ABSTRACT
Objectives: Coronary angiography can be stressful for patients and anxiety-caused physiological responses during the procedure increase the risk of dysrhythmia, coronary artery spasms and rupture. This study therefore aimed to investigate the effects of peer, video and combined peer-and-video training on anxiety among patients undergoing coronary angiography
Methods: This single-blinded randomised controlled clinical trial was conducted at two large educational hospitals in Iran between April and July 2016. A total of 120 adult patients undergoing coronary angiography were recruited. Using a block randomisation method, participants were assigned to one of four groups, with those in the control group receiving no training and those in the three intervention groups receiving either peer-facilitated training, video-based training or a combination of both. A Persian-language validated version of the State-Trait Anxiety Inventory was used to measure pre- and post-intervention anxiety
Results: There were no statistically significant differences in mean pre-intervention anxiety scores between the four groups [F = 0.31; P = 0.81]. In contrast, there was a significant reduction in post-intervention anxiety among all three intervention groups compared to the control group [F = 27.71; P <0.01]; however, there was no significant difference in anxiety level in terms of the type of intervention used
Conclusion: Peer, video and combined peer-and-video education were equally effective in reducing angiography-related patient anxiety. Such techniques are recommended to reduce anxiety amongst patients undergoing coronary angiography in hospitals in Iran
ABSTRACT
Objectives: We sought to determine the effect of group discussion-based education on the self-management capability of patients with type 2 diabetes in Iran
Methods: This randomized control trial was conducted on 90 patients with type 2 diabetes. Participants were allocated randomly into one of two groups; intervention and control. The intervention group received the group discussion-based education while the control group received routine care only. The Lin's self-management questionnaire was completed at baseline and three months post-intervention
Results: Statistical analysis, including the use of independent t-test, identified that in comparison to the control group, significant increases were observed in the scores of self-organization [t =11.24, p < 0.001], self-adjustment [t = 7.53, p < 0.001], interaction with health experts [t = 7.31, p < 0.001], blood sugar self-monitoring [t = 6.42, p < 0.001], adherence to the proposed diet [t = 5.22, p < 0.001], and total self-management [t = 10.82, p < 0.001] in the intervention group
Conclusions: Sharing experiences through group discussions and receiving instructive feedback can improve the ability to self-manage diabetes
ABSTRACT
Due to the high clinical challenges, differences in coping strategies, and high workload in nurses, there is a need to develop strategies to keep them in the profession. The aim of the present study was to explore the Iranian nurses' coping strategies to deal with intention to leave. A qualitative content analysis was used to obtain rich data. We performed 13 in-depth face-to-face semi-structured interviews with nurses working in hospitals affiliated to Tabriz and Urmia Universities of Medical Sciences in Iran, selected through purposive sampling. Constant comparative method was used for data analysis. Three categories and eleven subcategories emerged during data analysis. The extracted categories and sub-categories consisted of [I] Self-empowerment [practical knowledge increase, responsibility, finding identification of the nurse, balancing work and life, seek support and humanitarian interests], [II] Self-controlling [tolerance, avoidance, the routine-based performance], and [III] Pursuing opportunities for advancement and promotion [community development, planning for higher education]. Nurses make attempts to individually manage problems and stressors perceived from bedside that have led them to leave the bedside; these efforts have been effective in some cases but sometimes they are ineffective due to discontinuous training and relative competence in terms of how to manage and deal with problems. It is suggested that nurses should learn strategies scientifically to meet the challenges of bedside. Through enabling and supporting behaviors and creating opportunities for growth and professional development, nursery managers can help nurses to stay and achieve improvement of the quality of cares