Journal of Education and Health Promotion

Abstract BACKGROUND: Delay in the diagnosis and management of obstetric complications lead to raised
mortality rate. This can be curtailed by appropriate implementation of the educational intervention
among the health‑care providers. Hence, this review aimed to identify the literature evidence of the
efficacy of various educational interventions training in the management of obstetric complications.
MATERIALS AND METHODS: We searched PUBMED, Web of Science, SCOPUS, Google Scholar,
Cochrane, and maternity care databases with studies published from 2011 to 2021 for identifying
studies related to this educational intervention review using MeSH terms and free terms. The search
process was also done on the websites of the World Health Organization and the reproductive health
library in the English language. From the 1823 abstracts reviewed, 16 studies were included (15
quasi‑experimental, 01 randomized clinical trial, and 01 exploratory research design). We identified
studies that included skill assessment of nurses, midwives, auxilliary nurse‑midwives (ANMs), medical
students, interns, and doctors after implementing various educational interventions.
RESULTS: According to the findings of this literature, achieving enhanced nursing management of
obstetric complications has been developed. Especially, it suggests through better nursing training
and education and also by providing sufficient resources, time, and coordination with obstetric
specialists, nurses and midwives will be able to implement their care roles, which include proper
diagnosis, appropriate intervention, advanced care, client education, and psychological support. The
efficacy of each educational intervention varies and depends on the participants’ understanding,
interest, and the advancement of the teaching‑learning method used.
CONCLUSION: This systematic review reveals abroad and logical move towards the evaluation of
various educational interventions in the field of obstetric complications. Among all the educational
interventions implemented, mobile application, and simulation‑based training play a major role
in improving the knowledge and skills of health‑care providers in the management of obstetric
complications.

Abstract BACKGROUND: Pain is a common health issue and acute pain is the main problem for patients
after surgery and injury. Inadequate and inappropriate management of pain is dangerous and costly
for patients and leads to undesirable health effects. To overcome this problem, empowerment of
the health‑care team, especially nurses, is essential. Today, to improve the quality of health‑care
provision, various methods are used that e‑learning is one of them.
MATERIALS AND METHODS: Based on the studies on pain management, existing parameters
were extracted, and according to them, the educational content of the software was approved by
nursing professors and anesthesiologists. The Unified Modeling Language diagrams were designed
to provide a better understanding of the entities and the order in which the software operates. The
software was implemented in the google android studio environment using Photoshop and JQuery
mobile. Finally, the software was evaluated by using Questionnaire for User Interface Satisfaction.
The software was evaluated by experts and students in two stages. The first stage was evaluated
by eight anesthesiologists and nursing professors, and the second stage was evaluated with the
participation of 55 undergraduate students and 28 M.Sc. nursing students.
RESULTS: The software was developed with two main modules of training and testing, and sections
of the report, about us and exit, and four scenarios for the test section. In the initial evaluation of
software by experts with an average of 91.85%, and in the second assessment of students, with a
mean of 78.15%, application software was evaluated at a good level.
CONCLUSIONS: In order to teach academic and practical (clinical) materials to students, the use of
digital teaching aids and e‑learning, along with traditional methods such as lectures, increases the
students’ eagerness, and motivation to learn more and thereby enhance the level of learning and
improving the quality of education.

Abstract BACKGROUND: Considering the low level of physical activity in pregnant women in the COVID‑19
pandemic period, and on the other hand, the benefits of mobile application (mobile app) learning,
we decided to conduct a study to determine the impact of educational intervention based on mobile
app on physical activity in pregnant women.
MATERIALS AND METHODS: The present study was quasi‑experimental and examined 93 pregnant
women aged 16–20 weeks of gestation. Sampling was done on pregnant women participating in
the childbirth preparation classes in Isfahan. We used the validated and reliable questionnaire
including perceived benefits, perceived barriers, perceived enjoyment, perceived social support,
and Pregnancy Physical Activity Questionnaire. The intervention was based on mobile app, and the
content of the application contained 12 main domains such as description of physical activity and
benefits and barriers of exercise in the pregnancy, different types of proper pregnancy exercise,
planning for exercise, and different types of exercise. Finally, data were analyzed using SPSS20,
and the Chi‑square test, independent t‑test Paired t‑test were employed. The significance level was
considered to be <0.05.
RESULTS: The results showed that, after the intervention based on mobile app, the mean score
of perceived benefits and enjoyment were significantly higher than before the intervention in
the intervention group. Finally, total mean score of physical activity significantly increased in the
intervention group, while the change decreased in the control group.
CONCLUSION: The results indicated that the use of mobile app can be used to promote physical
activity in pregnant women. Therefore, it is recommended that mobile app education should apply
with face‑to‑face classes in health centers for physical activity in pregnant women in the pandemic
situation.

Abstract BACKGROUND: Education by smartphone‑based software is a new method among the world’s
educational practices. Due to the lack of studies on the effect of this education on promoting
knowledge and self‑care behaviors of students’ reproductive health this study aimed to determine
the effect of smartphone‑based software education on knowledge and self‑care behaviors in the
field of reproductive health.
MATERIALS AND METHODS: This RCT with 164 married female students (82 in each group)
conducted from October 2019 to January 2020, in Tabriz University and Tabriz medical University.
Participants were randomly allocated to two groups of educational intervention and control.
Smartphone‑based software education designed in four areas of reproductive health. Intervention
group was trained for 4 weeks. The score of knowledge and self‑care behaviors of participants in both
groups were compared at baseline and 8 weeks after intervention. Data were analyzed by SPSS‑23
software using Chi‑square, independent t‑tests, and analysis of covariance tests.
RESULTS: Eight weeks after the intervention, a significant increase was observed in the
mean (standard deviation [SD]) score of overall knowledge for reproductive health and all its
subdomains (P < 0.001), as well as in in the mean (SD) self‑care score of reproductive health and
all subdomains (P < 0.05), except for the family planning in the education group compared to the
control group.
CONCLUSION: The findings indicate a significant effect of smartphone‑based software on increasing
students’ knowledge and self‑care in all areas of reproductive health except for family planning
subdomain of self‑care.