Tol Azar, Tavassoli Elaheh, Shariferad Gholam Reza, Shojaeezadeh Davoud
Department of Health Education and Promotion, School of Public Health, Isfahan University of Medical Sciences, Iran.
J Educ Health Promot. 2013 Feb 28;2:11. doi: 10.4103/2277-9531.108006. eCollection 2013.
Health promoting lifestyle (HPL) focuses on life promotion through lifestyle which consists of six aspects of "physical activity", "nutrition", "health responsibility", "spiritual growth", "interpersonal relations" and "stress management". This lifestyle promotes health and welfare and induces satisfaction, self-persuasion and self-improvement. Considering the importance of the way a new behavior affects "life quality" as a motivational factor for starting and continuing that behavior, this study aimed to determine the relationship between health-promoting lifestyle and its aspects.
This cross-sectional study was performed on undergraduate students at School of Health, Isfahan University of Medical Sciences, using a census method. Health promoting lifestyle was measured by Health Promotion Lifestyle Profile two and life quality was assessed by the Persian version of QLQ-C30 questionnaire. Data analysis was conducted using descriptive and inferential statistical tests in SPSS.
Mean age of the participants was 21.12 years old. From among six aspects of health promoting behaviors, spiritual growth and responsibility with the means of 22.01 ± 2.224 and 20 ± 2.31 had the highest and physical activity with the mean of 17.58 ± 2.9 had the lowest scores, respectively. General life quality of 40.7% students was good and only 19.8% of them had an average global life quality. The highest and lowest frequencies of health-related life quality belonged to very good (58.6%) and excellent (9%) health, respectively. Except for stress management (P = 0.05) and gender of the students, there were no significant relationships between other HPL aspects and gender. There was no statistically significant relationship between global life quality of students and nutrition, physical activity, self-health responsibility and stress management while there was a significant relationship between global life quality and spiritual growth of the students. Health-related life quality and stress management were significantly related to each other; however, no statistically significant relationship was observed between health-related life quality and nutrition, physical activity, interpersonal relations and spiritual growth.
There is a significant relationship between adopting health promoting lifestyle and aspects of spiritual growth and stress management on the one hand and general quality of life on the other, at least among students.
健康促进生活方式（HPL）侧重于通过生活方式促进健康，该生活方式包括“体育活动”“营养”“健康责任”“精神成长”“人际关系”和“压力管理”六个方面。这种生活方式促进健康和幸福，并带来满足感、自我说服和自我提升。考虑到新行为影响“生活质量”的方式作为开始和持续该行为的动机因素的重要性，本研究旨在确定健康促进生活方式及其各方面之间的关系。
本横断面研究采用普查方法，对伊斯法罕医科大学健康学院的本科生进行。健康促进生活方式采用健康促进生活方式量表二进行测量，生活质量采用QLQ-C30问卷的波斯语版本进行评估。使用SPSS中的描述性和推断性统计检验进行数据分析。
参与者的平均年龄为21.12岁。在健康促进行为的六个方面中，精神成长和责任得分最高，分别为22.01±2.224和20±2.31，体育活动得分最低，平均分为17.58±2.9。40.7%的学生总体生活质量良好，只有19.8%的学生总体生活质量处于中等水平。与健康相关的生活质量的最高和最低频率分别属于非常好（58.6%）和优秀（9%）的健康状况。除压力管理（P = 0.05）和学生性别外，其他HPL方面与性别之间无显著关系。学生的总体生活质量与营养、体育活动、自我健康责任和压力管理之间无统计学显著关系，而总体生活质量与学生的精神成长之间存在显著关系。与健康相关的生活质量和压力管理之间存在显著关系；然而，在与健康相关的生活质量与营养、体育活动、人际关系和精神成长之间未观察到统计学显著关系。
至少在学生中，采用健康促进生活方式一方面与精神成长和压力管理方面，另一方面与总体生活质量之间存在显著关系。
