جستجوی مقالات مرتبط با کلیدواژه "آموزش به بیمار" در نشریات گروه "پزشکی"

Coronary angiography is a common test for diagnosing and treating coronary artery disease. Despite its benefits, due to its invasive nature, it can cause psychological complications such as anxiety. On the other hand, patient satisfaction is one of the important aspects of care. Providing accurate information and educating the patient can reduce anxiety and increase patient satisfaction. The aim of this study was to compare the effects of three educational methods—face-to-face, video, and booklet—on anxiety and satisfaction among cardiac patients hospitalized for coronary angiography at Seyed Al-Shohada Hospital in Yazd in 2023.

This research is a quasi-experimental study. The study population consisted of patients with coronary artery disease hospitalized for angiography at Seyed Al-Shohada Hospital in Yazd. A total of 90 patients were initially selected using convenience sampling and then randomly assigned to three groups: face-to-face, booklet, and video. Data were collected using a demographic information form, the State Anxiety Inventory (S-AI), and the Patient Satisfaction Questionnaire Short Form (PSQ-18). The educational content included information on the procedure stages, safety, possible complications, and expected outcomes. It was delivered to the first group through face-to-face education, the second group through a video, and the third group through a booklet. The data were analyzed using descriptive and inferential statistics via SPSS-21 software.

The mean satisfaction score after the intervention in the face-to-face, video, and booklet groups was 3.42 ± 0.54, 3.94 ± 0.55, and 3.18 ± 0.54, respectively. There was a statistically significant difference between the three groups, with the mean satisfaction score in the video group being significantly higher than the other two groups. The mean anxiety score after the intervention in the face-to-face, video, and booklet groups was 39.66 ± 7.50, 38.43 ± 8.75, and 43.23 ± 6.32, respectively. The results showed that all three training methods significantly reduced the mean anxiety (P < 0.05). However, in the between-group comparison, there was a statistically significant difference between the video group and the booklet group (P < 0.05), but this difference was not significant between the video and face-to-face groups or between the booklet and face-to-face groups (P > 0.05).

The results showed that all three educational methods were effective in reducing patient anxiety, but video-based education was more effective in reducing anxiety and increasing satisfaction than the other two methods. Therefore, it is recommended that educational videos be prepared and made available to patients for better use, considering the general and specific educational needs of patients undergoing coronary angiography.

Non-adherence to treatment regimens is a significant factor contributing to the persistence of cardiovascular diseases and their complications. This study aimed to compare the effects of two educational methods, with and without short message service (SMS) reminder, on adherence to treatment regimens among patients with acute coronary syndrome (ACS).

This clinical trial was conducted on 111 patients with ACS divided into three 37-people groups: A control group (receiving routine education), the first intervention group (receiving education and a booklet), and the second intervention group (receiving education, a booklet, and SMS reminders). The study was conducted in patients at the coronary care units (CCUs) and post-CCUs of the following educational therapeutic centers: Shahid Sayyad Shirazi in Gorgan, the Fifth Azar in Gorgan, Amir Al-Momenin in Kordkuy, and Al-E-Jalil in Aqqala, Iran, during 2019. The research instrument consisted of the Treatment Adherence Perception Questionnaire (TAPQ) in three domains, including dietary regimen, medication regimen, and exercise and activity, which was completed at the time of discharge and two months later.

The mean scores of adherence to treatment dietary in patients with ACS two months after discharge in the three domains of dietary regimen, medication regimen, and exercise and activity were significantly higher in the group receiving education and SMS reminders (105.54±75.8, 16.00±2.71, and 23.67±3.85, respectively) compared to the education group (84.73±5.02, 11.05±1.69, and 17.45±2.48, respectively) (P<0.05). Moreover, the scores in the three investigated domains were significantly higher in both intervention groups compared to the control group (82.68±13.54, 11.40±1.96, and 17.67±5.04, respectively) (P<0.05).

The use of education and a booklet along with SMS reminders to patients with ACS discharged from the hospital increased adherence to treatment. This adherence was higher in the intervention group receiving SMS reminders.

