219, respectively). Patients with PCOS were more likely to use emotional coping strategies. Low quality of life exacerbated symptoms of the disease. Patients with PCOS were more likely to use emotional coping strategies. Low quality of life exacerbated symptoms of the disease. Existential anxiety (EA) revolves around the question of ultimate concern related to life and death. It gets more prominent when there is an exposure to stressful experiences where the stress is profound and resources seem insufficient. The objective was to measure the prevalence and magnitude of EA in the study population from the Kashmir valley during the COVID-19 pandemic. In this cross-sectional study, data were collected through social media. All the participants belonging to the Kashmir valley were included. EA questionnaire developed by Weems . was used. A total of 132 subjects were included. The prevalence of EA concerns was death 55%, fate 62%, emptiness 73%, meaninglessness 32%, guilt 55%, and condemnation 64%. The mean EA score was 5.0. EA was higher in those who had been diagnosed with mental illness ever in their life by a psychiatrist than those who had no such history. EA score was much higher in those who had ever felt a need to visit a psychiatrist than those who had not. There was no statistically significant difference in the mean scores of EA for those who never felt this need and those who felt this need since the start of the COVID-19 pandemic. There was a high prevalence of EA in the study population from the Kashmir valley. Relative concerns were more prevalent than absolute concerns. EA score was higher among those who had mental health issues compared to others. There was a high prevalence of EA in the study population from the Kashmir valley. Relative concerns were more prevalent than absolute concerns. EA score was higher among those who had mental health issues compared to others. Continuous pertinent trainings for infection prevention and control (IPC) measures are essential to ensure quality health-care services along with the safety of the health personnel. Amid the COVID-19 pandemic, the current study focusses on the utilization of explicated video modules training of all health-care personnel of the institute and assessment of the effectiveness of video training for IPC practices during COVID-19 pandemic. A quasi-experimental study, one group pre- and posttest design, using Google Questionnaire forms was conducted at a tertiary care center. The training was assisted by trained tutors, and three in-house videos were demonstrated to the participants regarding specific IPC measures; "Do's and Don'ts;" "Hand hygiene and personal protective equipment's (PPE)" and "Environmental cleaning and disinfection." SPSS software version 23 (IBM Corp., N. Y., USA) was used for the analysis using the descriptive statistics, Chi-square test, Fisher's -test, ANOVA, and Tukey's test. The level of knowledge increased significantly by 16% in the posttest. Statistically significant association between the levels of knowledge in pretest as well as posttest scores and age ( < 0.001), designation ( < 0.001), and years of experience ( < 0.001) was identified. The participants were satisfied with the video-assisted trainings and willing to use videos for revision. Video-assisted training modules similar to this study may be utilized to enhance the knowledge of various cadres of health-care staff regarding IPC practices. Video-assisted training modules similar to this study may be utilized to enhance the knowledge of various cadres of health-care staff regarding IPC practices. Social health is considered as an important part of good health both individually and socially. The purpose of this study was to examine the content of the official medical sciences curriculum in undergraduate degrees from a social health perspective. This qualitative content analysis study was conducted in 2019 at the Isfahan University of Medical Sciences using a deductive approach based on Hsieh and Shannon's directed content analysis. For this purpose, official curricula in the fields of Public Health, Occupational Health, Environmental Health, Nursing, Midwifery, Nutrition Sciences, and Health Services Management were analyzed using MAXQDA 12. The results showed that a total of 136 codes related to the components of social health were identified in the topics of undergraduate medical sciences majors. Most to least relevant topics belonged to the fields of Public Health (61 codes), Midwifery (22 codes), Nursing (16 codes), Occupational Health (12 codes), Environmental Health and Nutrition Sciences (each 10 codes), and Health Services Management (5 codes), respectively. Among the components of social health, only the component related to access to insurance and health services was mentioned in all seven disciplines. However, the components of poverty and inequality were only included in three disciplines (Public Health, Nursing, Midwifery). Regarding insufficient focus on social health in curricula, revision of educational curricula is suggested from the perspective of social health, particularly in areas such as poverty and inequality, unemployment, population, violence, and gender discrimination. Regarding insufficient focus on social health in curricula, revision of educational curricula is suggested from the perspective of social health, particularly in areas such as poverty and inequality, unemployment, population, violence, and gender discrimination. Academic procrastination is a complex phenomenon and a common behavior among nursing students. Due to procrastinating behaviors, students cannot show their real performances in learning processes. https://www.selleckchem.com/products/tno155.html In order to stop this behavior, it is crucial to know the most common causes of procrastination in the first place. The aim of this study was to identify a variety of different possible factors influencing academic procrastination among nursing students. A qualitative study method with the content analysis approach was conducted from October 2019 to March 2020. Participants were 67 nursing students and 8 nursing educators from 3 nursing schools in Iran. Face-to-face semi-structured interviews and focus group discussions were used for data gathering. An inductive approach to content analysis was used for data analysis. Five categories and 24 subcategories emerged from the data analysis "student-related factors," "educator-related factor," "assignment characteristic-related factors," "institution-related factors," and "nursing work-related factors.