sh varaei

Interview is one of the most common tools among many social and human researches, which has been increasingly taken into account in recent years by expanding the quality and integrative approaches. An interview is usually a deliberate pre-designed conversation about a specific topic in which at least two person are involved. The person who devise the interview questions is the interviewer and the one who answers the questions is the interviewee. In order to collect data in qualitative researches, the type of interview will be different according to the number of those involved in the interview, the spatial and temporal conditions, the research objectives, and characteristics of interviewees,. One type of interviews is an electronic interview, which is an alternative to the traditional method. This method can be used, like others, to examine the attitudes, opinions, beliefs, and experiences of individuals in the study. These interviews can be done simultaneously and asynchronous. In the simultaneous method, the interviewer communicates with the interviewees simultaneously. Telephone conversations, webcam use, and chat on social networks are some examples. Asynchronous interviews are those that interviewer and interviewee take part in an interview at different times. Emails, online communities and Bulletin Boards or social network sites are examples of interviews that are asynchronous(1).
Accordingly, these interviews can be ranged from structured to unstructured. For example, the researcher may send a series of questions through e-mail to the participants, or another researcher may conduct a semi-structured interview on the Internet, but it should be noted that the electronic interview also has advantages and limitations.
The benefits of electronic interview include issues such as long-distance removal, interview with people who are difficult to access, interview in the normal place of work or living with regard to their convenience, cost-effectiveness, saving information easily and quickly, deleting the impact of the presence of the interviewer and the privacy of individuals, and their anonymity (e-mail), interviewing vulnerable groups such as those infected with HIV, criminals, etc. Limitations of electronic interview included the reduced attention and concentration of participants, inability to use technology, insufficient Internet access, the problem of verifying the participant's identity and the lack of access to non-verbal reactions(2,3).
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One of the important challenges of electronic interviews is ethical considerations, which include the risk of disclosure of participant's information and how to obtain consent for participation in the study. This is more likely when interviewees are children, adolescents or people with mental problems. Another example is the inappropriate use of power to examine people's activities through technology without their consent, which is called Lurking; it is considered to be a violation of human privacy. However, during an e-mail interview, participants can easily ignore the collaboration. For this reason, there are rules and a set of norms for the usage of Internet and social networks,called netiquette, which combines the two terms of network and etiquette that both the interviewee and the interviewer should be familiar with them(4). Regardless of ethical considerations, one of the challenges is data validity issues and findings which are gathered through asynchronous interviews. How can researchers be sure who the true participants are? How can they ensure that the electronic responses attributed to the respondent are answered by him/her?
So, researchers should consider the benefits and limitations before using the new method in the interview. Then, they should assess their appropriateness to their research and then decide whether to use this method or not. Therefore, it is suggested to use face-to-face interviewing methods, if possible, then use electronic methods when there is a problem of the presence of the participants or distance. From electronic methods, it is better to use simultaneous and video interviews to establish interaction between the interviewer and the interviewee; otherwise, asynchronous interviewing methods should be used, such as e-mail, which may also be associated with unreliability to data collection. Today, information technology has entered almost every area of research, and interviews that are abundantly used by qualitative researchers are no exception. As noted, this method has its own advantages and disadvantages, which is inevitable in some cases. The authors of this letter have no claim to replace this method with face-to-face interviews, but according to today's conditions and technological advances, it is suggested as a complementary method, so an electronic interview can only be one of the forms of interview along with other methods for data collection. Electronic interviews may not be the best way to collect data in any circumstances, but given the increasing use of technology in social processes, as well as education and research, we hope that electronic interview will be a valuable option in the qualitative research toolbox. We hope this letter will be the first step to fulfill this wish and provide useful insights for researchers who may conduct future electronic interviews.

Selecting education methods can help Instructors to use methods that are more effective for future nursing Programs. The aim of this study was to compare the effect of CD-based and traditional education on Nursing Students’ learning in Tehran University of medical sciences.
In this quasi-experimental study two case and control groups were selected. 38 nursing students (19 students in each group) who were passing community health nursing course 3 in 2012-2013 were divided equally into two groups of CD-based education and traditional education by using random allocation method. In the case group, the intervention consisted of delivering educational material using compact disc for 8 weeks. The other group received educational material by lecturing in the classroom at the same time. In both groups, final exam scores measured students’ learning 3 weeks after finishing the course. Two groups’ scores were compared by descriptive statistic as mean, standard deviation, independent T test, k square and Analysis of Covariance (Ancova) using spss version 16.
Based on the findings, mean and standard deviation of final exam scores in the case and control groups were M=13.70± 1.80 and 13.41 ± 1.85. Analysis of Covariance (ANCOVA) test showed that Compact Disc -based education and traditional education had the same effect on the Nursing Students’ Learning (p value: 0.55).
According to the finding, Compact Disc -based education seems to be as effective as traditional education on the Nursing Students’ Learning. Therefore, with regard to the advantages of modern educational methods, it is recommended to be used in the blended method of educational programs.

