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The Efficacy of Education Film on Quality of Life and Satisfaction in Patient with Tracheostomy
Salam Vatandoust, Nooredin Mohammadi, Mansoureh Farahani, Abbas Mehran,
Volume 17, Issue 11 (2-2015)
Abstract

Background: Quality of life in Tracheostomy patients who are discharged from hospital and take care of your home will be affected by the current situation. Therefore, proper training can improve their quality of life also will increase the satisfaction of the training provided. Based on this, the researcher was to investigate the effects of video tape on quality of life and satisfaction in patient with tracheostomy.

Materials and Methods: This research is a Quasi-experimental study in Imam Khomeini and Amir alam Hospital of Tehran University of Medical Sciences in1392. In this study 80 patient were randomly assigned to intervention and control groups. In the discharge questionnaire on demographic characteristics, quality of life (SF-36) and satisfaction (VAS) were completed. The intervention group received education film for home use addition to the routine teaching of hospital. Two months later the patient's quality of life and patient satisfaction were assessed again with the above instruments. The data were analyzed with using statistical SPSS (V.20).

Results: Statistical analysis showed the difference was significant in both groups after the intervention (p=0.003). The quality of life in the intervention group at two months after the discharge in role limitation due to emotional problems, emotional status, social functioning, energy, public health, and the pain had increased. Average satisfaction with the training of the two groups was statistically significant difference (p<0.001).

Conclusion: The results showed that in addition to routine education to provide educational CDs for home use at discharge can improve the quality of life as well as increased satisfaction with training provided to patient’s tracheostomy.


The Effect of Balance Training with Educational and Motivational Self-Talk on Balance in the Women with Multiple Sclerosis
Shiva Saebi, Daryoush Khajavi, Fardin Faraji,
Volume 19, Issue 10 (1-2017)
Abstract

Abstract

Background: Self-talk is a psychological intervention that can affect the performance of an individulal, so the aim of this study was to investigate the effect of balance-training with educational and motivational self-talk on balance in women with MS in the city of Arak.

Materials and Methods: This study was a semi-experimental research with pre-test and post-test. The statistical population included women with MS in the city of Arak. 42 patients with the age range of 20-50 years old were chosen as samples and randomly were divided in 3 groups of individuls as control, educational self-talk and motivation self-talk and were experimented by Berg balance test.The experimental groups practiced the balance excercises for a month , 3 times a week and 45 minutes in each session. Then, post-test was performed for them. For data collecting, the demographic questionnaire, Berg balance test, one leg balance test and star test were used. Data analysis was done by using ANOVA and Tokey post-test by SPSS23 software at a significant level less than 0.05.

Results: The results of this study showed that the mean score of balance in educational self- talk group than motivational self-talk group (p = 0.045) a control group (p = 0.008) was significantly higher. Thus, the mean score balance performance test, motivational self-talk and control groups showed no significant difference (p = 0.689)

Conclusion: According the findings of this study, balance training with educational self-talk affects on balance in women with MS. Thus, balance training with educational self-talk can be a good approach to improve the balance in the women with MS. oxidative stress and DNA damage considerably. Thus, it is advisable for operating room personnel to consume green tea as a natural antioxidant supplement.