 Self-care education for diabetics by nurses has always been a key and valuable strategy in the successful management of diabetes. In order to facilitate the process of professionalization of nursing graduates, the present study was conducted with the aim of the effect of the implementation of educational intervention by nursing students on the promotion of self-care of diabetic patients.

 The quasi-experimental study was performed on 70 hospitalized patients with type 2 diabetes mellitus randomly divided into control and experimental groups. The data collection tool was the Tobert and Glasgow self-care questionnaire that was completed before the educational intervention and one month after it. Data were analyzed by SPSS 16 software using descriptive and inferential statistical tests (P≤ 0.05).

 The findings showed there is a significant difference between self-care behavior in physical activity, foot care, diet, blood sugar control, and regular drug use. But there was no significant difference in the mean total score of self-care in the experimental and control groups except in the field of foot care.

 Due to the positive effect of education in different areas and the lack of a significant difference between the overall self-care score between the two groups, which may be due to inadequate teaching methods and students' lack of complete justification in this regard, it is recommended to emphasize patient education and educational technologies and methods of creating effective and continuous communication, so that by realizing the importance of this issue, they can acquire and develop the skills and knowledge required in educating patients to be able to Use more comprehensive services to patients in the realm of clinical practice.

The numerous problems of children with congenital heart disease (CHD) and their care burden can reduce the quality of life of parents, especially mothers. Compliance with treatment after discharge from the hospital is crucial. It is necessary to provide home care educational programs for them. Given the advance of technology and the popularity of mobile phone use, this study aims to design an educational mobile application for home care after surgery to improve the quality of life and adherence to treatment in mothers of children with CHD in Iran.

This is a study protocol on 72 mothers of children with CHD referred to the Children’s Medical Center of a hospital (affiliated to Tehran University of Medical Sciences) for surgery. The data collection tools will be a demographic form, the 36-Item Short Form Health Survey (SF-36), and Fatemi et al.’s Adherence to Treatment Questionnaire. Data collection will be done before and one month after the intervention. The collected data will be analyzed using mean and standard deviation, independent t-test, paired t-test, chi-square test, Fisher’s exact test, and Mann-Whitney U test.
Results The results will be analyzed to assess the effectiveness of the mobile-based educational intervention in improving the quality of life and adherence to treatment of mothers of children with CHD.

This is the protocol of a study that examines the effect of a mobile-based post-surgery home care training application on the quality of life and adherence to treatment of mothers. The results of such studies can help identify the faster, easier and more effective methods of patient education.

Heart failure is one of the most common chronic, progressive and debilitating heart disorders that has a destructive effect on self-care and quality of life of these patients. This study was conducted with the aim of Comparing the effects of self-care education by two in-person and virtual methods on Self‐care and quality of life among patients with heart failure.

This three-group clinical trial study was conducted with the participation of 120 patients with heart failure in Farshchian Hospital at Hamadan.Demographic, self-care and quality of life questionnaires of heart failure patients were completed by self-report before the intervention. The control group received only the routine training of the clinic, the in-person education group received self-care training in 4 one-hour group sessions, one day apart., and the virtual group received the same amount of education in the form of educational clip, and two months after intervention, the questionnaires were completed.

The results showed that before the intervention, there was no statistically significant difference between the demographic variables, self-care and quality of life of the patients in the three groups (p > 0.05). After the intervention, no statistically significant difference was observed between the virtual and in-person education groups in terms of self-care and quality of life (p>0.05).

Both virtual and in-person education methods had the same effect on self-care and quality of life. If the conditions for in-person education are not available, virtual training can be substituted for it.

The extensive spread of COVID-19 and the increasing number of hospitalized patients have made the educational role of nurses more prominent. This study was conducted to identify the barriers to patient education in the coronavirus ward from the perspective of nurses caring for COVID-19 patients in this ward of 22 Bahman Hospital in Khaf City, Iran.

This cross-sectional descriptive study was conducted from December 22, 2020 to March 20, 2021. A total of 82 nurses caring for COVID-19 patients in the general ward of Coronavirus were selected by census method and then investigated. The study data were collected with an electronic questionnaire of obstacles to patient education (with confirmed validity and reliability) and analyzed using the chi-square, Friedman test, Wilcoxon, Mann-Whitney U, and Kruskal-Wallis statistical tests in SPSS software, version 22. P<0.05 was statistically significant.

