Journal of Education and Health Promotion

Abstract BACKGROUND: It is necessary to assess the level of preparedness to reduce the side effects 
of disasters, so regarding to the role of nurses in responding to the disasters, this is of particular 
importance. Holding a maneuver and exercises is one of the ways to increase the level of capability 
and assess the level of readiness, so the aim of the current study was to investigate the impact of 
the implementation of the operational exercises program on the competency of nurses in disaster 
response in 2020.
MATERIALS AND METHODS: The present study is a quasi‑experimental study in two groups, 
in which seventy nurses of hospitals affiliated to Shahrekord University of Medical Sciences 
were selected by census and randomly divided into two groups. Before the intervention, a native 
questionnaire to assess the competence of nurses in the disaster response was completed. Then, the 
empowerment program including educational workshop, tabletop, and operational maneuvers were 
performed. Immediately and 3 months after the intervention, the questionnaires for both groups were 
completed, and the data were analyzed using SPSS 21 through descriptive‑analytical statistical tests.
RESULTS: The results showed that the mean score of nurses’ competence in all domains of 
management, ethics, personal, team work, and technical immediately and 3 months after the 
intervention in the intervention group increased significantly (P = 0.001), while in the control group, 
these changes were not significant (P > 0.05).
CONCLUSION: According to the results of a recent study, the implementation of the empowerment 
program and the implementation of maneuvers as a part of the process of preparing nurses to deal 
with disasters have been effective. Therefore, it is suggested to use periodic maneuvers in in‑service 
training programs to improve the level of competence of nurses.

Abstract OBJECTIVE AND AIM: Chronic obstructive pulmonary disease (COPD) is one of the most common
chronic diseases. The patient’s fear and anxiety of shortness of breath and coughing during exercise
may lead to a decrease in patients’ daily activities. Therefore, the present study aimed to determine
the effect of empowerment program based on the social cognitive theory (SCT) on the daily activity
of patients with COPD.
METHODS: This quasi‑experimental study was performed on 70 patients with COPD referred to
Kashani and Hajar centers in 2019. Samples were randomly divided into two groups of experimental
and control. Data collection tools included demographic information questionnaire and activity of daily
living questionnaire, specific for COPD, and a researcher‑made questionnaire for measuring SCT
constructs. For the experimental group, the training program consisted of four theoretical and practical
sessions of 40 min/week. The data were collected at three time points, before, immediately and 3
months after the training are 3 time. The data were analyzed by SPSS software using descriptive
and inferential statistics.
RESULTS: The difference between the mean scores of behavioral ability, self‑efficacy, and
empowerment in the three stages was significant only in the experimental group (P < 0.001). The
mean daily activity score of patients before, immediately, and 3 months after intervention showed
a statistically significant difference between the two groups (52.46 ± 21.98, 63.36 ± 21.95, and
71.34 ± 19.02), respectively, in the intervention group, and (51.79 ± 19.29, 53.70 ± 19.28, and
53.82 ± 19.26), respectively, in the control group (P < 0.001).
CONCLUSION: The results of this study showed that empowerment of patients through interventions
based on SCT can increase the daily activity of patients with COPD. Because nurses play an important
role in patient education and improvement, it is hoped that the findings of this study will be used as
a strategy to increase the daily activity and ultimately improve the quality of life in these patients.

Abstract BACKGROUND AND OBJECTIVE: Patients undergoing hemodialysis due to multiple drug therapies,
special diet plans, and need to acquire the ability to adapt to physical and mental disabilities require
special monitoring. The PRECEDE‑PROCEED model is a process for behavior change and can
lead to the promotion of self‑care behavior. The aim of this study was to evaluate the effect of a
health promotion program based on the PRECEDE‑PROCEED model on self‑care behaviors in
hemodialysis patients.
METHODS: This was a clinical trial study that was performed on 67 patients undergoing hemodialysis
in Lordegan Hospital that has been distributed in two groups randomly. Data were collected using
self‑care assessment form according to the PRECEDE‑PROCEED model. Based on the results of
this questionnaire, five educational sessions were held in the fields of knowledge, attitude, enabling
factors, reinforcement, and behavioral factors for the samples. Data were analyzed using descriptive
and analytical statistics with SPSS version 21 software.
RESULTS: According to statistical analysis before intervention, no significant difference was observed
between the mean scores of self‑care among the two groups. However, instantly and 3 months after
intervention, the mean score of self‑care (P = 0/03), knowledge, attitude, reinforcement factors, and
behavioral factors (P < 0.05) significantly increased in the experimental group.
CONCLUSION: Based on the results of this study PRECEDE‑PROCESS model, the health promotion
program increased the mean self‑care score of hemodialysis patients. This program has been able to
improve their self‑care behaviors by changing knowledge, attitudes, and reinforcement and behavioral
factors of patients and is recommending as an application in the nursing of these patients.

