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Asieh Sadad Baniaghil,
Volume 0, Issue 0 (2-2008)
Volume 0, Issue 0 (2-2008)
Abstract
Background and objectives: Health education is a communicative activity that can be used to make people accept hehaviors effective on healthy life. This study aimed at comparing group education and the current method of olucation on family planning
Material and Methods: In This pre-experimental study, the researcher sclected randomly four health centers out of 23. Then 120 women aged 15-45 were divided randomly into two groups of case and control. She instructed the case group in education classcs (10-15 members) taken for two hours. The control group was given individual education. The material of education was the same in both youns. After 3-6 mnonth, their family planning practice was recorded and analyzed by statistical tests such as chi-square.
Resu ts: The results in case group show that %60 (up to 3 months) and 256 (up to 6 months) of the subjects use a reliable contraceptive method after education. But in control group 3% and 7% of the samples, respectively. The difference between the two groups is significant (p=0/000).
Conclusion: Active group education is an effective way of casily accepting of family planning,
Dr Asieh Sadat Baniaghil, Dr Ebrahim Salehi Omran , Dr Mohammad Fazeli, Dr Vahid Fallah,
Volume 11, Issue 1 (5-2014)
Volume 11, Issue 1 (5-2014)
Abstract
Background and Objective: the world moving toward a knowledge based economy has led efficient human capital trained in university to the most important competitive factor in each country. Thus , it is vitally important to identify the factors related to their functions. The goal of this study was to explore the relationship between cultural capital and academic performance of Gorgan University of medical sciences’ students.
Material and Methods: This descriptive-analytical study was conducted ( 2013) on 126 randomly selected students , with at least 3 years of College experience, who had not any known physical or mental illnesses. The questionnaires, completed self-reportedly, were cultural capital and academic performance whose face and content validity (quantetive and qualitative) as well as reliability (internal consistency test) were confirmed. In data analysis, using SPSS-19, we measured frequency, Pearson Correlation Coefficient and stepwise regression techniques (0.05).
Results: Based on the results, there was a significant positive correlation (r = 0.45) between cultural capital and academic performance in that the higher cultural capital score the better academic performance. Furthemore, using the prediction formula, students’ academic performance can be predicted by their cultural capital.
Conclusion: According to the findings, the promotion of cultural capital can affect on academic performance of students.
Asieh Sadat Baniaghil, Shohreh Ghasemi, Masumeh Rezaei Aval , Nasser Behnampour,
Volume 17, Issue 0 (Supplementary 2020)
Volume 17, Issue 0 (Supplementary 2020)
Abstract
Background: Patient interview is the most common professional activity of clinicians. Effective interview can strengthen clinician-patient relationship and improve treatment outcomes. In some studies, such as saboori et al. (87-86) and Managheb et al. (2010), the Calgary-Cambridge model-based learning skill is effective in interviewing skills, while in other studies including Rezvani (2014), communication skills based on the Calgary-Cambridge model did not mention effective interviewing skills. This study aimed to evaluate the effects of communication skills training through the Calgary-Cambridge model on interviewing skills among midwifery students.
Methods: This two-group pretest-posttest randomized controlled field trial was conducted in 2017–2018. The number of participants was thirty including the students in the sixth and eighth semester of bachelor of midwifery conveniently recruited from Golestan University of Medical Sciences, Gorgan, Iran. Initially, their interviewing skill was assessed using Evan and colleague’s History-taking Rating Scale. Then, they were randomly allocated to a control (15) and to an intervention group (15) through stratified randomization based on their interviewing skill scores and their academic semester. Participants in the control group did not receive any communication skills training, while those in the intervention group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly (16 hours). Interviewing skills in the control and in the intervention groups was re-assessed respectively four weeks after pretest and four weeks after the intervention. Exclusion criteria were unilateral withdrawal from the study, two or more absences from communication skills training sessions, and failure to attend the communication skills assessment session. Therefore, one student in the control group and one student in the experimental group were excluded. Data were analyzed using SPSS software (v. 18.0).
Results: The pretest mean score of interviewing skills in the intervention and the control groups was 33.71±7. 342 and 33.64±6.021 respectively, with no significant between-group difference (P = 0.978). At posttest, the mean score of interviewing skills in the intervention and the control groups was 54.50±8.169 and 33.93±5.399 respectively and the between-group difference was statistically significant (P < 0.001).
