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Amaç: Bu çalışmanın amacı yaşam kalitesi dersini alan üniversite öğrencilerinde dersin fiziksel aktivite düzeyi, emosyonel durum ve sağlık okuryazarlığına etkisini araştırmak idi. Gereç ve yöntem: Yaş ortalaması 20.47±3.69 yıl olan 71 üniversite öğrencisi çalışmaya dâhil edildi. Yaşam kalitesi dersi bir dönem süresince anlatıldı. Her dersin başlangıcında aktarılan bilgilerin kullanıp kullanılmadığına yönelik geri bildirim alındı. Öğrencilerin cinsiyet ve medeni durum bilgileri ile devam ettikleri sınıf, barınma durumları ve alışkanlıkları kaydedildi. Öğrencilerin fiziksel aktivite düzeyleri Uluslararası Fiziksel Aktivite Değerlendirme Anketi kısa form (UFADA-KF) ile, emosyonel durumları Beck Depresyon Anketi (BDA) ile, sağlık okuryazarlığı Türkiye Sağlık Okuryazarlığı Ölçeği-32 (TSOY-32) ile dönemin ilk ve son dersinde değerlendirildi. Bulgular: Öğrencilerin ilk değerlendirmede UFADA-KF ortalama puanlarının 1602.54±1639.44, son değerlendirme puanlarının 1667.47±1736.31 olduğu tespit edildi. İlk değerlendirmede BDA ortalama puanının 9.87±5.62, son değerlendirme puanının 8.71±5.21 olduğu saptandı. İlk değerlendirmede TSOY-32 puanının 97.92±16.32, son değerlendirme puanının 102.59±15.58 olduğu görüldü. Öğrencilerin UFADA-KF’YA ait tekrarlı ölçümleri arasında istatistiksel olarak anlamlı fark bulunmamıştır (p>0.05). Öğrencilerin BDA’ya ait tekrarlı ölçümleri ile (p<0.05) TSOY-32’ye ait tekrarlı ölçümleri (p<0.01) arasında istatistiksel olarak anlamlı fark bulunmuştur. Sonuç: Bu çalışmada üniversite öğrencilerinin bir dönem boyunca devam ettikleri yaşam kalitesi dersinin depresyon düzeyini azaltma ve sağlık okuryazarlığını artırma yönünde kazanımlar sağladığı tespit edildi. Dersin fiziksel aktivite düzeyinde bir değişim oluşturmadığı saptandı.
Purpose: The aim of this study was to investigate the impact of the course on the level of physical activity, emotional state and health literature in university students who took the quality of life course. Tools and methods: 71 university students with an average age of 20.47±3.69 years were included in the study. The quality of life lesson was told for a period of time. At the beginning of each course, the information was used or not. Students were recorded with gender and civil status information of the classroom, accommodation conditions and habits that they continued. The levels of physical activity of students were assessed in the first and last course of the period with the International Physical Activity Assessment Survey short form (UFADA-KF), the emotional conditions with the Beck Depression Survey (BDA), the Health Literature with the Health Literature Scale-32 (TSOY-32). Results: The average UFADA-KF scores were 1602.54±1639.44, the final scores were 1667.47±1736.31 in the first evaluation of students. In the first assessment, the average BDA score was 9.87±5.62, and the last assessment score was 8.71±5.21. In the first assessment, the TSOY-32 score was 97.92±16.32, and the last assessment score was 102.59±15.58. There was no statistically meaningful difference between students’ repetitive measurements of UFADA-KF (p>0.05). There was a statistically significant difference between the student’s repeated measurements of the BDA and the repeated measurements of the TSOY-32 (p<0.01) (p<0.05). The study found that the quality of life course that university students were taking for a period of time was achieved in the direction of reducing the level of depression and improving health literacy. It was found that the course did not make a change in the level of physical activity.
Objectives: The aim of this study was to investigate the effect of physical activity level, emotional state and health literacy among university students taking quality of life course. Materials and Methods:71 university students with a mean age of 20.47±3.69 years were included in the study. The quality of life course was taught during a semester. Feedback was received at the beginning of each course to see if the information was used. Gender, marital status, class, housing and habits of the students were recorded. Physical activity levels with International Physical Activity Assessment Questionnaire short form (IPAQ-SF), the emotional status with Beck Depression Scale (BDS), health literacy with Turkey Health Literacy Scale-32 (THLS-32) were assessed to students first and last lesson of the semester. Results: In the first evaluation of the students, the mean score of IPAQ-SF was 1602.54±1639.44, the final assessment score was 1667.47±1736.31. In the first evaluation, the mean score of BDS was 9.87±5.62, the final evaluation score was 8.71±5.21. In the first evaluation, the THLS-32 score was 97.92±16.32, the final assessment score was 102.59±15.58. There was no statistically significant difference between the repeated measurements of IPAQ-SF (p>0.05). There was a statistically significant difference between students' repetitive measurements of BDS (p<0.05) and repetitive measurements of THLS-32 (p<0.01). Conclusion: In this study, it was found that the quality of life course, which university students continued for one semester, provided gains for decreasing depression level and increasing health literacy. It was determined that the course did not change the physical activity level.
Field : Sağlık Bilimleri
Journal Type : Uluslararası
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