Injection is one of the most common nursing procedures in nursing profession that requires compliance with specific standard of safety. The aim of this study is determination the effect of multi-media education program on knowledge and practice of nurses about injection safety.
Material & It was a quasi-experimental, one group (before and after) design. The census sample consisted of 50 nurses whom worked in Minoodasht, Hospital affiliated to Golestan University of Medical Sciences that had been. The tool for data gathering was knowledge questionnaire and observational practice checklist. The knowledge questionnaire completed by nurses before and six weeks after educational intervention and practice were observed using a checklist. The intervention was a two- week multimedia educational program. Data was analyzed by descriptive statistics and paired T test, using SPSS-PC (v.16).
The results showed that, the mean knowledge score, after intervention was significantly increased (P The results showed that multimedia educational program increased the knowledge and improved the practice of nurses about safe injection. As regards, the safe injection is one of the most important duties of nurses, so it is recommended that they use these strategies to enhance their clinical practice.

Cardiovascular diseases are the most common causes of death worldwide. Despite pharmaceutical therapies، coronary artery bypass graft surgery continues to be the first and best treatment strategy. This study was conducted to investigate the effect of peer education on anxiety in patients candidated for coronary artery bypass graft surgery.

In this randomized control trial study، 60 patients who were candidate for coronary artery bypass graft surgery in Shariati and Imam Khomeini hospitals in Tehran were recruited using the convenience sampling method. The patients were assigned randomly into two control and intervention groups. Patients’ anxieties in all patients were measured using the Spielberger state-trait anxiety inventory in the admission day، five days and four weeks after surgery. The control group received routine education and the intervention group was trained by their peer. Descriptive and inferential statistics were used to analyze data.

Anxiety scores in both groups were not different in the admission day (p=0. 8). Also differences in mean anxiety scores between the groups before surgery، five days and four weeks after surgery were statistically significant (p<0. 001).

Peer education to patients who are candidate for elective coronary artery bypass graft surgery can reduce anxiety. Therefore، it is recommended that، this educational approach used in the cardiac surgeries ward.

The prevalence of cardiovascular diseases is high in most of the countries. Cardiac catheterization is a routine diagnostic test for coronary heart diseases. In order to minimize the post-procedure complications, patients are restricted to bed for 8-24 hours in flat position. The aim of this study was to assess the effect of changing position and early ambulation on back pain and the amount of bleeding after cardiac catheterization. Methods & Materials: In this quasi-experimental study, 90 patients undergoing diagnostic angiography were selected using convenience sampling method in Shariati hospital. The patients were allocated in two intervention and control groups. The control group remained in supine position for 8-24 hours and the sandbag remained for eight hours. The patient's position in the intervention group was intermittently changed during the first hour after catheterization. The head of bed was set at 15 degree angle. In the second hour, the position changed to flat and the head of bed raised to 30 degree. In the third hour, the head of bed angle was set in 45 degree. In the first three hours sandbag was placed in catheter insertion site. After the third hour, patients could rest in any position (15-30 degree). Patients were ambulated in the sixth hour. Back pain intensity and level of bleeding were assessed immediately after admission, in the sixth, 24th hour; and after the seventh day of catheterization. The results indicated that there was no statistically significant difference in age, gender, education level, back pain intensity, and the level of bleeding immediately after the catheterization. Back pain intensity was lower in the intervention group than the control one after 6 and 24 hours of catheterization (P<0.001). There was no statistically significant difference between the intervention and control groups in the level of bleeding after 6 hours, 24 hours, and seven days of catheterization (P>0.05). Patients should be allowed to change their positions in bed cardiac catheterization. Patients can be ambulated earlier (in the sixth hour) after cardiac diagnostic catheterization.

Breastfeeding is the most cost-effective, health-promoting, and disease-preventing activity that new mothers can perform. Many researches have focused on identifying factors that influence breastfeeding initiation and duration. An important and modifiable factor is the perceived self-efficacy of mothers for breast feedings. It refers to a mother's perceived ability to breastfeed her newborn; and is a dominant variable in the duration of breastfeeding. The purpose of this study was to assess the relationship between self-efficacy and breastfeeding.Methods & Materials: A descriptive, longitudinal, analytic approach was used in this study. The three-part questionnaire was administered to the eligible pregnant women (437 pregnant women) who were at least in 37 weeks of gestation and intended to breastfeed. They were then contacted again at one and four months postpartum to determine their infant's feeding level and method. The questionnaire was re-administered to the participants at that time.

The results showed that 80.4 percent of participants had exclusive breastfeeding during one month. There was no significant relationship between antenatal breastfeeding self-efficacy and the breastfeeding. The self-efficacy was significantly related to breastfeeding outcomes at one month. Mothers with high self-efficacy were significantly more likely to breastfed their babies exclusively at one and four months postpartum than the mothers with low self-efficacy.

Maternal breastfeeding self-efficacy is significantly related to breastfeeding duration and level. Measuring breastfeeding self-efficacy not only identifies high risk mothers, but also provides important information to health care providers in providing support to new mothers.