جستجوی مقالات مرتبط با کلیدواژه « Group Discussion » در نشریات گروه « پزشکی »

Familiarity with and management of drug side effects is among nurses’ main educational needs with respect to pharmacological care in psychiatry departments.

This study aimed to determine the effects of psychotropic drug education through mobile learning and group discussion on nursing students’ learning, satisfaction, and attitude.

This educational intervention was done at EbneSina Psychiatric Hospital, affiliated with Shiraz University of Medical Sciences, in 2018. A total of 28 students were randomly divided into 2 groups, each containing 16 and 12 subjects. The first group underwent the educational intervention through mobile learning. The second group received the educational intervention through group discussion. The students’ learning and satisfaction were assessed and compared before and 2 weeks after the intervention. Attitudes were also assessed within the mobile learning group. Data were analyzed using paired and independent sample t-tests.

The results revealed a significant difference in satisfaction between the 2 groups after the intervention (38.69 ± 4.78 in the mobile learning group vs 33.13 ± 5.51 in the discussion group; P = 0.02). However, no significant difference was found after adjustment for baseline, age, and sex. The results also indicated that the students in the mobile learning group developed a significantly more positive attitude after the intervention compared to the baseline (P = 0.038).

The study findings indicated that the utilization of smartphones for learning about psychotropic drug management in psychiatric departments might be effective in enhancing student’s learning outcomes, satisfaction, and attitude. Thus, further studies with larger sample sizes are recommended to be conducted on other medical and nursing apprenticeships.

The group discussion method is one of the student-centered and active teaching methods in which learners actively participate in educational activities using discussion, and they are given the opportunity to share their opinions and experiences with others.

The present study was conducted to compare the effects of the group discussion method and the lecture method on health workers’ knowledge and attitudes.

In this quasi-experimental study, 70 health workers working in Baft, Kerman province, were selected by census method and divided into two groups of 35 people. Asthma-related educational content was presented for one group as a lecture and the other as a group discussion. Before and after the intervention, health workers’ knowledge and attitudes scores were evaluated and compared using a researcher-made questionnaire.

The mean age of participants was 38 ± 2.7 years. After the intervention, the mean score of attitude was 65.86 ± 6 in the lecture group and 68.66 ± 4.7 in the group discussion group, indicating a significant difference (p = 0.04). The mean score of knowledge after the intervention was 11.4 ± 1.66 in the lecture group and 11.28 ± 1.6 in the group discussion group, which was not statistically significant (p = 0.77). In both groups, the mean scores of knowledge and attitude increased significantly after the intervention (p<0.0001).

The results showed that education affected the increase of health workers’ knowledge and attitudes in both groups. Also, the group discussion method had a greater effect on increasing the attitude of individuals compared to the lecture method; however, this effect was not significant for knowledge. Therefore, it can be concluded that for the training of health workers, it is better to use integrated teaching methods to create deep and efficient learning as well as positive attitude and motivation.

The prerequisite of effective nutrition intervention is an appropriate education. This study aimed to evaluate the effectiveness of nutrition education based on discussion and multimedia in the learning of pregnant women. 

This randomized educational trial was conducted on 174 pregnant women in Gonabad City, northeast Iran. The study participants were randomly assigned into three groups (58, 57, and 59 women in the multimedia group, discussion group, and control group, respectively). The demographic information form and assessment of learning questionnaire were completed before the study for all three groups. In the intervention group, training was based on the discussion and multimedia packages. Multimedia packages were given to mothers in the intervention group for 2 weeks. In the discussion group, mothers were divided into subgroups of 8 to 12 members, and educational subjects were presented over three 90 min sessions. One month after the intervention, a post-test was administered to all groups.

The mean gestational ages in the multimedia group, discussion group, and control group were 9.66, 9.54, and 9.40 weeks, respectively. The results showed that the difference between the multimedia and discussion groups (P<0.001) regarding the cognitive scores was significant before and after the intervention. There were significant differences between groups regarding affective domain scores before and after the intervention (P=0.03).

The effectiveness of multimedia learning in the cognitive domain and discussion in the affective domain was confirmed. Therefore, it is recommended to use innovative and effective methods such as multimedia packages for educating pregnant women.

Patients with chronic illnesses such as stroke have different physical and mental problems and need the care and support of their family members. Family caregivers face many different problems and experience burnout during caregiving to their patients. The aim of this study was to investigate the effects of care-oriented group discussion (GD) on burnout among the caregivers of patients with stroke.

This two-group pretest-posttest quasi-experimental study was conducted in 2019. Participants were forty family caregivers of patients with stroke randomly selected from the neurology and stroke care ward of Sina hospital, Hamadan, Iran. They were randomly allocated to two twenty-person groups. Participants in the control group received routine care services, while participants in the intervention group received routine care services in addition to care-oriented GD in six two-hour sessions. Burnout was assessed before and two weeks after the study intervention and the SPSS program (v. 22.0) was used to analyze the data through the Kolmogorov-Smirnov, paired-sample t, independent-sample t, and Chi-square tests.

Groups did not significantly differ from each other respecting the pretest mean scores of burnout and all its dimensions as well as the posttest mean scores of the personal and financial dimensions of burnout (P > 0.05). However, the posttest mean scores of burnout and its social and emotional dimensions in the intervention group were significantly less than the control group (P < 0.05).

As an effective strategy, care-oriented GD can be used to reduce burnout among the family caregivers of patients with stroke.

 The objective of the present study was to determine the impacts of an educational program by using group discussion on perceived stigma among family caregivers of people with Alzheimer’s disease (AD).

