Groups In Terms Of Knowledge Research Articles

Evaluation of an Educational Intervention Based on Theory of Planned Behavior to Reduce Suicidal Ideation and Attempts in Drug Addicts Receiving Methadone: A Quasi-Experimental Study

Background Drug addiction can lead to suicidal ideation or suicide attempt so that half of those who attempt suicide have a history of substance abuse. The purpose of this study was to investigate the effect of educational intervention based on Theory of Planned Behavior (TPB) on reducing suicidal ideation and suicide attempt of addicts. Methods A longitudinal quasi-experimental educational intervention was conducted on 200 methadone-treated addicts with suicidal ideation under the auspices of government addiction centers of Shiraz city from 2021 to 2022. Baseline data on demographic characteristics, suicidal ideation, and TPB questionnaire were collected from two groups at the beginning of the study and then three months after the intervention. The experiment group received educational intervention including sessions of individual and group counseling, training and organizational supports. The questionnaire was completed by both the experimental and control groups before the educational intervention and three months after the educational intervention. Data were analyzed using SPSS 22 software through independent t-test, Chi-square and paired t-test (p = 0.05). Results The mean age of addicts in the experimental and control groups was 38.80 ± 11.64 and 39.41 ± 11.18 years, respectively (p = 0.206). 22% of the experimental group and 18% of the control group had a history of suicide. According to the results, there was no significant difference between the experimental and control groups in terms of knowledge, attitude, subjective norms and perceived behavioral control before the educational intervention, however, the mentioned variables increased significantly in the experimental group three months after the educational intervention. There was no significant difference in suicide attempt and suicidal ideation between the experimental and control groups before the educational intervention, however, there was a significant change in the experimental group after the educational intervention. Conclusion The results of the present study showed the effect of educational intervention on the knowledge, attitude, subjective norms, perceived behavioral control, suicidal ideation and suicidal attempt of addicts, thus confirming the effectiveness of the TPB-based intervention on reducing suicide of addicts.

Improving menstrual health knowledge among girls from Iran: the effectiveness of educational health belief model

ABSTRACT Menstrual health education is one of the important aspects of health education during adolescence in girls. The aim of this study was to evaluate the effectiveness of the Health Belief Model (HBM) on promoting Knowledge of menstrual health in female students of Fasa City, Fars Province, Iran. This quasi-experimental study was done on 200 high school girls (100 experimental and 100 control groups) who were selected using a random sampling method in Fasa City, Fars Province, Iran, in 2019–2020. The educational intervention for the experimental group consisted of 6 training sessions of 50–55 minutes through lectures, Q & A, group discussion, educational posters and pamphlets, videoclips, and PowerPoint. A scale of this study consisted of two parts; demographic information, and HBM constructs were used to determine the behaviors of menstrual health in two (before and 3 months after intervention) times. The mean age of students in the experimental and control groups was 13.40 ± 0.68 and 13.34 ± 0.72 years. The results showed that before the educational intervention, there was no significant difference between the experimental and control groups in terms of knowledge, perceived sensitivity, perceived severity, perceived benefits, perceived barriers, self-efficacy, cues to action and performance; however, three months after the intervention, the experimental group showed a significant increase in each of the mentioned variables except the perceived barriers. Based on the present study, education based on the health belief model structures is effective in improving Knowledge of menstrual health and this model can be used to prevent and reduce the symptoms of premenstrual syndrome.

Comparative Analysis of Knowledge, Awareness and Practice towards rational use of face masks between healthcare and non-healthcare individuals during the COVID-19 Pandemic

Background: During the current pandemic, the use of face masks is considered one of the major preventive strategies to control the spread of virus. The improper use of face masks may lead to serious consequences. The rational use of face masks requires an appropriate knowledge and awareness. It may vary between the health care and non-health care individuals. Aims: To explore the knowledge, awareness and practice towards the rational use and disposal of face masks among health care and non-health care individuals. Methodology: It is a cross sectional questionnaire based study conducted among the selected towns of five different states of south India. The study participants were grouped into healthcare professionals (Group 1) non-health care individuals (Group 2). The frequency of correct responses to all the items were calculated individually for both the groups and was compared by using chi square test. Results: A total of 128 health care professionals and 301 non health care individuals were included in this study. The majority of the subjects in group 1 uses medical/surgical mask or N95 masks, whereas the group 2 subjects uses cloth/fabric masks. There was no significant difference between the two groups in terms of knowledge and awareness about the use and disposal of face masks. Conclusion: This study revealed that both the group members were having enough knowledge, awareness and practice towards the appropriate use of face masks. The knowledge and awareness about the used face mask disposal is minimal.