The highest mean score of the nurses' point of view regarding the barriers to patient education was related to management factors (2.4±0.3), and the lowest was related to educational skills (1.8±0.3). The mean score of the nurses' opinion regarding the barriers to teaching patients was significantly higher in the management field than in other fields and the field of working conditions than in the fields of nurses' attitudes and educational skills (P<0.05).

Since the highest mean score of the nurses' view of the barriers to patient education was related to management factors, managers should encourage nurses to conduct this vital task by continuous monitoring and control, considering educational activities in periodic evaluations, and issuing organizational notices for patient education.

Multiple sclerosis (MS) is a chronic and progressive disease of the central nervous system that can have a devastating effect on the patient's quality of life. Self-care behaviors is one of the effective factors in preventing MS symptoms and recurrence. The purpose of this study was to determine the impact of patient education and telephone follow-up (telenursing) on self-care and quality of life of patients with MS. 

This clinical trial study was conducted on 70 patients with MS in the MS Association of Arak city in 2021. The subjects were selected by convenience sampling method and assigned randomly into intervention and control groups (N=35 per group). Data were collected through Miller's self-care questionnaire and quality of life questionnaire for patients with MS by both groups before and after the intervention. For patients in the intervention group, educational sessions were held one day a week for two weeks, then telephone follow-up was conducted for 12 weeks. Data were analyzed by using SPSS-20 software and chi-square and independent and paired t-test.

The study findings showed before the intervention, there was no statistically significant difference between the average score of self-care and quality of life of the two groups (p<0.05), but there was a significant difference between the mean self-care scores of the patients in the control and experimental groups after the intervention (p=0.031). Also, there was a significant difference between the mean scores of the patients' quality of life in the control and experimental groups after the intervention (p=0.028).

The findings of the present study showed that education and telephone follow-up on self-care and quality of life of patients MS is effective.

Background and

Vision disorders are one of the most important health problems that cause a huge financial burden and loss of productivity. Examining educational interventions in terms of content, educational methods, and its impact seems necessary in order to find information gaps in this field.

This study was looking for an answer to the question that by focusing on the levels of prevention in the field of vision care, what methods were patient education intervention studies based on? Using search terms related to PICO such as eye disease, patient education, PubMed, Scopus,Web of Science,Google Scholar, irandoc, medlib, Magiran, SID databases were used for searching. The inclusion criteria were clinical trial studies in the field of vision care with any type of educational intervention from 2004 to 2021.

This review study was organized using the PRISMA statement and 14 studies were selected from a total of 7898 studies.13 studies were in prevention level 2 and 3 and focused on diabetic retinopathy, cataract and glaucoma.One study on the first level of prevention and one study on preoperative care education were found. In the educational method,only one study based on educational theories was found, and the rest included face-to-face education,individual counseling,group and multimedia methods.

Education of visually impaired patients is an integral part and one of the most important health interventions.Examining the content and educational methods can help in providing better and more effective educational programs.According to the review,educational interventions in vision care, especially at the first level of prevention,seem limited and necessary.

Health-related behaviors of patients with myocardial infarction (MI) are highly affected by their illness perceptions, and education is one of the ways to enhance illness perception. Accordingly, the aim of this study was to compare the effect of multimedia and telephone education on illness perception in patients with MI after discharge.

Methods & Materials: 

A randomized clinical trial was conducted on 32 patients with MI who were discharged in 2019-2020 in Gonabad and Mashhad. The samples were selected by the convenience sampling method and randomly assigned to the multimedia or telephone groups. The educational content was similar for both groups, and was provided as a conversation for the telephone group, and as video, audio, and image for the multimedia group. The Brief Illness Perception Questionnaire (Brief. IPQ) was completed by the patients on the first day and the sixth week after discharge. Data were analyzed through the SPSS software version 20 using Kolmogorov-Smirnov test, chi-square test, Fisher's exact test, independent t-test, Paired t-test and Levene's test, at a significance level of P<0.05.

The results showed that the average score for the components of illness perception after the intervention compared to before the intervention in the both groups had a significant increase (P<0.05), but no significant difference was observed in the comparison between the two groups (P>0.05).

