimensional Scale of Perceived Social Support were used in the cross-sectional study. The chain mediation effect procedure and bootstrap sampling test were used to examine the mediating role of adaptability and social support between perceived stress and health-promoting behaviors. The mean score of health-promoting behaviors was 100.0±14.6, the mean score of perceived stress was 22.0± 6.9, the mean score of adaptability was 47.0±6.1, and the mean score of social support was 63.8±10.8. Perceived stress had a negative impact on patients' health-promoting behaviors (=-0.309, <0.05). The adaptability (effect size= -0.112, 95%:-0.199~-0.038) and social support (effect size= -0.032, 95%:-0.083~played a mediating role and a chain mediating role in the process of perceived stress influencing patients' health-promoting behaviors (effect size= -0.045, 95%:-0.093~-0.020). Adaptability and social support play an intermediary role between perceived stress and health-promoting behaviors in young and middle-aged patients with metabolic syndrome. Healthcare professionals can motivate patients to develop healthy behaviors by developing intervention strategies on adaptability and social support.

Study on health promotion lifestyle and influencing factors in middle-aged and elderly patients with knee osteoarthritis / 中国实用护理杂志

Objective:To understand the status of health-promoting lifestyle of middle-aged and elderly patients with knee osteoarthritis, and to comprehensively analyze the influencing factors based on the biological-psychological-social medicine model, to explore controllable factors.Methods:Using convenient sampling method, 177 middle-aged and elderly patients with knee osteoarthritis who were hospitalized in First Affiliated Hospital of Shandong First Medical University (Shandong Provincial Qianfoshan Hospital) from July 2020 to November 2020 were selected for questionnaire survey. The Health Promotion Lifestyle Profile Ⅱ (HPLP-Ⅱ) was used to evaluate their health promotion lifestyle status, the influencing factors were measured by general data sheet, Western Ontario and McMaster Universities Osteoarthritis Index (WOMAC), disease recognition questionnaire for knee osteoarthritis patients, Social Support Rating Scale (SSRS), Hamilton Anxiety Scale (HAMA), Hamilton Depression Scale (HAMD) and Self-efficacy for Managing Chronic Disease (CDSES), respectively.Results:The total score of HPLP-Ⅱ, the total score of WOMAC, the score of disease recognition questionnaire, the total score of SSRS, the score of HAMA, HAMD, CDSES were (117.52 ± 15.58), (105.63 ± 31.64), (14.21 ± 3.23), (38.60 ± 5.18), (7.76 ± 4.41), (6.01 ± 4.54), (33.77 ± 6.04) points for middle-aged and elderly patients with knee osteoarthritis. The results of multiple linear regression analysis showed that the influencing factors were disease cognition, per capita monthly income, imaging grade, self-efficacy, support utilization, objective support, a total of 71.9% variation of regression equation could be explained.Conclusions:Middle-aged and elderly knee osteoarthritis patients health promotion lifestyle score at a low level, to improve, affected by disease cognition, imaging grading, self-efficacy, social support, medical staff should combine the degree of disease and individualized factors for disease health education, improve patients′ self-efficacy and social support level, prompting patients to adopt a healthy lifestyle.

Status of health-promoting lifestyle and influencing factors for caregivers of children with neurodevelopmental disorders / 中华行为医学与脑科学杂志

Objective:To describe the health-promoting lifestyle of caregivers of children with neurodevelopmental disorders and analyze its influencing factors.Methods:A total of 352 caregivers of children with neurodevelopmental disorders in a hospital in Shenzhen were investigated by questionnaire.The main caregivers were investigated with health-promotion lifestyle scale Ⅱ.Generalized linear model was used to analyze the influencing factors of the health promoting lifestyle score of the caregivers by SPSS 20.0 and R 3.6.0 softwares.Results:The total score of health promotion lifestyle for caregivers of children with neurodevelopmental disorders was (127.66±17.87). The standardized score was (62.05±8.96), with the highest standardized score being (69.62±11.04) for the nutrition dimension and the lowest score being (51.67±11.45) for the physical activity dimension.The difference between the groups was statistically significant ( F=62.780, P<0.01). The results of linear regression analysis showed that the education level ( "junior college" vs "primary and junior high school" : β=14.524, t=3.054, P=0.002; "undergraduate and above" vs "primary and junior high school" : β=18.561, t=3.936, P<0.001), care time ( ">3 years" vs " <1 year" : β=-7.156, t=-3.687, P=0.003), and family income ( "10 000-20 000 yuan/ month" vs "<5 000 yuan/month" : β=14.351, t=3.050, P=0.002) were the influencing factors of health promotion lifestyle of caregivers. Conclusion:The life style of caregivers should be paid attention to.It is necessary to help them improve their health-promoting lifestyle through multiform health promotion methods.

