positive thinking skills

The present study aimed to investigate the effect of positive thinking skills training based on the Theory of Planned Behavior (TPB) on nurses' resilience during the COVID-19 pandemic in the year 1400.

The current research is a semi-experimental interventional study with a pre-test and post-test design, the statistical population of which was made up of nurses working in the hospitals of Abadeh and Euclid cities in Fars province in 1400. Based on the inclusion criteria, 98 nurses were selected and randomly divided into two intervention(n=49) and control(n=49) groups. For the intervention, positive thinking training was conducted face-to-face and group discussion in eight 120-minute sessions, twice a week. The duration of training was two months. To collect data, questionnaires of demographic characteristics, Connor and Davidson's resilience and positive thinking were used. Data were analyzed with SPSS software version 26 and using statistical tests.

Based on the findings of this research, the average post-test resilience of nurses in the intervention group (60/02 ± 6/2) was significantly higher than the control group (52/6 ± 3/5). The average positive thinking of nurses in the post-test was 176/6 ± 4/75 and control group (85/04 ± 5/1). Also, after teaching positive thinking skills, the mean resilience score and its dimensions in the intervention group (89/6±3/1) were significantly higher than the control group (53/18±3/6) (P<0/001).

Positive thinking skills training is a safe, low-cost, and practicable approach whose effectiveness was proven in this study. It could, therefore, be widely used as an empowerment program.

Self-care behaviors are the most common behavioral response in attempts to prevent corona stress in patients with diabetes. Therefore, this study aimed to compare the effectiveness of positive thinking skills training and behavioral activation therapy on self-care and corona stress in patients with diabetes mellitus.

This was a semi-experimental study using a pretest-posttest and follow-up design with experimental and control groups. The statistical population included all the diabetic patients referring to the Vanoshe Diabetes Clinic in Qaemshahr city, Iran in 2020-2021, from among whom 45 patients were selected by accessible sampling technic based on the inclusion and exclusion criteria and randomly divided into three 15-member groups, namely,  positive thinking skills training, behavioral activation therapy and a control group. The first and second experimental groups received positive thinking skills training in six 60-minute virtual sessions and behavioral activation therapy training in eight 70-minute virtual sessions, respectively, and the control group was in the waiting list. Data were collected using the Corona Stress Scale "CSS-18" and the Summery of Diabetes Self-Care Activities "SDSCA" and analyzed using the repeated measures of variance analysis and the Bonferroni post hoc test with SPSS-22.

The findings revealed that there was a significant difference between the two experimental groups and the control group. Both the positive thinking skills training and behavioral activation therapy interventions reduced corona stress (F= 15.73) and increased self-care (F= 16.17) in the patients, and the effects of the interventions in the follow-up phase were found to be continuing (p <0.05). In addition, the results of Bonferroni post hoc test showed that positive thinking skills raining was more effective than behavioral activation therapy on corona stress reduction (IJ= 9.02), while as regards self-care the behavioral activation therapy (IJ= 12.93) was more effective (p <0.05).

Based on the findings it can be concluded that positive thinking skills training and behavioral activation therapy interventions can be effective in improving self-care and corona stress reduction among diabetic patients. It is recommended that therapists and counselors use, in addition to other treatment methods, these therapies to improve the self-care and corona stress reduction in diabetic patients.

 Comparing psychodynamic approaches for better effectiveness is one of the topics of interest to researchers; In this regard, the aim of this research is to compare the effectiveness of teaching positive thinking skills and emotional self-regulation on the creativity of students.

 The research method is semi-experimental with a pre-test and post-test design with a control group. The statistical population was the students of girls' high schools of the second level in Tehran. The statistical sample of this research includes 45 female students with positive thinking skills (15 people), emotional self-regulation (15 people) and the control group (15 people). Sampling method was available. The research tool was Abedi's creativity questionnaire. Data analysis was done using descriptive and inferential statistics, including mean and standard deviation, covariance analysis, and multivariate repeated measurement analysis test using SPSS version 25 software.

  The results showed that in both test groups, the average scores related to creativity in the post-test stage were significant compared to the pre-test, and this increase continued for both groups until the follow-up stage (P≤0.05).

 It seems that the skills of positive thinking and emotional self-regulation have an effect on all the components of students' creativity.

Nursing in the oncology ward is associated with various stressors that can affect the psychological status of nurses. This study aimed to determine the effect of positive thinking skills training on the happiness and resilience of nurses oncology center in shahid baqaei 2hospital of Ahvaz.                                                       

This quasi-experimental interventional study was performed in 2021. 64 nurses working in 5 oncology wards of Baqaei 2 Hospital in Ahvaz were selected by the available sampling method and entered the study. Research tools: included a demographic questionnaire, Oxford Happiness Questionnaire, Connor Resilience, and Davidson CD-RIS. For the experimental group, the intervention including optimism and positive thinking skills training (Martin Seligman 1988) was performed in 8 sessions of 45 minutes and a retest was performed one week after the intervention.  

