Objective. To assess burnout level during an outbreak ofCOVID-19 and to identify influencing factors between frontlinenurses and nurses from other wards. Methods. This crosssectional study makes comparison between two groups of nursesincluding frontline (exposure group) and other nurses working inusual wards (non-exposure group) in Torbat Heydariyeh city, Iran.Oldenburg Burnout Inventory (OLBI), Job stress questionnaire(JSQ), and questionnaires of hospital resources, family support,and measuring the fear of COVID-19 were used as researchinstruments. Results. The scores of job stress and burnout inthe exposure group with COVID-19 infection were significantlyhigher than in the non-exposure group (p=0.006 and p=0.002,respectively). Although, in univariate linear regression, employmentstatus (p=0.047), experience in taking care of patient confirmed  or suspected with COVID-19 infection (p=0.006), hospital resources (p=0.047), and job stress(p<0.001) were considered as significant risk factors for COVID-19-related burnout. In multivariateregression analysis, job stress (p=0.031, β=0.308) was considered as an only factor that hasa significant relationship with COVID-19-related burnout. Conclusion. The burnout level infrontline nurses was higher than other nurses, the most important influencing factor was the jobstress. Regarding to negative effects of burnout on both physical and mental health nurses, it issuggested that a strong strategy be considered to reduce nurses’ burnout to be able to controlongoing and future outbreaks successfully.

BACKGROUND: Diabetes is a chronic, metabolic disease, which is commonly associated with increased blood glucose levels caused by impaired secretion or function of insulin. Therefore, daily blood glucose control, adherence to a dietary and pharmaceutical regimen, regular physical activity, and foot care are fundamental components of disease management. In order to optimize effective self-management, patients need to be trained. Teach-back is a method which aims to improve patients' understanding and perception of treatment regimens based on the interaction between patient and caregiver. AIM: This study was conducted to investigate the impact of the teach-back method on the effectiveness of self-management in patients with type 2 diabetes (T2D). METHODS: A total of 74 patients with T2D were included in the study by convenience sampling at the Endocrine and Metabolism Clinic. The subjects were assigned to control or intervention group. Data collection was performed by using a demographic data form and a self-efficacy questionnaire that were provided to the patients before and 1 month after training. The patients in the intervention group received a 5-session training program using the teach-back method. The control group received only routine programs. One month after completion of the training sessions, the questionnaires were completed by the subjects in the 2 groups, and the data obtained were analyzed. RESULTS: In contrast to the control group, mean and standard deviation of self-efficacy were significantly higher in the intervention group one month after training by the teach-back method than before training. The two groups did not significantly differ regarding mean score of self-efficacy before training, but there was a significant difference one month after training: the mean score of self-efficacy in the intervention group was significantly higher than in the control group (p < 0.001). CONCLUSIONS: Teach-back is a training procedure aimed at improving patients' understanding of treatment regimens. This study showed that teach-back significantly improved patients' self-efficacy even over as short a period as one month. It may be interesting to study the long-term effects of this simple but effective training method.