Background & Aim: Lack of knowledge about coronary angiography may cause anxiety and stress in patients. Implementing appropriate Educational methods can be effective in decreasing the level of anxiety among these patients. This study aimed to compare the effects of Faceto-Face with group Education on anxiety and knowledge of patients undergoing coronary angiography.Methods & Materials: This quasi-experimental study was conducted in Shaheed Rajaie Cardiovascular Center affiliated to Tehran University of Medical Sciences in 2012. Through consecutive sampling method, 84 hospitalized patients who were candidate for coronary angiography were selected and allocated into two Educational groups. Data were collected using a demographic data sheet, the knowledge assessment questionnaire, and the Spielberg state-trait anxiety inventory. Patients in both groups received same Educational content.The patients' knowledge and anxiety were assessed before and after the intervention. Data were analyzed using descriptive statistics and independent t-test and paired t-test.Results: The finding showed that both Face-to-Face Education and group Education were effective in enhancing the knowledge of the patients. However, group Education was more effective than the Faceto-Face Education in reducing the patients' anxiety (P=0.049).Conclusion: Health professionals, particularly nurses, can use group Education as an effective and appropriate strategy to improve patients' knowledge and to reduce the anxiety among patients undergoing coronary angiography.

Today, the diversity and rapid changes in the environment have increasingly highlighted the importance of assets such as modern human capital, which contribute to sustainable development. The Education system in every society plays a vital role in determining the level of national development. The present study was conducted with the aim of examining the migration of Face-to-Face pedagogy to online Education as an achievement of Educational policymaking. The research method employed in this study is qualitative, and the research strategy is phenomenology with a Colaizzi approach. The participants of the study consisted of 12 experts and managers in the field of Education who are recognized for their expertise, influence, and authorship regarding policymaking for online Education at the elementary level. The sampling method was non-probability snowball sampling. The method of data analysis for the interviews was coding. The research findings, which encompassed instructional design, included 115 open codes, 13 components, and 5 categories titled goals, content, strategies, materials and resources, and assessment. The results, presented within the framework of administrators’ experiences of online Education policymaking, identified the following: goals—comprehensive, cognitive, affective, and psychomotor,content—including attitudinal, knowledge-based, and skill-based content,strategies—such as creative thinking strategies, information technology, and effective social networks,materials and resources—comprising technological infrastructure and equipment, financial infrastructure, and curriculum resources,and assessment—including formative and summative evaluation.

Introduction: Nowadays, surgery is one of the treatment methods for patients, which is considered as a stressful experience and causes psychological reactions such as anxiety. Failure to control anxiety can negatively affect the surgery results and patient’ s physical condition. The aim of this study was to evaluate the effect of Face to Face training on patients undergoing surgery. Methods: In this experimental study, 84 patients, who were candidates for surgery, were randomly divided into two groups of 42 patients (test and control). All patients completed demographic questionnaire and Spielberger questionnaire STAI (State-Trait Anxiety Inventory) on admission day. Then in the experimental group, patients were given Face to Face training the day before surgery. Before the surgery, the Spielberger questionnaire was completed again by the patients. The obtained data were analyzed using spss software (v. 18) as well as descriptive and inferential tests (frequency, percentage, mean). Results: Pre-intervention anxiety in the experimental and control groups were (91. 83 ± 4. 71) and (92. 52 ± 5. 58), respectively, which was not statistically signifi cant (p = 0. 552). However, after intervention the mean anxiety in the experimental and control groups were (87. 55 ± 3. 63) and (93. 17 ± 8. 66), respectively, which was statistically different (P <0. 001). Conclusion: According to the results, it is suggested to provide necessary fi elds for Face to Face training of patients undergoing surgery which can be effective in improving the status of patients.

Background: A lack of knowledge regarding breastfeeding is a significant contributing factor to its underutilization. Objectives: This study was designed to examine the effect of Educational intervention based on the theory of planned behavior (TPB) in two formats — individual and group — on promoting breastfeeding practices among pregnant women. Methods: A semi-experimental design was employed, involving 90 pregnant women who were randomly assigned to one of three groups: Two intervention groups receiving either individual or group-based Education, and a control group. A standardized Educational program, aligned with the TPB and focused on breastfeeding promotion, was delivered across four weekly sessions. Data were collected using a questionnaire at three time points and analyzed using SPSS version 22. Results: The average age of the participants was 25 years. The predominant Educational level was high school graduation, and the majority of participants were housewives. The intervention and control groups were homogeneous in terms of age, Education, occupation, income, and preference for type of delivery. The intervention groups exhibited a significant improvement in scores related to all constructs of the TPB after completing the training program (P < 0.001). Moreover, the immediate post-training effects were more pronounced compared to the one-month follow-up. However, no statistically significant differences were found between the two intervention groups in terms of the variables examined. Conclusions: The findings of this study do not support the hypothesis that one training method (individual or group) is more effective than the other in promoting breastfeeding intentions and behaviors.

