ABSTRACT
Hearing loss can affect physical, mental and social health of deaf individuals and may lead to depression, anxiety, isolation, suspicion and stress. This study is aimed to compare the mental health in hearing impaired elderly with hearing aid and hearing impaired elderly without hearing aid, referred to Ahvaz imam Khomeini hospital. This is a descriptive - analytic, case-control study. The study population included 72 hearing impaired elderly with 60 years of age and older referred to Ahvaz imam Khomeini hospital. Therefore, 36 patients with hearing aid and 36 patients without hearing aid were allocated into each group consisted of 18 women and men. Data collecting tool included Kohlberg general health questionnaire - 28 [GHQ-28]. Public health measures [GHQ-28] includes general health and four subscales of anxiety, depression, physical symptoms, social dysfunction. Independent samples t test was used for data analysis. Mean mental health scores in hearing impaired elderly without hearing aid and with hearing aid was 48.13 and 35.66, respectively. T test showed that the difference between 2 groups is statistically significant [p=0.001] and the difference mean mental health scores between men and women in 2 groups was significant [p
ABSTRACT
This study tries to design and validate the experiential curriculum model putting emphasis on phenomenological scientists' viewpoints. This study was conducted in two phases. In the first phase, the model was designed based on a theoretical study emphasizing the perspectives of Van Manen and Ted Aoki. In the second phase, a phenomenological study was conducted. Students of dentistry and master of nursing in Khorasgan Azad University and Isfahan University of Medical Sciences were deep interviewed and the results were analyzed using Van Manen model. The levels of the designed model included Expected Curriculum, Imaginal Curriculum, Concealed Curriculum, Interactive Curriculum [pedagogical action, in loco parentis, covered curriculum], Pedagogical Influences and Self-reflection. One of the basic needs of educational institutions is to increasingly adapt to the parenting criteria, norms and relations which parents themselves seem to have forgotten. This issue poses the need for a profound relation between the essence of teaching and parenting, one that seldom receives attention. The [influence] has to be on the heart and the center of interactions and specific situations as well as on the communications between the instructor and student that are aimed at students' self-reflection