Objectives: Physical inability to perform daily activities is one of the major causes of depression in the elderly and, on the other hand, depression can cause loss of interest in daily activities and lack of independence. The present study was aimed to assess the ability to perform activities of daily living (ADL) and instrumental activities of daily living (IADL) in the elderly and its relationship with depression in Maneh Samalghan city in 2017. Methods and materials: The present cross-sectional study was performed in elderly people aged 60 years and older. Sampling was done by multi-stage cluster method and the sample size was 148 individuals. Data were collected through activities of daily living questionnaire (ADL and IADL) and elderly depression (GDS-15) and were analyzed by using descriptive statistics and Chi-square, Pearson correlation coefficient and regression analysis. Results: There were 86 female (58.1%) and 62 male (41.9%) participants included in the study. 73.6% of participants were in the aged 60-75 years, and the rest were older than 75 years. The results showed that 48% of participants had moderate or severe depression and 2.7% and 41.2% of them were unable to perform ADL and IADL without help, respectively. Statistical analysis showed that depression has a significant negative correlation with ADL (r=-0.304, p<0.001) and IADL (r=-0.193, p >0.01). This means that by increasing one of them, the other decreases and vice versa. Conclusions: The ability of the elderly to perform ADL and IADL activities can be a good predictor of depression. It is possible to assess the health and ability of the elderly to perform daily activities through health teams and elderly family members to prevent their developmental disability and their depression.
BackgroundClinical experience associated with the fear and anxiety of nursing students in the psychiatric unit. Mental health nursing instructors find it challenging to teach nursing students to deal with patients with mental disorders in an environment where they need to provide patient teaching and clinical decision-making based on evidence and new technology.ObjectiveTo measure the effectiveness of clinical teaching of mental health courses in nursing using clinical supervision and Kirkpatrick’s model evaluation in the psychiatry unit of Imam Reza Hospital, Bojnurd, Iran.MethodsThis cross-sectional study was carried out from 2011 to 2016 on 76 nursing students from a university as part of a clinical mental health course in two semesters. The students were selected by a non-probable convenient sampling method. After completing their clinical education, each student responded to checklist questions based on the four-level Kirkpatrick’s model evaluation and open questions relating to clinical supervision. Finally, all data was analyzed using the SPSS version 16.ResultsThe students have evaluated clinical supervision as a useful approach, and appreciated the instructor’s supportive behavior during teaching and imparting clinical skills. This has made them feel relaxed at the end of the clinical teaching course. In addition, in the evaluation through Kirkpatrick’s model, more than 70% of the students have been satisfied with the method of conducting the teaching and average score of nursing students’ attitude toward mental health students: Their mean self-confidence score was 18.33±1.69, and the mean score of their performance in the study was evaluated to be 93.74±5.3 from 100 points.ConclusionThe results of clinical mental health teaching through clinical supervision and Kirkpatrick’s model evaluation show that the satisfaction, self-esteem, attitude, and skill of nursing students are excellent, thereby portraying the effectiveness of clinical teaching. But this program still needs to be reformed. To establish long-term goals and obtain knowledge and clinical skills of nursing, it is recommended to develop a curriculum and evaluate it appropriately.
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