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Premenstrual syndrome (PMS) can disrupt women’s work process, social activities and interpersonal communication and lead to a lower quality of life (QOL). This study aims…
Premenstrual syndrome (PMS) can disrupt women’s work process, social activities and interpersonal communication and lead to a lower quality of life (QOL). This study aims to determine the effectiveness of happiness training based on Fordyce’s theory on QOL and the Positive and Negative Affect Schedule (PANAS) in women with PMS.
This randomized controlled trial was conducted on 100 women (intervention = 50, control = 50). The intervention group participated in eight 120-min sessions of training counseling based on Fordyce happiness training. The participants completed a sociodemographic questionnaire, the PANAS and the 36-Item Short Form Health Survey (SF-36). A general linear model was used to compare the mean scores of QOL and positive and negative affect after the intervention.
After the intervention, the mean scores of negative affect [MD = −6.12; 95% confidence interval (CI) = −12.10 to −1.49] and body pain (MD = −26.19; 95% CI = −38.63 to −13.72) were significantly lower in the intervention compared to the control group. Also, the mean scores of physical functioning (MD = 42.0; 95% CI = 16.37 to 67.64) and vitality (MD = 10.40; 95% CI = 4.86 to 15.39) were significantly higher in the intervention group compared to the controls.
Fordyce happiness training is recommended to be used in conjunction with other supportive and caregiving methods for women with PMS. Midwifes and nurses are the main source to give this training to women and can help them perform cognitive tasks, such as concentration, positive thinking and negative emotions.
This randomized controlled trial suggests Fordyce happiness training as a feasible and acceptable training program that can be beneficial in reducing negative affect in women with PMS.
Education is a human right and access to high quality education is key to sustainable socioeconomic development. Improving the quality of higher education institutes is…
Education is a human right and access to high quality education is key to sustainable socioeconomic development. Improving the quality of higher education institutes is essential for generating the productive human resources. Assessing the quality of higher education from the students’ perspective can be considered a crucial factor in the monitoring of service quality in universities. The purpose of this paper is to evaluate the quality of educational services in a higher education institute, the Kermanshah University of Medical Sciences (KUMS), in the west of Iran.
A multistage sampling method was used to select 346 students from the KUMS, who were enrolled in the second semester of the academic year 2015-2016. The SERVQUAL questionnaire was used to gather data on students’ perceptions and their expectations about the quality of educational services. The authors used a statistical significance level of 0.05 to examine the gap between the students’ expectations and their perceptions of service quality in five dimensions, namely tangibles, responsiveness, reliability, empathy and assurance.
The results showed that there was a negative service quality gap in all five dimensions. The overall mean score of students’ expectations and their perceptions was 3.19±0.44 and 2.4±0.45, respectively. The score gap between the overall mean score of perceptions and expectations of students was −0.79, which was statistically significant (p<0.0001). The highest and lowest quality gaps were related to the assurance (−0.84) and tangible (−0.70) dimensions, respectively.
The study indicated that the quality of educational services provided in the KUMS did not meet students’ expectations in five dimensions of service quality. Thus, it warrants further investigations to determine how to improve the quality of educational services in higher education institutes such as the KUMS.