Meta-analysis of the Effectiveness of Educational and Therapeutic Interventions on the Four Classes of Learning Disorders
Javad Mesrabadi, Saeed Mohammadi Moulod,
Volume 21, Issue 1 (4-2018)
Abstract
Abstract
Background: Learning disorders is one of the most common problems of students, which attracted the attention of many psychologists and many studies have been conducted on the effectiveness of various interventions on different classes of learning disorder. The present study aimed to conclude general conclusions about the effectiveness of various educational and therapeutic interventions and the discovery of possible moderating variables.
Materials and Methods: In order to achieve the research purpose by using meta-analysis method, quantitative results of 128 selected researches which were obtained according to the criteria for entering and leaving and using keywords were used. In total, 623 primary effect sizes were obtained and analyzed by using CMA2 software.
Results: The results of the analysis showed that amount of combined effect size of the educational and therapeutic interventions on learning disorders was 1.13, and after dividing into multiple predecessor and consequence variables, the amounts of the combined effect size for educational interventions and therapeutic interventions for overall class of learning disabilities were respectively 0.74 and 1.26, for reading disorder 0.87 and 1.01, for writing disorder 1.20 and 1.22, and for mathematical disorder 1.29 and 1.26 that all of these effects size were significant (p≤0.001). Also, the results of independent t-test showed that the difference in the effectiveness of therapeutic interventions on reading disorder and educational interventions on mathematical disorder is significant (p≤0.001).
Conclusion: Based on the size of the effects obtained, it can be said that educational and therapeutic interventions have a very high effect on learning disabilities, and the use of therapeutic interventions for reading disorder and educational interventions for mathematical disorder is more effective.
 

Identifying Qualitative Factors Affecting the Quality of Clinical Education
Seyed Mostafa Mortazavi, Ghohamreza Sharifirad, Siamak Mohebi,
Volume 23, Issue 4 (9-2020)
Abstract
Background and Aim: Training clinical students who learn the theoretical lessons in hospitals in practice will play an important role in improving treatment processes and providing better services to patients. Therefore, the purpose of this study is to identify the factors affecting the quality of clinical education in hospitals in Saveh City.
Methods & Materials: This research is a combination of exploratory studies and exploratory projects. In the qualitative stage, the qualitative method of Grand Strauss and Corbyn 1998 was used to explain the quality of clinical training. Since the students who have taken clinical courses in the Faculty of Medical Sciences of Saveh Hospitals in 1398-1397 are about 200 people and the professors and educators who teach these people are about 20 people, which according to Karajsi and Morgan, the sample size should be 140, of which 20 were interviewed and 120 were filled out with paper and electronic questionnaires. In this study, semi-structured interviews, and a researcher-made questionnaire with Cronbach’s alpha coefficient of 0.598 were selected as the data collection method. This research was performed using the qualitative method and using MAZQDA 10 and SPSS 26 software, the items obtained from qualitative research were collected and exploratory factor analysis was used to identify the factors.
Ethical Considerations: Considering that this study is one of the research priorities of Saveh School of Medical Sciences, it has a research license letter (No. 24.127. D.99).
Results: The results showed that the factors affecting the quality of clinical education include five factors. The first factor is space and facilities, the second factor is the improvement of educational processes, the third factor is educational and managerial deficiencies, the fourth factor is the evaluation of the teacher and the fifth factor is the qualitative improvement of education.
Conclusion: According to the quantitative and qualitative results of this study and by interviewing twenty experienced professors and student representatives, the factors affecting the quality of clinical education in Saveh hospitals were identified.

The Effects of Mental Self-care Training on Mental Health and Academic Achievement in Students
Zahra Zarimoghadam, Hosein Davoodi, Khalil Ghafari, Hamidreza Jamilian,
Volume 24, Issue 1 (3-2021)
Abstract
Background and Aim: The development of any society depends on the educational system of that society. The educational system can be efficient and successful when considering the academic performance of learners in different courses. This study aimed to investigate the effects of mental self-care education on students’ mental health and academic motivation.
Methods & Materials: This was a quasi-experimental study with unequal control and experimental groups. The statistical population of this study was students referring to school counseling centers; 40 of them (n=20/group) were selected by random sampling method. The Depression, Anxiety, and Stress Scale - 21 Items (DASS-21), and Academic Performance Rating Scale were used to collect the necessary data. Psychological self-care training was presented to the experimental group in ten 2-hour sessions. Then, a posttest was conducted on the study groups. Data analysis was performed using Multivariate Analysis of Covariance (MANCOVA).
Ethical Considerations: This article was approved by the Ethics Committee of the Islamic Azad University, Khomeini Branch (Code: IR.IAU.ARAK.REC.1399.001).
Results: The obtained findings indicated that mental self-care education was effective on students’ mental health (P<0.05). Furthermore, psychological self-care education was ineffective on students’ academic motivation.
Conclusion: Mental self-care education was used to improve mental health; however, this training did not affect academic motivation in the examined subjects.