Effect of educational intervention based on theory of planned behaviour on promoting preventive behaviours of oral cancer in rural women

BackgroundOral cancer has created an alarming situation around the world, and being the 16th most common cancer worldwide, it has become a global concern. The present study aimed to investigate the effect of educational intervention based on a theory of planned behavior (TPB) on promoting preventive behaviors of oral cancer in rural women.MethodsThis quasi-experimental study was conducted on 120 female hookah users referring to rural health centers in Fasa and Shiraz city, Fars province, Iran. The subjects were divided into experimental and control groups by simple random sampling. The educational intervention for the experimental group consisted of 8 training sessions of 50 min. Both groups completed a questionnaire including demographic characteristics and constructs of TPB before and four months after the educational intervention. Data were analyzed using SPSS 22 software through independent t-test, chi-square, and paired t-test (p = 0.05).ResultsThe mean age of the experimental and control group subjects were 41.12 ± 8.86 and 40.63 ± 9.62 years, respectively (p = 0.185). The mean age of onset of hookah use in the experimental and control group was 24.16 ± 9.50 and 23.35 ± 9.44 years, respectively (p = 0.182). Also, before the educational intervention, there was a significant difference between the experimental and control groups in terms of knowledge (p < 0.189), attitude (p < 0.122), perceived behavioral control (p < 0.142), subjective norms (p < 0.236), behavioral intention (p < 0.126), oral cancer prevention behaviors (p < 0.108) and nicotine dependence (p < 0.218); however, four months after the educational intervention, there was a significant increase in the experimental group in all variables except nicotine dependence (p < 0.005).ConclusionDue to the alarming situation of oral cancer and the prevalence of hookah use among women, educational programs based on TPB could effectively prevent hookah use and oral cancer.

The effectiveness of educational program based on health belief model on promotion of puberty health concepts among teen girls: a cross-sectional study in north of Iran

BackgroundPuberty is a sensitive critical stage of human life. As numerous healthy habits and behaviors are created during adolescence, correct health education during puberty is essential to maintain and improve an individual's physical, emotional, and mental health. The present study aimed to determine the impact of educational intervention based on the predictors of the Health Belief Model (HBM) on female nine-grade students’ health behaviors in Rasht, Iran.MethodsThe present randomized controlled trial study examined 110 female nine-grade students. Multi-stage sampling was performed, and the students were randomly divided into two groups of 55 as intervention and control. The data collection tool included a valid and reliable questionnaire with four sections, namely demographic variables, knowledge, HBM constructs, and health behaviors during puberty. The educational program comprised four 45–60-min sessions per group (4 groups of 13) based on HBM. The data were collected two times, before and 1 month after the educational intervention, and were analyzed using the independent t-test, paired t-test, chi-square test, and SPSS 23.ResultsThe mean age of menarche was 12.26 ± 1.133 in the intervention group and 12.12 ± 1.263 in the control group. The family was a source of information for students and the main cue to action before the intervention. Before the educational intervention, there was no significant difference between the experimental and control groups in terms of knowledge, HBM constructs, and puberty health behaviors; however, the variables increased significantly in the intervention group after educational intervention (P<0.001).ConclusionsGiven the effectiveness of the HBM in improving the health behavior of adolescent girls, it is recommended that health policymakers should plan and implement educational interventions in this field.

Education using instagram on knowledge, attitudes and eating habits as prevention of anemia in adolescent girls in Makassa

