fa بررسی تاثیر آموزش همتا بر میزان اضطراب قبل و بعد از عمل بیماران تنگی کانال نخاعی مراجعه کننده به بیمارستان های منتخب دانشگاه علوم پزشکی ایران سال 1399 پرستاري Nursing كارآزمايي باليني Controlled/Randomized clinical trial <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;">سابقه و هدف</span></span><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:Nazanin"><span style="font-weight:normal">:</span></span></span></i> <i><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="font-weight:normal">امروزه روش های مختلفی برای مقابله با اضطراب ناشی از جراحی وجوددارد. آموزش همتا یک میانجی میان بیمار و پرسنل بهداشتی بوده که سبب کاهش اضطراب بیماران می</span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="font-weight:normal">&shy;شود. </span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="font-weight:normal"></span></span></i></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.3pt">روش بررسی</span></span></span><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.3pt"><span style="font-weight:normal">:</span></span></span></span></i> <i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">60 بیمار با روش نمونه گیری آسان و با توجه به معیارهای ورود، انتخاب و به طور تصادفی ساده و مساوی در دو گروه مداخله و کنترل قرار گرفتند. پس از همسان سازی همتایان ، آموزش گروه مداخله توسط همتا و با نظارت پژوهشگر آغاز شد.گروه کنترل نیز از آموزش روتین بیمارستان بهره مند شدند. ابزار گرداوری شامل دو پرسشنامه اطلاعات دموگرافی و مقیاس سنجش اضطراب اشپیل برگر بود. اطلاعات با نرم افزار </span></span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">SPSS24</span></span></span></i><i><span style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal"> تحلیل شدند.</span></span></span></span></i><i>&nbsp; </i><i><span dir="LTR" style="font-size:10.0pt"><span style="letter-spacing:-.3pt"><span style="font-weight:normal"></span></span></span></i></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt">یافته ه</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt">ا:</span></span></span> <i><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">نتایج آزمون آماری تی مستقل با سطح معنی داری 05/0 نشان داد که اختلاف معنی داری بین میانگین اضطراب </span></span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">قبل از اموزش </span></span></span></span></i><i><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">در دو گروه وجود ندارد</span></span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal"> (82/0</span></span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">p=</span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">). </span></span></span></span></i><i><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">نتایج در خصوص مقایسه میزان اضطراب بعد از عمل بیماران در گروه مداخله و کنترل اختلاف معنی&shy;داری بین میانگین اضطراب در دو گروه را نشان داد (001/0></span></span></span></span></i><i><span dir="LTR" style="font-size:10.0pt"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">p </span></span></span></i><i><span lang="AR-SA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">)</span></span></span></span></i><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">.</span></span></span></span></i></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:&quot;Times New Roman&quot;,serif"><span style="font-weight:bold"><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;">نتیجه گ</span></span><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;">یری</span></span><i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="font-weight:normal">:</span></span></span></i> <i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Nazanin&quot;"><span style="letter-spacing:-.2pt"><span style="font-weight:normal">دست اندرکاران سلامتی همواره به دنبال راهکارهایی هستند تا با به کارگیری و اجرای آن، زمینه لازم جهت صرفه جویی در مدت زمان و هزینه های بستری بیماران را فراهم ساخته و کیفیت ارائه خدمات مراقبتی را نیز ارتقاء دهند. آگاهی از اهمیت و تاثیر آموزش همتا در کاهش اضطراب بیماران، شرایط لازم را در زمینه کاهش مشکلات بیماران فراهم می&shy;کند.</span></span></span></span></i><span lang="FA" style="font-size:12.0pt"><span style="font-family:&quot;B Koodak&quot;"><span style="font-weight:normal"></span></span></span></span></span></span></span></span></span><br> <br> <strong><span dir="LTR"></span></strong> <span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:11.0pt"><span style="font-family:&quot;Times New Roman&quot;,serif"><b><span style="font-size:11.0pt">Background</span></b><span style="font-size:11.0pt">: Today, there are various methods to deal with anxiety caused by surgery. Peer education through interpersonal interaction improves morale and thus reduces people&#39;s anxiety and also acts as a mediator between the patient and the medical staff. </span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:11.0pt"><span style="font-family:&quot;Times New Roman&quot;,serif"><b><span style="font-size:11.0pt">Materials and methods</span></b><span style="font-size:11.0pt">: A total of 60 patients were selected through simple sampling method and according to the inclusion criteria and randomly divided into two groups of intervention and control. After matching the peers, the training of the intervention group members who were on the surgical list was started by one of each peer under the supervision of the researcher. The control group also benefited from routine hospital training. Data collection tools included two questionnaires, including demographic information and Spielberger anxiety scale. Data were analyzed using SPSS₂₄ software. </span></span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:inter-ideograph"><span style="line-height:11.0pt"><span style="font-family:&quot;Times New Roman&quot;,serif"><b><span style="font-size:11.0pt">Results</span></b><span style="font-size:11.0pt">: The results of independent t-test with a significance level of 0.05 showed that there was no significant difference between the mean of pre-training anxiety in the two groups (p= 0.82). Postoperative anxiety showed a significant difference between intervention and control groups (p<0.001).</span></span></span></span></span><br> <span style="font-size:12pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="line-height:11.0pt"><span style="font-family:&quot;Times New Roman&quot;,serif"><b><span style="font-size:11.0pt">Conclusion</span></b><span style="font-size:11.0pt">: The results of this study indicate that peer education has a positive effect on reducing patients&#39; anxiety. Health professionals are always looking for solutions to use and implement it to save time and costs of hospitalization and improve the quality of care services. Awareness of the importance and impact of peer education in reducing patients &#39;anxiety and the economics of this type of education provides the necessary conditions for the use of peers in reducing patients&#39; problems.</span></span></span></span></span></span><br> &nbsp; آموزش همتا, اضطراب, تنگی کانال نخاعی Peer education, Anxiety, Spinal canal stenosis 204 214 http://tmuj.iautmu.ac.ir/browse.php?a_code=A-10-1371-1&slc_lang=fa&sid=1 Fatemeh Raoufian فاطمه رئوفیان 100319475328460010366 100319475328460010366 No Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran گروه پرستاری، دانشکده پرستاری و مامایی، علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران Faezeh Sahbaeiroy فایزه صحبایی روی fsahbaei@sbmu.ac.ir 100319475328460010367 100319475328460010367 Yes Department of Nursing, Faculty of Nursing and Midwifery, Tehran Medical Sciences, Islamic Azad University, Tehran, Iran گروه پرستاری، دانشکده پرستاری و مامایی، علوم پزشکی تهران، دانشگاه آزاد اسلامی، تهران، ایران