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Background & Aim: Vaccination is the most common painful procedure in childhood. This study aimed to compare the effect of Hugo point massage with and without ice on the injection-related pain of pentavalent vaccine in infants.
Methods & Materials: This study is a blind randomized clinical trial (IRCT2016052127982N1) conducted on 90 healthy, two-month old infants with normal weight, referred to Gonabad Fayazbakhsh health center to inject pentavalent vaccine in 2016. Infants were randomly assigned into three groups including 1) massage on Hugo’s point with ice 2) massage on Hugo’s point without ice and 3) control group. Data collection tool includes demographic information form and infant’s pain measurement tool. Data were analyzed using Chi-square test, Kruskal–Wallis test, analysis of variance and post-hoc Tukey HSD through the SPSS software version 16.
Results: There was no significant difference in pain intensity before vaccination between three groups. After vaccination, mean pain score for the first group was 7.70±1.26, for the second group was 8.03±1.06 and for the third group was 9.23±0.89. Also, crying duration in the first group was 35.03±23.12, in the second group was 40.39±21.62 and in the third group was 61.28±24.00. Both variables in the intervention groups were significantly lower compared to the control group (P<0.001) but there was no significant difference between the two intervention groups (P=0.586 and P=0.654).
Conclusion: Hugo’s point massage with and without ice can reduce the injection-related pain of pentavalent vaccine in infants and be used as a simple non-pharmaceutical method available to control vaccination pain.
 

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Background & Aim: The healthy nutrition education is one of the most important priorities in all life periods, especially in childhood. The teaching method is also considered one of the important factors for the effectiveness of education. Therefore, the aim of this study was to compare the effect of lecture and role-playing methods on awareness of healthy nutrition in school-age children.
Methods & Materials: This quasi-experimental study was conducted on 60 primary school students in Gonabad city in 2017. Participants were selected by multistage random sampling and allocated into two groups of role-playing and lecture. Students' awareness was measured by a self-structured questionnaire before, immediately and one month after education. Data were analyzed using the SPSS software version 16 by descriptive and inferential statistics. A P-value less than 0.05 was considered significant.
Results: The mean score of awareness for the role-playing group before, immediately and one month after the intervention respectively was 10.77±2.55, 14.1±55.15 and 14.50±1.10 and for the lecture group respectively was 11.07±1.85, 13.72±1.43 and 11.47±2.84 (the score range: 0-16). There was a significant difference in the mean score of awareness before, immediately and one month after the intervention between the two groups (P<0.001), and in the role-playing group, the increase in awareness score was more than in the lecture group.
Conclusion: Considering the greater effect of role-playing method than lecture on healthy nutrition education in school-age children, it is suggested that more attractive, dynamic and effective methods such as role-playing, in accordance with educational behavioral goals, be used in school nutrition education programs. In addition to enhancing educational efficiency, this will make the effects of education and learning more sustainable for students.