Both multimedia and telephone training methods improve illness perception in the patients. Therefore, the trainer is suggested to choose the type of training according to individual differences and facilities of the recipient, and health managers should apply appropriate policies for patients with MI to benefit from telenursing care after discharge.

Many complications could follow the operation as one of many treatments for cardiac problems. Anxiety is one of these complications, which could be perilous for patients affecting their hemodynamics before surgery. This research aimed to determine the effect of virtual tour training and orientation by nurses on patients' anxiety levels.

This study is a pre-test post-test quasi-experimental research in which 60 patients from the cardiac unit were chosen and randomly divided into two groups of intervention and control. All patients completed two questionnaires on the day of admission, including demographic and Spielberger’s state-trait anxiety inventory questionnaire. The day before surgery, the intervention group watched a 9-minute-long video about nursing care, connections, and the patient’s overall condition after surgery in the intensive care unit, and the researcher answered all their questions. The control group only received the cardiac unit’s usual preoperative education. Then patients completed the questionnaires again. Data were analyzed by SPSS 22 software with a confidence level of 5 percent.

The results showed that virtual education and orientation are effective on the intervention group's anxiety and caused a reduction in state, trait, and total anxiety of patients.

Virtual education and orientation could reduce patients' anxiety before open-heart surgery. It is recommended that this method be used by considering a relaxing and calm space for instructional interventions in cardiac units.

Patient education empowers clients to take care of themselves. pediatrics alone are not capable of self-care. while their parents are responsible for caring for them. In this research, the have studied "education and registration of follow-up after discharge" to mothers with pediatric being discharged based on Iranian accreditation standards.

This was a cross-sectional study with descriptive-analytical design in 2016, which examined 231 mothers with children being discharged from the teaching hospitals of Isfahan University of Medical Sciences. Data collection tools were a researcher-made questionnaire and checklist. Data was analyzed using descriptive and inferential statistics (p < 0.05) and SPSS 16 software.

The mean total score of registration of "education of follow-up after discharge" by the physician was significantly different from the mean score of education received by the mother (P = 0.002). The mean total score of registration of "education of follow-up after discharge" by the nurse was significantly different from the mean score of education received by the mother (P <0.001). The agreement coefficient of registration of education provided by the physician and nurse with the education received by the mother was 68% and 85%, respectively.

According to the results of the present study, the registration of "follow-up education after discharge" by the physician was more than education received by the mother. also the registration of "follow-up education after discharge" by the nurse was more than education received by the mother. Planning the education program implementation is suggested for the patient from the time of admission to discharge, and its implementers are recommended to use different educational methods.

Non-adherence to treatment increases complications and mortality after myocardial infarction. The present study aimed to assess the effect of education and telephone follow-up on patients' adherence to the treatment regimen after myocardial infarction.

This clinical trial study was performed on of 150 patients who were selected via convenience sampling method and assigned to three groups: control, intervention 1 (face-to-face training based on the training booklet), and intervention 2 (face-to-face training and follow-up telephone care). Patients in intervention group 2 were followed up by telephone for three months. Data were collected based on a questionnaire of adherence to the treatment regimen and demographic. Data analysis was performed in SPSS software (version 21) using ANOVA, Chi-square, Fisher, and Repeated Measures ANOVA.

The mean score of adherence at the beginning of the study was 64.60±8.13 (P<0.001). The mean score of adherence to treatment in all three groups was increased 1.5 months after the intervention; nonetheless, it was higher in intervention group 1 (face-to-face training) than that in other groups (81.69±5.12) (P<0.001). Three months after the intervention, the mean of adherence to treatment in intervention group 2 (face-to-face training and telephone follow-up) was higher than that in other groups (87.94±4.04) (P<0.001). During the three stages, no statistically significant difference was observed between the two methods of telephone follow-up and education alone (P=0.710).

Education with and without telephone follow-up leads to improved adherence to treatment; therefore, one of the two educational methods can be selected to increase patients' adherence to the treatment regimen.

Implementing a coherent multidisciplinary self-care program in patients with multiple sclerosis (MS) based on their needs can improve their health status. This study was conducted to investigate the self-care education needs in patients with MS from the perspective of experts and patients.

