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This study is a descriptive research in order to determine educational facilities and present the kinds of program staff development of nursing officeinhospitalsofuniversity of medical sciences and health services in Tehran, IRAN. The purpose of this research was determinated of the educational space (clossroom, library, Lecture and conference room), educational equipment, educational staff patterns, kinds of nursing staff development program and comparing between educational facilities and present the kinds of nursing development program of nursing office in three medical science university in Tehran. The units that participated in this research was 41 educational facilities and kinds of nursing staff development program of nursing office in three medical science university in Tehran (Tehran, Iran and shahid Beheshti) and no samphing was made. The tools was check list and Questionnarie. Each variable compared with educational standards of hospitals. (Standard 1100% excellent, desire was above 75% and undesired was under 75% and each 100 active bed haveing one educational supervisor).The finding indicated that scale confirmity with standard about educational space in three university was 50% (undesirable) and about educational equipment was 56% (undesirable) and about educational staffing pattern was 79% (desirable) and present kinds of nursing staff development was 56.5% (undesirable). The finding indicated that university medical of science Iran 66.5%, Shahid Beheshti 59.76% and Tehran 55.3% Scale confirmity with stundards have prossess.

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Introduction: There are different methods of teacher evaluation .The aim of this study was to investigate process of teacher evaluation in selected Iranian Medical of Sciences Universities.
Materials and Methods: In this descriptive-analytic study, we investigate the existing documents and performed serial semi-structured interviews with evaluation staff in the universities. The implementation of the whole process of staff evaluation at universities were also observed. The data were analyzed considering both qualitative and quantitative approaches. The descriptive analytic method as well as content analysis was applied for data analysis.
Results: Review of the teachers by students was the dominant method for teacher evaluation in the selected universities. This method have some important advantages and disadvantages which are discussed in this article according to the findings.
Conclusion: According to the results of this study, it is highly recommended to use a combination of different methods for evaluation of the university teachers as well as decision making purposes.

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Introduction: It is necessary to give the essential educations to the patients and their families during hospitalization and after discharge. We conducted this study with objective of determining educational needs of patients undergoing CABG and their families at discharge and one month later.   

Materials and Methods: This research is a survey study. 60 patients and 60 members of their family who were selected by simple randomization. Data were collected by questionnaire. The questionnaire was prepared in two parts questions about disease and demographic characteristics and specific educational needs about wound care, activity and rest, drugs, nutrition and other needs of patients and their family. The data were collected in two stages: at discharge and one month later and analyzed with SPSS software. Descriptive and inferential statistical methods (t test,  test and variance analysis) were used to analyze the data. Results: At discharge, most of the patients and their families had respectively moderate and high levels of educational needs. Both groups had moderate educational needs about rest and activity, drugs use (general educational needs), nutrition and other needs. Patients have low but their families have high educational needs about drugs use (special educational needs). At one month after discharge, most of the patients and their families had moderate educational needs in all of the mentioned categories. The t statistical test didn’t show significant correlation between educational needs at discharge and one month later in patients and families. The  test showed significant differences between educational needs of the patients and their families (p=0.036) at discharge but didn’t show such a difference one month after discharge (p= 0.558).

Results: showed a significant relationship between educational needs and level of education.

Conclusion: Since most educational needs of the patients and their families concern the uses of drugs and wound care, and also most patients were unable to count their pulse, we suggest nurses pay more attention to these problems and give the essential training to the patients and their families.

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Background & Aim: Adolescents have important role in building the societies. Some deficits were observed in students&apos knowledge regarding puberty health. This study aimed to compare the effect of two educational methods (lecture-educational package) on girl students&apos knowledge about puberty health.

Methods & Materials: In this interventional study, 200 students were randomly selected through a multi stage sampling method. Data were collected using a questionnaire. One group received a self-learning educational package and the other group took part in two lecture sessions which totally lasted about four hours. The post test was taken 6 weeks later. Data analysis was performed using Descriptive and inferential statistics.

Results: Results of this study showed that after intervention, both groups&apos knowledge mean scores increased significantly. Also the average of package group&aposs score after the education was more than the other group&aposs score (P<0.001). The difference in knowledge mean scores before and after the intervention was significantly higher in the package group than in the lecture one. The comparison of scores in both groups before and after the education was significantly different (P<0.001).

Conclusion: Both educational methods can be considered to be effective in promoting students&apos knowledge however, the educational package was more effective than the lecture.