Introduction: The Increasing of obesity surgery in the country causes the need for special care and psychological preparation of these patients in the form of necessary Educational intervention. Therefore, considering the importance of lifestyle in maintaining the desired weight and reducing the complications of surgical problems, the aim of this study was to investigate the effect of Face-to-Face Education on the lifestyle of patients undergoing sleeve gastrectomy surgery. Methods: This study is a clinical trial that started in October 2019 in the men and women surgery department of Valiasr Hospital, Tehran and lasted until April 2020. The study population was all patients undergoing sleeve surgery. A total of 70 patients were selected according to the inclusion criteria with convenience method, then randomly assigned to experimental and control groups. The day before surgery, a lifestyle intervention Face-to-Face Education was performed and also before and two months after surgery, evaluation was performed with a Health Promoting Lifestyle Profile II questionnaire in both experimental and control groups. Data were analyzed using SPSS software version 22. Results: The results of paired t-test after the intervention showed that the mean and standard deviation of the scores obtained in the experimental and control groups were )30. 2 ±,2. 1 ( and ) 23. 4 ±,3. 1 (, respectively, which showed a significant difference between the two groups after the intervention )P = 0. 000(. Conclusion: Considering the positive effect of Face-to-Face Education method in improving the lifestyle of patients after sleeve gastrectomy and the special role of nurses in educating the patient, it seems necessary to pay attention to this training method. Therefore, planning for the implementation of this training is recommended to reduce the complications and clinical problems of patients.

There is increasing support for the constructive approach in learning and teaching to respond the changes and challenges facing higher Education; an approach that is particularly suitable for architectural Education and design studio pedagogy. While the studio environment has been promoted as an ideal Educational setting for project-based disciplines, few qualitative studies have been undertaken in a comprehensive way. This study responds to this need by adopting Grounded Theory methodology in a qualitative comparative approach. The research aim is to explore the limitations and benefits of a Face-to-Face design studio as well as a virtual design studio to achieve a suitable platform to establish the best and maximum learning situation. The main outcome is a holistic multidimensional blended model being sufficiently flexible to adapt to various settings, in the process, facilitating constructive learning through self-determination, self-management and personalization of the learning environment. The model was tested in 2013 in the third year architecture course at Art University of Isfahan. The author’s role in the study was to teach the students and attend all the sessions as an active researcher observer. Volunteer students participated in a discussion group discussing their experiences at the end of the semester. Full access to the web-based design studio and archives of the design process was the most important benefit and technical internet problem and limited virtual partnership is the most important limitation of this experience.

Background and aims: The quality of nurse-patient communication has significant effects on patient care outcomes. Therefore, Education of communication skills (CSs) to nurses and nursing students can improve patient care outcomes. The aim of this study was to compare the effects of Face-to-Face Education (FTFE) and virtual Education (VE) on CSs among nursing students. Methods: This quasi-experimental study was conducted in 2021. Participants were 51 senior nursing students in their internship course in Shahrekord Faculty of Nursing and Midwifery, Shahrekord, Iran. They were recruited to the study through a census and were allocated to FTFE and VE groups through the Random Allocation Software. FTFE was provided in two sessions through the lecture and the question and answer methods, while VE was provided in a single online session through simulated multimedia content. Participants’,CSs were assessed before and ten days after the study intervention through a 50-minute Objective Structured Clinical Examination with five consecutive stations on communication with elderly patient, communication with adolescent patient, communication with aggressive patient, communication with illiterate or noncommunicative patient, and communication for consent. Data were analyzed using the SPSS software (v. 23. 0) and through the independent sample t, paired-sample t, and chi-square tests and the multivariate analysis of variance (MANOVA). Results: The posttest mean scores of CSs in both groups were significantly greater than their corresponding pretest values (P < 0. 05). However, there were no significant differences between the groups respecting the pretest and the posttest mean scores of CSs. The pretest mean score of the communication with elderly patient skill and the posttest mean score of the communication with aggressive patient skill had significant relationship with participants’,place of residence and gender, respectively (P < 0. 05). Conclusion: VE is as effective as FTFE in significantly improving nursing students’,CSs. Therefore, quality VE programs are recommended to fulfill the different Educational needs of nursing students.

Background: Constipation is a common problem among children. The aim of this study was to compare the effect of Face-to-Face and multimedia Education on the severity of functional constipation in children. Methods: It was a two-group pre-test post-test quasi-experimental study that was carried out at the Specialized Clinics of Pediatrics affiliated with the Arak University of Medical Sciences, Arak, Iran. The sample consisted of 96 eligible children in the age range of 6 to 12 years that were randomly assigned to Face-to-Face (n=48) and multimedia (n=48) groups. Functional constipation was detected by Rome Ι, Ι, Ι,criteria. Data were collected by a demographic characteristics form and the Constipation Assessment Scale (CAS) before intervention and one month later in both groups. In the Face-to-Face group, Education was provided using two 15-min training sessions in the form of a lecture in the presence of the mother. The multimedia training group received a 15-min training video. Both groups were given a pamphlet. The data were analyzed by Fisher’, s exact test, independent t-test, and paired t-test using SPSS 16. Results: There was no significant difference between the groups’,constipation severity before the intervention (P=0. 12). There was a significant difference between the mean score of constipation severity between the Face-to-Face (P=0. 01) and multimedia (P=0. 001) groups before and after the intervention. However, the Mean±, SD score of constipation severity after the intervention was 7. 05±, 1. 79 in the Face-to-Face group and 5. 91±, 1. 69 in the multimedia group (P=0. 001). Conclusion: The results of this study showed that both Educational interventions reduced the severity of constipation in children. However, multimedia training was more effective than Faceto-Face Education so that it reduced the severity of constipation to a greater extent.