Conclusions: Communication skills training through Calgary-Cambridge model is effective in significant improving midwifery students’ interviewing skills. The Calgary-Cambridge model could be used as part of the midwifery educational curriculum to improve the skills of interviewing midwifery students.
Methods: This two-group pretest-posttest randomized controlled field trial was conducted in 2017–2018. The number of participants was thirty including the students in the sixth and eighth semester of bachelor of midwifery conveniently recruited from Golestan University of Medical Sciences, Gorgan, Iran. Initially, their interviewing skill was assessed using Evan and colleague’s History-taking Rating Scale. Then, they were randomly allocated to a control (15) and to an intervention group (15) through stratified randomization based on their interviewing skill scores and their academic semester. Participants in the control group did not receive any communication skills training, while those in the intervention group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly (16 hours). Interviewing skills in the control and in the intervention groups was re-assessed respectively four weeks after pretest and four weeks after the intervention. Exclusion criteria were unilateral withdrawal from the study, two or more absences from communication skills training sessions, and failure to attend the communication skills assessment session. Therefore, one student in the control group and one student in the experimental group were excluded. Data were analyzed using SPSS software (v. 18.0).
Results: The pretest mean score of interviewing skills in the intervention and the control groups was 33.71±7. 342 and 33.64±6.021 respectively, with no significant between-group difference (P = 0.978). At posttest, the mean score of interviewing skills in the intervention and the control groups was 54.50±8.169 and 33.93±5.399 respectively and the between-group difference was statistically significant (P < 0.001).
Conclusions: Communication skills training through Calgary-Cambridge model is effective in significant improving midwifery students’ interviewing skills. The Calgary-Cambridge model could be used as part of the midwifery educational curriculum to improve the skills of interviewing midwifery students.
Asieh Sadat Baniaghil, Maryam Eksir, Nasser Behnampour,
Volume 17, Issue 0 (Supplementary 2020)
Volume 17, Issue 0 (Supplementary 2020)
Abstract
Background: Time management skills are so important in education and it can be very effectiv in this process. Given that the knowledge and application of time management skills can reduce teenager's time wasting and can help them to improve their academic achievement, this study aimed to investigate the effect of time management skills on academic achievement of second grade girl students in Gorgan in the 2018 academic year. This study is experimental with pre-test and post-test with control group.
Methods: The statistical population of the present study consisted of all 2785 female students of second grade high school in 2018 academic year covered by health centers in Gorgan. Among them, 40 students were selected by random sampling method and then the samples were divided into two into treatment and contrl group. Samples of both treatment and control groups completed the localized Britton & Tesser Time Management Questionnaire. Then, only for the treatment group, advicement were implemented. One month after the intervention, the samples (treatment and control group) completed the time management questionnaire again. At the end of the academic year, the scores of the first semester and second semester of students in the 2018 academic year were obtained. Data were finally analyzed with spss18 software.
Results: The results showed that the mean score of the control group students in the second stage decreased slightly compared to the first stage, although the paired T-test showed that this drop was not statistically significant (P> 0.05). Pre-test and post-test Wilcoxon test was used to evaluate academic achievement in the treatment group. Results showed a slight increase compared to the first step, although this increase was not statistically significant (P> 0.05). The results also showed a statistically significant difference at the level of (P> 0.05) in the mean of time management scores in the two control and intervention groups. In the subscales of short-term planning time management the two groups were evaluated before and after the intervention. Results showed a significant difference there was a statistically significant difference between the two groups in the mean score of short-term planning at (P> 0.05) level. The obtained data also showed that there was a statistically significant difference between the two groups in the mean attitude time score. The findings also indicated that there was a statistically significant difference between the two groups at the level of (P> 0.05). There is no long-term planning.
Conclusions: According to the findings, it can be concluded that the intervention did not improve the students' academic achievement, but it did improve the time management skills in the samples.
Methods: The statistical population of the present study consisted of all 2785 female students of second grade high school in 2018 academic year covered by health centers in Gorgan. Among them, 40 students were selected by random sampling method and then the samples were divided into two into treatment and contrl group. Samples of both treatment and control groups completed the localized Britton & Tesser Time Management Questionnaire. Then, only for the treatment group, advicement were implemented. One month after the intervention, the samples (treatment and control group) completed the time management questionnaire again. At the end of the academic year, the scores of the first semester and second semester of students in the 2018 academic year were obtained. Data were finally analyzed with spss18 software.