26.8% and at the age 0f 15-24 years is 30.2%. Government initiatives to prevent anemia by dispensing iron supplements without teaching have left adolescent girls with little knowledge of anemia, necessitating substantial informative efforts through social media. Instagram is less popular than Whatsapp as a tool for educating adolescent girls about anemia. The purpose of this study is to compare the effects of WhatsApp and Instagram as instructional media on knowledge, attitudes, and eating patterns among adolescent girls in order to prevent anemia. This study employed a control group and a pre-test post-test quasi-experimental design. In this study, participants (n = 60) were split into two groups: the intervention group (n = 30) used Instagram at Junior High School 30 Makassar, while the control group (n = 30) used WhatsApp at Junor High School 14 Makassar. A general questionnaire and a food frequency questionnaire were used to collect the data, which was then analyzed using the repeated ANOVA test to compare each group's results before and after the intervention and the unpaired t-test to compare the Instagram group to the WhatsApp group. The findings indicated that the Instagram group's knowledge (61.50+82.67 vs 82.67+11.651), attitude (81.93+8.682 vs 89.23+6.683), and eating behaviors (467.10+197.269 vs 486.45+212.911) had different values before and after the intervention. In the WhatsApp group, these differences were 54.17+10.093 vs. 60.83+13.714 for knowledge, 73.20+10.179 vs. 83.40+13.255 for attitude, and 553.10+204.985 vs. 518.28+161.929 for eating habits. With a p-value of 0.05, there were differences between the WhatsApp and Instagram groups in terms of knowledge (0.000), attitude (0.000), and eating habits (0.002). Therefore, this study's conclusion is that educating adolescents using Instagram as a medium is more effective in improving their knowledge, attitudes, and eating habits.

Effect of Interpersonal Communication Training Program on Knowledge, Attitude, and Reinforcing/Support Skills of Anti-retroviral Therapy Providers in Gombe State Hospitals

Evidence from the developed world suggests that healthcare practitioners with greater Interpersonal communication (IPC) skills have better health outcomes after IPC training. There is less evidence from developing nations. This study examined the impact of an IPC training program on the knowledge, attitude, and reinforcing/supporting skills of ART practitioners at public ART hospitals in Gombe state, Nigeria. The study used a quasi-experimental design with two groups and two stages, as well as a multi-stage sampling approach. The knowledge disposition, attitude, and reinforcing and supporting IPC skills of 120 ART practitioners from six randomly selected hospitals were assessed. Then three weeks later, a 2-day IPC training using a self-administered structured questionnaire was carried out. SPSS Software (v. 22) was used to perform descriptive and inferential analyses on the data. At baseline, the Chi-Square test indicated no association between the groups on any of the demographic factors. The pre-intervention mean knowledge score was significantly higher (p = 0.019) in the experimental group than in the control group, although there were no significant differences in attitude (p=0.32) or reinforcing and support skills (p=0.786). After the IPC skills training program, significant differences were noticed between the experimental and control groups in terms of knowledge (p=.000) and attitude (p=0.006), but not in terms of reinforcing and support skills (p=.119). Training in interpersonal communication skills influences the knowledge and attitude of ART health providers in Gombe State. As a result, in-service IPC training is suggested for ART Health Providers in the State. Keywords: Anti-retroviral therapy (ART), Interpersonal communication (IPC), Reinforcing and supporting skills.

Effects of bloom’s mastery learning model based on CBRN preparedness program on learning skills of nursing students: A randomized controlled trial

BackgroundExposure to chemical, biological, radiological and nuclear (CBRN) threats and hazards can have fatal or disabling consequences. One of the most risky groups in terms of secondary contamination in CBRN exposure is healthcare workers. Nurses need to have several competencies to be able to respond correctly to people exposed to CBRN agents and to protect themselves from secondary contamination. AimThis study aimed to investigate the effectiveness of a Bloom’s Mastery Learning Model-based Chemical, Biological, Radiological, Nuclear Threat and Hazards Preparedness Program for nursing students (MLM-CBRN Preparedness Program) as a means for improving knowledge, attitudes, self-efficacy and skills. DesignA parallel-group trial design was used. MethodsA total of 104 4th-year nursing students were randomized into intervention and control groups. The data from the participants were collected before the intervention, immediately after the intervention and in the 1st and 3rd months after the intervention. ResultsAfter the intervention, a significant difference was observed between the groups in terms of knowledge, attitude and self-efficacy scores. It was seen that there was a significant difference between the pre-intervention measurement (1st measurement) and the 2nd, 3rd and 4th measurements (Table 2). This was due to the increasing scores of the intervention group (p < 0.05). ConclusionsIt shows that the MLM-CBRN Preparedness Program is effective in increasing the knowledge, attitude, self-efficacy and skill development of student nurses about CBRN threats and dangers.

