The Impact of problem-solving based learning education on the self-efficacy of nursing students

Abstract: Self-efficacy in applying scientific and professional knowledge and skills is important. One of the proposed ways to create such traits in students is teaching them with active and problem-oriented learning techniques such as problem-solving based learning. The aim of this study was to determine the effect of problembased learning education in nursing students' self-efficacy. Methods: This quasi-experimental study is included 80 fourth-year nursing students. 40 students was selected in the intervention and control groups equally. In the both of groups completed General Self-Efficacy-Schwarzer (GSES) questionnaire before education and a month after the education. Students in the intervention group attended in the five small groups in problem solving education classes for six sessions. Data analysis was done by SPSS software, t-independent and paired t-tests, chi-square. Results: The results of this study showed that mean score of students self-efficacy before and after problem solving education in the intervention group, have significant difference. T-independent test showed a logical statistical difference between mean score difference in the self-efficacy scores between the two groups, after intervention (p=0.002). Conclusions: Problem-solving based learning education program improve students self-efficacy. Thus, it is recommended to pay more attention to this educational method in higher education curriculum. [Masumeh Hemmati Maslakpak, Samira Orujlu

The Effect of Teach-Back Training on Self Management in Kidney Transplant Recipients: A Clinical Trial

Background: Kidney transplant recipients need self-management during their lifetime, and training these patients is essential for the realization of self-management. Teach-back training (TBT) was used to receive, understand, and retain information. This study aimed to determine the effect of TBT on self-management in kidney transplant recipients. Methods: In this clinical trial study, 84 kidney transplant recipients who referred to the clinic of Imam Khomeini Hospital in Urmia (a city in northwest of Iran), from January to March 2017, were selected through convenience sampling and randomly assigned to intervention and control groups. In the intervention group, educational content was presented for each patient with TBT in 5 sessions of 60 minutes. Data were collected before and after the intervention by a special Self-Management Questionnaire for Kidney Transplant Recipients in five areas as follows: self-monitoring, self-care behavior in daily living, early detecting and coping with abnormalities after kidney transplantation, stress management and the category of non-categorized area. This is a valid and reliable questionnaire (α=0.76). Collected data were analyzed by independent t-test and Mann-Whitney test. Statistical analysis was performed using SPSS 20 and P≤0.05 was considered as significant. Results: Independent t-test showed that the mean of self-management score between the control and intervention groups was not statistically significant before the intervention (P=0.90). The mean score of self-management increased after implementation of TBT in the intervention group compared to the control group, and the difference was statistically significant (P=0.001). Conclusion: The implementation of TBT method is effective in promoting self-management of kidney transplant recipients. Therefore, it is recommended that this method should be used to train the patients to better understand the components of self-management. Trial Registration Number: IRCT2016122817059N1

Effects of Face-to-Face and Telephone-Based Family-Oriented Education on Self-Care Behavior and Patient Outcomes in Type 2 Diabetes: A Randomized Controlled Trial

Background. Education of patients and their families is the cornerstone of effective diabetes care. The present study aimed to compare the effects of a face-to-face and telephone-based family-oriented educational program on self-care behavior and patient outcomes in type 2 diabetes patients. Methods. In the present randomized controlled trial, 90 type 2 diabetes patients were randomly divided into three groups of 30 participants: a face-to-face education group, a telephone-based education group, and a control group. The educational program lasted for 3 months. Outcomes evaluated included self-care, fasting blood sugar, hemoglobin A1c, cholesterol, and triglyceride. Results. The overall self-care scores in the intervention groups were significantly higher than that in the control group (P=0.0001). In addition, lipid profiles significantly improved in the interventions compared to the control (P<0.05). Comparing the two interventions showed better results for the face-to-face group regarding dietary adherence and physical activity, but the latter group had comparable results in blood glucose monitoring, foot care, and cholesterol level. Conclusions. This study shows the beneficiary effects of a family-oriented education on self-care and patient outcomes. It also shows the potential value of low-cost telephone technology in delivering effective diabetes care