Study on the status and influencing factors of health-promoting lifestyle in young and middle-aged people with high normal blood pressure / 中国实用护理杂志

Objective:To investigate the status and influencing factors of health-promoting lifestyle in young and middle-aged people with high normal blood pressure, so as to provide the basis for primary prevention about hypertension.Methods:From July to December 2020, a convenience sampling method was used to select 280 cases of young and middle-aged people with high normal blood pressure in the First Affiliated Hospital of Wenzhou Medical University were investigated by self-administered general information questionnaire,and Health Promotion Lifestyle Profile Ⅱ(HPLP-Ⅱ).Results:The HPLP-Ⅱ total score in the young and middle-aged with high normal blood pressure was 146.79 ± 29.57. Multiple linear regression analysis showed that different occupation,income, family history of hypertension and learning-willingness were the influencing factors of their health-promoting lifestyle( P<0.05). Conclusions:The health-promoting lifestyle among the young and middle-aged with high normal blood pressure is at a medium level, health care providers should strengthen guidance to improve their health-promoting lifestyle through health education and other ways for individuals without stable employment, poor income level, no family history of hypertension and lack in willingness to learn.

Framework and Contents of International Policies of Inclusive Physical Activity to School Health / 中国康复理论与实践

Objective To systematically analyze the framework and core content of physical activity inclusive school health policies. Methods This study conducted systematic content analysis of key messages of WHO key documents related to physical activity and school health services, and constructed policy and research framework. WHO's key policy documents in the field of school health included: Making Every School a Health-Promoting School Implementation Guidelines, WHO Guidelines on School Health Services, and the Global Criteria and Indicators for Making Every School a Health-Promoting School, and the key documents in the field of physical activity mainly include Global Action Plan for Physical Activity Promotion 2018-2030: Strengthening Physical Activity for a Healthy World, and WHO Guidelines on Physical Activity and Sedentary Behavior (Children and adolescents). Results Physical activity, as a health strategy and development strategy, is one of the most important tools for achieving health-promoting schools. In the area of health and education, the key to building health-promoting schools is to focus on child functioning and development, with the goal of promoting healthy inclusion and equity in schools. In the school setting, physical activity for children and adolescents is integrated into the school health service continuum with a focus on health promotion. At the macro level, the state and relevant authorities should establish a strategic structure and strategic planning for the integration of physical activity into the school health service system. At the meso level, educational institutions should develop and improve school health service policies and programs, and improve school health service tools based on the requirements of WHO school health service guidelines. Child health services are achieved through the provision of high-quality physical education programs and after-school physical activities. At the micro level, guided by global standards for building health-promoting schools, physical activity is promoted in the form of lessons and activities for healthy child development. Integrating physical activity into the school health service system can be done in six areas: school health leadership and governance, school infrastructure funding, school health service delivery that supports physical activity, human resources for school health, school health-related medicine and technology, and school health information system. We need to implement health-promoting school policies, strengthen multi-level school leadership and governance, raise the necessary funds to develop human resources adapted to the construction of health-promoting schools and build programs to support physical activity. Conclusion School health service is an important area for promoting children's health and achieving the UN 2030 Sustainable Development Goals, and physical activity is an important strategy of school health services. Policy documents issued by WHO construct the integration of physical activity into the policy framework of the school health service system, of which the core component is to integrate physical activity into the health-promoting school with educational and physical activity approaches. According to the WHO six building blocks of health service system, the integration of physical activity into the school health requires strengthening school health leadership and governance, improving school infrastructure financing, developing school health human resources, developing school-based health-related medical technologies, and establishing a health information system for sharing student health data.