WASH, vulnerability, severity, and the response of urban slum dwellers to the COVID-19 pandemic

Abstract Urban slum dwellers lacked water, sanitation, and hygiene (WASH) and health care assistance during the COVID-19 outbreak. This research aimed to investigate the lived experiences of slum dwellers during the COVID-19 pandemic. Data were obtained through 453 questionnaires and 29 semi-structured interviews with community people and organizations from two slum neighbourhoods in Bangkok, Thailand. The results showed that respondents who had no access to WASH perceived the pandemic as more severe (t = −3.807, p &amp;lt; 0.001; df = 451), whereas respondents who had access to WASH had a higher protective intention towards COVID-19 (t = −3.947, p &amp;lt; 0.001; df = 431). However, there are no differences between the two groups in terms of knowledge, practice, vulnerability, perceived self-efficacy, response efficacy, or response cost between accessibility and non-accessibility to WASH. The Structural Equation Modelling (SEM) results showed that the knowledge of slum dwellers drives their current practice (β = 0.456, p &amp;lt; 0.001) and perceived vulnerability (β = 0.180, p &amp;lt; 0.001), wherein the current practice is influenced by their perceived vulnerability (β = 0.163, p = 0.002). Their current practice also influences their perceived self-efficacy (β = 0.314, p &amp;lt; 0.001), response efficacy (β = 0.557, p &amp;lt; 0.001), and severity (β = 0.198, p = 0.003). Their perceived severity affects their protective intention (β = 0.102, p = 0.043) and perceived self-efficacy promotes their protective behaviours (β = 0.308, p &amp;lt; 0.001). Future pandemic prevention programmes should improve the awareness about COVID-19 protection, self-efficacy, and response efficacy through community sensitization.

Prevention of Self-medication in Women of Reproductive Age Based on a Health Belief Model: A Quasi-experimental Study

Background: Women of reproductive age have important responsibilities such as pregnancy, breastfeeding, and children raising. This study aimed at surveying the effect of educational interventions, based on the health belief model (HBM), in the prevention of self-medication (SM) in women of reproductive age. Methods: This quasi-experimental study was performed on women of reproductive age in Jahrom in 2019 (January-September). Simple multi-stage random sampling was used to select the participants, and the sample size was determined 60 people for both intervention and control groups. Data collection tool was a questionnaire including demographic information and HBM construct questions. The questionnaire was completed in person by both groups before and three months after the educational intervention. The educational intervention was performed based on the HBM in the intervention group, including holding 4 educational sessions each lasting 60 minutes. The data were analyzed by SPSS 21 software using the chi-square test, paired t test, and independent t-test. Results: The results showed a significant difference between intervention and control groups in terms of knowledge, perceived severity, benefits, and barriers, as well as cues to action on the correct use of drugs after the intervention (P&lt;0.05). Three months after the intervention, the practice mean of women in the intervention group was significantly decreased compared with the control group (P&lt;0.001). Conclusion: Overall, educational intervention based on HBM was effective in preventing SM, but the extent of this effect varied for different HBM constructs. Nonetheless, measuring the effectiveness of the intervention based on the HBM in preventing SM behaviors requires studies with a long follow-up period.

The Effect of Education Based on the Health Belief Model on the Promotion of Sanitary Wastewater Disposal Behavior

The Effect of Education Based on the Health Belief Model on the Promotion of Sanitary Wastewater Disposal Behavior

Application of protection motivation theory (PMT) on skin cancer preventive behaviors amongst primary school students in rural areas of Fasa city-Iran

BackgroundConsidering that exposure to sunlight in childhood and adolescence has an important role in skin cancer, so it seems that training protective behaviors in this period is more effective.ObjectivesTo survey the application of protection motivation theory (PMT) on skin cancer preventive behaviors among students in rural areas of Fasa city, Iran.MethodsThis study was done in two stages: Phase I of this study, the descriptive-analytic and cross-sectional study was conducted in 2018 to investigate the predictive value of the protection motivation theory on skin cancer preventive behaviors. In the second stage, a quasi-experimental interventional study was conducted on 400 primary school students in 2019. The educational intervention was performed in the experimental group for 8 sessions. Data were collected using a demographic information questionnaire and protection motivation theory before and six months after the intervention.ResultsThe constructs of protection motivation theory predicted 58.6% of skin cancer preventive behaviors. The results indicated that there was no significant difference between the two groups in terms of knowledge, perceived sensitivity, perceived severity, reward, fear, protection motivation, response efficacy, self-efficacy, response costs, and the skin cancer preventive behaviors in before the intervention (p > 0.05). However, six months after the intervention, the experimental group showed a significant increase in each of the mentioned constructs and skin cancer protective behaviors (p < 0.05).ConclusionThis study showed the effectiveness of the intervention based on the PMT constructs in adoption of skin cancer preventive behaviors in 6 months’ post intervention in primary school students.

