نشریه پرستاری و مامایی ارومیه
سال نهم شماره 6 (پیاپی 35، بهمن و اسفند 1390)

Induction of labor with an unfavorable cervix is one of the common reasons of pharmacologic and non pharmacologic agents available for cervical ripening and labor induction. The aim of this study was the assessment of cervical ripening with misoprostol in third trimester termination of pregnancy.

This clinical trial study was conducted on 100 candidates for termination of pregnancy in Kosar hospital with gestational age ≤ 28 weeks. The including criteria were nuliparity and primiparity intact membrane single fetus bishop score ≤5 reassuring FHR and cephalic presentation. The excluding criteria were unexplained vaginal bleeding placental previa estimated fetal weight over 4kg any C.P.D previous uterine scar and medical contraindication of misoprostol. The patients were divided into two groups with random allocation. In case group one dose of vaginal misoprostol inserted posterior cul-de-sac. In control group induction of labor with low dose of oxytocin was done.

T he gestational age of mother's parity initial bishop score mode of delivery staining of meconium first and fifth Apgar score was similar in both groups. Interval induction until delivery in misoprostol group was less than other group 442.7 ± 345 min Vs 635.9 ±371 min. About 22 women in misoprostol group did not need oxytocin for induction and alone with single dose of misoprostol were delivered (16womans 72/7%) NVD and (6womans 27/3%) C/S.

Further studies are recommended on the use of misoprostol on labor induction before the end of term pregnancies with unfavorable cervix.

Undoubtedly, taking the influential factors in effective teaching and learning into consideration improves the quality of education. The present research aimed to identify and compare teacher's and student's opinions about effective teaching principles and standards in improving educational achievement.

In this descriptive-comparative study, 284 senior students from different majors and 79 teachers from four schools were selected through simple random sampling. We used a two-part questionnaire for data gathering. The data were analyzed using descriptive and inferential statistical methods such as mean, standard deviation, student's t-test, and ANOVA. A p-value of less than 5% was considered significant.

According to the results, teaching methods and communication and consultation skills were the most important factors in effective teaching from the perspective of teachers and students, respectively. Although there was not any significant difference between teacher's and student's mean values in teacher's personal characteristics, there were significant differences in some items of this domain. There was a significant difference between teacher's (6.86) and students’ (8.29) mean values in establishing a friendly relationship with students. (p=0.000)

According to the findings, teachers of Urmia University of Medical Sciences mostly prefer traditional teaching and classrooms. They prefer teacher-centered classes to student-centered ones. On the other hand, students expect to be the center of teaching-learning process.