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IRCT20200414047074N1 IRCT 2020-05-27 Shiraz University of Medical Sciences The Effect of resilience Training on the Quality of Life, Depression, Stress and Anxiety in Hemodialysis patients The Effect of resilience Training on the Quality of Life, Depression, Stress and Anxiety in Hemodialysis patients 2020-05-06 anticipated 60 Complete https://irct.ir/trial/47191 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: Block randomization method In this study, the quadratic blocking method with a size of four was used in such a way that "training and control groups were named in groups A and B, each participant was given a short code," and two people were randomly assigned each time. Group A Two members of Group B are assigned to the four blocks, this continues until all participants are assigned to the blocks. N/A Educational effectiveness. Intervention 1: In order to develop a resilience education program, we reviewed research and resilience enhancement programs that had previously been conducted for different groups, as well as internal and external studies on resilience(29-33). Then, it was approved by the teachers of Fars University of Medical Sciences who had academic and clinical experience in this field. The intervention group received 12 sessions of training workshops on resilience skills. The control group did not receive any training during the research, but after completing it, in order to observe the principles of ethics in research, they were taught resilience content in the form of a 2-day workshop. To hold the workshops, the intervention groups were divided into smaller groups of 10 people. Training sessions were held by a clinical psychologist through lectures, discussions and group participation, modeling and role-playing, intellectual challenge, staging and homework; at the end of each session, the participants' questions were answered and the beginning of the next sessions was accompanied by a review of the topics of the previous session. In order to ensure proper productivity of the training process and also to create diversity in training, the final 10% of all training sessions were used for peer training. Peer groups are better able to encourage their peers to choose appropriate health behaviors, and they are able to share strengths and weaknesses and common experiences. Peer education is an ongoing approach in which he/she establishes a long-term friendly and intimate relationship with the patient and shares his information with him. In order to use peer education in this study, we randomly selected 3 hemodialysis patients who were not members of the participating groups. These individuals had at least one level of education with a diploma and appropriate expressiveness, had at least one year of hemodialysis experience, and according to the DASS-21 questionnaire, did not suffer from stress, anxiety and depression or were at a mild level. The training of the peers was such that in the presence of the instructor of the training program, under her supervision and guidance, they shared their experiences and strengths with the patients. Multimedia facilities such as computers, film and software players (PowerPoint) were used to provide training and to prevent tiredness in the participants; also, educational videos related to resilience, catering and short breaks were used. One week after the end of the intervention, stress, anxiety, depression, and quality of life questionnaires were completed by the participants in both groups. Intervention 2: Control group: They take the pre-test and post-test but do not receive any intervention. Yes - There is a plan to make this available What will be shared: All data except personal information is available When: unlimited To whom: unlimited Conditions: EDUCATIONAL Where to obtain: executor of plan Mehdi Amirkhani m.amir2006@yahoo.com How to obtain: Send to the executor via e-mail address and receive a reply Comments:
public MEHDI AMIRKHANI
NO 10, RESALAT
FASA Iran (Islamic Republic of) 7461797511 +98 71 5333 3541 M.AMIR2006@YAHOO.COM Shiraz University of Medical Sciences scientific MEHDI AMIRKHANI
RESALAT
FASA Iran (Islamic Republic of) 7461797511 +98 71 5333 3541 M.AMIR2006@YAHOO.COM Shiraz University of Medical Sciences Iran (Islamic Republic of) age under 70 years at least 12 months history of hemodialysis no mental and physical problems non-attending similar training classes 20 years 70 years Both Patient dissatisfaction N18.5 Chronic kidney disease, stage 5 N/A N/A In order to develop a resilience education program, we reviewed research and resilience enhancement programs that had previously been conducted for different groups, as well as internal and external studies on resilience(29-33). Then, it was approved by the teachers of Fars University of Medical Sciences who had academic and clinical experience in this field. The intervention group received 12 sessions of training workshops on resilience skills. The control group did not receive any training during the research, but after completing it, in order to observe the principles of ethics in research, they were taught resilience content in the form of a 2-day workshop. To hold the workshops, the intervention groups were divided into smaller groups of 10 people. Training sessions were held by a clinical psychologist through lectures, discussions and group participation, modeling and role-playing, intellectual challenge, staging and homework; at the end of each session, the participants' questions were answered and the beginning of the next sessions was accompanied by a review of the topics of the previous session. In order to ensure proper productivity of the training process and also to create diversity in training, the final 10% of all training sessions were used for peer training. Peer groups are better able to encourage their peers to choose appropriate health behaviors, and they are able to share strengths and weaknesses and common experiences. Peer education is an ongoing approach in which he/she establishes a long-term friendly and intimate relationship with the patient and shares his information with him. In order to use peer education in this study, we randomly selected 3 hemodialysis patients who were not members of the participating groups. These individuals had at least one level of education with a diploma and appropriate expressiveness, had at least one year of hemodialysis experience, and according to the DASS-21 questionnaire, did not suffer from stress, anxiety and depression or were at a mild level. The training of the peers was such that in the presence of the instructor of the training program, under her supervision and guidance, they shared their experiences and strengths with the patients. Multimedia facilities such as computers, film and software players (PowerPoint) were used to provide training and to prevent tiredness in the participants; also, educational videos related to resilience, catering and short breaks were used. One week after the end of the intervention, stress, anxiety, depression, and quality of life questionnaires were completed by the participants in both groups Control group: They take the pre-test and post-test but do not receive any intervention. QUALITY OF LIFE. Timepoint: One week after training. Method of measurement: QUESTIONER. Shiraz University of Medical Sciences Approved 2020-04-30 Shiraz University of Medical Sciences Ethics Committee ZAND SHIRAZ Fars Iran (Islamic Republic of)