Differences in Depression, Anxiety, and Stress in Relation to Changes in Living Conditions, Work Conditions, and Daily Life During the COVID-19 Pandemic in Jordan.

Introduction: The COVID-19 pandemic was associated with numerous changes in daily life conditions that could affect the psychological response of individuals worldwide. Objective: The study aimed to describe and examine differences in depression, anxiety, and stress in relation to living conditions during the COVID-19 pandemic. Methods: A cross-sectional design was used. Purposive snowball sampling was employed to include 642 participants. Arabic versions of the Depression, Anxiety, and Stress Scales were used to collect data. Descriptive statistics, t-test, ANOVA, and Pearson's correlation were used to analyze the data. Results: The total mean scores of depression, anxiety, and stress were 12.26 (SD = 10.53), 9.04 (SD = 9.34), and 13.49 (SD = 10.72), respectively. Of the study sample, 122 (19.5%), 139 (22.2%), and 99 (15.9%) had severe to extremely severe levels of depression, anxiety, and stress, respectively. Significant differences were found in depression, anxiety, and stress in relation to age, chronic diseases, and house size. Conclusion: The findings showed an increased prevalence of depression and anxiety during the COVID-19 pandemic. Mental health practitioners need to recognize the impact of pandemics on youth, females, low-income populations, and individuals with chronic diseases. Preventive mental health services among these populations, such as screening and counseling, would help reduce the health risks.

Comparing student achievement in traditional learning with a combination of blended and flipped learning.

Aim: The aim of this study was to investigate the effectiveness of blended learning with a flipped classroom design on student academic achievement in a Bachelor of Science in Nursing course. Design: A quasi-experimental study. Method: Students were split into an experimental blended learning with a flipped classroom design group and a control group using the traditional, teacher-centred learning method. Data were collected during spring 2018 (13.3 weeks) and student's grades for the registered course and their grade point average (GPA) were recorded. Results: Findings showed statistically significant increases in student grades in the experimental group. Predictability calculations also showed better achievement of learning outcomes if a blended learning with a flipped classroom design is continued to be used in the future.

Health-Related Quality of Life Among Jordanian Adolescents.

Adolescence is an unpredictable stage of life with varied and rapid changes. In Jordan, health-related quality of life (HRQoL) has been examined among diabetic and obese children and adolescents. The purpose of this study was to assess the HRQoL of Jordanian healthy adolescents. Three hundred fifty-four male and female adolescents whose ages ranged from 12 to 19 participated in the study. A descriptive comparative design was employed to investigate adolescents' HRQoL. The results revealed statistically significant differences in physical well-being, psychosocial well-being, and autonomy in favor of male adolescents. In addition, statistically significant differences were observed in favor of nonsmoker adolescents in psychosocial well-being, self-perception, parent relations and home life, financial resources, social relations and peers and school environment. In conclusion, the creation of a school health nurse role in Jordanian schools is crucial for helping adolescents improve their health.

Jordanian nursing students' knowledge of osteoporosis.

The aim of this study was to explore baccalaureate nursing students' knowledge of osteoporosis for beginning practice in the community. A cross-sectional study design was used. Students were selected by convenience sampling (n = 85) from one University in Jordan in the final of 4 years. Students were asked to complete a 23-item-knowledge questionnaire based on two earlier published studies of osteoporosis. Results indicated poor level of knowledge of osteoporosis on all dimensions: prevention (11 items) 62.6%; SD 14.2; general (5 items) 59.5%; SD 20.6; and the pathophysiology (7 items) 39.6%; SD 15.6, and an overall mean grade of 54.9%; SD 10.3. This result provides information that graduating nursing students have limited knowledge to undertake the role of health promotion and disease prevention in the community.