Framework and Contents of International Policies of Inclusive Physical Activity to School Health / 中国康复理论与实践

Objective To systematically analyze the framework and core content of physical activity inclusive school health policies. Methods This study conducted systematic content analysis of key messages of WHO key documents related to physical activity and school health services, and constructed policy and research framework. WHO's key policy documents in the field of school health included: Making Every School a Health-Promoting School Implementation Guidelines, WHO Guidelines on School Health Services, and the Global Criteria and Indicators for Making Every School a Health-Promoting School, and the key documents in the field of physical activity mainly include Global Action Plan for Physical Activity Promotion 2018-2030: Strengthening Physical Activity for a Healthy World, and WHO Guidelines on Physical Activity and Sedentary Behavior (Children and adolescents). Results Physical activity, as a health strategy and development strategy, is one of the most important tools for achieving health-promoting schools. In the area of health and education, the key to building health-promoting schools is to focus on child functioning and development, with the goal of promoting healthy inclusion and equity in schools. In the school setting, physical activity for children and adolescents is integrated into the school health service continuum with a focus on health promotion. At the macro level, the state and relevant authorities should establish a strategic structure and strategic planning for the integration of physical activity into the school health service system. At the meso level, educational institutions should develop and improve school health service policies and programs, and improve school health service tools based on the requirements of WHO school health service guidelines. Child health services are achieved through the provision of high-quality physical education programs and after-school physical activities. At the micro level, guided by global standards for building health-promoting schools, physical activity is promoted in the form of lessons and activities for healthy child development. Integrating physical activity into the school health service system can be done in six areas: school health leadership and governance, school infrastructure funding, school health service delivery that supports physical activity, human resources for school health, school health-related medicine and technology, and school health information system. We need to implement health-promoting school policies, strengthen multi-level school leadership and governance, raise the necessary funds to develop human resources adapted to the construction of health-promoting schools and build programs to support physical activity. Conclusion School health service is an important area for promoting children's health and achieving the UN 2030 Sustainable Development Goals, and physical activity is an important strategy of school health services. Policy documents issued by WHO construct the integration of physical activity into the policy framework of the school health service system, of which the core component is to integrate physical activity into the health-promoting school with educational and physical activity approaches. According to the WHO six building blocks of health service system, the integration of physical activity into the school health requires strengthening school health leadership and governance, improving school infrastructure financing, developing school health human resources, developing school-based health-related medical technologies, and establishing a health information system for sharing student health data.

Theory-based training to promote breast cancer screening among women with breast cancer worries: randomized controlled trial

ABSTRACT BACKGROUND: Breast cancer worries are important determinants in relation to behavior favoring breast cancer screening. OBJECTIVE: To determine the effect of theory-based training to promote breast cancer screening among women with high and low levels of breast cancer worries. DESIGN AND SETTING: Randomized controlled trial, conducted in two family health centers. METHODS: In total, 285 women were recruited. Women with low levels of breast cancer worries were included in the first intervention group (112 women) and the first control group (112 women), while women with high levels of breast cancer worries were included in the second intervention group (37 women) and the second control group (43 women). Theory-based training to promote breast cancer screening was given to intervention groups. The women's willingness to undergo breast cancer screening and breast cancer worry scores were evaluated at 1, 3 and 6 months. RESULTS: The women in the low cancer-worry intervention group performed breast self-examination more in months 1 and 6 following the training, and the women in the high cancer-worry control group performed breast self-examination more in month 3 (P < 0.05). No difference between the women who had low or high levels of breast cancer worries were observed in relation to breast self-examination, clinical breast examination or mammography (P > 0.05). CONCLUSION: The level of worry did not affect the success of theory-based training, and the training was partially effective with regard to willingness to undergo breast cancer screening.

Effect of health promoting lifestyle on job burnout of college counselors in Shanghai City / 中国职业医学

OBJECTIVE: To analyze the relationship between health promoting lifestyle and job burnout of college counselors in Shanghai. METHODS: Using stratified cluster sampling method, 294 counselors from 4 colleges were selected and investigated by Maslach Burnout Inventory Educator's Survey and Health Promoting Lifestyle Profile II. RESULTS: The median scores of emotional exhaustion, deindividualization and low sense of achievement of counselors in Shanghai were 3.3, 3.2 and 1.6 respectively. In each dimension, the ratio of moderate burnout were 93.5%, 95.2% and 26.5% respectively. The ratio of high level burnout were 6.5%, 4.8% and 73.5%. The median total score of health promoting lifestyle was 127.1, and the ratio of poor, average and good lifestyle standard was 8.5%, 50.3% and 41.2%.The total score of health promoting lifestyle was negatively correlated with the score of emotional exhaustion and deindividualization(P<0.01) and positively correlated with the score of low sense of achievement(P<0.01). The score of physical exercise, interpersonal relationship, stress management and self realization in health promoting lifestyle had positive predictive effect on the score of emotional exhaustion and deindividualization(P<0.05). The score of physical exercise and self realization had negative predictive effect on the score of low sense of achievement(P<0.01). CONCLUSION: The prevalence of job burnout in college counselors is above the intermediate level. There is a correlation between health promoting lifestyle and job burnout and cultivating a health promoting lifestyle is helpful to alleviate job burnout.