Results: The results showed that the mean score of the control group students in the second stage decreased slightly compared to the first stage, although the paired T-test showed that this drop was not statistically significant (P> 0.05). Pre-test and post-test Wilcoxon test was used to evaluate academic achievement in the treatment group. Results showed a slight increase compared to the first step, although this increase was not statistically significant (P> 0.05). The results also showed a statistically significant difference at the level of (P> 0.05) in the mean of time management scores in the two control and intervention groups. In the subscales of short-term planning time management the two groups were evaluated before and after the intervention. Results showed a significant difference there was a statistically significant difference between the two groups in the mean score of short-term planning at (P> 0.05) level. The obtained data also showed that there was a statistically significant difference between the two groups in the mean attitude time score. The findings also indicated that there was a statistically significant difference between the two groups at the level of (P> 0.05). There is no long-term planning.
Conclusions: According to the findings, it can be concluded that the intervention did not improve the students' academic achievement, but it did improve the time management skills in the samples.
Asieh Sadat Baniaghil, Fatemeh Bayenat, Masumeh Rezaei Aval , Nasser Behnampour,
Volume 17, Issue 0 (Supplementary 2020)
Volume 17, Issue 0 (Supplementary 2020)
Abstract
Background: The birth of the first child is accompanied by concerns such as fear of fetal malformations, adaptation to new identities and fear of childbirth due to adverse effects that concern maternal, child health, pregnancy, delivery and health; It has a significant. The purpose of this study was to determine the effect of emotion regulation training on fear of childbirth in pregnant women in Gorgan.
Methods: This field trial study included inclusion criteria: 18-9 years old, single, gaining more than 28 of the Birth Fear Questionnaire, and exclusion criteria: Non-Migration by the end of the study. Et al. (2008) standardized and localized. Exclusion criteria included: unwillingness to continue cooperation, occurrence of severe stressful event during the study (accident, death of a first degree relative), conversion of low risk pregnancy to high risk pregnancy (preterm birth, placental abnormalities, polygamy). , Recommended for absolute rest by a midwife or gynecologist). The scores on this questionnaire ranged from 14 to 56 and higher scores indicated greater fear. No Anxiety: You didn't have that fear at all. 2 Very Low Anxiety: Not enough to be called fear. Moderate anxiety: Annoying: but not enough to affect your health and comfort 4 High anxiety: Worry is a concern that affects your health and comfort.
Initially, after completing the informed consent form, and if they scored more than 1, they were told by the Fear Questionnaire, this was a research task with two intervention and control groups. The assignment to each of the groups is completely random, and if they are in the intervention group, they will be invited to participate in the emotion regulation classes and the classes are completely optional. They were then assigned to a random sequence of letters A and B using random block allocation (binary random blocks designed and executed by a computer system). Sorting the descending phobia scores downward for the volunteer mothers would result in homogeneity in successive scores (a suitable random stratification approach), so that the mean scores in groups A and B were very close to each other. The first group consisted of 10 subjects, with one person being excluded from the study during the sessions. The first group meetings ended with 9 people. The second group started with 10 people who ended up in sessions with 9 people due to the death of his father. The third group started with 11 people and the 11 people continued until the end. Statistical analysis was performed on 29 patients in the intervention group and 31 in the control group. The pretest-posttest and control group design was performed on 62 primigravida 28-32 weeks’ pregnant women in Gorgan health centers. Sampling was done by stratified random sampling and restricted minimization method. Data collection tool was demographic data form and Persian Questionnaire 14 "Fear of delivery" questionnaire which was completed by both groups at the beginning of the study. Mothers of intervention group in 9 to 11 group in two 120 minute sessions. Weekly group training received emotion regulation according to Grasse model. Mothers in control group did not receive any intervention. At the end of the eighth session, the postnatal phase of the Fear Questionnaire was completed with a range of 14 items by both groups. Statistical analysis was performed using parametric tests of chi-square, t-test, and non-parametric tests of chi-square, Mann-Whitney at 95% confidence level and 80% test power using SPSS 18 software.