Effect of educational program based on theory of planned behavior on promoting nutritional behaviors preventing Anemia in a sample of Iranian pregnant women

BackgroundIron deficiency anemia (IDA) is one of the most common problems during pregnancy. The aim of this research was to determine the effect of educational program based on Theory of Planned Behavior (TPB) on promoting nutritional behaviors preventing anemia in a pregnant woman in Shiraz city, Iran.MethodsThis quasi-experimental study was done on 150 pregnant women (75 experimental and 75 control groups) who were selected using randomly sampling method in in Shiraz city, Iran, in 2020–2021. The educational intervention for the experimental group included six educational sessions for 50 or 55 min-based TPB model. A questionnaire consisted of items about demographic information, TPB constructs (attitude, perceived behavioral control, subjective norms and behavioral intention) was used to measure the nutritional behaviours preventing iron deficiency anemia in pregnancy women before and 3 months after the intervention.ResultsThe results showed that before the educational intervention, there was no significant difference between the two groups in terms of knowledge, attitude, perceived behavioral control, subjective norms, behavioral intention and nutritional performance; however, three months after the educational intervention, the experimental group showed a significant increase in each of the mentioned variables. For example the mean and standard deviation score of behavioral intention after intervention in the experimental group was significantly increased (25.57 ± 1.66, P = 0.001),and the mean and standard deviation score of performance after intervention in the experimental group was significantly increased (31.03 ± 2.19, P = 0.001), (P < 0.05).ConclusionsAfter the educational intervention, the experimental group showed a significant increase in of the knowledge, attitude, perceived behavioral control, subjective norms, behavioral intention and nutritional performance. Therefore the results of the study showed positive effect of nutrition educational intervention program base on TPB model on improvement of iron deficiency anemia preventive behaviours in the pregnancy women.

Effect of PRECEDE Model-based Education on the Breastfeeding Behavior of Nulliparous Mothers

Introduction: The most useful application of the PRECEDE model is the explanation of the factors associated with behavior. The purpose of this study was to determine the effect of education based on PRECEDE model on breast feeding behavior of Nulliparous mothers. Method: This randomized clinical trial was performed on 90 mothers referred to health centers in Gonabad, during 1397 to 1398.The samples were randomly divided into two intervention and control groups. Then, in two stages were evaluated. Data collection tools are a two-part questionnaire for demographic information and breast feeding behavior measurement tool based on the structures of the PRECEDE model including Predisposing factors((19 questions of knowledge and 11 questions of attitude), Reinforcing structures (9 items), Enabling structure (8 questions), Self-efficacy (10 questions), Behavioral and social assessment (7 questions). Behavioral testing was also performed with IBFAT standard tools. Data analysis was performed using SPSS 25 software, independent t-test and Mann-Whitney test. Results: According to the findings, there was no significant difference between the experimental and control groups in terms of knowledge, attitude, reinforcement factors and enabling factors before educational intervention (p>0/05). After educational intervention, there was a significant difference between the control and experimental groups in terms of knowledge, attitude, reinforcement factors and enabling factors and breast feeding behavior(p <0/001). Mean and standard deviation of the tool Infant Breastfeeding Behavior there were significant differences between the two groups. Conclusion: Breast feeding education based on PRECEDE model can improve the attitude, reinforcing and enabling factors and breast feeding behavior in nulliparous mothers.

Are individual differences in cognitive abilities and stylistic preferences related to multilingual adults’ performance in explicit learning conditions?