Processo de Acreditação das Escolas Promotoras de Saúde em âmbito mundial: revisão sistemática / Process of Accreditation of Health Promoting Schools worldwide: A Systematic Review

Resumo O objetivo deste artigo é analisar os critérios de acreditação dos estudos que avaliaram as ações de promoção da saúde e prevenção de fatores de risco das Escolas Promotoras de Saúde (EPSs). Realizou-se uma revisão sistemática conduzida a partir das recomendações propostas no guia Preferred Reporting Items for Systematic Reviewsand Meta-Analyses (PRISMA) dos artigos que avaliaram as EPSs nas bases de dados: SciELO, Lilacs, Medline, PubMed e Portal Capes. A partir da análise dos três eixos para acreditação das EPS, três dos estudos analisados não contemplaram todos os critérios para serem certificadas como EPS nos eixos "Processo de Planejamento" e "Atividades de Promoção de Saúde desenvolvidas". As escolas citadas nestes estudos apresentam atividades de educação em saúde, prevenção e/ou promoção da saúde, no entanto, é equivocado se autodenominarem EPS. Identificou-se como principais desafios enfrentados para a implantação, o desenvolvimento e a continuidade das EPS, a intersetorialidade e a insuficiência de recursos financeiros e humanos capacitados. As EPSs precisam ser certificadas e submetidas a um processo avaliativo contínuo. Sugere-se ainda a inclusão do tema promoção de saúde nos currículos dos cursos de formação dos professores e outros profissionais da educação e da saúde.

Abstract The scope of this article is to analyze the accreditation criteria of the studies that evaluated actions of health promotion and risk factor prevention of Health Promoting Schools (HPS). A systematic review was conducted based on the recommendations proposed in the "Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Prisma)" protocol of articles that assessed HPS in the following databases: SciELO, Lilacs, Medline, PubMed and Portal Capes. From the analysis of the three pillars for accreditation of HPS, three of the studies analyzed did not include all the criteria for certification as HPS on the "Planning Process" and "Health Promotion Activities Developed" pillars. The schools cited in these studies perform health education, prevention and/or health promotion activities, however, it is misleading to refer to themselves as HPS. The main challenges for implementation, development and continuity of HPS were identified as being intersectionality and insufficient financial and qualified human resources. HPS need to be certified and submitted to an ongoing evaluation process. It is also suggested the topic of health promotion be included in the syllabuses of training courses of health education teachers and other health education professionals.

Investigating the Relation Between Health Literacy and Behaviors Promoting Health in Health Ambassadors of Kazeroon City Healthcare Centers 2017

Background: During the past decade, significance and impacts of low level of health literacy on individuals' health status has been greatly noticed. This study was conducted with the aim of determining the relation between health literacy with promoting behaviors in health ambassadors of Kazeroon city healthcare centers. Methods: This study was descriptive – analytical and of cross-sectional type. The research sampling method was multi-stage method. Samples were selected from three urban healthcare centers and three rural health care centers and from each center respectively two bases and two health houses were randomly selected. In the present study, two questionnaires of health literacy and standard questionnaire (HpLp-II) was used. Pearson correlation test, independent t-test and bilateral variance analysis were used for data analysis. Results: 528 health ambassadors completed the questionnaires that from them 79.85 were woman and 20.20% man. The results of the present study showed that there is a significant relation and positive correlation between health literacy rate of ambassadors and general behaviors promoting health and its components like liability, physical activity and nutrition habits (P<0.05). Conclusion: The results of the present study showed that increasing of ambassadors health literacy is effective in increasing their health promoting behaviors and it is recommended that in future with effective interventions, besides promoting health literacy of people in various fields, increase their cooperation and participation for self-care and doing health promoting behaviors