The present study is a cross-sectional analytical study conducted in Neishabour in 2020. A total of 100 participants who were selected by non-probability sampling method participated in this study. Data were collected from two 22-item Likert-based researcher-made questionnaires. The validity of the content of the items was confirmed based on the Waltz and Basel index (CVI > 0.79) and the reliability of the instrument was retested with a correlation coefficient of 0.89. The questionnaires included two sections: demographics and education needs. Data were analyzed using descriptive statistics (frequency, percentage, mean and standard deviation) and inferential statistics (Mann-Whitney and t-test).

With regards to the type and method of learning, 52 (86.7%) patients preferred to learn self-care educational materials electronically. According to experts, teaching effective physical exercises was most necessary, while from the patients' point of view, teaching complementary therapies and traditional medicine was most needed. The most important educational priority of patients was about how to overcome sexual problems, while according to experts, education on how to deal with intestinal and urinary disorders and management of weakness and fatigue caused by the disease had the highest priority.

The results showed the scope and content of self-care education in patients with M S differed from experts and patients point of view.

Rheumatoid arthritis is an autoimmune disease with a chronic and progressive nature. It starts with periods of inflammation in the synovium, and causes it to be thicken resulting in edema in the synovial tissue. It affects 1% of people worldwide, but its prevalence varies among different regions, different races, and different groups of people. Like other chronic diseases, this disease not only has no definitive cure, but also leads to a severe decline in the performance of the affected people and a decrease in independence in performing their daily activities. Studies show that structured educational approaches about self-care can improve the performance and health of patients with chronic diseases such as rheumatoid arthritis. Accordingly, individuals must learn the knowledge and skills needed to make decisions, solve their problems, and communicate with others. Self-care education in these patients helps them to reach a level of health where they not only feel satisfaction with their personal life, but also can contribute effectively and significantly to the community as a citizen. Therefore, encouraging patients to adopt appropriate self-care behaviors is an important factor in the management of rheumatoid arthritis. People with high levels of self-care have more access to health care, experience shorter periods of hospitalization, and subsequently less complications caused by hospitalization in these centers. Without education and patientschr('39') participation in the self-care process, health care programs will be more expensive and the patient’s quality of life will be reduced. Thus, self-care education along with other treatment and rehabilitation processes seems necessary in patients with rheumatoid arthritis. Despite the importance of self-care, studies suggest that patients with rheumatoid arthritis have little knowledge and information about their disease and self-care methods, and lack of knowledge leads to frequent recurrence of the disease and an increase in the frequency of their hospitalizations. Likewise, there is a gap in the studies about education of affected people and few studies have investigated this issue. Therefore, the researcher decided to conduct a study to evaluate the effectiveness of self-care education on the functional status of people with rheumatoid arthritis.

This is an evaluation and single group study conducted on 40 patients with rheumatoid arthritis, and evaluated the effect of self-care education on functional status of patients with rheumatoid arthritis. The sampling process continued from October 2019 to February 2020 among patients hospitalized in the rheumatology wards of Imam Reza and Ghaem educational-research center and treatment centers in Mashhad. Before the intervention, the samples were asked to complete demographic and functional status questionnaire. They also completed the form of informed consent and the researcher ensured that their information would remain confidential. Five 25-minute self- care educational sessions were held for samples individually and at their bedside every other day. The researcher was responsible for holding educational sessions and presenting educational contents. Two weeks after the last educational session, functional status questionnaire was performed again to record the patientschr('39') function scores in different areas after the intervention. After the data collection process, data were analyzed using statistical tests in SPSS 16. Frequency and percentage were used for qualitative variables and numerical indices including minimum, maximum, mean, and standard deviation were used for quantitative variables. Paired t-test was used for inferential statistics for comparison before and after the intervention.