Research suggests that individual differences in additional language learning may play a more important role in taxing situations when learners are confronted with unfamiliar or difficult tasks. However, studies to date have mostly focused on second language (L2) learners/bilinguals, while individual differences within multilingual populations remain under-researched. Working with university-level multilingual adults, we compared the effectiveness of traditional instruction (familiar) and concept-based instruction (unfamiliar) to teach the past tense/aspect distinction in Spanish. Learners were pre- and post-tested on their knowledge of the target structure and assessed on language learning aptitude, working memory capacity, verbal-imagery cognitive style and attitudes. While both treatment groups demonstrated significantly improved metalinguistic knowledge, we found no statistical differences between the two groups in terms of knowledge gained or attitudes, and individual differences in cognitive ability were not associated with observed gains. This set of results indicates that the cognitive individual differences measured seemingly no longer played a significant role in these multilinguals’ performance in the instructional conditions examined. In addition, neither language learning experience nor typological closeness between known languages had any significant impact. We propose that extensive experience with explicit language instruction may have led to a levelling effect, as previously observed in L2 learners.

Examining the effect of simulation-based learning on intravenous therapy administration' knowledge, performance, and clinical assessment skills of first-year nursing students

BackgroundMost nurses at some point of, or throughout, their career will be involved in infusion care. Therefore, it is important to provide a realistic learning environment to nursing students regarding how to safely practice intravenous (IV) therapy administration. ObjectivesThe aim of this study was examining the effect of simulation-based learning on IV therapy administration knowledge, performance and clinical assessment skills of first-year nursing students. MethodsThis study was a randomized controlled quasi-experimental study. A total of 62 students was included in the study. The students were randomly assigned to either hybrid simulation (HS) (n = 31) or low fidelity simulation (LFS) (n = 31) groups. In the HS group, each student performed in the standardized patients using moulage, and the LFS group each student was performed with mannequin using visuals. Each of the students' level of IV therapy administration knowledge, performance and clinical assessment and satisfaction and self-confidence score was evaluated. ResultsAfter the lecture, demonstration and simulation training, there was a statistically significant difference between groups in terms of knowledge (p < 0.05), IV catheter insertion performance in simulation and clinical (p = 0.00; p = 0.00) and clinical assessment to classify IV therapy complications on real patients (p = 0.00). Also, satisfaction and self-confidence scale scores of the students in the HS were significantly higher than in the LFS group (p = 0.00). However, there was no significant difference in simulation design scale scores between the two groups (p = 0.164). ConclusionThe students in the HS group better transferred they had learned in the teaching environment to clinical practice. Also, the results show that creating an effective environment in simulation had a positive effect on the development of the students' clinical skills.

The effect of training based on the theory of planned behavior on battery recycling in housewives in Karaj

Introduction: Household batteries, if not recycled, are one of the sources of environmental pollution.Educational intervention can change the behavior for recycling these batteries. The aim of this study was to determine the effect of education on battery recycling among housewives. Methods: In this randomized quasi-experimental study, using random sampling, 120 housewives referring to health centers in Karaj city were selected and were equally divided into intervention and control groups.The educational intervention program consisted of 10 one-hour sessions of group training about battery components and their risks, separation methods, and disposal. Data were collected before and three months after the educational intervention using a valid and reliable researcher-made questionnaire. Data were analyzed using SPSS software version 25 and Chi-square, independent t-test, paired t-test and analysis of covariance. Results: The mean age of participants was 35 ± 4. 63 years and about 70% had high school and university education. Covariance analysis showed that, after the educational intervention, there is a significant difference between the intervention and control groups in terms of knowledge, attitude, abstract norms, perceived behavioral control, and behavioral intention variables (P-value <0.05). Also, the average battery recycling behavior in housewives of the intervention group improved significantly after the educational intervention (P-Value <0.001). Conclusion: The level of knowledge, attitude, and practice for battery recycling increased

Application of the Health Belief Model Educational Program to Reduce the Tendency of Cesarean Birth

