seyyed mohammad mahdi hazavehei

Job stress is one of the occupational hazards in the modern era. The National Institute for Occupational Safety and Health introduced the nursing job as a top 40 stressful jobs. In this job, multiple training techniques are considered to reduce stress and stress factors. This study was conducted to response the question “Is the use of health education programs can be effective in reducing job stress?”
Material and Electronic search was done using key words in Persian and English database (Medical Sciences, Iran Medex), Scientific Information Database (SID), Bio Med Central, Pub Med, Science Direct) and were found 3,412 paper totally. Articles examined based on defined criteria and 9 qualified articles were discussed systematically.
Among the reviewed studies, educational interventions in 7 studies were without, and 2 studies were with the use of health education models. The results of studies indicated significant effect of educational interventions on reducing job stress and using health education models in interventions had a greater effect on reducing job stress.
The results highlights the importance of educational interventions based on health education models to reduce occupational stress among nurses.

Adolescents especially middle school girls do not follow 60 min of regular physical activity (RPA), recommended by WHO, and endure physical activity decline. Using theory-based interventional program, considering the age of decline in RPA, seems to be effective. The aim of this study was to determine the effects of educational program, based on PRECEDE and Trans-Theoretical models, on preventing decline in RPA and improving it among 7th grade girl students.
Study design: Randomized controlled trial.
This study was conducted on 7th grade girl students in Hamadan, west of Iran from 2015-16. Participants were divided into intervention (N=179) and control (N=165) groups by random assignment. Physical activity questionnaire for adolescents and the model-based questionnaire were used before and after intervention. Intervention included two months education and six months follow up. The effects of intervention were determined by statistical test and analysis of covariance using SPSS version 16.
The higher change in the mean scores was observed in self-efficacy (0.86), counter condition (0.66) and helping relationship (0.57) in the intervention group (P≤0.001). In addition, a significant difference (P ≤0.001) was observed between the two groups 6 months after the intervention in all constructs of model. The mean score of doing physical activity in the intervention group increased from 2.50 to 3.17 that it was differed significantly from the control group (P≤0.001).
School based intervention using PRECEDE and Trans-Theoretical models might prevent girl students’ RPA decline and improve their RPA.

Gestational diabetes is a type of diabetes that first diagnosed during pregnancy. Its prevalence has been reported between 1. 3% to 8. 9% in Iran. This study was performed to compare the effect of nutritional interventions with educational methods and without education، and also comparing the behavioral change models education based to control gestational diabetes.

Electronic search of databases was performed using the keywords in English and Persian from SID، Iran Medex، PubMed/MEDLINE، and ScienceDirect. Selected studies were divided into 3 categories including: Diets، diet education based on theories and behavioral change model and diet education without model. The comparison were made between groups.

The results indicated that high-fiber diet on glycemic control was effective in all studies. Social support، self-efficacy and receive feedback influenced on adopting healthy behaviors and group training was more effective than face to face training.

Planning and organizing the appropriate and proper training are necessary to audience and using health education models and theories were more effective than conventional training.

Depression is reported as a side effect of coronary artery bypass graft surgery and is associated with an elevated risk of mortality and morbidity. This study aimed to assess the protection effect of health education on this disease.In this quasi-experimental study conducted in 2007, 54 patients were selected following bypass surgery in the Isfahan Cardiovascular Research Center. The patients were randomly assigned into the intervention and control groups. In addition to Cardiac Depression Scale Inventory, the researcher-made questionnaires were employed to evaluate the patients’ knowledge, attitude, skills and self-helping behaviors before and after the study. The education planning program contained nine training sessions (60 to 90 minutes each) educational sessions per week. The follow up procedure took 2 months following the program. Data analysis was carried out using SPSS software and t2, independent-t and Mann-Whitney tests. After presenting educational intervention, the mean score of knowledge, attitude, skills and self-helping behaviors increased significantly (P<0.001). The mean score of depression showed no significant difference in two groups before education while this dropped significantly in the intervention group after education compared to the control group (P<0.001). Here, there was a significant difference (P<0.001) in self-judgment, mood, hopelessness and exhaustion dimensions in two groups.The findings of the study revealed that health education program is significantly effective in enhancing preventive behaviors and decreasing depression level in patients recovered from coronary artery bypass surgery.