Influence of Knowledge and Attitude of Cancer on Cancer Prevention Health Promoting Behavior in General Hospital Nurses

PURPOSE: The purpose of this study was to find factors affecting hospital nurses' cancer prevention health promoting behavior METHODS: The subjects were 308 nurses working in general hospitals with over 300 beds. Knowledge of cancer was assessed with 36 question items for six major cancers, and the attitude toward cancer was assessed with 10 items for cancer prevention and early detection. Cancer prevention health promotion behavior was assessed by 21 questions about diet, health life, and exercise. The collected data were analyzed using frequency and percentage, t-tests, one-way ANOVA, Pearson correlation coefficients, and stepwise multiple regression analysis. RESULTS: The score for knowledge of cancer was 25.12±3.33. The average score for attitude towards cancer was 30.41±4.08. The score of cancer prevention health promoting behaviors on cancer was 70.60±10.90. Cancer prevention health promoting behaviors were not correlated with cancer knowledge, and were positively correlated with cancer attitude (r=0.44, p < .001). There was a positive correlation with the cancer prevention attitude (r=0.49, p < .001) among the sub-areas of cancer attitude. CONCLUSION: The nurses' knowledge, attitude, and preventive health promotion behaviors of cancer were important for the health of individuals, patients and the general public, I think it is necessary to search for ways to actively promote cancer prevention health promoting behaviors in various directions and to confirm their effects.

Diabetes, Returning to Work, and Your Rights for Health / 임상당뇨병

Diabetes sufferers in their 30s to 50s are at an age must maintain their income-producing activities while also managing their health; however, maintaining this balance is not always easy due to their disease. Patients in their 30s to 50s who are actively engaged in work life may not experience workplace difficulties when their diagnosis is known and can be addressed with health-promoting behaviors or passive management. Patients have limitations in implementing the active self-management required by the educational scene in-house. The reason is because the working environment in Korea has not yet established a proper perception of diabetes and feels that allowing diabetes to manage diseases against fairness. The educators proudly reveal themselves as diabetes and cannot take into consideration or take responsibility the disadvantages they can experience when returning to work, we must consider what the patient “has to do to get back to work.” In addition, patients should think about how to manage their disease effectively through more than just a passive response. Moreover the Korean Diabetes Association should establish guidelines for the areas that need to be protected legally and on the defensive aspects that need to be better perceived.

Research progress of health promoting lifestyle among nursing college students / 中国实用护理杂志

Nursing students is the reserve force of nursing career, undertaking the duty of promoting the patients'health in the future,whose lifestyles will not only affect their own health,but also affect the health of others.This paper reviews the relevant literature,demonstrating that nursing students′health promoting lifestyles are in the general level as a whole.The determining factors of health promoting lifestyle include cognitive-perceptual factors and correction factors.So as for the influencing factors of the healthy promoting lifestyles of nursing students, researchers can make experimental research on other possible factors as well,or further explore the influencing factors through interviews,observation and other methods,and combine with the following overview for practical guidance.

A study on the status and relationship of the psychological capital and health promoting lifestyle among duty nurses / 预防医学

Objective To learn current status of psychological capital and health-promoting lifestyle among duty nurses,and to analyze their relationship.Methods A total of 527 duty nurses from tertiary referral hospital affiliated to Zhejiang Chinese Medical University were selected and investigated using rating scale with Nurses' Psychological Capital Questionnaire,health-promoting lifestyle questionnaire and a self-designed questionnaire about demographic information.We process the result by pearson correlation analysis and multiple linear regression analysis.Results Overall respondents showed high psychological capital scores(79.66 ± 14.07),and the four dimension scores rated in sequence were self-efficiency(67.81％),resilience(66.47％),optimism(66.17％),hope(65.00％).Overall score in health-promoting lifestyle was (60.38 ± 17.71).The five dimension scores rated in sequence were occupational safety (68.14％),self-actualization (62.77％),development of interpersonal support (60.99％),balanced diet (58.70％),sports health care(34.32％).The result of pearson correlation analysis showed positive correlation between psychological capital and health-promoting lifestyle among duty nurses (P ＜ 0.05).Self-realization and occupational safety has important influence on psychological capital.Conclusions Health-promoting lifestyle was an important influencing factor of psychological capital.Effective strategies should be implemented to combine elevation of psychological capital and health-promoting lifestyle,to promote better physical and mental health and to obtain holistic health care quality.