Abstract Introduction: Concept map is a useful cognitive tool for enhancing a student’s critical
thinking (CT) by encouraging students to process information deeply for understanding.
However, the evidence regarding its effectiveness on nursing students’ CT is contradictory.
This paper compares the effectiveness of concept mapping and traditional linear nursing care
planning on students’ CT. Methods: An experimental design was used to examine the CT of 60
baccalaureate students who participated in pediatric clinical nursing course in the Shahrekord
University of Medical Sciences, Shahrekord, Iran in 2013. Results: Participants were randomly
divided into six equal groups of each 10 student, of which three groups were the control group,
and the others were the experimental group. The control group completed nine traditional linear
nursing care plans, whereas experimental group completed nine concept maps during the
course. Both groups showed significant improvement in overall and all subscales of the California
CT skill test from pretest to posttest (P < 0.001), but t‑test demonstrated that improvement in
students’ CT skills in the experimental group was significantly greater than in the control group
after the program (P < 0.001). Conclusions: Our findings support that concept mapping can
be used as a clinical teaching‑learning activity to promote CT in nursing students.

Abstract Learning theories are the main guide for educational systems planning in the classroom and
clinical training included in nursing. The teachers by knowing the general principles of these
theories can use their knowledge more effectively according to various learning situations. In
this study, Eric, Medline, and Cochrane databases were used for articles in English and for the
Persian literature, Magiran, Iran doc, Iran medex, and Sid databases were used with the help
of keywords including social cognitive learning, learning theory, behavioral theory, cognitive
theory, constructive theory, and nursing education. The search period was considered from
1990 to 2012. Some related books were also studied about each method, its original vision,
the founders, practical application of the training theory, especially training of nursing and its
strengths and weaknesses. Behaviorists believe that learning is a change in an observable
behavior and it happens when the communication occurs between the two events, a stimulus
and a response. Among the applications of this approach is the influence on the learner’s
emotional reactions. Among the theories of this approach, Thorndike and Skinner works are
subject to review and critique. Cognitive psychologists unlike the behaviorists believe that
learning is an internal process objective and they focus on thinking, understanding, organizing,
and consciousness. Fundamentalists believe that learners should be equipped with the skills
of inquiry and problem solving in order to learn by the discovery and process of information.
Among this group, we will pay attention to analyze Wertheimer, Brunner, Ausubel theories,
Ganyeh information processing model, in addition to its applications in nursing education.
Humanists in learning pay attention to the feelings and experiences. Carl Rogers support the
retention of learning‑centered approach and he is believed to a semantic continuum. At the
other end of the continuum, experiential learning is located with the meaning and meaningful.
It applies the minds and feelings of the person. From this group, the main focus will be on
the works of Rogers and Novels. Finally, it could be concluded that the usage of any of these
theoriesin its place would be desired and useful.

Abstract Background: Today disasters, natural and man‑made, are a part of many people’s lives. Iran
has a long history of disaster events. Nurses are one of the most significant groups within
Iranian disaster relief operations, providing immediate and longer term care for those affected
by the disaster. However, the competence of Iranian nurses and their training for this work
has received little attention. This paper presented the results of a study aimed to explore the
context. Materials and Methods: A qualitative study was performed in 2012 in Iran. Interviews
were conducted with 35 nurses. The sampling of participants was purposeful and continued
until data saturation was achieved. Themes were identified using inductive qualitative content
analysis. Trustworthiness of the study was supported considering auditability, neutrality,
consistency, and transferability. Findings: Data analysis undertaken for the qualitative study
resulted in the identification of five main themes included 1‑management competences,
2‑ ethical and legal competences, 3‑team working, 4‑personal competences, and specific
technical competences that presented in this report. Conclusions: This report presents an
overview of nursing competences required for Iranian nurses in disaster relief. It is argued that
additional competencies are required for nurses who care in high‑risk situations, including
disaster. Nurses need to prepare themselves more effectively to be responsible and effective
in the nursing care.