 This nonequivalent non-randomized controlled trial was performed in 2015. A sample of 66 family caregivers of people with AD was recruited conveniently. The caregivers were non-randomly allocated to a control and an experimental group. Initially, the perceived stigma of all participants was measured by using the Stigma Impact Scale. Then a five-session educational program by using group discussion was held over five weeks for the caregivers in the experimental group. The caregivers in the control group received no intervention. The level of caregivers' perceived stress was re-assessed both immediately and one month after the intervention.

 The difference between the groups in terms of pretest perceived stigma was not statistically significant (P = 0.146). However, immediately and one month after the intervention, the mean score of perceived stigma in the experimental group was significantly lower than in the control group (P < 0.05). The results of repeated measures ANOVA for the between-subject factor of the group also showed that the intervention had significant effects on the caregivers’ perceived stigma (P = 0.004).

 The findings of the present study showed the noticeable effects of the educational program using group discussion on the perceived stigma of family caregivers of people with AD. This finding can denote the importance of experience sharing in the psychological well-being of family caregivers. Through group discussion and experience sharing, caregivers learn the necessary skills for coping with their own problems. Given their effectiveness, educational interventions by using group discussion are recommended to reduce perceived stigma among family caregivers.

Due to the significant decrease in fertility in recent decades and the important role of health workers and health-care providers in providing healthy reproductive counseling, their training is necessary using effective educational methods. Webinar and group discussion (GD) are effective in this regard. This study was conducted to determine the most effective method and with the aim of comparing the effect of two training methods (webinar and GD) on the attitude and performance of health workers in providing counseling with fertility promotion approach in comprehensive health centers in Mashhad.

In this randomized trial study with a control group, 108 health workers working in health centers no. 2–3 and 5 of Mashhad entered the study and were randomly divided into three groups of training by webinar, GD, and control. Intervention groups received healthy fertility counseling skills in three training sessions. Research tools were demographic information questionnaires, fertility attitudes, and performance measurement checklists for fertility counseling. The questionnaires were completed in three groups at the beginning and after the completion of the interventions. Data analysis was performed by Chi-square test and one-way analysis of variance using SPSS software version 16.

The analysis of variance test showed that before the intervention, there was no statistically significant difference between the three groups in terms of average scores of fertility attitude and performance scores of fertility counseling. After the interventions, the difference between the fertility attitude scores (P < 0.001) and the performance scores of fertility counseling (P < 0.001) was significant in the three groups. There was no significant relationship between demographic characteristics and attitude and performance.

Teaching by webinar and GD promotes the attitude and performance of health workers in providing counseling with a fertility promotion approach. Therefore, it is recommended to use new educational methods such as webinar and GD to promote childbearing counseling, which has been emphasized in the country's population policies. Since the mean score difference for the webinar training method was the highest due to the mean scores, this method could be more effective than the GD method.

Physical limitations in patients with heart failure (HF) affect their emotional functioning, and ultimately deteriorates their quality of life and decrease their self-esteem. Patient imagery and emotion regulation are two important components of cognitive and emotional processes that relate to patient's self-esteem. Therefore, a sensible way to improve the self-esteem of patients with HF is education through a group discussion.

Our goal was to obtain information about the impact of interventional education through a group discussion on the self-esteem of patients with HF attending Imam Ali Cardiovascular Hospital in Kermanshah, Iran.

This quasi-experimental study was conducted in 2016 with 80 eligible individuals selected using convenience sampling method, and randomly assigned to control and intervention groups. Clinical data of patients were collected from their medical information record. A demographic questionnaire and Rosenberg self-esteem scale were used to collect demographic information and self-esteem data, respectively. All patients in the intervention group underwent 8 sessions of education through a group discussion. The statistical software R-3.2.3 was used to analyze the data.

There was a significant difference between patients’ self-esteem in the control and intervention group after the intervention (P < 0.001), and educational intervention through a group discussion improved self-esteem in the intervention group, as the mean level of patients’ self-esteem improved from 12.03 before intervention to 10.90 after intervention. Furthermore, the mean of the patient's self-esteem increased by 0.55, 0.23, and 0.25, respectively for value, individual ability, and satisfaction in the intervention group.

It is recommended that educational interventions through a group discussion be used to improve the self-esteem of these patients.

Considering the important role of exclusive breastfeeding in the first six months of birth and its relation with sociocultural beliefs, this study was conducted to explore the factors affecting exclusive breastfeeding in the first six months of birth in women residing in Neyshabour, Iran. This qualitative study was based on an exploratory-descriptive design, which was conducted using focus group interviewing based on the PEN-3 model. Thirty-seven women from four groups (i.e., mothers with an infant under six months of age, grandmothers with an infant grandchild, pregnant women in the third trimester of pregnancy, as well as health care providers and health volunteers) participated in group discussions. The interviews were recorded and transcribed. A framework was used to analyze the data including five stages of identifying a thematic framework, indexing, drawing a table, mapping, and interpreting. Also, for better data management, MAXQDA software was employed.. Factors affecting exclusive breastfeeding were categorized in three dimensions of the PEN-3 model, namely cultural identity, relationships and expectations, and cultural empowerment and the six main factors of individual factors (factors related to the mother and the child), family, neighborhood, nurturers (influential people), enablers (socially influential), and cultural beliefs. Relaxation and lack of stress, adequate knowledge of the mother and her relatives, adequate lactation skills, desirable growth, lack of crying and restlessness of the child, and support of others were the most important affect successful exclusive breastfeeding. We recommend social and political support of authorities, continuous support for employed mothers during lactation, and the implementation of 10 Steps to Baby-Friendly hospitals. Developing and implementing of educational programs during pregnancy and postpartum period is also suggested for the promotion of exclusive breastfeeding.  Monitoring of the breastfeeding process as well as encouraging nursing during the night can also help to maintain exclusive breastfeeding.