The incidence and related factors of low birth weight

Abstract Background and Aim: Considering the importance and the role of low birth weight in the mortality and morbidity of neonates and the costs of care, the aim of this study is to determine the incidence and related factors of low birth weight in Hajar hospital in Shahr-e-Kord Material and method: This cross-sectional study was carried out on 5102 infants who were born in Hajar hospital during the year 2005. Data was gathered from mother, pediatrics physician (physical examination), and mothers’ and infants’ records. SPSS was used for data analysis (Chi-square and multiple logistic regression tests) and P<0.05 was considered significant. Results: Out of 5102 infants, 434 (8.5%) were low birth weight (CI=7.5%-9.5%). The Odds ratio of low birth weight was about 16.5 in multifetal pregnancy versus singleton pregnancy, and about 10 in the gestational age less than 37 weeks versus gestational age more than or equal to 37 weeks (P<0.0001). Low birth weight was seen 2.5 folds in females infants compared with the males (P=0.04). Also, it was 2.75 folds in the mothers aged less than 20 years versus the mothers aged more than or equal to 20 years (P=0.04). Primiparous women had Low birth weight infabnts 3.69 folds incomparison with the multiparous women (P=0.01). In logistic regression, multifetal pregnancy, prematurity and sex were determined as the most important factors related to low birth weight. Conclusion: The incidence of low birth weight in Hajar hospital in shahrekord was similar to the other sites in Iran. Prevention of preterm labor, educational intervention programs for high risk mothers specially the young women aged less than 20 years and primiparous and promotion of the quality of prenatal cares in multifetal pregnancis can be effective in prevention of low birth weight

Clinical Education from the Viewpoints of Nursing and Midwifery Students in Shahrekord University of Medical Sciences

Introduction: The continuous examination of the current situation, and recognizing the strengths and improving the weaknesses are necessary for promoting the quality of clinical education. This study was designed to determine the problems of clinical education from the viewpoints of nursing and midwifery students of Shahrekord University of Medical Sciences. Methods: In this descriptive study performed in 2004-2005, all bachelor nursing and midwifery students who were in their last semester (n=133) were asked to complete a 36 item questionnaire as self-administered. The data was analyzed by SPSS software using frequency distribution. Results: The most important strength of clinical education were proper encounter with trainees, on time presence of trainees and trainers, respecting the pre-requisite courses, respecting the stages of clinical education, full support of trainees, and complete supervision over clinical education. The weaknesses included not using audiovisual aids, lack of welfare facilities, not evaluating trainers by the students, and lack of coordination between theory and practice. Conclusion: Most subjects concerning educational objectives and trainers were confirmed while the situation of educational environment, supervising and evaluation were not optimal. There were also some problems in encountering with students. It is recommended to improve the facilities and equipments of clinical education and revise the evaluation tools and process

Comparing Self- and Teacher-Assessmentin Obstetric clerkshipCourse for Midwifery Students of Shahrekord University of Medical Sciences

Introduction: Although experts put emphasis on student assessment by the teacher, an established method is selfassessment. The aim of this study was to compare students' self-assessment to evaluation by teachers in obstetrics clerkship course for midwifery students of Shahrekord University of Medical Sciences. Methods: This descriptive study was performed on 71 students of 3rd semester of midwifery in Shahrekord University of Medical Sciences who passed obstetrics clerkship course in years of 2006 to 2008, and 7 midwifery instructors trained these students during the course. The data was gathered using a form for obstetrics clerkship. The form was developed by midwifery department members based on headings of the course being used for student assessment at the end of each semester. The evaluation form was completed by instructors and the students themselves at the end of the semester. Data was analyzed by SPSS software using descriptive statistics and paired T test. Results: Mean and standard deviation of the total score of instructors' assessment and students self-assessment was 55.90±5.8 and 57.40±6.2 respectively out of total score of seventy. It was 16.50±1.72 and 16.12±1.55 out of total score of twenty. No significant difference was observed between the mean score of assessment by instructors and the mean score of students' self-assessment. Conclusion: The results of instructors' assessment and that of students were similar. This may indicate that students can judge their own performance, to some extent, similar to their instructors. Students' opinions on their own performance and using it by instructors in student assessment may help in correction of contemporary evaluation scores