The Effect of Peer Mentoring Program on Nursing Students’ Stressors in Clinical Environment

Introduction: Without clinical education, efficient nursing education is hardly achievable. Nursing Students recall clinical education as their most stressful course ever. Peer mentoring may be one of the strategies to reduce student stress in the clinical environment. The purpose of this study is to examine the effects that a peer mentoring program has on nursing students’ stress factors in clinical environment. Methods: This research is a quasi-experimental study on 44 second-semester nursing students of Urmia Nursing and Midwifery School who were selected through census. They were randomly divided into two groups as control (21) and intervention (23). In intervention group, a 7th semester nursing student mentor took the responsibility of guiding and supporting each group of 4-5 second semester students. The instrument for data collection was the Farsi version of Clinical Experience Assessment from developed by Kack & Kleehammer. Data were analyzed using Chi², Wilcoxon, and Mann-Whitney test. Results: Clinical Stressor Scores of students in the intervention group declined from 50.45 to 41.9. Wilcoxon test also showed a significant statistical difference (P=0.001). In the control group, no significant difference before and after the intervention (P=0.06) was seen. Conclusion: Peer mentoring program leads to a reduction in nursing students’ stressors in clinical environment. Therefore, it is recommended to use this method in clinical educatio

Sleep Apnea, Sleep Quality and Hypertension in Patients with Type 2 Diabetes

Introduction and AimsIn the last years, there has been increasing interest on possible association between the sleep apnea with hypertension and poor sleep quality in patients with glucose metabolism disorders. The present study aimed to assess the relationship between sleep apnea, hypertension and sleep quality in patients with type 2 diabetes.Materials and MethodsThis descriptive - analytic study was carried out on 100 type 2 diabetes patients’ referral to the Saghez city diabetes unit with convenience sampling. Data were gathered using Berlin Questionnaire and Pittsburgh Sleep Quality Index. Data were analyzed using descriptive statistical testes, independent T test and Chi-square test. Results The results of this study showed 46 % of samples complained from sleep apnea and 42 % complained from poor sleep quality.Resultsshowed that there are statistically significant relationship between sleep apnea and high blood (CI95% = 1.6-9.4, OR = 3.9, p < 0.002) and sleep quality (CI95% = 1-4.9, OR = 2.1, P=0.04).The risk of sleep apnea were 3.9 and 2.1 fold higher in patients with hypertension and poor sleep quality than those patients without normotensive and good sleep quality.ConclusionRegarding to high prevalence of sleep apnea and relationship between this disorder and high blood pressure and sleep quality in patients with diabetes, using of screening methods for diagnose of sleep apnea in diabetic patients is necessary.* Corresponding Author: Uremia University of Medical Sciences, Department of Nursing and Midwifery.Email: [email protected]

Does family involvement in patient education improve hypertension management? A single-blind randomized, parallel group, controlled trial

This study aimed to evaluate the effectiveness of family involvement in patient education on hypertension (HTN) management. This single-blind randomized, parallel group controlled trial was conducted in Sayyed-Al Shohada hospital in Urmia. One hundred participants who met inclusion criteria were selected by convenience sampling and randomly allocated into control, patient-oriented, family-oriented and patient and family-oriented groups. Interactive educational interventions were given to three intervention groups for four months. The control group received routine care. The Hill-Bone Compliance to High Blood Pressure Therapy Scale and a mercury manometer were used to collect data. Data was analyzed using SPSS V20. The results showed a significant difference in the mean scores of the medical treatment compliance (primary outcome) and blood pressure (BP) among four study groups after the intervention (p < 0.0001). Tukey’s test revealed that medical treatment compliance significantly improved in the patient and family-oriented group compared to other groups after the intervention (p < 0.0001). Family involvement in patient education had a beneficial effect on treatment compliance and patient outcomes. Patients education with the presence of a family member will promote adopting a healthier lifestyle and better managing BP in patients with HTN. It will eventually reduce the medical cost for patients and healthcare systems