There were no statistically significant differences between the two groups in terms of age groups, gender, education level, marital status, employment status, work experience, and shift work in the test and control groups (P<0.05). The paired t-test showed that there was a significant difference in the resilience score of the test group before and after the intervention (P < 0.001), while there was no significant difference in the control group (P = 0.053). The independent t-test showed that the two groups did not have a significant difference in terms of resilience before the intervention (P = 0.094), while after the intervention, this difference was significant (P < 0.001). Also, the paired t-test showed that the happiness score of the test group before and after the intervention had a significant difference (P < 0.001), and there was also a significant difference in the control group (P = 0.028). The independent t-test showed that the two groups had a significant difference in terms of the variable of happiness before (P = 0.016) and after the intervention (P < 0.001).

The results of this study showed that the level of happiness and resilience of nurses is enhanced by teaching positive thinking skills. Positive Thinking Skills Training is an uncomplicated, low-cost, and practicable approach that has been proven effective in this study and can therefore be widely used as an empowerment program for nursing staff, especially in oncology wards.

Diabetes is a chronic disease that plays a key role in reducing health and quality of life and patients suffering from it show high anxiety, poor self-care behaviors and low adherence to medical treatment. The aim of this study was to compare the effectiveness of integrated meta-diagnostic treatment and positive thinking skills training on adherence to treatment and coronavirus anxiety in patients with type 2 diabetes.

The present research was a quasi-experimental study with a pretest-posttest design (three groups) with two experimental groups and one control group. The statistical population of the study consisted of all patients with type 2 diabetes who were members of the Diabetes Association referring to Health Center in Ahvaz in 1399, from which 45 people were selected using targeted sampling and were randomly assigned to two experimental groups (15 people in each group) and one control group (15 people). Research data were collected using Adherence to Chronic Diseases Treatment Questionnaire of Modanloo and Coronavirus Anxiety Scale of Alipour, et al. The first experimental group underwent integrated meta-diagnostic treatment of Barlow et al. for 12 sessions of 60 minutes and the second experimental group was given eight 60-minute sessions of positive thinking skills training based on Seligman's theory, and the control group did not receive any psychological intervention. Data analysis was performed using one-way analysis of variance, analysis of covariance and Bonferroni post hoc test.

The results showed that both integrated meta-diagnostic treatment and positive thinking skills training improved treatment adherence and reduced coronavirus anxiety in patients with type 2 diabetes (p<0.01). There was no difference between the two types of integrated meta-diagnostic treatment and positive thinking skills training regarding adherence to treatment and coronavirus anxiety in patients with type 2 diabetes. The results showed that both treatments had a similar effect on improving adherence to treatment and reducing coronavirus anxiety in patients.

The results indicated the significant effect of integrated meta-diagnostic treatment and positive thinking skills training on improving adherence to treatment and reducing corona disease anxiety in patients with type 2 diabetes. Therefore, psychologists and medical centers can use integrated meta-diagnostic treatment and positive thinking skills training to improve the condition of patients with diabetes.

Nursing in intensive care units is associated with various stressors that can affect the psychological state. In this study, the effect of positive thinking training on the happiness and resiliency of nurses in intensive care units was investigated.

A total of 60 nurses from Shohadaye Tajrish and Shahid Taleghani hospitals of Tehran City were randomly divided into two groups. The intervention group received teaching positive thinking skills for 8 sessions (each session was 1.5 hours). Data were collected using a three-part questionnaire on demographic data, Oxford Happiness Index (OHI), and Connor-Davidson Resilience Scale (CD-RISC). Data were analyzed using SPSS version 23 software.

Demographic variables had no significant differences between two groups. There was no significant difference in the mean of happiness and resiliency in the pre-test stage between two groups. The results of covariance analysis indicated the effectiveness of intervention in increasing happiness and resiliency, so that 55% of changes in variance of happiness and 43% of changes in variance of resiliency were due to independent variable.

Training of positive thinking skills improved nurses' happiness and resilience. These interventions are an uncomplicated and effective method that can be used extensively in nurses to improve psychological components.

