[Effect of education on management of blood glucose in children with diabetes]

Adequate education of patients and good metabolic control can improve clinical outcome in children with diabetes. This study aimed to investigate the effect of education on management of glycemic control in diabetic children aged 10 to 14 years in Diabetes Research Center of Hamadan, Iran in 2013. This quasi-experimental study had a single-group with pre-post test design. Forty diabetic children from 10 to 14 years of age were selected by random sampling. In order to empower them, we conducted four sessions of group training; each session took 30 to 45-minutes. The scales included a record form of blood glucose levels and diabetic children behavioral management questionnaire. Cronbach's alpha of 0.74 -0.93 indicated stability of the questionnaire domains. Data analysis was conducted using SPSS version 19 using descriptive statistics and paired t-test, Kolmogorov-Smirnov, and Pearson correlation coefficient at 95% confidence level. There was a statistically significant difference between mean scores of behavioral management of diabetic children in four domains: "blood glucose measurement [t=7.44, P<0.001]", "following principles of insulin therapy [t=7.43, P<0.001]", Observing Dietary Behaviors [t=9.72, P<0.001] and "physical activities [t=12.18, P<0.001] ". Moreover, there was a statistically significant difference between mean level of recorded blood glucose in the diabetic children a week before and a week after training intervention [t=-3.97, P<0.001]; as well as, between mean level of glycosylated hemoglobin before and three months after the intervention [t=-5.23, P<0.001]. Systematic training and empowering children with diabetes aged 10-14 years to perform blood glucose measurements, observing insulin therapy principles, Observing Dietary Behaviors, and doing physical activities reduces blood glucose and HbA1C. Therefore, systematic training and involvement of diabetic children in the care and treatment can improve management of blood glucose

Self-efficacy and self-regulated learning in clinical performance of nursing students: a qualitative research

Self-efficacy and self-regulated learning play an important role in applying clinical knowledge and competencies. The aim of this study was to define self-efficacy and self-regulated learning in nursing students' clinical performance during field training. In a qualitative study, 50 participants were selected through purposive sampling method from Iran, Tehran, and Shahid Beheshti Medical Universities. Then 28 semi-structured and 3 focus group interviews were performed with volunteer nursing students. Data was analyzed using content analysis methods. The definition of self-efficacy and self-regulated learning were categorized in five and three themes, respectively. Self-efficacy in clinical performance based on the viewpoints of participants was equal to acquiring clinical skills, assessing patients, and planning, executing, and evaluating care plans. The experience of self-regulated learning in clinical performance was equivalent to efforts for clinical learning along with self-motivation, and practicing nursing process, as well as for acquiring professional behaviors. Self-efficacy and self-regulated learning affect independent patient care capability and help nursing students to promote their competencies and professional skills in this field