BACKGROUNDPregnant women are an important population in all health systems and they are responsible for making decisions about their delivery mode.OBJECTIVEThis study aimed to investigate the effects of an educational intervention based on the Health Belief Model (HBM) to reduce the tendency of cesarean section among pregnant women.METHODThis field trial was conducted in Mashhad, Iran. 180 primigravida women who had a healthy and uncomplicated pregnancy with 28–32 weeks of gestational age were recruited in the study by the cluster sampling method and randomly allocated to intervention (90 women) and control (90 women) groups. A 6-hour workshop that was designed based on the HBM about delivery modes was conducted for the intervention group. The control group did not receive any intervention. All the participants filled out demographic and reproductive characteristics, knowledge about mode of delivery, and the HBM constructs questionnaires at the beginning of the study and 1 month after the intervention. Analyses were carried out using SPSS 16 software. The level of significance was set at p less than .05.RESULTSThere was no significant difference between the two groups in terms of knowledge about delivery modes and constructs of the HBM as well as selected delivery mode before the intervention (p &gt; .05), but the results showed a significant difference between the two groups in the mentioned variables 1 month after the intervention (p &lt; .0001). Also, the change of score between 1 month after and before the intervention had a significant difference between the two groups in terms of knowledge about delivery modes (p &lt; .0001) and constructs of the HBM (p &lt; .0001). The two groups were significantly different in terms of selected delivery mode and more participants opted for normal vaginal delivery in the intervention group (p = .025).CONCLUSIONSThe overall results showed that instruction of delivery modes based on the HBM can lead to more selection of normal delivery by pregnant women. Therefore, it is recommended that this model be used in educational programs during pregnancy.

Menopause uncertainty: the impact of two educational interventions among women during menopausal transition and beyond.

IntroductionMenopause is a natural part of women’s lives, which is associated with physical and mental changes and can lead to uncertainty and consequent undesirable effects in the lives of menopausal women. The present study was conducted to compare the impact of multimedia and booklet educational methods on the uncertainty about menopause during this transition period.Materials and methodsIn a cluster randomized trial 68 women aged 45-55 years were randomly allocated into two groups: multimedia and booklet. Data were collected using knowledge and uncertainty questionnaires about menopause in three stages, i.e. before intervention, immediately after intervention (two weeks later), and one month later. Repeated-measures analysis of variance (rANOVA) was used to compare knowledge and uncertainty scores between two groups for the duration of the study. Data were analysed using SPSS software and p values < 0.05 were considered as statistically significant.ResultsThe results of the study indicated a high level of uncertainty in both groups before the implementation of the educational program. There was no significant difference between groups in terms of knowledge and uncertainty about menopause over time (p > 0.05). However, we found a significant increase in knowledge and a significant decrease in uncertainty scores in both groups (p < 0.001) after the interventions.ConclusionsAlthough the findings of this study did not show a significant difference between the effect of multimedia and booklet educational methods in postmenopausal women, the high level of uncertainty of women before intervention and its significant reduction after the implementation of the educational programs indicated the importance of education throughout this period.

Comparing the Effect of Lecture-Based and Clinical Training on Nurses’ Knowledge and Skill in Caring for Patients with Angina Pectoris: A Clinical Trial

Background: Patients with angina pectoris need the training to control their disease. This training is mainly provided by nurses; therefore, they must be equipped with up-to-date and sufficient knowledge and skills to be capable of caring for patients. Objectives: This study aimed at exploring the effect of lecture-based training and clinical training on the knowledge and skill of emergency nurses in caring for patients with angina. Methods: This randomized clinical trial was carried out between 2018 and 2019 on all nurses working at the emergency ward of three hospitals in Mashhad, Iran. Based on their working hospital, the subjects were randomized into three groups of lecture-based education, clinical training, and control. Using researcher-made questionnaires, nurses’ knowledge and skill in caring for patients with angina were assessed and compared before, immediately, and one month after the intervention. Data were analyzed by SPSS V. 22 using Kruskal-Wallis, one-way ANOVA, chi-square, and Friedman tests. Results: Friedman’s test showed a significant difference in nurses’ knowledge and skill scores of the two experimental groups at three stages of the study (P = 0.001), such that these scores were lower before the intervention than immediately and one month after the intervention. Moreover, Kruskal-Wallis test revealed a significant difference between the three groups in terms of knowledge and skill immediately after the intervention (P = 0.001) and one month after the intervention (P = 0.001), with the clinical training group scoring highest among the study groups in both of these stages. Conclusions: The results established that while both lecture-based education and clinical training could enrich nurses’ knowledge and skill in caring for patients with angina, clinical training depicts a greater efficacy and durability. Hence, it is suggested that health policy-makers adopt clinical approaches in their attempt to enhance nurses’ skills and performance. Furthermore, studies with higher sample sizes are needed to evaluate the effectiveness and sustainability of these two educational methods in nursing.