Results: The results of the present study showed that in the control group, the mean fear score of 3 units (from 37.6552 to 34.4839) and in the intervention group 11 units (from 37.6552 to 26.5517) significantly decreased after the emotion regulation training (5. /.>p).
Conclusions: Primary pregnant women who received emotion regulation training had lower fear of delivery than control group. Reduce. The result of the study confirms the importance of emotion regulation training in reducing the mean score of fear of childbirth.
Methods: This field trial study included inclusion criteria: 18-9 years old, single, gaining more than 28 of the Birth Fear Questionnaire, and exclusion criteria: Non-Migration by the end of the study. Et al. (2008) standardized and localized. Exclusion criteria included: unwillingness to continue cooperation, occurrence of severe stressful event during the study (accident, death of a first degree relative), conversion of low risk pregnancy to high risk pregnancy (preterm birth, placental abnormalities, polygamy). , Recommended for absolute rest by a midwife or gynecologist). The scores on this questionnaire ranged from 14 to 56 and higher scores indicated greater fear. No Anxiety: You didn't have that fear at all. 2 Very Low Anxiety: Not enough to be called fear. Moderate anxiety: Annoying: but not enough to affect your health and comfort 4 High anxiety: Worry is a concern that affects your health and comfort.
Initially, after completing the informed consent form, and if they scored more than 1, they were told by the Fear Questionnaire, this was a research task with two intervention and control groups. The assignment to each of the groups is completely random, and if they are in the intervention group, they will be invited to participate in the emotion regulation classes and the classes are completely optional. They were then assigned to a random sequence of letters A and B using random block allocation (binary random blocks designed and executed by a computer system). Sorting the descending phobia scores downward for the volunteer mothers would result in homogeneity in successive scores (a suitable random stratification approach), so that the mean scores in groups A and B were very close to each other. The first group consisted of 10 subjects, with one person being excluded from the study during the sessions. The first group meetings ended with 9 people. The second group started with 10 people who ended up in sessions with 9 people due to the death of his father. The third group started with 11 people and the 11 people continued until the end. Statistical analysis was performed on 29 patients in the intervention group and 31 in the control group. The pretest-posttest and control group design was performed on 62 primigravida 28-32 weeks’ pregnant women in Gorgan health centers. Sampling was done by stratified random sampling and restricted minimization method. Data collection tool was demographic data form and Persian Questionnaire 14 "Fear of delivery" questionnaire which was completed by both groups at the beginning of the study. Mothers of intervention group in 9 to 11 group in two 120 minute sessions. Weekly group training received emotion regulation according to Grasse model. Mothers in control group did not receive any intervention. At the end of the eighth session, the postnatal phase of the Fear Questionnaire was completed with a range of 14 items by both groups. Statistical analysis was performed using parametric tests of chi-square, t-test, and non-parametric tests of chi-square, Mann-Whitney at 95% confidence level and 80% test power using SPSS 18 software.
Results: The results of the present study showed that in the control group, the mean fear score of 3 units (from 37.6552 to 34.4839) and in the intervention group 11 units (from 37.6552 to 26.5517) significantly decreased after the emotion regulation training (5. /.>p).
Conclusions: Primary pregnant women who received emotion regulation training had lower fear of delivery than control group. Reduce. The result of the study confirms the importance of emotion regulation training in reducing the mean score of fear of childbirth.
Asieh.sadat Baniaghil, Shohreh Ghasemi, Masumeh Rezaei Aval, Nasser Behnampour,
Volume 17, Issue 2 (4-2020)
Volume 17, Issue 2 (4-2020)
Abstract
Background: Communication skills are of top priority for health care provider's professional traits and communication is an essential part of the midwifery care. Many studies of midwifery and midwifery students' communication skills are poor and average. This study aimed to evaluate the effects of communication skills training through the Calgary Cambridge model on communication skill among midwifery students.
Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software.
Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122.43±9.40 and 122.29±7.81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122±8.06 and 120±8.08 and the between-group difference was not significant (P=0.51).
Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students’ communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model.
Methods: This randomized controlled field trial was conducted in 2018. Thirty midwifery students were recruited using conventional sampling method from Golestan University of Medical Sciences, Gorgan, Iran. Then subjects was assigned into two experimental and control groups by stratified random allocation method. Initially, their communication skill was assessed using Queendom scale. Participants in the experimental group received communication skills training based on Calgary-Cambridge model in four four-hour sessions held twice weekly. The control group did not receive any intervention. Communication skill in both control and experimental groups was re-assessed respectively four weeks after pretest. Data were analyzed using the Mann-Whitney U test, the independent-sample t test and the paired-sample test in SPSS-16 software.
