Victoria Momenabadi; Mohammad Hossein Kaveh; Nouzar Nakhaee; Kambiz Karimzadeh Shirazi; Maryam Dastoorpoor; Behnaz Sedighi
Volume 21, Issue 12 , 2019, Pages 1-15
Abstract
Background: Multiple sclerosis (MS) is a progressive central nervous system disease that has an enormous effect on a patient’s quality of life due to physical complications and psychological problems.Objectives: The purpose of this study is to investigate the effect of self-care education program ...
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Background: Multiple sclerosis (MS) is a progressive central nervous system disease that has an enormous effect on a patient’s quality of life due to physical complications and psychological problems.Objectives: The purpose of this study is to investigate the effect of self-care education program based on Health-Promoting Self-Care Behaviors System Model on quality of life, resilience, and sense of coherence in patients with MS.Methods: In this randomized controlled clinical trial, 80 patients with MS referred to hospitals for special diseases in Kerman were enrolled using systematic sampling method and then randomly assigned to the intervention and control groups. The main research instruments, including demographic information checklist, Multiple Sclerosis Quality of Life (MSQOL-54), Connor-Davidson scale, Resilience Scale and Sense of Coherence Scale were completed by subjects in both intervention and control groups. The intervention group participated in 18 training sessions that addressed the needs of patients. The two groups completed the questionnaires one week and two months after intervention again. Generalized Estimating Equations (GEE) (GEE) test was used for data analysis.Results: Pre-intervention results revealed that intervention and control groups were not significantly different in the mean scores of most dimensions of quality of life and sense of coherence (P > 0.05). However, intervention and control groups were signifi- cantly different in mean scores of all dimensions of quality of life, resilience and sense of coherence one week and (P < 0.05) and two months (P < 0.05) after the intervention. The results of GEE test also reflected a meaningful difference in the intervention group in terms of increased mean scores in all dimensions of quality of life (P < 0.05), resilience (69.60 ± 6.62) (P < 0.05) and sense of coherence (74.50 ± 3.52) (P < 0.05) one week and two months after the intervention compared to the baseline. However, this improvement was not observed in the controls (P > 0.05).Conclusions: Teaching health-promoting self-care behaviors system model improves the quality of life, resilience, and sense of coherence in patients with MS. Therefore, it is recommended to plan and implement self-care training interventions in accordance with this model for all patients with MS.
Mahin Nazari; Fatemeh Basiri; Mohammad Hossein Kaveh; Haleh Ghaem
Volume 20, Issue 10 , 2018, Pages 1-10
Abstract
Background: Pregnancy is a stressful period in a woman’s life and can lead to undesirable outcomes both in the mother and fetus; therefore, more attention should be paid to improve the mental health of pregnant females.Objectives: The purpose of this study was to investigate the effect of Fordyce ...
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Background: Pregnancy is a stressful period in a woman’s life and can lead to undesirable outcomes both in the mother and fetus; therefore, more attention should be paid to improve the mental health of pregnant females.Objectives: The purpose of this study was to investigate the effect of Fordyce Happiness Cognitive-Behavioral training based on self-efficacy on perceived stress and happiness in pregnant females. Methods: This randomized clinical controlled trial with a pretest-posttest design was performed on 100 pregnant females, whowere randomly assigned to two groups, training and control, in Gerash, Fars, Iran (2016). Fordyce Happiness Cognitive-Behavioral training based on self-efficacy was done in the intervention group and there was no intervention for the control group. The data was collected by applying the demographic questionnaire, Oxford Happiness Inventory (OHI), and Perceived Stress Questionnaire (PSS-14) in two stages, before and after the intervention. The P< was 0.05 and was considered as significant. Results: The results showed significant differences in the median scores of happiness and perceived stress in the experimental group before and after the intervention (P < 0.05). In other words, the median score of happiness increased (124 (19.25) and 141 (16.5); P < 0.001) while the stress score decreased (30.5 (7) and 22.5 (9) P < 0.001). In contrast, this research found a decrease in the happiness median score (123 (40) and 117.5 (32); P < 0.001) and increase in perceived stress scores (30 (7.25) and 33 (9.25); P = 0.009) in the control group at the end of the study, which was significant in comparison with the pre-intervention measurements (P < 0.05). In addition, an inverse relationship was revealed between stress and happiness (P < 0.001). Conclusions: Appropriate educational interventions based on theories are recommended to increase mother’s happiness and de- crease their stress during pregnancy.