This study included 40 patients with rheumatoid arthritis hospitalized in rheumatology wards of Imam Reza and Ghaem hospitals. The Findings showed that the mean age of the samples was 45.72 ± 9.77 years, most samples (%70) were female, married (%87.5), housewives (%57.5), had a diploma and lower degrees (90%), and 55% reported an underlying disease. Most of them (%62.5) had rheumatoid arthritis for five years and less. Table 1 shows these findings. The results of t-test revealed that the score of activities of daily living (P<0.001), basic activities of daily living (P<0.0001), psychological function (P=0.001), job function (P<0.001), and social activities (P=0.002) increased significantly after the intervention.  However, the increase in the dimension of the quality of social interaction was not significant (P=0.77). In terms of tool cut point, the findings showed that the mean score of activities of daily living was at warning zone before the intervention for all samples, but after the intervention, (15.0%) showed good performance. In activities of daily living, before intervention all samples were at the warning zone but after the intervention, (12.5%) ​had a good performance. In terms of psychological function, before the intervention, 80% of the samples were at warning zone, but after the intervention, (25%) showed good performance and (75%) were at the warning zone. In job function dimension, all patients were at warning zone before the intervention, but after the intervention, (10%) had good performance. In social function dimension, 95% of the subjects were at the warning zone. After the intervention, (75%) were at warning zone and (25%) showed good function. In quality of social interactions dimension, before the intervention, (85.0%) were at the warning zone and after the intervention, (72.5%) of the subjects were at the warning zone and (27.5%) showed good performance.

The results of the present study indicated that a self-care education approach plays an effective positive role in the treatment and rehabilitation of people with rheumatoid arthritis and these programs can be used as a part of the healing process of these patients along with other treatment and rehabilitation processes. In addition, the research hypothesis concerning the positive effect of self-care education on the functional status of people with Rheumatoid Arthritis was confirmed using the research data. There was no statistically significant increase in the quality of social interactions, which may require more time, and it is suggested that future studies devote more time to examining changes. Also, using more specialized educational contents for quality of social interaction can improve and enhance the results of educational process in this area of functional status of rheumatoid arthritis patients.

Thalassemia major (TM) is one of the most common chronic genetic disorders in today’s world. The number of patients with thalassemia in the world is estimated at 240 million and is reported in 60 countries. Iran is located in the thalassemia belt and has about 26,000 patients with thalassemia major. Patients with chronic diseases such as thalassemia have to undergo continuous medical treatment throughout their lives and their survival depends on these treatments. The treatment protocol affects different aspects of these patientschr('39') lives and can make them anxious. Therefore, any measures taken to reduce the anxiety of these patients are very important. Educational intervention can be a method for improving the quality of life in patients with chronic diseases.  Nowadays, the educational methods that engage learners in their learning process have acquired attention. One of the methods to educate patients is peer education which has been effective in promoting their health status. In this educational approach, patients share their experiences about their common disease. Having worked in the thalassemia ward, the researcher realized the importance of peer education as a scientific and codified method for efficient education of these patients. Moreover, considering the clinical observation of psychological problems in patients with thalassemia major and also the lack of continuous and reliable research in this field, the present study aimed to evaluate the effect of peer education on the anxiety experienced by patients with thalassemia major.

This one-group, quasi-experimental study was conducted at Imam Khomeini Hospital in Zabol between March and July 2020 on 50 participants, who were selected via continuous sampling from the patients with the thalassemia major based on the inclusion and exclusion criteria of the study. Data were collected using a demographic questionnaire exploring participantschr('39') age, sex, residency, occupation, level of education, economic status, parents’ familial relationship, the frequency of blood transfusions per month, another family member with the same disease, the type of iron-chelating agent, regular drug consumption, and history of other diseases. In addition, the valid and reliable Beck Anxiety Inventory (BAI) was used to measure anxiety. The study began with the selection of eligible peers educators based on inclusion criteria. Finally, 2 patients with thalassemia major (a man and a woman) who obtained higher scores were selected as peer educators, who were then trained by the researcher in 3 sixty-minute educational sessions within one week. The educational content included explanations about research objectives, the importance and benefits of peer education, educational concepts, communication skills including attention to verbal and non-verbal behaviors, active listening skills, and anxiety control concepts. The educational content was taught through an interactive lecture using audio-visual aids, and question and answer. Based on the training given by the researcher and the experiences expressed by the peer educators, their final evaluation was conducted through a role-play. After training the peer educators, the pre-test was conducted. Afterwards, an anxiety management training program was presented to the participants with thalassemia major which included the definition of anxiety, its symptoms and its role in exacerbating the disease, strategies to reduce and control anxiety, revision of beliefs, and negative and anxious attitudes. The training program, with emphasis on the peer educators’ experiences, was conducted over two 60-minute sessions in two consecutive hours. Participants were placed in groups of 6 to 7 patients. Each group was trained separately by a peer in a training class in the thalassemia ward. After the training sessions, the educational booklet was given to all participants of the study. One month after the intervention, the participants took the post-test. The present research was approved by the Ethics Committee of Iran University of Medical Sciences. The researcher adhered to the ethical policies such as obtaining informed consent from the participants and their voluntary participation. Data analysis was performed in SPSS version 16 using descriptive statistics (mean and standard deviation) and inferential statistics (paired-sample t-test).

