Shohani Masoumeh, Rasouli Mahboobeh
Ph.D. of Nursing, Assistant Professor, Department of Nursing, Faculty of Allied Medical Sciences, Ilam University of Medical Sciences, Ilam, Iran.
Ph.D. of Biostatics, Assistant Professor, Department of Biostatics, Public Health School, Iran University of Medical Sciences, Tehran, Iran.
Electron Physician. 2018 May 5;10(5):6836-6842. doi: 10.19082/6836. eCollection 2018 May.
Health risk behaviors are major and threatening problems of societies. The aim of this study was to determine and compare health behaviors among students of Iranian medical and human sciences universities.
In this cross-sectional study, 570 senior medical and human sciences students of Ilam universities (Ilam, Iran) were selected during the period between October 2015 and October 2016, using the stratified random sampling method. The research tool was the self-assessment health questionnaire which consists of personal information, understanding the concept of health and health behaviors. Descriptive statistics and Mann-Whitney U, independent samples t-test and Pearson product-moment correlation tests were used in SPSS version 16.
The scores obtained by both groups of medical sciences and human sciences students were low. There was no significant relationship between field of study and the score of understanding the concept of health (p=0.289); but the relationship between field of study and the score on health behaviors (p=0.001) and between health behaviors and understanding the concept of health were significant for both the students of medicine (r=0.259, p=0.01) and the students of human sciences (r=0.493, p=0.001).
Students' health behaviors were not at a desirable level. Conducting interventions in the form of research projects have been recommended.
健康风险行为是社会面临的主要且具有威胁性的问题。本研究旨在确定并比较伊朗医学和人文科学大学学生的健康行为。
在这项横断面研究中，于2015年10月至2016年10月期间，采用分层随机抽样方法，选取了伊拉姆大学（伊朗伊拉姆）的570名医学和人文科学专业高年级学生。研究工具为自我评估健康问卷，该问卷包括个人信息、对健康概念的理解以及健康行为。在SPSS 16版本中使用描述性统计以及曼 - 惠特尼U检验、独立样本t检验和皮尔逊积差相关检验。
医学和人文科学专业的两组学生所得分数均较低。学习领域与对健康概念理解的得分之间无显著关系（p = 0.289）；但学习领域与健康行为得分之间的关系（p = 0.001）以及健康行为与对健康概念理解之间的关系，对于医学专业学生（r = 0.259，p = 0.01）和人文科学专业学生（r = 0.493，p = 0.001）均具有显著性。
学生的健康行为未达到理想水平。建议以研究项目的形式开展干预措施。