Results: The pretest mean scores of communication skill in the experimental and the control groups were respectively 122.43±9.40 and 122.29±7.81, with no significant between-group difference. At post-test, the mean score of communication skill in the experimental and the control groups was respectively 122±8.06 and 120±8.08 and the between-group difference was not significant (P=0.51).
Conclusion: Communication skills training through Calgary-Cambridge model is not effective in significantly improving midwifery students’ communication skill. Therefore, to improve communication skills, this model is insufficient and may need to be modified, or it is necessary to add more intervention to this model.
Asieh.sadat Baniaghil, Maryam Eksir, Nasser Behnampour,
Volume 18, Issue 1 (5-2021)
Volume 18, Issue 1 (5-2021)
Abstract
Background: Time management skill learning and identification are very effective in the study process, and can reduce the adolescents' waste of time and help them increase the academic achievement. The present study aimed to determine the effect of time management skill on the academic achievement of female students.
Methods: This interventional study was a randomized controlled field trial. The statistical population consisted of all 2785 female second-grade high school students in 2017-2018 covered by health centers of Gorgan, Iran. Forty eligible students were selected and allocated into intervention and control groups. In the intervention group, a group counseling session of time management training was held for 6 hours in two days. A month after intervention, all students completed the questionnaire, and the students' grade point average (GPA) of the first and second semesters were extracted in 2017-2018. To compare the academic achievement we used the Mann-Witny U test, paired t-test, and Wilcoxon test in SPSS-16.
Results: The mean of the GPA of students in control group before and after intervention were 17.95±1.47 and 17.86±1.67, respectively (P=0.43). The GPA in the intervention group was 17.61±0.84 before intervention and showed an increase to 17.75±1.08 after the time management skill training; but the increase was not statistically significant (P=0.43). The results indicated a statistical significant difference in mean scores of 2 subscales; short-term planning and time attitude in the intervention group in comparison with the control group.
Conclusion: Despite the fact that time management skill training did not lead to the academic achievement in students, it could improve the short-term planning. Since the follow-up of the present study was short-term, it needs time to improve planning and affecting the academic achievement. It is suggested to examine this assumption in longitudinal and long-term studies.
Methods: This interventional study was a randomized controlled field trial. The statistical population consisted of all 2785 female second-grade high school students in 2017-2018 covered by health centers of Gorgan, Iran. Forty eligible students were selected and allocated into intervention and control groups. In the intervention group, a group counseling session of time management training was held for 6 hours in two days. A month after intervention, all students completed the questionnaire, and the students' grade point average (GPA) of the first and second semesters were extracted in 2017-2018. To compare the academic achievement we used the Mann-Witny U test, paired t-test, and Wilcoxon test in SPSS-16.
Results: The mean of the GPA of students in control group before and after intervention were 17.95±1.47 and 17.86±1.67, respectively (P=0.43). The GPA in the intervention group was 17.61±0.84 before intervention and showed an increase to 17.75±1.08 after the time management skill training; but the increase was not statistically significant (P=0.43). The results indicated a statistical significant difference in mean scores of 2 subscales; short-term planning and time attitude in the intervention group in comparison with the control group.
Conclusion: Despite the fact that time management skill training did not lead to the academic achievement in students, it could improve the short-term planning. Since the follow-up of the present study was short-term, it needs time to improve planning and affecting the academic achievement. It is suggested to examine this assumption in longitudinal and long-term studies.
Asieh.sadat Baniaghil, Fatemeh Bayenat, Masumeh Rezaei Aval, Nasser Behnampour,
Volume 19, Issue 2 (9-2022)
Volume 19, Issue 2 (9-2022)
Abstract
Background: Fear of childbirth can affect the health of the mother and the baby, which can be associated with unfavorable consequences. This study was conducted to determine effects of an emotion regulation training based on the Gross model on the fear of childbirth in primigravida women.
