Background: The beauty-care industry flourishes globally, including in Kathmandu, Nepal. Despite limited research on personal hygiene, beauty parlors lack comprehensive studies. This study aims to assess beauty parlor public hygiene (BPH) awareness among university students. Methods: The researchers employed a quantitative cross-sectional approach and purposive sampling to gather data from consumers. Consumers were surveyed using self-designed tools, and the researchers assessed the tools’ reliability, validity, and pilot-tested them. The reliability (Cronbach’s alpha) of the tools was measured at 0.793. Prior to conducting the final study, the researchers obtained ethical approval. In this study, the researchers utilized descriptive analysis, t-tests, and Chi-square tests to analyze the data. Results: In this study, descriptive analysis showed that 53.0% of consumers scored 50.0% or lower in awareness of BPH. A one-sample t-test revealed a significant result (p=0.049) for BPH, with a mean difference of 0.753 (95% confidence interval: 0.0032 to 1.5033). Regarding sociodemographic variables, the mean age of consumers was 26.89 years. 52.1% of consumers visited beauty parlors more than once a month, and 43.8% spent between 501 and 1,000 rupees per month. The main services consumers sought were hair styling/cutting and facial/skin care in this study. Conclusions: Researchers suggested that below 50.0% of consumers scored low levels of awareness regarding BPH. Therefore, targeted interventions, more in-depth research studies, interdisciplinary collaboration, and standardized protocols for regulating and monitoring beauty parlor services are recommended. Regular laboratory examinations to identify different types of microbes such as bacteria, fungi, and viruses are also suggested to prevent various types of communicable and pandemic diseases.

Background: The integration of digital devices in health education has transformed learning experiences, offering instant access to information and enhancing collaboration. However, their misuse for non-academic purposes, such as social media and gaming, has led to significant classroom distractions, negatively impacting student focus and academic performance (AP). This study investigates the prevalence of digital distractions in classrooms and explores strategies to enhance student engagement while minimizing disruptions. Methods: A quantitative cross-sectional study was conducted using a Google Forms survey distributed to students in a selected academic institution. A convenience sampling method was employed, and data were analyzed using descriptive statistics. Results: The 51.2% of students reported using digital devices 1 to 3 times per class, primarily for non-academic activities such as texting (21.9%), social networking (14.1%), and checking the time (41.2%). The primary benefits of using digital devices were staying connected (29.2%), entertainment (19.8%), and alleviating boredom (20.4%). The most cited negative effects were reduced attention (68.6%), distraction of peers (38.5%), and missed instructions (30.3%). 66.3% of participants supported banning digital devices in classrooms, while 59.7% favored restricting non-academic use. Conclusion: Digital devices play a dual role in health education–they enhance learning while also contributing to distractions. To address this challenge, clear policies, digital literacy programs, and self-regulation strategies are essential for promoting responsible device use and improving classroom focus. Future research should explore adaptive strategies to balance digital engagement with AP.

Undernutrition is a common problem among Nepali preschool-aged children. Every parent’s feeding practice should be focused on preventing unhealthy eating behaviors of preschool-aged children as it is very difficult to change it in their later life. This study was carried out to assess the key nutritional practices and associated factors among the 3-5-year-old preschool-aged children from their primary caregivers/mothers by employing a quantitative research method. Data were collected through scheduled interviews and observations from mothers/primary caregivers of 394 preschool-aged children who were selected through a multi-stage random sampling procedure in Rupandehi District of Nepal. Binary logistic regression was done to determine the predictors of nutritional practices of preschool-aged children. A p-value less than 0.05 is considered statistical significance. Economic statuses including caste/ethnicity were the main socio-economic and demographic variables to determine the nutritional practices of the preschool-aged children. Findings of the study indicated that majority of preschool-aged children were found in low-level nutritional practices. The preschoolaged children from marginal economic status, including disadvantage-cohorts of the Terai and Dalit, were the victims of the poor nutritional practices. Hence, community-based nutrition education intervention and mothers/caregivers’ awareness programs on feeding practices may be an incredible effort to improve the nutritional status of preschool-aged children if the program is intervened by targeting the background characteristics of the community group.

