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IRCT20210511051260N1 IRCT 2022-02-12 Research Vice Chancellor of Mashhad University of Medical Science Determining the effect of nursing counseling on maternal anxiety Evaluation of Nursing Consultation based on Peplau’s theory on Perceived Stress and Anxiety of Patient's mothers with Gastrointestinal atresia 2022-01-10 anticipated 60 Complete https://irct.ir/trial/58283 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Health service research, Randomization description: In order to assign samples to each of the intervention and control groups, the randomization method with blocks will be used, so that first the size of 4 blocks will be considered. According to the sample size (60 people), 15 blocks will be selected based on a table of random numbers and individuals will be assigned to groups based on their position in the blocks, Blinding description: To reduce the bias or bias related to the intervention and evaluate the consequences, the method of blind or covering a blind single blind is followed, with this method, the outcome can be measured objectively. In this method, the trial is planned in such a way that the participant does not know which of the two control or test groups he belongs to. N/A Gastrointestinal atresia. Intervention 1: Intervention group: In the intervention group, Peplae's therapeutic communication theory is performed individually in 4 stages: introduction, identification, exploitation and dissolution, and re-testing is performed after the sessions. Introduction: Introducing the researcher to the child care client with gastrointestinal atresia - Gaining the client's trust - Explaining the present research - Clarifying the client's expectations from the treatment team (nurse, doctor and members of the treatment team) Patient - Defining the problem and deciding on the type of services required - A brief and understandable explanation to the client about the treatment and care that will be provided by the treatment team for the sick child - Determining the help needed by the client with a sick child from the treatment team : Choosing the right professional help - Encouraging the client to express feelings and ambiguities - Asking and answering the client's questions - Talking about the client's fears and stresses and anxiety - Talking about the client's issues and problems in relation to the sick child - Creating a sense of belonging And the ability to deal with the problem in the client. Exploitation stage: Using professional assistance to the client based on the patient's child's problems-Expressing the benefits of services used based on needs-Creating a sense of the client's important role as an integral part of the child care environment Patient-Leading the client to gain independence in caring Sick child-care planning based on each patient's problems-two to three sessions before reaching the closing stage Reminding the client to the sick child-problem solving and closing stage: termination of professional relationships-examining the positive and negative aspects of the program from the client's point of view-evaluation Results or not? - If not, why? - Investigate the reasons for the failure of the program and what should be done to achieve success - Provide pamphlets - CDs - Booklets required to inform the client to continue caring for the sick child In-house meetings are done individually and all face-to-face and oral consultations are done with educational aids such as pamphlets, booklets and educational CDs. The entire course lasts 8 months. Intervention 2: Control group: They did not receive any training program and in only two sessions, at the beginning and end of the study, they were given the Demographic Information Questionnaire and the Disease Profile Questionnaire, the Cohen Perceived Stress Questionnaire (PSS-14) and the Spielberger Anxiety Inventory (STAI). Undecided - It is not yet known if there will be a plan to make this available Justification or reason for indecision in sharing IPD is There is no more information
public Hamid Reza Behnam Vashani
Taghiabad Street,PhD Cross,School of Nursing and Midwifery.Mashhad University of Medical Sciences
Mashhad Iran (Islamic Republic of) 9567163940 +98 51 3859 1511 BEHNAMHR@MUMS.AC.IR Mashhad University of Medical Sciences scientific Hamid Reza Behnam Vashani
Taghiabad Street,PhD Cross,school of Nursing and Midwifery.Mashhad University of Medical Science
Mashhad Iran (Islamic Republic of) 9567163940 +98 51 3859 1511 behnamhr@mums.ac.ir Mashhad University of Medical Sciences Iran (Islamic Republic of) Mothers whose children have gastrointestinal atresia with a doctor's approval Willingness to participate in research Having informed consent of a healthy mother (has no known psychiatric disorder and is not being treated { has no mood disorders and anxiety and is not being treated in this regard}) The patient is the new admission of the ward and her first surgery in this field. no limit no limit Female Existence of major stressful events in life (death of first-degree relatives, financial bankruptcy, accident, severe family dispute with spouse) during the last 6 months Diagnosis of a known psychiatric disorder in the mother (having a mood and anxiety disorder and being treated) Severe medical disorder known in previous child Q41.8 Congenital absence, atresia and stenosis of other specified parts of small intestine Treatment - Other N/A Intervention group: In the intervention group, Peplae's therapeutic communication theory is performed individually in 4 stages: introduction, identification, exploitation and dissolution, and re-testing is performed after the sessions. Introduction: Introducing the researcher to the child care client with gastrointestinal atresia - Gaining the client's trust - Explaining the present research - Clarifying the client's expectations from the treatment team (nurse, doctor and members of the treatment team) Patient - Defining the problem and deciding on the type of services required - A brief and understandable explanation to the client about the treatment and care that will be provided by the treatment team for the sick child - Determining the help needed by the client with a sick child from the treatment team : Choosing the right professional help - Encouraging the client to express feelings and ambiguities - Asking and answering the client's questions - Talking about the client's fears and stresses and anxiety - Talking about the client's issues and problems in relation to the sick child - Creating a sense of belonging And the ability to deal with the problem in the client. Exploitation stage: Using professional assistance to the client based on the patient's child's problems-Expressing the benefits of services used based on needs-Creating a sense of the client's important role as an integral part of the child care environment Patient-Leading the client to gain independence in caring Sick child-care planning based on each patient's problems-two to three sessions before reaching the closing stage Reminding the client to the sick child-problem solving and closing stage: termination of professional relationships-examining the positive and negative aspects of the program from the client's point of view-evaluation Results or not? - If not, why? - Investigate the reasons for the failure of the program and what should be done to achieve success - Provide pamphlets - CDs - Booklets required to inform the client to continue caring for the sick child In-house meetings are done individually and all face-to-face and oral consultations are done with educational aids such as pamphlets, booklets and educational CDs. The entire course lasts 8 months. Control group: They did not receive any training program and in only two sessions, at the beginning and end of the study, they were given the Demographic Information Questionnaire and the Disease Profile Questionnaire, the Cohen Perceived Stress Questionnaire (PSS-14) and the Spielberger Anxiety Inventory (STAI) Perceived stress score. Timepoint: Perceived stress score with the help of a questionnaire in two stages before the intervention (beginning of the study) and after the intervention (end of the study). Method of measurement: Cohen Perceived Stress Questionnaire (PSS-14). Anxiety score. Timepoint: Anxiety scores with the help of Anxiety Questionnaire in two stages before the intervention (beginning of the study) and after the intervention (end of the study). Method of measurement: Spielberger Anxiety Inventory (STAI). Research Vice Chancellor of Mashhad University of Medical Science Approved 2021-07-06 Ethics Committee of the School of Nursing and Midwifery Mashhad University of Medical Sciences Taghiabad Street,PhD Cross,School of Nursing and Midwifery.Mashhad University of Medical Sciences Mashhad Razavi Khorasan Iran (Islamic Republic of)