Weight gain in pregnancy and its correlation with birth weight of infants

Abstract: Introduction: Birth weight is one of the main determinations for somatic and mental growth in infants and it is an important symptom of intrauterine growth. This study has been designed to detect the weight gain in pregnancy and its correlation with birth weight of infants. Methods: Six hundred pregnant women were selected from those referred to delivery room in Hajar hospital. Data was collected by a questionnaire using conversation with mothers, prenatal, natal and infant’s records. We used similar scale balance to measure the mothers and infants weight. Age of mother less than 18 and more than 35, gestational age less than 37 weeks, twin’s pregnancy, history of abortion and intrauterine fetal death, smoking drinking of alcohol and medical history of diseases in mother, were excluded. Results: The mean of weight gain in pregnancy was 11.50 ± 3.6 kg. It was increased with the increase of parity (P=0.015) and level of education in mother (P=0.018). Also it was greater in cesarean section versus the vaginal delivery (P=0.006). The mean of birth weight was 3179.1±433.1 gr. It was greater in multifarious than the nulliparous women (P=0.003), in male infants than the female infants (P=0.013) and in educated than the uneducated women. The mean of birth weight was increased by increased of mother’s weight in the beginning and along of pregnancy. Conclusion: Results of this study showed the importance of mother’s weight at the first and along of pregnancy. Following to recognize of mothers who are at risk for delivery of low birth weight we are able to care them carefully and educate them in different field

The effect of Fennel on the primary dysmenorrhea in students of Shahrekord University of Medical Sciences

Background and Objective:Dysmenorrhea is one of the most common disorders in women and its main treatment is non – steroid anti-inflammatory drugs .Due to side effects of chemical drugs and traditionally use of fennel as sedative plant, the aim of this study was to detect the effect of fennel on primary dysmenorrhea. Subjects and Methods: In this single blind clinical trial, sixty students in Shahrekord university of medical sciences with primary dysmenorrhea were randomly selected in two groups receiving fennel and placebo. For data collection, we used record information form and visual analogue scale. At the end of first and second month after the intervention, the severity of dysmenorrhea was detected and compared with before. Data analized by SPSS, using chi-square, t and paired manwitney tests and P<0.05 was considered significant. Results: Mean of dysmenorrhea scores was similar before the intervention in two groups , but at the end of first month after the intervention, it was 10.67±6.07 in fennel group and 16.11±6.35 in placebo group, and after the end of second month following the intervention it was 9.29±6.18 in fennel versus 15.94±7.43 in placebo group (P<0.05). Conclusion: probably the Fennel extract can reduce the primary dysmenorrhea .The researches with more samples and longer time are suggeste

Comparing the effects of lidocaine cream and mefenamic acid on post episiotomy pain

Introduction: A large number of womensuffered from the post episiotomy pain and the common method for pain relief is oral non-steroidal anti-inflammatory drugs. With considering the adverse effects of these drugs, the aim of present study was to compare the effects of lidocaine cream and mefenamic acid capsule on post episiotomy pain. Methods: This clinical trial was carried out in 2011 on 60 women with singleton pregnancy at 38-42 weeks of gestation who underwent episiotomy. Cases were randomly divided into both groups and received lidocaine cream and mefenamic acid capsule. Data were collected by questionnaire and Visual Analogue Scale. Pain intensity was compared with the first complaint of mother and 6, 12 and 24 hours after the delivery in both groups. Data were analyzed by SPSS software (version 16), t-test and paired t-test. P value less than 0.05 was considered significant. Results: With the first complaint of women, the mean of pain intensity was 4.92±1.9 in lidocaine group and 4.90±1.5 in mefenamic acid group that was not significant (p=0.20). Mean intensity of post episiotomy pain in two groups receiving lidocaine cream and mefenamic acid capsule were not significant at hours 6 (3.26±1.3 vs. 3.10±1.6, p=0.05), 12 (2.26±1.7 vs. 2.86±1.4, p=0.36) and 24 (1.46±1.2 vs. 1.49±1.2, p=1) after delivery. Conclusion: The effects of lidocaine cream and mefenamic acid capsule in relief of post episiotomy pain were similar. With considering the side effects of mefenamic acid, lidocaine cream is an appropriate alternative drug in relief of post episiotomy pain

Comparison of the students' satisfaction about the performance of academic advisors before and after the advisor project in Shahrekord University of Medical Sciences.