Methods: This randomized field trial was conducted on 62 primigravida women with a gestational age of 28-32 weeks, who were referred to comprehensive healthcare centers in Gorgan (Iran) from April to November 2019. Subjects were selected using simple random sampling. The subjects were randomly divided into a control group (n=31) and an intervention group (n=29) based on their mean score of fear of childbirth at pretest. The Gross model-based emotion regulation training was held in 8 sessions of 120 minutes, twice a week, for women in the intervention group in three groups. The control group received routine training programs. Data were collected using the Persian version of the 14-item fear of childbirth questionnaire, at baseline and one month after the intervention. Statistical analysis of data was carried out in SPSS software (version 16) and at significance level of 0.05.
Results: The demographic characteristics of the subjects did not differ significantly between the two groups. After the training intervention, the mean score of fear of childbirth in the intervention group (26.55±5.44) was significantly lower than that in the control group (34.48±7.32) (P=0.0001).
Conclusion: Based on the results, we suggest providing the Gross model-based emotion regulation training in health care centers in order to reduce the fear of childbirth in primigravida women.
Asieh Sadat Baniaghil , Kosar Amini , Naser Behnampour ,
Volume 22, Issue 3 (9-2025)
Volume 22, Issue 3 (9-2025)
Abstract
Background: Domestic violence is a pervasive issue characterized by a pattern of coercive and controlling behaviors within an intimate relationship. While traditional gendered models often portray males as perpetrators and females as victims, this perspective oversimplifies the complex reality of intimate partner violence (IPV). Research indicates that domestic violence can affect individuals of any gender. Therefore, this study aims to examine domestic violence as it is experienced by both males and females.
Methods: This cross-sectional study investigated 240 cohabiting couples in Gorgan, northern Iran, in 2022. The researchers used a simple random sampling method, facilitated by R software (version 4.4.2) and the national electronic health information system, to identify eligible participants. Participants included females aged 20–49 and their husbands, all of whom had been married for at least two years. Data were collected via the online, self-administered Persian version of the Conflict Tactics Scale 2 (CTS2), which measures the following subscales of conflict: Psychological aggression, physical assault, sexual coercion, and injury. Data analysis included descriptive statistics (mean and standard deviation) and qualitative statistics (frequency and percentage). The Kruskal-Wallis test was employed to compare mean scores between groups, with statistical significance set at P < 0.05.
Results: This study's findings revealed that 52.8% of couples (95% confidence interval [CI]: 40.72–58.45) experienced domestic violence. The research further specified the prevalence of various forms of violence as follows: Bilateral violence: 25% (95% CI: 19.48–30.52), male-to-female partner violence (MFPV): 19.58% (95% CI: 14.53–26.64), and female-to-male violence (FMPV): 7.5% (95% CI: 4.14–10.86). The most frequently reported types of abuse were psychological aggression (male: 5.0 ± 3.48; female: 5.07 ± 3.67) and sexual coercion (male: 2.71 ± 1.8; female: 2.93 ± 2.42).
Conclusion: The results of this study suggest that IPV can be perpetrated by any individual within a relationship, regardless of gender. Consequently, educational initiatives and screening programs should be developed to include both members of a couple, instead of being focused on a single individual. These findings can be utilized by healthcare professionals to develop more comprehensive prevention strategies and to enhance the effectiveness of existing screening protocols for IPV.
Methods: This cross-sectional study investigated 240 cohabiting couples in Gorgan, northern Iran, in 2022. The researchers used a simple random sampling method, facilitated by R software (version 4.4.2) and the national electronic health information system, to identify eligible participants. Participants included females aged 20–49 and their husbands, all of whom had been married for at least two years. Data were collected via the online, self-administered Persian version of the Conflict Tactics Scale 2 (CTS2), which measures the following subscales of conflict: Psychological aggression, physical assault, sexual coercion, and injury. Data analysis included descriptive statistics (mean and standard deviation) and qualitative statistics (frequency and percentage). The Kruskal-Wallis test was employed to compare mean scores between groups, with statistical significance set at P < 0.05.
Results: This study's findings revealed that 52.8% of couples (95% confidence interval [CI]: 40.72–58.45) experienced domestic violence. The research further specified the prevalence of various forms of violence as follows: Bilateral violence: 25% (95% CI: 19.48–30.52), male-to-female partner violence (MFPV): 19.58% (95% CI: 14.53–26.64), and female-to-male violence (FMPV): 7.5% (95% CI: 4.14–10.86). The most frequently reported types of abuse were psychological aggression (male: 5.0 ± 3.48; female: 5.07 ± 3.67) and sexual coercion (male: 2.71 ± 1.8; female: 2.93 ± 2.42).
