نشریه پرستاری و مامایی ارومیه
سال شانزدهم شماره 11 (پیاپی 112، بهمن 1397)

Iron deficiency anemia is the most common type of malnutrition around the world, despite the fact that about half of women and children in developing countries can be prevented and more than 30% of Iranian women suffer from this disease. Therefore, the aim of this study was to determine the effect of health education based on health belief model on blood factors in anemic pregnant mothers. The present study was an interventional study with pre-test and post-test control group. Subjects were selected from 90 pregnant women with low hemoglobin levels below 11 mg / dl (6-10 weeks) (45 subjects, 45 controls) were randomly assigned to health centers in Urmia. The data collection tool was demographic information questionnaire. Initially, a pre-test was conducted and then, educational-based sessions were conducted in the intervention group. Blood hemoglobin levels were measured in the first two groups according to the CBC request of the center, the second one month after the intervention and the third time in the weeks 30-26. The collected data were related to blood factors and questionnaires in two the data were analyzed using SPSS-20 software, independent t-test, paired t-test and Chi-square test. P <0.05 was considered significant. According to the results of the study, there was no significant difference between the intervention and control groups in terms of demographic variables. After intervention, the mean of blood factors in the intervention group was significantly increased (P <0. 05). The findings of this study showed the effectiveness of education with the health belief intervention framework in increasing the mean blood factors of pregnant women. The researchers recommend studying educational interventions based on this model.

High quality of care is the right of patients and the responsibility of nurses. More quality of patient care has positive effects on health care outcomes. So, the present study was aimed to compare the viewpoints of nurses and patients about the quality of nursing care. A total of 151 elderly patients and 109 nurses, working in teaching hospitals in Sanandaj, Iran participated in this descriptive-analytical study. The convenience sampling method was used to recruit elderly patients and the nurses were entered to the study by census method. Data were collected using the quality patient care scale (Qual Pacs). Descriptive statistics and independent t-test were used to analysis the collected data. Mean age of the elderly patients and nurses were 33.46 ± 5.13 and 72.48 ± 6.63, respectively. About 98.2% of the nurses and 29.8% of the elderly patients reported that the quality of nursing care was desirable. The rest of nurses (2.8%) and elderly patients (72.2%) reported that to some extent desirable. The results also showed that there was a significant difference between viewpoints of the elderly patients and nurses about quality of nursing care and its subscales including psychological, communicational and physical aspects. The results of the present study indicated that there is a gap between the viewpoints of nurses and elderly patients on the quality of provided nursing care. It seems that to improve the quality of nursing care and to meet the elderly patients’ needs, appropriate planning should be undertaken in the process of providing services to this vulnerable group.

Pregnancy anxiety, as well as meta-cognitive beliefs and pregnancy-related concerns, are the most common problems among pregnant women. These factors can have serious health consequences for the mother and the baby during pregnancy. Hence, the aim of this study is to determine the effectiveness of meta-cognitive therapy on pregnancy anxiety, meta-worry, and meta-cognitive beliefs, in pregnant women in Tabriz. In this quasi-experimental study, a two-group design with pre and post-training was used. The statistical population of this study was pregnant women referred to gynecology and obstetrics centers of Tabriz, which were screened using the Vandenberg Pregnancy Anxiety Scale. 40 pregnant women who obtained high scores on this scale were selected as a sample by the available sampling method and randomly assigned to two groups of 20 participants (experimental and control). For the experimental group, meta-cognitive therapy was performed in 10 sessions of 45-60 minutes in 3 months. Vandenberg Pregnancy Anxiety, Wells Meta-Cognition, and Meta-Worry Questionnaires were used as the evaluation tools in the pretest and post-test. Finally, the data were analyzed by SPSS software version 23 using covariance analysis. The results showed that there was a significant difference between the experimental and control groups (P <0.001). In other words, meta-cognitive therapy significantly reduced the women's Meta-Cognition, Meta-Worry, and Pregnancy Anxiety Scores and improved their health. Meta-cognitive therapy can be used as one of the most effective psychological interventions for the improvement of pregnancy anxiety, meta-worry, and meta-cognitive beliefs, in pregnant women.

