Health Education
parisa Mehrdadian; Salime Golabgirnik; Razieh Khosrorad
Abstract
Introduction: Diabetes is a common disease that leaves serious complications. Educating the patient about the disease and self-care methods can prevent negative consequences, but few patients participate in self-care education. The present study explains the understanding and beliefs of diabetic women ...
Read More
Introduction: Diabetes is a common disease that leaves serious complications. Educating the patient about the disease and self-care methods can prevent negative consequences, but few patients participate in self-care education. The present study explains the understanding and beliefs of diabetic women about the barriers to participating in self-care empowerment programs.Materials and Methods: This qualitative research was conducted in Sabzevar city. Purposive sampling was used to select the participants and theoretical sampling was also used to complete the classes. Data was collected by semi-structured interview. A total of 21 diabetic women were interviewed for 6 months. The interviews were analyzed with Graham and Landman 's content analysis method. To ensure consistency and accuracy of data, credibility, transferability, dependability,and conformability criteria were assessed. Results: The results of the qualitative content analysis led to the extraction of 4 main categories including "scientific information related to the disease and self-care", "the way the doctor deals with the patient and the disease", "the physical and mental health status of the patient" and "beliefs and opinions".Conclusion: According to the findings of the research, it is recommended to design interventions for physicians in order to establish more interaction between physicians and patients, considering the influence of their recommendations and behaviors on patients' decision to participate in self-care and attend educational programs
Ali Vahidi Sabzevar; Mohsen Koushan; Raziyeh Khosrorad; Yaser Tabarraee; Mohammadreza Shegerf Nakhaee
Volume 22, Issue 5 , November and December 2015, , Pages 805-814
Abstract
Background & Objectives: Nurses are the individuals who have been exposed to damage caused by improper anxiety. This stress can affect the mental health and nursing performance. So the present study aimed to investigate the effect of emotional intelligence on the anxiety levels of nurses working ...
Read More
Background & Objectives: Nurses are the individuals who have been exposed to damage caused by improper anxiety. This stress can affect the mental health and nursing performance. So the present study aimed to investigate the effect of emotional intelligence on the anxiety levels of nurses working in hospitals of Sabzevar. Materials & Methods: In this randomized trial, 135 nurses working in Sabzevar hospitals were enrolled and then randomly were assigned to intervention and control groups. The samples were completed demographic questionnaire, questionnaire of emotional intelligence (Bar-One), and Spiel-Berger’s Situational and Characteristic anxiety questionnaires. Then the components of emotional intelligence were trained for intervention group. In termination of training questionnaires were completed and analyzed by T-test and non-parametrical tests and pResults: Totally, 80% of samples were female and average age was 32.11±6.68 years. Before intervention the deference between groups was not significant (p<0.05). After intervention a negative relationship was found for emotional intelligence between tow groups. Also the relation between Situational and Characteristic anxiety in studied groups was significant (p<0.003). After intervention the emotional intelligence has a higher score than before intervention and anxiety status showed a lower status than before intervention in intervention group (p<0.001). Conclusion: Our results show an inverse significant relation between emotional intelligence score and anxiety status, so that nurses with training of emotional intelligence components have a lower anxiety status.
Raziyeh Khosrorad; Sakineh Soltani Kohbani
Volume 21, Issue 6 , January and February 2015, , Pages 1152-1162
Abstract
Introduction: The purpose of this study was to compare the executive functions (EF) such as: organizing, planning and inhibition and theory of mind (ToM) in students with math disorder (MD) and ordinary students and surveying the relationship between EF and ToM.
Method: The present study was a cross-sectional ...
Read More
Introduction: The purpose of this study was to compare the executive functions (EF) such as: organizing, planning and inhibition and theory of mind (ToM) in students with math disorder (MD) and ordinary students and surveying the relationship between EF and ToM.
Method: The present study was a cross-sectional analysis. The statistical sample composed of the boys and girls students of primary schools in Tehran in 2012. Twenty ordinary elementary students (7/2=m age) with Twenty mathematics disorder elementary students were chosen which are based on the criteria of American Psychiatric Association. Then their executive functions and theory of mind were analyzed, and the results were compared. For gathering data neurological and psychological tests, standard diagnostic test with coolige (2002) and test of intelligence Raven and theory of mind are used. The data were analyzed with independent t test and Pearson correlation with Spss software (version11).
Result: Executive function performance in mathematics disorder students had difference with ordinary students in organizing (t=2/42), determination - planning (t=2/61) and inhibition (t=2/10). Students with mathematics disorder were weaker than ordinary students in emotional recognition (t=2/61), understanding wrong belief (t=2/21) and understanding joke (t=2/09). The test of executive function and theory of mind had a high correlation (r=+ 0/61).
Conclusion: This study shows that students with mathematics disorder compared with normal students have problems in executive functions and theory of mind.