Conclusion: The results of this study suggest that IPV can be perpetrated by any individual within a relationship, regardless of gender. Consequently, educational initiatives and screening programs should be developed to include both members of a couple, instead of being focused on a single individual. These findings can be utilized by healthcare professionals to develop more comprehensive prevention strategies and to enhance the effectiveness of existing screening protocols for IPV.
Quality of life in patients treated for oral and laryngeal squamous cell carcinoma in Northeast Iran
Elaheh Sadeghloo, Asieh Sadat Baniaghil , Gholamreza Roshandel , Maryam Ghelichli , Fatemeh Mehravar , Alireza Firozbakhsh ,
Volume 22, Issue 4 (12-2025)
Volume 22, Issue 4 (12-2025)
Abstract
Background: Patients with oral and/or laryngeal carcinoma face challenges that can persistently impair their quality of life (QoL) even after treatment. This study aimed to investigate QoL impairment in patients with oral and laryngeal squamous cell carcinoma receiving treatment.
Methods: This descriptive cross-sectional study was conducted on 54 individuals with oral and laryngeal cancer through census sampling in 2022. Patients over 18 years old who had received treatment were included. Individuals experiencing recurrences or relapses and those receiving neoadjuvant therapy were excluded. The list of names and phone numbers of participants was obtained from the database of the Liver and Digestive Research Centre in Golestan Province, Iran. The study utilized the Persian version of the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire–Head and Neck 35, which the participants completed during phone interviews. Point prevalence (per 100,000) was reported with 95% confidence intervals, and QoL data were summarized as mean ± standard deviation (SD) and median (interquartile range, IQR).
Results: The point prevalence of oral and laryngeal squamous cell carcinoma in Golestan Province was 15.15 per 100,000, with significant variation across counties, ranging from 5.80 to 26.01. The mean QoL score for the participants was 68.20 ± 29.58. Overall, 38.9% of the participants reported normal QoL, while 22.2% and 38.9% reported mild and moderate impairment, respectively. Subdomains related to weight loss and feeling ill showed a severe decline in QoL. Meanwhile, issues such as dry mouth, sticky saliva, social contacts, swallowing, pain, taste/smell, social eating, teeth problems, and speech were associated with moderate QoL impairment.
Conclusion: The findings show that the QoL among individuals with a history of oral and laryngeal cancer was below the threshold. Most participants experienced mild to moderate QoL impairments. These results highlight the need for targeted interventions focused on improving QoL for affected individuals based on their symptoms and signs.
Methods: This descriptive cross-sectional study was conducted on 54 individuals with oral and laryngeal cancer through census sampling in 2022. Patients over 18 years old who had received treatment were included. Individuals experiencing recurrences or relapses and those receiving neoadjuvant therapy were excluded. The list of names and phone numbers of participants was obtained from the database of the Liver and Digestive Research Centre in Golestan Province, Iran. The study utilized the Persian version of the European Organization for Research and Treatment of Cancer Quality of Life Questionnaire–Head and Neck 35, which the participants completed during phone interviews. Point prevalence (per 100,000) was reported with 95% confidence intervals, and QoL data were summarized as mean ± standard deviation (SD) and median (interquartile range, IQR).
Results: The point prevalence of oral and laryngeal squamous cell carcinoma in Golestan Province was 15.15 per 100,000, with significant variation across counties, ranging from 5.80 to 26.01. The mean QoL score for the participants was 68.20 ± 29.58. Overall, 38.9% of the participants reported normal QoL, while 22.2% and 38.9% reported mild and moderate impairment, respectively. Subdomains related to weight loss and feeling ill showed a severe decline in QoL. Meanwhile, issues such as dry mouth, sticky saliva, social contacts, swallowing, pain, taste/smell, social eating, teeth problems, and speech were associated with moderate QoL impairment.
Conclusion: The findings show that the QoL among individuals with a history of oral and laryngeal cancer was below the threshold. Most participants experienced mild to moderate QoL impairments. These results highlight the need for targeted interventions focused on improving QoL for affected individuals based on their symptoms and signs.
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