Does family‐centred education improve treatment adherence, glycosylated haemoglobin and blood glucose level in patients with type 1 diabetes? A randomized clinical trial

Abstract Aim To investigate the effect of family‐centred education on treatment adherence, glycosylated haemoglobin and blood glucose level in patients with Type 1 Diabetes Mellitus. Design Randomized controlled trial. Methods Sixty patients with Type 1 Diabetes Mellitus were randomly allocated into the intervention and control group. Data were collected using demographic and Modanloo Adherence to Treatment Questionnaires. The patients received 12 family‐centred educational sessions in the intervention group. Results A significant difference was found in the mean score of treatment adherence between the two groups after the intervention (p < 0.001). The mean score of treatment adherence significantly increased in the intervention group after family‐centred education. The mean score of Fasting Blood Glucose and Glycosylated Haemoglobin A1C significantly decreased in the intervention group after the intervention (p < 0.001). Conclusion Relevant authorities need to consider family‐centred education as one of the most important education methods in Type 1 Diabetes Mellitus patients. Trial registration IRCT20131112015390N4; August 21, 2020

The Effect of Psycho-educational Intervention on the Caregiver burden among Caregivers of Hemodialysis Patients

Background and objectives: Chronic renal failure has a progressive nature and there is always a need for a person to care for them. A caregiver, who is usually a patient's family member, may face many problems during the care process, which ultimately causes burnout. The aim of this study is to determine the effect of psycho-educational intervention on the caregiver burden of patients undergoing hemodialysis. Methods: This study was a clinical trial that carry out on 105 caregivers of patients undergoing hemodialysis. The burnout questionnaire of Zarit was completed by the participants. The Caregivers were allocated randomly in two groups of intervention (discussion, workshops) and control. Two weeks after the completion of 6 sessions of the group discussion and 4 sessions of the workshop, caregiver burdon questionnaire of Zarit was completed again. Data was analyzed by using version 16 of spss software and parametric and non-parametric tests. Results: Results showed that there was no significant difference between the three groups before intervention in the mean scores of burden (p=0.423). However, after the intervention there was significant difference in the mean scores of burden between intervention groups with control group (p<0.001). Tukey post hoc test showed no significant difference between the two intervention groups in the mean scores of burden (P=0.204). Conclusion: The results of this study can be found that training classes such as group discussion had a significant reduction in the severity of caregiver burden. Therefore, it is recommended that in the health system planning attend to the role of family members in the treatment of these patients also benefit from this training method

The effects of nursing ethics education through case-based learning on moral reasoning among nursing students

Background: Despite their significant roles in patient care, most nursing students have limited ability to make wise ethical decisions in difficult situations. Objectives:This study aimed to examine the effects of nursing ethics education through case-based learning (CBL) on moral reasoning among nursing students. Methods:This controlled trial was conducted in 2016-017 on 73 4th year nursing students recruited from Urmia Faculty of Nursing and Midwifery, Urmia, Iran. Participants were randomly allocated to an intervention (n = 37) and a control (n = 36) groups. Nursing ethics education to participants in the intervention and the control groups was provided through the case-based learning and the lecture methods, respectively. Using the Nursing Dilemma Test, participants' moral reasoning was assessed both before and 1 month after the intervention. Data were analyzed using the paired- and the independent-samples t and the Chi-square tests. Results:No statistically significant difference was found between the intervention and the control groups regarding the pretest mean score of moral reasoning (44.97 ± 7.50 vs. 43.64 ± 6.87;P = 0.44). However, the post test mean score of moral reasoning in the intervention group was significantly greater than the control group (49.08 ± 5.74 vs. 44.67 ± 5.87;P = 0.002). Conclusion: Nursing ethics education through CBL is an effective strategy for improving moral reasoning among nursing students. Therefore, this method is recommended for ethics education to nursing students