---

Background & Aim: The Clinical Teaching Partner model (CTP) integrates theoretical knowledge with professional skills and brings the reality to workplaces. Closing educational and practical aspects in nursing discipline has been a challenging goal for nursing which requires cooperation between faculty instructors with nurse practitioners such collaboration will led to development and promotion of nursing discipline. Therefore selecting an effective and efficient approach in order to integrate theoretical knowledge with practical experiences would be crucial for nursing profession. This study was conducted in order to investigate the effect of CTP on nursing students&apos clinical skills outcome.

Methods & Materials: A quasi experimental, only post test design was applied. Study sample consisted of 1) three faculty instructors, 2) seven registered nurse practitioners who were staff nurses in three pediatric wards and voluntarily participated in the study and 3) fifty two nursing students which were in the 5th semester of nursing BSc. program and had eligible criteria to enter the study. Students were allocated randomly to the intervention (n=28) and control (n=24) groups. Participants in the control group, initially started their internship period in 3 pediatric wards and were evaluated by faculty instructors regarding their clinical skills at the end students in the intervention group, then started their clinical training course in the same ward as control group, but their clinical education was conducted by the nurse practitioners who voluntarily participated in the study and trained initially in the nursing faculties&apos skill lab. Students&apos clinical skills were evaluated by nursing mentors via some instruments at the end of the educational period in addition, clinical education outcomes and nursing students&apos satisfaction of achievement to apprenticeship goals were assessed at the end of the training period. Data were analyzed using the statistical tests including Chi square, Fisher exact test, Mann-Whiney U, and t-test in SPSS.

Results: Considering students demographic characteristics, both groups were homogenous. There was a significant difference in the students&apos clinical skills between two groups (P<0.001). A significant difference was shown in the nursing mentors and faculty instructors&apos satisfaction of application of cooperative education method between both groups (P=0.004). No significant differences were found between students&apos satisfaction of reaching to educational outcomes between both groups (P=0.058). There were also no statistical differences between nursing mentors and faculty instructors&apos satisfaction of achieving to clinical education outcomes (P=0.109).

Conclusion: According to this study, CTP is an effective approach in clinical education and development of clinical skills for nursing students therefore,

application of this method is recommended in clinical nursing education.

 

---

Background & Aim: Pregnancy experience can be a kind of crisis in women&aposs lives. Different forms of anxiety can make problems in pregnant women. This study aimed to determine the effect of attachment education on anxiety and attachment behaviors of first-time mothers.

Methods & Materials: In this clinical trial, 84 primigravida women were selected from two hospitals in Shirazi using convenience sampling. The participants were randomly allocated to the test and control groups. Data were collected using a personal data form, the Anxiety Inventory Spielberger, and the maternal infant attachment tab view. The intervention group received four two-hour sessions during one month training course on attachment behavior. Maternal attachment behaviors were shaped Weekly on the forms. The control group received usual care of pregnancy. At the first day after the delivery, the researchers observed mothers attachment behavior during breastfeeding in all groups using Avant sheet without informing the mothers. Data were analyzed using statistical tests such as Chi-square, T-test, and paired t-test.

Results: The mean of the anxiety score was no significantly different before the intervention between the groups (P=0.59). The average anxiety scores was statistically significant after the intervention in the two groups (P=0.003). Also, average scores on the attachment of mothers with the breastfeeding infants was statistically different (P<0.001) in the intervention group.

Conclusion: Attachment behavior training reduces anxiety and increases maternal attachment.

---

Background & Aim: Improving the mental health of mothers of children with thalassemia major who experience great caregiving burden, requires an efficient supportive training to be developed and implemented. Therefore, this study aimed to determine the impact of a group supportive training on caregiving burden in the mothers of children with thalassemia major.

Methods & Materials: A quasi-experimental study (IRCT2016122731612N1) was conducted on 80 mothers of children with thalassemia, referred to Aliasghar hospital in Zahedan in summer 2016. The mothers were selected through convenience sampling method and divided into two intervention and control groups of 40 each. The intervention group received four sessions of supportive training during four weeks. Data were collected by the Caregiver Burden Inventory. SPSS version 21 and independent t test, paired t-test and the analysis of covariance were used to analyze the data.

Results: The mean score of caregiving burden before training in the intervention and control groups were respectively, 86.60±13.55 and 92.37±8.54 and declined to 59.62±9.90 and 89.57±5.83 after the intervention. Furthermore, The caregiving burden score in  five dimensions including  temporal,  developmental, physical, social and emotional was significantly lower in the intervention group than in the control group  (P<0.05).

Conclusion: The findings showed that collective supportive training leads to a decrease in caregiving burden in the mothers of children with thalassemia. Thus, this training could be an effective method in reducing the mothers’ caregiving burden. This program could be used in health centers in order to maintain and improve the mental health of mothers.

---

Background & Aim: Anxiety is one of the most common complications in cancer patients that can affect the physical and mental health of patients and disrupt the treatment process. For this reason, cancer patients undergoing chemotherapy need education about the disease and ways to cope with its complications and problems. The aim of this study was to compare the effects of video and written training methods on anxiety in patients with gastric and esophageal cancer undergoing outpatient chemotherapy.
Methods & Materials: This study is a randomized clinical trial that was conducted on 58 patients with gastric and esophageal cancer who underwent outpatient chemotherapy in Shariati and Imam Khomeini hospitals in Tehran. Participants were randomly assigned to either the video training group (n=28) or the written training group (n=30). Data was collected using the Spielberger State Anxiety Inventory (STAI), at the beginning of the study and then weekly for 12 weeks. The SPSS software version 20 was used to analyze the data.
Results: The results showed that the level of anxiety in both groups was significantly lower compared to before the intervention (P<0.05). There was no statistically significant difference in the anxiety mean score between the video group (56.07±9.85) and the written group (56.40±8.13) after the intervention (P=0.89).
Conclusion: In general, the results of this study showed that self-care education using video and written methods reduces the anxiety of cancer patients undergoing chemotherapy and both methods can be effective in reducing patients' anxiety.
Clinical trial registry: IRCT20181115041669N1