Creating fun learning games, telling stories, and sharing warmth in social interactions are important for helping kids grow well; it is like planting seeds for a bright future workforce for the nation. This study aimed to assess factors associated with psychosocial stimulation development in 401 preschool children (3-5 years) in the Rupandehi district of Nepal. A cross-sectional survey was conducted using a multistage random sampling technique. Socioeconomic and demographic data, as well as psychosocial stimulation levels, were collected through validated instruments, interviews, and direct observation. IBM SPSS version 26 was used for data analysis, with a significance level of p<0.05. Among the participants, 50.4% were economically marginalized, and only 1.2% caregivers offered high levels of psychosocial stimulation to their preschoolers. Positive associations were found between the number of children, family type, caste/ethnicity, parental education, and wealth status in the unadjusted analysis. In multivariate analysis, the psychosocial stimulation received by preschool children was positively associated with wealth status, caste, mother’s education, family structure and father’s education. Wealth status, caste, family structure, and parental education emerged as key factors influencing the psychosocial stimulation development of preschool children. Implementing strategies to promote psychosocial stimulation within families from economically marginalized backgrounds, disadvantaged castes (including Dalit, non-Dalit Tarai caste, and Janajati groups), with illiterate parents, and those living in nuclear family structures could potentially make a substantial contribution towards enhancing psychosocial stimulation among preschool children.

Background: Early childhood cognitive development is influenced by a range of socio-economic, emotional, and environmental factors. This study investigates the association between emotional nurturance and cognitive development in preschool-aged children in Western Tarai of Nepal. Methods: A cross-sectional study was conducted with 391 preschoolers from diverse socio-economic backgrounds. Cognitive outcomes were assessed, and socio-economic data, including Health-caregiver education, occupation, caste/ethnicity, and family structure, were analyzed alongside emotional nurturance scores. Multivariate linear regression models were used to assess the associations, adjusting for relevant covariates. Results: Age and certain socio-economic factors were significantly associated with cognitive outcomes. Children aged 36–48 months showed notably higher cognitive scores compared to older age groups, and children from joint families scored higher than those from nuclear families. Additionally, children from disadvantaged caste backgrounds (Dalit and Janajati) demonstrated lower cognitive outcomes compared to those from advantaged castes, highlighting ongoing disparities. Emotional nurturance was positively but not significantly associated with cognitive development after adjustments. Conclusion: Socio-economic disparities, particularly caste and family structure, play a critical role in shaping cognitive outcomes among young children in Nepal. The findings underscore the need for policies targeting socio-economic inequities to promote equitable cognitive development, and Population preventive Public Health especially in pre-school children. Supportive interventions focusing on joint family systems and educational opportunities for mothers may further enhance cognitive outcomes in rural settings.

The study examines the relationship between emotional nurturance and cognitive development in preschool-aged children in Western Tarai, Nepal. The research involved 391 preschoolers from diverse socio-economic backgrounds, analyzing factors such as health-caregiver education, occupation, caste/ethnicity, and family structure. Results showed that age and certain socio-economic factors significantly influenced cognitive outcomes. Children aged 36-48 months had higher cognitive scores, and children from joint families scored higher than those from nuclear families. Children from disadvantaged caste backgrounds showed lower cognitive outcomes compared to those from advantaged castes. Emotional nurturance was positive but not significantly associated with cognitive development after adjustments. Socio-economic disparities, particularly caste and family structure, significantly influence cognitive outcomes among young children. Policies targeting socio-economic inequities are needed to promote equitable cognitive development, preventive public health, especially in pre-school children. Supportive interventions focusing on joint family systems and educational opportunities for mothers may further enhance cognitive outcomes in rural settings.