The mean age of the participants was 24.5 ± 4.24 years. In this study, most participants were women, had a diploma, and were unemployed. Moreover, the parents of most of the patients had familial relationships. The mean score of anxiety was 17.73 ± 11.63 in the pretest, which reduced to 17.07 ± 11.32 in the posttest. The results of paired t-test indicated no significant differences in the pretest and posttest scores of anxiety in the patients with the thalassemia major (t=0.788; P=0.434).

According to the results, the peer education program did not have any positive effects on the anxiety level of the patients with thalassemia major. Considering the nature of educational interventions, these patients may benefit from concurrent anxiety-reducing interventions such as relaxation exercises and music therapy. The findings also suggest that future researches use other assessment tools, broader educational content, and a control group to assess anxiety in patients with thalassemia major. Furthermore, it is recommended that researchers compare the effects of peer training with other anxiety management training methods used for these patients.

War has had terrible consequences throughout history. In the meantime, not only the soldiers who fought directly in the battle with the enemy but also their families have suffered. Veterans’ wives are anonymous myths that are associated with problems such as marital conflicts to accompany veterans. Issues that have led to a decline in the quality of life among them.

This study aimed to investigate the effect of stress-based mindfulness training on marital conflict and the quality of life of veterans’ spouses in Mashhad.

The statistical population included all the spouses of veterans in Mashhad who were selected by available sampling in the fall of 1999. Since this study was a quasi-experimental study with pre-test and post-test design and with a control group, 24 people with high scores in marital conflict and low scores in quality of life were selected and randomly divided into two experimental and control groups. The subjects in the experimental group underwent stress-based mindfulness treatment in eight sessions of 90 minutes and finally, the tests were taken from both groups as a post-test. SPSS version 25 was used to analyze the data.

Studies of analysis of covariances (MANCOVA) in quality of life including physical (F=46.55; P<0.001), psychological (F=132.49; P<0.001), social (F=30.74; P<0.001), and environmental (F=12.25; P<0.006) (and dimensions of marital conflict included) cooperation (F=6.37; P<0.017), emotional response (F=24.23; P<0.001), relation to relatives (F=5.03; P<0.033), separation of finances (F=7.26; P<0.012) showed that considering the effect of pre-test, the effect of group membership on the linear combination of marital conflict and quality of life dependent variables was significant. Discussion and

The results showed that this type of treatment was useful for veteran spouses who have been exposed to marital conflict and quality loss due to their spouse’s physical and mental problems.

The key to playing a role in the nursing profession is proper communication; communication skills have been described as one of the most important and necessary characteristics for nurses. There are several approaches to developing professional communication in nurse-patient interaction. This study determined the effect of using the teach-back method in patient education on the communication skills of nursing students

This quasi-experimental study was conducted in 2020. The study sample consisted of 81 nursing students of Islamic Azad University, Yazd Branch, who were undergoing internship in the field, and were randomly assigned into two groups (41 in the control group and 40 in the experimental group). The experimental group was taught how to teach the patient using the teach-back method and they were asked to teach the patients in this way. The control group conventionally performed patient education. The data collection tool was a communication skills questionnaire that was completed by both groups before and after the intervention. Data were analyzed using descriptive statistics and inferential statistics (Pearson correlation coefficient, Chi-Square, and t-test) using SPSS version 20.