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Background & Objective: Osteoporosis is a metabolic disease which results from gradual destruction of bone mass. Prevention of osteoporosis should be started from childhood by getting adequate calcium and doing weight-bearing exercises. Participating of mothers in health education interventions is likely to promote longer-lasting health behaviors in their daughters. The aim of this study was to investigate the effect of simultaneous education of mothers and daughters on osteoporosis preventive behavior among high school female students.

Methods & Materials: In this interventional study, 400 female students were randomly selected via a two-phased sampling method. At first stage, four schools were selected randomly. At the second stage, 400 students were divided randomly into two groups. Their osteoporosis preventive behaviors were measured using a two-sectioned questionnaire: demographic section, and osteoporosis preventive behaviors assessment section. The first group participated in the educational programs with their mothers and the other group participated without their mothers. The educational program had two sessions, each one lasted 45 minutes. The second stage of the study was performed three months later. Data analysis was carried out using t-test and chi squared test.

Results: Results showed that in both groups, osteoporosis preventive behaviors scores increased significantly after intervention. It was higher in case group (P<0.001). Eating behavior was significantly different in two groups (P=0.003).

Conclusion: Results showed that simultaneous educational program for mothers and daughters promotes eating behavior in the girls.

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Background & Aim: Micronutrients deficiency is one of the most common health problems among adolescents. Theory based educational interventions which address learners&apos preferences are among the solutions for the matter in hand. The aim of this study was to determine the effectiveness of the Transtheoretical model (TTM) based educational package on vitamin intake in female adolescents in Tehran.

Methods & Materials: A randomized community trial was applied. Study samples were consisted of 80 female students from two middle schools of Tehran, district 17^th. They were selected using a cluster-random sampling method and were randomly assigned to the intervention (n=40) and control groups (n=40). The intervention group received a TTM-based educational package. Changes in vitamin intake were assessed using standard food frequency & 24-recall questionnaires.

Results: Based on pre-test results, intake of vitamin B2, B6, B9, B12, and C were lower than Dietary Reference Intake (DRI) in both groups. Based on the post-test data, a significant increase occurred in the mean score of vitamin intake in the intervention group comparing with the control group and also with the intervention group at pretest (P<0.05).

Conclusion: TTM-based educational package could be effective in improving vitamin intake in urban female adolescents.

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Background & Objective: Regular and adequate physical activity is a major factor in maintaining good health throughout entire life course. Levels of inactivity are high in all countries. Effective educational interventions are needed to promote physical activity in all populations. The aim of this study was to determine the effect of a heath education intervention on physical activity knowledge, attitude, and behavior in health volunteers of Tehran in 2008.

Methods & Materials: All active female health volunteers of Tehran, district 14 (n=100) were recruited for this experimental study. Data were gathered using a questionnaire of knowledge, attitude, and behavior regarding physical activity. The questionnaire was completed by all participants in two phases of pre- and post-intervention (four weeks after the intervention). Health education intervention strategies were presented to the intervention group during three educational sessions with one week interval between the sessions. Data were analyzed using related statistical tests.

Results: Findings showed significant statistical differences in knowledge, total physical activity rate per week, and the mean sitting time per day between the control and intervention groups after the intervention (P<0.05). While, these variables were not significantly different before the educational intervention among both groups.

Conclusion: The health education intervention presented in this study was effective in promoting knowledge, total physical activity rate per week, and mean sitting time per day among the female health volunteers.

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Background & Aim: Provision of essential information to patients is essential in medical services. However, results­ of patient education surveys show that medical personnel&aposs perceptions may not align with those of patients about educational needs. This study was carried out to determine and compare educational priorities between patients and medical personnel.

Methods & Materials: In this cross-sectional study, 69 patients with epilepsy, and 85 medical personnel (physicians and nurses) working in neurology, neurosurgery and pediatrics units were recruited. Data were gathered using a questionnaire consisting of three subsets with a total of 28 items. Data were analyzed with descriptive statistics and one-way ANOVA.

Results: More patients (58.2%) were male. Mean age was 30.8 years. Mean ages of nurses and doctors were 29.8 and37.8 years, respectively.­ Mean score of items regarding the disease in patients group was significantly higher than the medical personnel (P=0.00). Mean score of items about life style was higher in patients and nurses than the doctors (P=0.001). There were no significant differences about informational priorities of the drug therapy subset between three groups (P=0.53).