Mucositis is one of the most common side effects of chemotherapy that affects the acceptance and continuation of treatment by the patient. Therefore, recognition of this complication and ways of preventing it in improving the course of treatment and preventing repeated hospitalization and survival these patients are helpful. The aim of this study was to determine the effect of maternal empowerment training on the prevention of oral mucosal inflammation in children under chemotherapy. This clinical trial study was performed on 40 mothers of children aged 1 to 12 years old under chemotherapy in two case and control groups at Tehran Bahrami Hospital in 1396. Mothers who were admitted to the study were selected randomly and randomly assigned to 20 subjects in the case group and 20 subjects in the control group. In the case group, the necessary training was done in 5 steps according to the clinical guidelines in accordance with the empowerment model in 4 steps. The instruments used in this study were demographic information questionnaire and a checklist of signs and symptoms of acute and common complications of chemotherapy in children. The reliability of the checklist was considered to be 0.88 using Cronbach's alpha. Data were collected from a researcher-made checklist in 3 stages of the second, fourth and eighth weeks after the intervention. Data were analyzed using SPSS 22. The mean of the complication of oral mucosal inflammation after the intervention in the case group was less than the control group. The mean incidence of oral mucosal inflammation before intervention, second, fourth and eighth weeks after intervention was 1.55 ± 1.73, 0.27 ± 1.32.0.23 ± 1.57, 0.18 ± 1.55. The results of Cochran test showed a significant reduction in the incidence of oral mucosal inflammation in the post-intervention period (P<0.05). There was no significant difference in the incidence of oral mucosal inflammation in the control group before and after the intervention (P>0.05) ) Also, the comparison of the case and control groups with regard to the incidence of oral mucosal inflammation showed that the oral mucosal inflammation in the case group was less than the control group. Empowerment program can help mothers to discover reality, increase their knowledge and ability, skills and critical thinking, thus preventing the complication of oral mucosal inflammation in children undergoing chemotherapy and have a significant role in self-care independently.. It can be used in other chronic diseases of children.

With the speed of change in today's world and the changing needs of individuals Changes in the quantity and quality of health care services are increasing.The nursing profession needs to be adapted to these changes and is constantly rebuilding in this field. Therefore, recognition of the factors affecting the educational elements and their importance for solving the existing problems and the low promotion of the educational process is indispensable. Accordingly, the present study aimed at "identifying and prioritizing the components of academic satisfaction, learning and educational quality in nursing students of Urmia Nursing and Midwifery Faculty". The research method was a combination of exploratory designs that were used in the qualitative part of the phenomenological method and in the quantitative part of the descriptive-survey method. The statistical population included all undergraduate and postgraduate nursing students and nursing students, collecting data in a qualitative section in a targeted way and through a semi-structured interview with eight students, and using the theme-oriented or thematic method. And the factors affecting the variables were identified. Subsequently, based on the findings of the qualitative section, three questionnaires were prepared and then verified by three faculty members as well as a supervisor and their reliability coefficients were calculated through Cronbach's alpha for data collection.At this stage, a sample of 180 nursing students were selected randomly. Data collected at this stage were analyzed using descriptive and inferential statistics using ssps 22 software. The findings of the qualitative section showed that from the perspective of students, the factors of six (individual characteristics, professional qualifications of faculty, educational and research factors, managerial and administrative, welfare and career factors and occupational and professional factors), on effective educational satisfaction are; Also, the factors (personal characteristics, educational and research factors, and welfare facilities) affect students' learning. Finally, factors (individual characteristics, educational environment, characteristics of professors in the form of professional qualifications And ethics) are also effective on educational quality. The results of the quantitative section indicated that among the identified factors, the factor of educational facilities and research has the greatest impact on academic satisfaction and students' learning. Among the factors affecting the quality of education, the educational environment and its characteristics, the highest impact and importance Has enjoyed. On the other hand, there is no significant difference between the viewpoint of male and female students about the factors affecting the three variables at the level of 5% error (p <0.05). The educational environment of the university and its facilities have an undeniable impact on the students' cognitive and psychological characteristics; therefore, monitoring these factors and examining their importance in promoting the level of educational and research services and the knowledge and ability of graduates can be very useful.

High levels of anxiety in the clinical environment affect the quality of learning in students. Using some learning styles reduce students' anxiety in the clinical setting and help to improve the quality of nursing education. One of the common styles of learning is peer-based approach. Therefore, the present study aims to determine the type of peer-based approach that reduces the anxiety of nursing students in the clinical setting. The present study was conducted in a review of the anecdote by searching the Persian and English sources of SID, Iran Medex Magiran and English Pub Med, Willy on line library, and Google scholar from 1995 to2018. Researchers searched the aforementioned databases using Peer approaching Peer mentoring and Near mentoring near teacher, near tutor, peer tutor pear teacher and near peer partner Piermenorur's partner, close counterpart Nirmourntour, Mentoring, Mentoring and Peer-to-Peace as keywords.. After reviewing the titles and abstracts of the studies that were conducted in the field of nursing clinical education and the effect of peer-to-peer mode on anxiety in empirical and semi-experimental way, nine articles were included.   The findings from the five studies showed that peer use reduces anxiety. Two articles showed that the use of peer group had no effect on the anxiety of nursing students in the clinical setting, and two articles showed that using peer support could increase the anxiety of students in the clinical setting. Because of the large differences in intervention methods and due to the fact that no studies were conducted on different methods of peer implementation, it is not possible to judge about the appropriate method for decreasing anxiety in students. However, it can be concluded that using peers help to reduce students' anxiety in nursing clinical settings.