The total scores of communication skills of nursing students were 70.80±6.71 and 70.67±4.50, respectively, in the control and experimental groups before intervention. Studentschr('39') communication skills after training to the patient by nursing students increased in both control (88.65±4.88) and experimental (110.17±3.62) groups. The difference between the experimental and control group after the intervention was significant (P<0.05).

Based on the findings, patient education using a teach-back method significantly improves studentschr('39') communication skills. Therefore, nursing educators can use this method and other strategies of increasing interaction in curriculum planning to improve studentschr('39') communication skills.

Objective (s):

The purpose of patient education is creating positive behaviors.  However, one of the biggest barriers of effective patient education and communication is differences of language between patients and health care providers. This study aimed to review the impact of language barriers on patient education worldwide.

In this scoping review, papers both in Persian and English related to patient education language barriers were searched using the following databases: PubMed, Embase, Scopus, and Web of Science, ProQuest, Science Direct, Springer, Cochrane library, Google Scholar, MagIran, SID, Iran Doc, IranMedex and Elmnet during 2010 to 2020. The keywords included communication barriers, language barriers, communication, patient education, Bi language, language obstacle in both Persian and English.

In all 8900 citations were retrieved. Of these 16 studies were relevant included in this study. The results of the studies showed a clear association between limited language skills and difficulty in communicating with patients and providing effective patient education, regardless of the research settings.

There is a close relationship between language skills and the provision of educational services to the patient. Lack of sufficient language skills prevents effective communication with patients. However, the limitations of studies that have only examined the effect of language barriers on effective patient education are evident, and there is a need for further studies on the topic.

 After being discharged, patients with heart failure, are exposed to the problems of disease management in the family and community, and follow-up interventions after discharging can play a significant supportive role in promoting a sense of worth in them. The purpose of this study was to investigate the effect of post-discharge telephone follow-up on the inherent dignity of patients with heart failure.

 In this randomized clinical trial, 70 patients with heart failure referred to cardiac and cardiac care units of a hospital in an urban area of Iran were selected and assigned into two intervention and control groups using the block randomization with block size of 4. The intervention group was followed up by telephone for one month once a week with regard to drug use, symptoms, daily activities, and type of nutrition. The patientschr('39') inherent dignity was assessed using the Inherent Dignity Questionnaire (IDQ) before and after one month of the intervention. Data were analyzed using the SPSS 16.

 In this study, 70 patients with heart failure were compared in two groups of intervention and control with mean and standard age deviation of 65±10.68, and 67±13.31 years (P꞊0.46). Independent t-test showed a statistically significant difference between the groups in the mean score difference of intrinsic dignity (0.8±0.3 and 0.07±0.2, respectively), before and after the intervention (P<0.001).

 According to the results of the present study, which showed that post-discharge telephone follow-up improves the inherent dignity of patients, therefore, to maintain and promote the inherent dignity of patients with heart failure in the community, planned and systematic post-discharge follow-ups are recommended.

One of the important dimensions of nursing care and the key role of a nurse in delivering health services is patient education. Despite the great benefits of educating the patient for its negligible costs, implementation of this important issue faces some health centers. This study aimed to explain the challenges of patient education from nurses' point of view.

  The present study was a qualitative study with a contraceptive content analysis approach on nurses working in East Gilan hospitals in 2019. Sampling method, purposeful and data gathering method were semi-structured interviews with open-ended questions and continued to reach information saturation. To carry out the data analysis process, the proposed steps of Granneheim and Lundman were used and the validity and robustness of the research was based on Guba and Lincoln criteria.

The results of 21 interviews consisted of four main categories and 17 subcategories: management barriers (neglect of teaching, distance between colleagues, uncoordinated physicians), inadequate organizational context (inadequate nursing staff, in time constraints, insecure, inadequate equipment, border Educational barriers), patient / patient barriers (knowledge weakness, accompanying anxiety, cultural barriers, shaky beliefs, unconscious beliefs) and barriers of perceived personnel (distrust of relationship, diminutive motivation, hard language, difficult understanding).

The results of the study have shown that the challenges of patient education are affected by various factors, among which managerial and personnel barriers are more noticeable. Therefore, in order to improve the situation of patient education, it is necessary to align managers in this field and increase the level of communication skills of nurses.