مجله دانشگاه علوم پزشکی سبزوار
سال بیستم شماره 4 (پیاپی 70، زمستان 1392)

The world''s elderly population is increasing and fall is an outcome of ageing. Visual disturbance is one of the internal risk factors of falling. The aim of this study was to compare of the visual perception as a subgroup of visual disturbance in the City of Sabzevar، Iran.

In the present case-control study، based on convenience sampling method، 89 older adults (46 faller and 43 non-faller) were enrolled. All participants were assessed as follow: dementia (Hachinski ischemia score)، fall (fear of fall questionnaire) and visual perception (Developmental test of visual perception adolescence and Adult). Data were analyzed in SPSS software version 17. 0 using Mann-Whitney U test.

A significant difference was observed between general visual perception (p<0. 001)، Motor-Reduced visual perception (p<0. 001) and Visual-Motor integration (p<0. 001) skills of faller and non-faller older adults.

Because the faller older adults had less visual perception ability than non-faller counterparts، it might be assumed that visual perception disorder is one of the causes of fall.

Background and

one of the main mission of the university is trainivy theprofessional manpower for the society. They must make efforts to reach this goal by identifying the problems، compiling and implementing plans and finally modifying them. Nursing and midwifery are applied professions dealing with human life and clinical education makes the core of these jobs. The present study is intended to investigate the problems of clinical education from the views of clinical instructors and ways of enhancing its quality. Methods and materials: this descriptive study involved senior students of nursing and midwifery (n=116) and instructors (n=13). Data were collected by a questionnaire including three Sections: personal information، clinical problems and solutions. The data were analyzed in spss using descriptive statistics.

the sample comprised of 75 nursing students (64. 7%) and the rest were students of midwifery. Also، 19. 8% (n=23) were male and the rest female، with the mean age of 22. 19±0. 98. Instructors، mean age was 38. 53±7. 61، and 53. 8% (n=7) were male. The most important causes of demotivation for instructors were fatigue due to high education load (36. 2% students and 84. 6% instructors). The most important problems against teaching skills were facilities and circumstances، less or no cooperation by the staff، students overload in wards and the non-educational status of the hospitals.

turning hospitals into educational، oriention of deputies of education and treatment in the university to provide facilies، reducing the number of students in rounds can be considered as solutions.

Phonological awareness skills include three levels syllabic، intra- syllabic and phonemic awareness، and have major influence on speech and reading and writing abilities. Thus، the assessment of children abilities in these levels is important. This study aimed to investigate and compare the performance of normal and cochlear implanted children in two types of phonological awareness testsMethod & Materials: The population of this cross-sectional study eighteen normal and eighteen cochlear implanted children 5-5. 5 years from the cochlear implant centers in three hospitals in Tehran and the Tehran University dormitory married، respectively. Thereafter، their phonological awareness skills were evaluated in auditory-visual modality (2010) and visual modality (2009). Finally، the data were analyzed using Mann Whithney and Spearman non-parametric tests in the spss (16. 0) software.

Cochlear implanted children، when compared with normal children، had lower scores in both Visual - Auditory and Auditory phonological awareness tests (p< 0. 001). Average cochlear implantation group in both “Visual – Auditory” and “Auditory” tests was: 16. 17 (6. 1) and 6. 72 (5. 9)، respectively and in normal children group was 40. 5 (3. 9) and 77. 76 (13. 5). Both groups had better performances in the first test than the later one (p< 0. 001). There was also a correlation between children''s scores on the two tests; but in the cochlear implanted children، this correlation was lower (r= 0. 582) than the normal ones (r= 0. 785).

The visual – auditory test for use of the images، for assessment of phonological awareness skills in children with cochlear implants are more suitable and hearing test for the assessment of phonological awareness skills in a more sophisticated level، is useful.