The Effect of an Educational Program on Health Belief Model of Preventive Behaviors of Nosocomial Infection by Babol Hospitals Midwives
Mahboobeh Darzi Poor, Reza Tavakoli, Davood Shojae Zade, Zahra Rezagholizadeh Omran,
Volume 25, Issue 1 (3-2022)
Abstract
Background and Aim Nosocomial infection is a health problem in all countries. Considering the role of midwives in controlling nosocomial infection, the aim of this study was to determine the effect of an educational intervention based on model on preventive behaviors of nosocomial infection by Babol hospitals midwives was done.
Methods & Materials The present study was a quasi-experimental study with intervention and control group. The interventions were performed in three 40-minute sessions in the Shahid Yahya Nejad Hospital in April and May 2017. The data collection tool was a structure Health Belief Model based(Awareness, structure Health Belief Model and behavior) on a questionnaire completed Its validity and reliability were assessed two months before and one month after Midwives who met the inclusion criteria education. Data were collected and analyzed by SPSS software v. 24 by Anova , T-test and ANCO one-way Covariance tests.
Ethical Considerations This research paper has been approved by the ethics committee IR.IAU.TMU.REC.1398.068 and informed consent will be taken from the participants in the study the information will remain confidential.
Results Before the intervention, the two groups did not differ significantly in terms of, mean scores of different model structures. After intervention, there was a significant difference in the mean and standard deviation of the effect of education on knowledge score (1.0±0.3), perceived sensitivity (2.8±1.5), perceived severity (3.6±1.7) Perceived barriers (-6.4±1.3), perceived benefits (5.1±4), self-efficacy (4.6 ± 2.6) and behavior( 3.1±1.1) was seen in the intervention group (P>0.05).
Conclusion By increasing the scores obtained from the structures Especially self-efficacy and reduction of perceived barriers, designing and implementing an educational program based on model in midwives can increase their performance regarding the prevention of nosocomial infections.

The Effectiveness of Virtual Learning Based on Interactive Multimedia, Film and Educational Agent on Learning Rate and Cognitive Load in the Conditions of Covid-19
Zeinab Safdari, Saeed Moosavi Pour, Zabih Pirani,
Volume 25, Issue 6 (3-2023)
Abstract
Introduction: The outbreak of covid-19 caused an impact on the process of education in schools and universities. Therefore, the current research was conducted with the aim of investigating the effectiveness of virtual education based on interactive multimedia, video and educational factor on the learning rate and cognitive load of students in the conditions of covid-19 postgraduate students.
Methods: The method of the present research was quasi-experimental. The statistical population of the research included all master's students in the field of educational sciences in the course of research methods in the academic year 2019-1400, in the number of 36 people who were present in three different classes.
Results: The statistical sample also included a census of the research population, 36 people who were randomly assigned to three groups of interactive multi-media based education (9 people), film-based education (16 people) and training agent (11 people) And they responded to PASS (1994) cognitive questionnaire. To analyze the data, univariate covariance analysis was used through SPSS-23 statistical software. This research was reviewed in Islamic Azad University - Arak Unit and approved with the ethics code IR.IAU.ARAK.REC.1401.096. Informed consent was obtained from the participants and they were assured that their information would be confidential
Conclusions: The results showed that there is a significant difference in learning variables and cognitive load between each of the interactive multimedia groups and the video with the educational factor compared to the traditional group, with an error level of 0.05, and these groups performed better in learning variables and cognitive load. It can be said that virtual education based on interactive multimedia and video can be used to increase learning and cognitive load and cause students' academic progress.

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