جستجوی مقالات مرتبط با کلیدواژه « family education » در نشریات گروه « پزشکی »

The aim of this study was to identify the indicators and components of the family education curriculum based on improving studentschr('39') lifestyles and preventing social harms.

The participants in this study were all specialists and professors in the field of social injuries, educational psychology and curriculum. Sampling was done by purposive and theoretical methods. Theoretical saturation of the samples was obtained after interviewing 15 people. The tools of the present study were semi-structured interviews. The intra-subject agreement method was used to confirm the reliability. Three coding steps were used to analyze the data. Using open coding, model categories were identified; Then, in the axial coding stage, the link between these categories was determined in the form of a coding paradigm.

Based on the findings, the 14-dimensional coding process of the paradigm model, which includes indicators of the desired logic, objectives, outlines and topics of the proposed content, proposed learning materials and resources, suggested educational workshops, barriers to curriculum implementation, Suggested learning activities, suggested roles for the course instructor, suggested roles for parents, suggested locations for family education courses, suggested items about the time element, suggested items about parent grouping, implications and required facilities and methods The suggestion was to evaluate the parents

Based on the findings, it can be concluded that the role of the family in reducing social harms is significant.

The aim of this study was to Comparison of the Effectiveness of Family Education with Glasserchr('39')s Reality Therapy Approach and Ellischr('39')s Rational-Emotional-Behavioral Approach on Social Adjustment in Elementary Students by promoting Family Performance . The statistical population consisted of all parents and students of the fifth and sixth grades of the three regions of Kermanshah, which among them, 75 students with their parents were selected, based on multistage random sampling method and they were randomly assigned to three groups. The first group based on Glasserchr('39')s reality therapy, and the second group based on Ellischr('39')s rational-emotional-behavioral approach were received the necessary training for two and a half months, and the control group was received no intervention during this period. The data were analyzed according to one-variable and multi-variable Covariance analysis and LSD post hoc test. The results showed that family education based on reality therapy approach and rational-emotional-behavioral approach on family function (P<0.01) and social adjustment of children (P<0.01, F=30.14) are effective. However, the mean difference in the family function scores between the first and second groups was not significant (M=0.04, P>0.05). Also, the mean difference in the scores of social adjustment of children between the first and second groups was not significant (M=1. 56, P>0.05). As a result, it can be concluded that family education with Glasserchr('39')s reality therapy approach and Ellischr('39')s rational-emotional-behavioral approach on social adjustment of children by promoting family performance are effective but there is no significant difference between the effectiveness of them.

 This study was conducted to assess family follow-up for children with implantable defibrillators and the role of nurse in patient/ family education

 Implantable defibrillators are devices with the capability of rhythm detection and anti-arrhythmia therapy. The proper functioning of these devices highly depends on regular interrogation, analysis, and programming.

 This descriptive comparative study was conducted based on the hospital information system (HIS) of Rajaie Cardiovascular Medical and Research Center. All children under 15 years of age, for whom the defibrillator device had been implanted or followed by the first author, from 2009 to 2020, were included. Continuation of follow-up was compared according to age, gender, underlying disease, area of residence, and type of family education. Data were analyzed in SPSS-24 using descriptive and inferential statistics. 

 Sixty-seven implantations had been done for 61 patients. The mean and standard deviation of patients’ age was 9.58±3.72 years (aged 1 to 15 years). The rate of follow-up continuation was significantly reduced during the follow-up period. Ninety-four percent of patients had been visited for the first post-implantation appointment; this rate decreased to 43.6 percent for the 5th year post-implantation visit (p≤0.0001). Follow-up continuation was 71.13 percent with old-type family education compared to 89.64 percent with the new-type one (p=0.002).

 Considering the high-risk situation, follow-up continuing is less than those desired for children with defibrillator devices. Family education by interactive methods plays an important role in encouraging the families to regular follow-up.

This study aimed to examine the effects of preoperative preparation of patients and family caregivers on outcomes after coronary artery bypass graft surgery (CABG).

Preoperative preparation can improve patients’ experience of surgery and hospitalization. However, there is limited data about how preoperative preparation affects postoperative outcomes following CABG.

This non-randomized clinical trial was conducted on ninety pairs of patient/ caregiver in the time period from July to November 2018. The participants were purposively selected and non-randomly allocated to either control or experimental group. The intervention was performed one day after admission and the day before CABG in the form of an educational video, an intensive care unit tour, and an educational booklet. In both groups, on the third day after surgery, patients' delirium was assessed in the ICU and family caregivers were asked to complete a family satisfaction questionnaire. Patients and their family caregivers in both groups completed a hospital anxiety and depression questionnaire (HADS) on the first and seventh days after surgery and before discharge. Data were analyzed in SPSS version 16.0 using descriptive and inferential statistics. 

After intervention, the mean score of patients’ anxiety and depression in the intervention group was significantly less than the control group (P=0.03). After intervention, the mean score of anxiety and depression among family caregivers in the control and experimental groups were not significantly different (P=0.11). Family caregivers’ satisfaction of experimental group was significantly higher than the control group in both healthcare providers’ performance dimension (P=0.01) and comfort dimension (P=0.027). Moreover, the groups did not significantly differ from each other regarding delirium incidence (P=0.6) and length of stay in the intensive care unit (P=0.21).

Considering that the preparation of the patient and family caregiver on the day before CABG can reduce patients' anxiety and depression and increase the satisfaction of the family caregiver, it is recommended to use this intervention for patients and family caregivers before CABG.