Background Hypertension is a serious health issue and a significant risk factor for cardiovascular disease and stroke. Although various health education models have been used to improve lifestyle in patients with hypertension, the findings have been inconsistent. Objective This study aims to assess the effects of a lifestyle intervention program using a modified Beliefs, Attitude, Subjective Norms, Enabling Factors (BASNEF) model among nonadherent participants with hypertension in managing elevated blood pressure (BP) levels. Methods This study reports a quantitative quasi-experimental research work, particularly using a repeated-measures design of the within-subjects approach on the 50 nonadherent patients who received a diagnosis of essential hypertension in Cebu, Philippines. The research participants received 5 sessions of training based on a modified BASNEF model. An adherence instrument was used as an evaluation platform. The first phase gathers participants' relevant profiles and background, and the final phase gathers participants' systolic BP, diastolic BP, heart rate, and adherence scores. Results The results indicate that the phase 1 mean systolic readings (146.50, SD 19.59) differ significantly from the phase 4 mean systolic readings (134.92, SD 15.24). They also suggest that the lifestyle intervention based on session III or phase IV behavioral intention in the BASNEF model microgroup sessions positively affects BP readings among the research participants. Conclusions This study has established that the BASNEF model approach can be a good BP management technique.

Introduction: The global COVID-19 pandemic has aggravated challenges involving college students’ mental health and well-being. Some literature suggested developing online programs to address the pandemic’s impact on college students’ mental health and well-being. Thus, this study assessed if significant improvement in well-being among college students can be observed after introducing an online well-being program.Methods: The study utilized a quantitative methodology, mainly using a two-group pretest-posttest design on 178 college students in a private college and state university. The experimental group received 3 months of the well-being program while the control resumed their activities of daily living (ADL). The modified positive emotion, engagement, relationship, meaning, and accomplishment (PERMA) profiler questionnaire was the primary evaluation instrument that measured the participants’ well-being. The first phase gathered the participants’ relevant profile and background, and the last phase concluded with the evaluation of the program. Data were analyzed using SPSS v.21.Results: Based on the post-evaluation PERMA scores, the experimental participants (M = 7.21, SD 1.70) did not differ much from the control (M = 7.07, SD = 1.55) according to a t-test t(176) = –1.07, p = 0.57 as computed using a two-sample independent t-test at a significance level of α = 0.05. The overall PERMA score description is normal functioning. The Pearson correlation of the experimental group’s pre-test and post-test scores (r(91) = 0.01, p = 0.904) and the control (r(83) = 0.04, p = 0.732) group did not indicate an evidence of a significant relationship.Conclusion: The results do not provide evidence of a significant difference and relationship between the experimental participants’ pre-test and post-test PERMA scores after the online well-being program.

Managing health and well-being issues can be challenging for college students. Alternative supports, such as online programs, have been identified as cost-effective and efficient methods of providing inclusive support to college students, removing numerous barriers to health and well-being promotion. The article summarized a novel, evidence-based approach to developing an online health and well-being program. The program is based on Cognitive Behavioral Therapy (CBT), the positive emotion, engagement, relationships, meaning, and accomplishments (PERMA) construct, and the analysis, design, development, implementation, and evaluation (ADDIE) model. It discusses future directions in the evaluation, assessment, and documentation of the fitness-for-purpose process.   Keywords: well-being, online health, physical health, college students, PERMA, CBT, ADDIE

This study explored if significant improvements in knowledge, attitude, and practices among college students will be observed post E-health education program on COVID-19 prevention. The study reports a pre-post quantitative research on 178 college students. The participants received nine sessions of e-health education developed using the Communicable Disease Control Health Education Curriculum Analysis Tool (HECAT) through Zoom. The adapted and modified questionnaire was developed from previously published literature regarding viral epidemics related to MERS-CoV disease, infection prevention, and control measures for COVID-19 by World Health Organization and the Communicable Disease Control and Prevention guidelines. The first phase gathers the relevant profile and background of the participants, and the last phase comprises post-evaluation. The data were analyzed using SPSS version 27. The results indicate above-average means for knowledge on COVID-19 prevention in the pretest (17.75±2.27) and the posttest (17.60±2.95). Moreover, the participants were aware of the importance of vaccination, social distancing measures, following health protocols, and the essentiality of compliance with government agencies' guidelines. However, the participants were not practicing some of these health measures, as evidenced by the low means in the pretest (1.75±0.97) and posttest (1.66±1.08). All tests for significant differences of pretest and posttest means of knowledge (p=0.46), attitude (p=0.12), and practices (p=0.41) on COVID-19 prevention were all insignificant. Our study provides evidence that the online health education program improved college students' knowledge and attitude toward COVID-19 prevention. Still, they did not adhere to or practice some of the health measures to prevent its transmission.

Awareness, education, readiness, predictive, and warning systems can help communities mitigate the disruptive effects of a natural disaster such as a typhoon. Typhoon mitigation plays an essential role in disaster risk management because it provides accurate and relevant knowledge and skills before, during, and after typhoon procedures. The article summarized a novel, evidence-based approach to developing an online typhoon mitigation program. The program is based on the adapted and contextualized from the Community Disaster Preparedness Handbook by the Department of Disaster Management (Virgin Islands), Weather Underground (owned by the Weather Company, a subsidiary of IBM), the Tropical Cyclone and Typhoon Action Plan by the Liberty Specialty Markets, and the Philippines’ National Risk Reduction and Management Plan for 2011-2028 guidelines. It discusses future directions in the fitness-for-purpose process evaluation, assessment, and documentation.