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Background: Iron deficiency anemia disrupts the concentration of adolescent girls; reduces their academic achievement, productivity, and physical strength, and increases the risk of infection. This research aim was to evaluate the effectiveness of the PRECEDE model nutrition education on iron deficiency anemia among female students of Fasa City, Fars Province, Iran.Methods: This quasi-experimental study was done on 160 students (80 experimental and 80 control groups) who were selected using a random sampling method in Fasa City, Fars Province, Iran, in 2018-2019. The educational intervention included six sessions based PRECEDE model for 45 or 50 min. A scale of this study consisted of two parts; demographic information, and PRECEDE constructs were used to determine the nutritional behaviors status concluding preventing iron deficiency anemia and hemoglobin, hematocrit, and ferritin blood level in two (before and 4 months after intervention) times.Results: In the experimental group of the students the mean age was 13.85 + 1.72 years and in the controlled group was 13.60 + 1.81 years. Moreover, there was no significant difference in the PRECEDE constructs, and nutritional behaviors preventing iron deficiency anemia before the intervention in two groups of study. However, the experimental group showed a significant increase 4 months after the intervention. Also, there was no significant difference in the mean score of hemoglobin, hematocrit, and ferritin blood level between the two groups before the intervention. However, in ferritin level, a significant increase was shown in 4 months after the intervention in the experiential group.Conclusions: Based on results, the nutrition intervention education base on PRECEDE model has a positive effect to improve iron deficiency anemia preventive behaviors in female students. [ABSTRACT FROM AUTHOR]

Background: Self-handicapping is an effective defense strategy in an individual's behavior that leads to weak performance in different situations like education. This study aimed to investigate how training problem solving skills affected the rate of self-handicapping among nursing students. Methods: This interventional study was done in Jahrom, Fars province, Iran during 2016–2017. Totally, 90 nursing students were selected among those admitted from 2013 to 2016 using stratified sampling. Then, the students were randomly divided into a control and an intervention group each including 45 participants. Teaching problem solving skills to the intervention group was completed over six sessions each lasting for two hours. The students' rate of self-handicapping was evaluated based on the scores obtained in Jones and Rodwalt's self-management questionnaire before and after the intervention (immediately and one month later). The data were entered into the SPSS statistical software, version 16 and were analyzed using descriptive and inferential statistics, including t-test, chi-square, and repeated measures ANOVA. The significance level was set at 0.05. Results: The findings revealed a significant difference in the intervention group's self-handicapping scores before and after the intervention (p < 0.001). However, no significant change was observed in this regard in the control group (p = 0.575). The results indicated no significant differences between the intervention and control groups concerning the mean score of self-handicapping immediately after the intervention (p = 0.761). However, a significant difference was detected between the two groups in this regard one month after the intervention (p = 0.014). Conclusion: Teaching problem solving skills influenced the students' beliefs and performances positively and led to a decrease in their self-handicapping. Thus, teaching cognitive-behavioral approaches is recommended to be considered among the ten life skills used in curricular design for medical students, including nurses. Trial registration: IRCT 2017011231895 N.Data registered: October 30, 2016. [ABSTRACT FROM AUTHOR]