The effect of family-based counseling on domestic violence in pregnant women referring to health centers in Sahneh city, Iran, 2018.

BACKGROUND: Domestic violence is a term that shows aggressive behavior with different physical, psychological, economic, and social dimensions. This concept is considered as one of the health priorities regarding its significant effects on pregnancy, postpartum, and the outcome of pregnancy. The present study was conducted to investigate the effect of family-based counseling on domestic violence against pregnant women. METHODS: An intervention trial was conducted on 92 pregnant women exposed to domestic violence, selected among 274 pregnant women accessible in Sahneh, Iran. Data collection was performed using the standard questionnaire of domestic violence against women of Mohseni Tabrizi. The pregnant women exposed to violence were randomly assigned to intervention and control groups (in two groups of 45 people). In the intervention group, three 45-min individual counseling sessions were held for the pregnant women and their spouses according to Greeting, Ask, Tell, Help, Explain, and Refer (GATHER) principles. Four weeks after the end of the sessions, the two groups again completed the questionnaire. RESULTS: Family-based counseling intervention reduced the mean score of domestic violence in the intervention group from 68.58 ± 9.21 before the intervention to 49.56 ± 8.83 after intervention. Also, various domains of violence including mental, verbal, financial, physical, sexual, and social violence were significantly declined in the intervention group (P < 0.001); however, there was no significant decrease in emotional violence score (P > 0.001). CONCLUSION: Family-based counseling plays a significant role in reducing the various types of violence against women through increasing the awareness of couples and by improving the relationship between couples during pregnancy. It will reduce the incidence of violence against a pregnant woman and consequently reduce complications on the mother and pregnancy outcomes. Family-oriented counseling played a significant role in deterring all forms of violence against women by increasing awareness of couples and improving their relationship during pregnancy. Moreover, family-oriented counseling reduced the incidence of violence against pregnant women and thus deterred maternal complications associated with pregnancy.

The effectiveness of family counselling on reducing exposure to secondhand smoke at home among pregnant women in Iran.

INTRODUCTION: Pregnant women are often exposed to secondhand smoke that affects them and their child. Our aim was to determine the effectiveness of family counselling using the BASNEF model on reducing exposure to secondhand smoke at home among pregnant women. METHODS: A quasi-experimental study was conducted on 103 pregnant women exposed to secondhand smoke. They were selected using a multi-stage cluster sampling method and allocated into intervention (50 people) and control (53 people) groups. Four family counseling sessions using the BASNEF model were held for the intervention group while the control group received routine care. The outcomes were measured before and at one month after the last session of counselling. RESULTS: In the timeframe before the intervention, the number of days in which there was reported exposure to secondhand smoke was 5.08 ± 1.1 in the intervention group, significantly decreasing to 3.5 ± 1.6 after the intervention (p<0.001). No significant change was observed in the control group (p=0.1). Also, the mean scores of all constructs of the BASNEF model increased significantly after the intervention compared to those of the control group (p<0.05). CONCLUSIONS: Family counseling had a positive effect on decreasing the exposure to secondhand smoke at home among a sample of pregnant women. The BASNEF model is useful for implementing educational care programs in these settings.

The effects of using problem-based learning in the clinical nursing education on the students' outcomes in Iran: a quasi-experimental study.

There are some strategies including problem based learning (PBL) that could enhance the learning experience. This quasi-experimental design was conducted to compare the effects of PBL with traditional clinical education that is commonly used for nursing students. The effects were observed by monitoring differences in their special and general competencies, performance and attitudes towards learning experiences. In 2010, 70, undergraduate nursing students were assigned into two groups as either PBL (n = 34) or Control group (n = 36) at Hamadan University of Medical Sciences in Iran. The research tools used in this study were: the "students' competency self-evaluation" and the "students' attitudes toward their learning experiences" questionnaires, and also a "Coding system of performance" checklist. The groups were similar in most demographic characteristics. The PBL students' general and special competencies improved in the post-test significantly more than those of the control students (P < .001). The PBL students' attitude was significantly better than the control group (P < .01) as well. There was also an incredible enhancement only in the PBL students' performance (P < .01). Therefore the Problem-based learning fostered nursing students' competency, attitude, and performance.

Comparison of problem-based learning and lecture-based learning in midwifery.

BACKGROUND: Lecturing is the most common teaching method in the medical education. Problem-based learning (PBL) is one of the active and student-oriented learning strategies which have gained attention in the recent decades. OBJECTIVE: To compare the effect of PBL and lecture-based learning (LBL) on the satisfaction and learning progress of undergraduate midwifery students. DESIGN: Quasi-experimental study. SETTINGS: Hamadan University of Medical Sciences, Hamedan, Iran. PARTICIPANTS: Fifty-six undergraduate midwifery students in two different classes participated in the study. METHODS: Randomly, one class (experimental group) received PBL in addition to LBL and the other one (control group) received traditional LBL. "Pregnancy and childbirth", a 2-credit course, was selected for this purpose. Scientific pre-test and post-tests were performed and satisfaction questionnaire was filled in for both groups. A questionnaire to compare PBL and LBL was filled in only for the experimental group. The instruments used in the study were "Demographic data form", "Students' learning progress test", "Student's satisfaction of teaching method", and the "Teaching method evaluation". RESULTS: Learning progress in PBL group was significantly more than control group. PBL improved application of theory lesson in clinical practice, increased learning motivation and enhanced educational activity in class. There was more satisfaction with PBL method. There was no relationship between the students' satisfaction and learning progress. 81.8% of students considered PBL the more suitable and better method. CONCLUSION: PBL should be applied more in undergraduate midwifery courses. According to these advantages, the quality of midwifery education can be improved via this method.