Aim
This study aimed to clarify the value of caring programs developed according to Orem's Self‐Care Deficit Nursing Theory regarding quality of life and self‐care as the primary outcomes and self‐efficacy, anxiety, depression, and stress as the secondary outcomes among individuals aged 18–70 years with chronic diseases.
Background
Chronically ill patients need to receive appropriate self‐care training, counseling, and support. In this regard, the use of caring programs developed based on theories is highly suggested. Orem's Nursing Theory is the most well‐known theory that provides a structure to involve patients in their self‐care activities.
Introduction
Orem's Nursing Theory has been increasingly applied to guide practice for patients with chronic health conditions. However, recent trials have reported conflicting findings on the value of its application.
Methods
Eight information sources (e.g., Web of Science Core Collection, PubMed, and Scopus) and the International Clinical Trials Registry Platform were searched up to 30 March 2022.
Results
A total of 46 studies and 11 study register entries were eligible. Orem's theory‐based interventions significantly improved the quality of life, self‐care, and self‐efficacy as well as significantly reduced anxiety and depression. However, the value of the interventions on stress was uncertain, as performing the meta‐analysis was not possible.
Discussion
Orem's Nursing Theory can help nurses in different fields to dynamically and carefully evaluate patients’ self‐care ability and implement appropriate nursing measures tailored to their needs, interests, and problems. Considering the inconsistent evidence to support the empirical adequacy of this theory, high‐quality reviews are essential.
Conclusion
Orem's theory‐based programs had a favorable effect on taking care of adults with chronic diseases.
Implications
This study augments the previous reviews related to the applicability of Orem's Nursing Theory. Considering the undesirable evidence quality and the high between‐study heterogeneity, further well‐designed trials are required to draw an evidence‐based conclusion.
Demotivation in learning English has always been challenging for teachers, parents and researchers and they sought ways to discover its roots and solve it. One important source of solutions to learners’ demotivation is their own perceptions. However, such a rich resource of information on demotivation has received little attention. Therefore, inspired by such a gap, the present study investigated Iranian high school EFL students’ perceptions of demotivation in learning English. Following quantitative survey research, a questionnaire was designed both inspired by demotivation questionnaires of Sakai and Kikuchi (2009) and Falout and Maruyama (2004) and teachers’ focus group on attitudes. It was created based on the Likert Scale and composed of three phases including 54 statements about teachers, textbooks and classroom conditions. The questionnaire was sent to 300 volunteer high school students selected from a random list of public and private high schools across the country. After completion, the questionnaire data were controlled and entered into SPSS. Then, descriptive statistics were computed and Pearson correlation and Runs Test were carried out. However, analysis of the learners’ perceptions revealed that students attributed their demotivation to teachers, classroom conditions, and textbooks respectively. It was found that in Iran, teachers were deemed not qualified enough to motivate students. Apart from that, the classroom conditions and English textbooks were in poor conditions and did not manage to attract and motivate learners.
Introduction: Ginkgo is one of the essential plants for improving memory and preventing age-related or secondary amnesia. Although it has been appeared that Ginkgo alone does not seem to increase memory, it is important to reduce amnesia. Ritalin, On the other hand, is medicine used to treat attention deficit disorder, the abuse of which harms the brain and causes dependency. This study aimed to determine the effect of Ginkgo biloba extract on Ritalin-treated rats' memory. Methods: This experimental study was performed on 36 rats Wistar male rats, divided into 6 groups (n=6). The dosages used for Ritalin were 10mg/kg, and Ginkgo was 90mg/ kg, and 40mg/kg. Prescriptions in gavage form administrated in 10 days. The shuttle box was used to measure the amount of avoidance learning. Data were analyzed using the Kruskal-Wallis test and SPSS-23 software. Results: The results revealed that the shuttle box test in the Ginkgo group 90mg/kg outperformed than the control group. The Ginkgo consumer group at the dose of 90mg/kg and plus Ritalin had a significant difference with control (P<0.05). Conclusion: The findings showed that Ginkgo intake of 90 mg/kg causes elevated levels of step-through latency (STL). Overall, the results of this study indicate a positive effect of Ginkgo dosages alone and with Ritalin on the avoidance learning of Ritalin-treated rats.
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