Conclusion: Education needs assessments should be done by considering patients&apos educational priorities in order to meet their educational needs­.

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  Background & Aim: Midwives are responsible for providing health services to mothers and infants in crises. The aim of this study was to identify educational needs of midwifery students regarding mother and infant mortality prevention in crisis situations .

  Methods & Materials: In this cross-sectional study, all 235 final-year BSc. and MSc. midwifery students were selected from four medical universities located in Tehran. Informed consent forms were completed and signed by the students. The students completed a researcher-made two-section questionnaire including demographic items and educational needs items regarding mother and child preventive services in crises. Data were analyzed in the SPSS . 

  Results: Mean score of the m aternal and neonatal prevention service dimensions were 70±21.5 ( out of 105 ) and 46.7 ± 9 (out of a 65), respectively. Most of the students (86.8% ) declared that their academic education did not prepare them for their roles in crises. Only 10.6% of the students had some courses on crisis and 11.5% of them had the experience of dealing with crisis. The students in the BSc. degree had more educational needs in both dimensions compared to the students in the MSc. degree (P<0.046). There were significant relationships between the age of students (P<0.001), their clinical experience (P<0.001), previous educational courses (P<0.001) and experience in crisis (P<0.05) with the educational needs. There was no significant relationship between the educational needs and the students’ universities ( P>0.05 ) .

  Conclusion: Educational curriculums should be revised regarding actions to be done on prevention of mother and infant mortality in crises .

  

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Background & Aim: The experience of domestic violence has negative consequences on the mental health of pregnant women, and interventions must be designed to reduce these negative consequences. Therefore, the aim of this study was to determine the effect of supportive-educational intervention on psychological distress among pregnant women subjected to domestic violence.
Methods & Materials: This clinical trial was conducted on 100 pregnant women subjected to domestic violence, referred to comprehensive health centers of Zahedan for receiving prenatal care in 2018. Eligible women were selected by the convenience sampling method and randomly assigned into two groups of intervention and control. The intervention group received four supportive-educational individual sessions during two weeks. The control group received routine care during this period. Data were collected in two groups by the Kessler Psychological Distress Scale (K10) and Hurts, Insults, Threaten, Screams (HITS), before the intervention and four weeks after the intervention. The data were analyzed by statistical tests using the SPSS software version 21.
Results: The results showed that the mean score of psychological distress of pregnant women dropped from 30.9±4.58 to 22.18±3.81 (mean change score -8.72±3.93) in the intervention group and from 25.22±4.15 to 24.06±4.16 (mean change score -1.16±1.48) in the control group. Analysis of covariance demonstrated that there was a statistically significant difference in the mean score of psychological distress of pregnant women exposed to violence between the two groups after the supportive-educational intervention (P<0.001).
Conclusion: The results of this study showed that the supportive-educational intervention is effective in reducing psychological distress in pregnant women subjected to violence. Therefore, it is recommended to integrate supportive-educational interventions into prenatal care for pregnant women subjected to violence in order to improve fetal and maternal health.
 

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Background & Aim: Osteoporosis is a silent and progressive disease that causes disability in people particularly women, with age and has irreversible consequences in their lives. This study aimed to determine the effect of an educational intervention program based on BASNEF model on prevention of osteoporosis among women referred to health centers in the south of Tehran.
Methods & Materials: This is a quasi-experimental study with two groups of intervention and control, performed on 162 women (81 in the intervention group and 81 in the control group) aged 30-49 years, referred to health centers in the south of Tehran in 2018. The data collection tool included demographic information, a researcher-made questionnaire based on BASNEF model constructs and another part of the questionnaire was Health Promotion Standards Questionnaire (HPLP II). Questionnaires were completed for both the intervention and control groups before and six months after the intervention. Data were analyzed by the SPSS software using chi-square, t-test, and paired t-test at a significance level of 0.05.
Results: The mean of women’s age in this study was 37.79±5.47 years old. There was no significant difference in demographic variables and BASNEF model constructs before the intervention (P>0.05). After the intervention, the mean score of BASNEF model constructs and the dimensions of health promoting behaviors significantly increased in the intervention group (P<0.001).
Conclusion: The study results revealed a positive effect of the BASNEF model-based educational program on health promoting behaviors regarding osteoporosis prevention among women. It is suggested to use this model as a successful model in educational interventions to prevent osteoporosis in women.
Clinical trial registry: IRCT20130213012460N15