Background: Arteriovenous fistula (AVF) has been known as the gold standard for hemodialysis. It provides good blood flow for dialysis lasts longer than other types of access and is less likely to get infected or cause blood clots than other types of access. Educational program are important for nurses working in hemodialysis units to improve patient outcomes and reduce healthcare costs. The aim was to evaluate the effect of educational program on nurses' performance regarding arteriovenous fistula among hemodialysis patients. Design: a quasi-experimental design was used. Setting: The study was conducted at the hemodialysis unit at Zagazig University Hospital. Subjects: A convenient sample of all available nurses (40 nurses) who are working in the previously mentioned setting. Tools of data collection: Two tools were used: Tool I Structured interviewing questionnaire and II: Observational checklists. Results:The study result revealed that most of the studied nurses had a satisfactory level of knowledge and most of them had competent levels of practice after the educational program implementation. There were highly significant improvements in the studied nurses' knowledge and practice post-educational program (P<0.001). There was a positive significant correlation (P=<0.005) between nurses' knowledge and practice post-educational program at (p< 0.001). Conclusion: The educational program had a positive effect on improving nurses' knowledge and practices level regarding arteriovenous fistula among hemodialysis patients. Recommendations: Provide continuous in-service training and regular educational programs regarding arteriovenous fistula care for the nurses in hemodialysis units.
One of the most prevalent and severe side effects for patients with brain tumors is pain and fatigue. The aim was to determine the effect of instructional guidelines on brain tumor patients' pain and fatigue levels. Subjects and method: Design: A quasi-experimental research design was used to achieve the aim of this study. Setting: the research was conducted in the neurosurgery department at Beni-Suef University Hospital. Subjects: A purposive sample of 50 adult patients was included. Three tools were used: Tool (I) a structured interview questionnaire (II) a numerical pain rating scale, and (III) a Fatigue assessment scale. Results: The current study revealed that there was a highly statistically significant difference between pain mean scores pre and post-instructional guidelines implementation at (P= <0.05). Also, the study showed that there was a highly statistically significant difference between anxiety scores pre and post-instructional guidelines implementation with (P=<0.001). Conclusion: The instructional guidelines implementation had a positive effect on reducing pain and fatigue levels among patients with brain tumors. Recommendations: The instructional guidelines implementation regarding brain tumors should be provided and discussed in the rehabilitation programs.
Background: Hearing impairment has been a major disability challenge globally and is considered a threat to quality education. Adolescent school girls with hearing and speech challenges are a group of disabled girls who needs special care specifically during breast self-examination (BSE). Aim of the study: To determine the effect of structured visual educational sessions on knowledge and practices regarding breast self-examination among adolescent girls with hearing and speech challenges. The research design: Quasi-experimental design (pre and post-test) was utilized. Setting: It was conducted at a deaf and hearing impairment school, El-Hewatey, Sohag Governorate, Egypt. Sample: A purposive sampling technique of 39 adolescent girls with hearing and speech challenges. Tools of data collection: Five data collection tools were used: I: Structured interviewing questionnaire II: The structured interview questionnaire concerned with assessing knowledge of the studied subjects regarding BSE, III: Barriers to practice BSE, IV: BSE observational checklist (self-reported practices) & V: Rating scale on level of satisfaction. The results: There were a lack of knowledge and practices of the studied subjects regarding BSE before implementing the program, while, there was an improvement after implementation. Also, there was a highly significant positive correlation between studied subject knowledge and their practice (P=0.000). Conclusion: Adolescent girls with hearing and speech impairments saw improvements in their BSE knowledge and practices as a result of the visual educational program. Recommendation: Continued health education programs should be applied to raise the awareness of adolescent girls with hearing and speech challenges regarding BSE in a different setting.
Background: After coronary artery bypass graft surgery, considerable postoperative incisional pain is observed when incentive spirometry is used. As a result, the major postoperative treatment strategy for cardiac surgery is pain management. Localized cryotherapy is regarded as a quick, inexpensive, and non-pharmacological pain management technique. Aim: Determine the efficacy of localized cryotherapy on incisional pain associated with the use of incentive spirometry post coronary artery bypass graft surgery. Setting: Crossover study design was utilized at
Osteoporosis causes almost 9 million fractures worldwide each year, accounting for considerable costs to health care systems and substantial disability and mortality of women .Few studies to date have applied the HBM framework to study the role of knowledge, self-efficacy, and health beliefs in osteoporosis-related preventive behaviors among women. Aim of the study was to determine the impact of health promotion model and self-efficacy based education intervention on women’s knowledge beliefs and clinical outcomes regarding osteoporosis prevention. The research design quasi experimental design was utilized. Setting: It was conducted at ante-natal and rheumatoid clinics at Beni-Suef University Hospital, Egypt. Sample: A convenient sample included 128 women divided into control and study groups. Tools of data collection: Four data collection tools were used: I) Structured interview questionnaire, II) Osteoporosis knowledge assessment sheet (OKAT), II) Osteoporosis health belief scale (OHBS) IV) Factor loadings for the osteoporosis self-efficacy scale (OSES). The results: Showed that; There was a highly significant difference existed between the two groups regarding their knowledge, beliefs and their self-efficacy post intervention which in turn lead to better clinical outcomes among study group versus control group with P<0.001.
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