Effect of self-care guidelines on knowledge and quality of life among faculty of nursing students with vaginal infection
Bibliographic record
Abstract
Vaginal infections are a global health problem for women at reproductive age.These infections threat the women's health and have negative impacts on their QOL.Aim of the study: to evaluate the effect of selfcare guidelines on knowledge, quality of life and practices, among faculty of nursing students with vaginal infection.Subjects and methods: quasi experimental research design was used to conduct the study at Faculty of Nursing, El Minia University.It included 214 female students selected by purposive sampling technique according to inclusion criteria, who suffer from vaginitis.The data were collected by using a selfadministered questionnaire including socio demographic data, knowledge, practice and WHOQOL scale.Results: the prevalence of vaginal infection among female students constituted 25%.The majority of studied students lacked the essential knowledge regarding vaginal infection in the pretest and has unsatisfactory practices score that consequently had negative impact on their quality of life.Meanwhile, after conduction of educational program it observed that there was a highly significant improvement in their knowledge, practice, as well as their quality of life among female students.Conclusion: Selfcare guidelines about vaginal infection were effective in improving the knowledge, practices as well as the quality of life for nursing students with vaginal infection.Recommendation: Applying educational programs for adolescent females and their mothers to increase awareness about vaginal infection.Develop a special health center for adolescent females motivate them to seek prevention, early diagnosis and treatment of vaginal infection that may have positive impact on their future health and their QOL.Further research studies are needed to investigate and develop strategies to improve factors facing adolescent students to use reproductive health services.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".