INTRODUCTION Inappropriate advice interferes with the students' achievement of educational and professional goals and they may fail to use proper resources for their educational needs. The present study was carried out to compare the students' satisfaction about the performance of academic advisors before and after the advisor project in Shahrekord University of Medical Sciences. METHODS This longitudinal study was carried out using census report on 244 students in different courses at Shahrekord University of Medical Sciences in two stages at the first semester of 2010-2011 and first semester of 2011-2012. To collect the data, we used a self-designed questionnaire including individual and educational information and 10 multiple-choice questions with Likert scale to assess the students' satisfaction about the advisors' performance. Data were analyzed in SPSS 14 using paired t-test, qui-square test. P<0.05 was considered significant. RESULTS Of the ten items of satisfaction, there was only a significant difference in "accessibility to an advisor before and after the advisor project in students of nursing and midwifery school (p=0.010), and the difference was not significant in other items in these students. No significant difference was found in ten items of satisfaction in students at other schools before and after the advisor project (p=0.010). CONCLUSION It seems that the implementation of advisor project could not provide a satisfactory position for students. Adequate supervision of university officials on proper implementation of the advisor project, supporting faculty advisors and strengthening their position can help to improve the process

Strengths and Weaknesses of Clinical Education from the Viewpoints of Nursing and Midwifery Students in Shahrekord University of Medical Sciences, Shahrekord, Iran

Background and Objectives: The viewpoints of students as basic elements of education, can improve the process of education. Thus this study was designed to detect the Strengths and weaknesses of clinical education from the viewpoints of nursing and midwifery students. Methods: In this cross–sectional study, 150 senior nursing and midwifery students in Shahrekord University of Medical Sciences were asked about the strengths and weaknesses of clinical education using a questionnaire. The questionnaire consisted of three sections including demographic characteristics, and the strengths and weaknesses of clinical education which was prepared based on five areas of the aims and educational programs, contact to students, educational environment, supervision and evaluation. Data analysis was done using t-test and Pearson's correlation coefficients and the value of p<0.05 was considered as significant. Results: The most important strengths points of clinical education included: considering the prerequisite of clinical education (79.7%), clarifying the students tasks (72.5%), on-time presence of trainers (88.7%) and trainees (84.2%), providing opportunities of patient care for students (68.5%), good relationship between educational supervisor and the students (56.5%), students' library use in hospital (62.5%) and taking practical exams at the end of each clinical education (58.5%). failing to ask students' views in planning the training program (84.9%), lack of congruence between the educational aims and personnel expectations (74.6%), stressful conditions for students (76.8%), lack of student support by personnel (85.5%), failing to use teaching aids (91.2%) and lack of supervising in clinical education (69%), were among the most important weaknesses of clinical education. Conclusion: with respect to educational aims and programs and educators, majority of students stated the strengths points more than the weaknesses, while in cases of communication with students, clinical environment, supervision and evaluation, the conditions were not much desirable and the weak points were more than the strong points

EFFECT OF NURSE-LED GROUP EDUCATIONAL SESSIONS ON THE QUALITY OF LIFEAMONG PATIENTS WITH IMPLANTED PACEMAKERS

Background & Aims : Cardiac arrhythmia is one of the most common cardio-vascular diseases and pacemaker is a curative method which reduces most of problems in patients with arrhythmia. In spite of benefits of pacemaker, it may lead to some complications such as physical and psychological problems that can affect patients’ quality of life. Thusfollow up is necessary for pacemaker users after discharge. The aim of this study was to detect effects of nurse-led group educational sessions on the different dimensions of quality of lifeamong patients with implanted pacemakers. Materials & Methods : In this clinical trial study sixty patients with pacemaker implantation divided into two groups. Case group patients participated in the group educational sessions while participants in the control group receivedtheir routine care (educational material) for four weeks. We used Assessment of Quality of Life (AQOL) and Short Form Questionnaire (SF36) for assessing the quality of life and semi structure interview was used for data collection. Data were analyzed using Statistical Program for the Social Science (SPSS 13.0) for windows. Independent and Paired-T test also Fisher test analyses were used in this study. Alpha was set at p<0.05 for all data analyses. Results: Prior to the intervention, mean quality of life scores was same between two groups [(57/44 ± 19/27 for intervention group and 52/23 ± 15/84 for control group), p=0/20]. After 4 weeks intervention independent-t-test showed a significant differences among the mean scores between two groups in all aspects of quality of life [76/19 ± 15/62 for intervention group and 54/11 ± 14/86 for control group, (p<0/001)]. Conclusion: Our results confirmed the effect of group educational session to improve the different aspects of quality of life among patients with implanted pacemakers. Consequently employing post-dischargegroup educational session can improve the quality of life among these patients as a cost effectiveness method