Due to the fact that all human events in human societies origin from their behaviors and the source of each person's behavior is directly his style of thought, the positive attitude (optimism) based on gratitude can be achieved by promoting the spiritual well-being of man especially In adolescents, they improve their performance in relation to themselves, God and the community. The present study was conducted to investigate the effect of positive thinking (optimism) on the spiritual health of the girl students at the first high school in Esfahan. This experimental study was a clinical trial between Two groups performed by pretest- posttest. The statistical population of this study included all female students studying in high schools of first grade in Isfahan in 2017, using statistical formula and multi- stage random sampling, 125 students from two schools between the first high school girls in northern and southern Isfahan city, were enrolled in this study which were divided to  Two groups (64 in the control  and 61 in the intervention group). After consenting parents and students,  On the intervention group, Positive thinking intervention based on gratitude was held in 6 sessions. The spiritual health and the existential and religious  well- being of female students before and  1 month after positive thinking intervention was measured by the Ellison and Paloutzian’s spiritual well-being scale (SWBS) for both control and intervention groups. Data analysis was performed by using SPSS 18 software for both control and control groups. 8 students were excluded from the study for various reasons, but their data entered in the analysis of the study. The mean of spiritual health in the intervention group was (95/06 ± 10/75) and (95/95 ± 15/70) in in the control group in pretest. The overall score of spiritual well-being of students after intervention and post-test in both groups (intervention and control), in the intervention group with mean (100.52 ± 12.12) had high spiritual health (100-120), while the mean scores of the control group in post-test reached (85.95 ± 04.15) and remained at a moderate level. The mean of total spiritual health score and religious health after intervention in the intervention group  was significantly higher than control group (P <0.05) Spiritual health is an important aspect of the health of adolescent girls. Considering the positive effect of intervention by schoolnurse, it is recommended that this study and the use of gratutude notebook be considered as an efficient method and low cost in education programs for adolescents.

Correct relationship between nurses and patients will improve the therapeutic outcomes and improve the patient's recovery process. One of the most important items in improving communication skills, as an essential part of providing nursing services, is the attitude and feedback of nurse to various phenomena and to create the necessary internal preparation for making positive changes in cognitive domain. This study aimed to investigate the effect of participatory teaching of positive thinking skills on communication skills of nurses in the emergency department of a selected hospital in Kerman city. This analytical study was an interventional study and it was conducted on 60 nurses at the selected educational hospital divided into the two groups of experimental and Control. Queendom Communication Skills Questionnaire was used for data collection. The experimental group received positive thinking skills education during 9 sessions. Independent t-test, ANOVA and single-variable covariance analysis test were used for data analysis. Data were entered into SPSS version 22. Mean of total score of communication skills increased in the experimental group. Based on the post-test results, there was a significant improvement in the mean scores of listening skills, the ability to receive and send messages, emotional control, connection with decisiveness and insight into the communication process of nurses  based on their group (P <0.05). Considering the effectiveness of teaching positive thinking skills in increasing nurses' communication skills, it is recommended to provide training for these skills from the beginning of nursing students’ education.   Key words: Participatory Education, Positive Thinking Skills, Communication Skills, Nurses, Emergency Department, Teaching Hospital     Citation: Salehi S, Hashemi F, Avaznejad N, Karami Robati F. The Effect of Participatory Teaching of Positive Thinking Skills on Nurses Communication Skills in the Emergency Department of a Teaching Hospital. Journal of Health Based Research 2018; 4(1): 63-76.

Aims: In their mental growth steps, the children of veterans, due to their fathers’ emotional and excitement avoidance, undergo current and continuous mental pressures and blows, leading to a reduction in their quality of life. The aim of this study was to investigate the effectiveness of the positive thinking skills on the improvement of the parent-child relationship in the female high-school students of the veterans’ families.
In the controlled pretest-posttest experimental study, 30 female high-school students of the veterans’ families were studied in Isfahan in the academic year 2015-16. The subjects, selected by random cluster method, were divided into two groups including experimental (n=15) and control (n=15) groups. Data was collected by the parent-child survey (the father form). Eight 60-minute positive thinking skills training sessions were conducted in experimental group. No training session was conducted in control group. The posttest was conducted in both groups after the conduction of the training sessions. Data was analyzed by SPSS 16 software using one-variable covariance analysis test.
Findings: At the posttest stage, the mean score of the parent-child relationship in experimental group (107.66±18.71) was significantly higher than control group (96.53±11.40; p The training of positive thinking skills can improve the parent-child relationship in the adolescent girls of the veterans’ families.

Hearing impairment can have an impact on adolescents’ quality of life and can lead to their isolation and depression. The main purpose of this research was to study the effectiveness of a mental rehabilitation program based on positive thinking skills training on increasing happiness in a group of hearing impaired girls and boys. In this experimental study, pre- and post-test plan with a control group was used. All of the hearing impaired students (girls and boys) in all high schools of southern parts of Tehran, Iran, in year 2012-13 were our statistical research community. 48 hearing impaired girls and boys were selected by multistage sampling including stratified, purposive, and random sampling. They were randomly divided into two groups of experimental and control. Each group consists of 12 boys and 12 girls. Positive thinking skills were trained to experimental groups during eight 45-minutes sessions, twice a week. We used the Oxford happiness questionnaire to assess the level of happiness. Using analysis of covariance showed that positive thinking skills training had meaningful and positive effect on increasing happiness of hearing impaired boys and girls in the experimental groups (p<0.01). Also, the mean happiness scores of boys and girls were meaningfully different (p<0.01). Positive thinking skills training increases the happiness scores of hearing impaired adolescents. So, the approach taken in this study can be considered as an appropriate method for psychological-education interventions, counseling and treatment in hearing impaired adolescent.