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Volume 3, Issue 3 (2022)
J Clinic Care Skill 2022, 3(3): 111-117 |
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Received: 2022/07/11 | Accepted: 2022/09/7 | Published: 2022/09/19
Received: 2022/07/11 | Accepted: 2022/09/7 | Published: 2022/09/19
How to cite this article
Poursamad A, Karimi Z, Mousavi M. Comparison of the Effect of Teach-Back Method and Video Clip Training on the Sense of Coherence of Mothers with Children Suffering from Asthma. J Clinic Care Skill 2022; 3 (3) :111-117
URL: http://jccs.yums.ac.ir/article-1-144-en.html
URL: http://jccs.yums.ac.ir/article-1-144-en.html
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1- Community Health Nursing, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
2- Department of Operating Room, School of Paramedicine, Yasuj University of Medical Sciences, Yasuj, Iran
3- Student Research Center, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
2- Department of Operating Room, School of Paramedicine, Yasuj University of Medical Sciences, Yasuj, Iran
3- Student Research Center, School of Nursing, Yasuj University of Medical Sciences, Yasuj, Iran
Abstract (2319 Views)
Aims: Mothers whose children suffer from chronic diseases experience high levels of stress. Promoting the sense of coherence can be a way to reduce the stress. The aim of this study was to compare the effect of teach-back method and video clip teaching on the sense of coherence of mothers with children suffering from asthma.
Materials & Methods: In this randomized controlled trial, 75 eligible mothers with children suffering from asthma in Yasuj in 2020 were selected by convenience sampling method and randomly assigned into three groups: video clip group, teach-back method group and control group. In video clip group, training was performed through a 15-minute clip in two sessions. In teach-back method group 8 training sessions were held. Data were collected using the Antonovsky's Sense of Coherence scale-13 at baseline and one month after the intervention. Data were analyzed using SPSS 21 by descriptive and inferential statistics.
Findings: Before the intervention, there was no significant difference in the mean score of sense of coherence and its subscale in the three groups (p>0.05). One month after the intervention, there was a significant difference in the mean score of sense of coherence and its subscales between the two intervention groups with the control group (p=0.001). Also, a significant difference was observed between the two intervention groups in the mean scores of the sense of coherence and comprehensibility (p<0.05).
Conclusion: Both video clip and teach-back methods improves mothers' sense of coherence, but teach-back method is more effective than video clip teaching.
Materials & Methods: In this randomized controlled trial, 75 eligible mothers with children suffering from asthma in Yasuj in 2020 were selected by convenience sampling method and randomly assigned into three groups: video clip group, teach-back method group and control group. In video clip group, training was performed through a 15-minute clip in two sessions. In teach-back method group 8 training sessions were held. Data were collected using the Antonovsky's Sense of Coherence scale-13 at baseline and one month after the intervention. Data were analyzed using SPSS 21 by descriptive and inferential statistics.
Findings: Before the intervention, there was no significant difference in the mean score of sense of coherence and its subscale in the three groups (p>0.05). One month after the intervention, there was a significant difference in the mean score of sense of coherence and its subscales between the two intervention groups with the control group (p=0.001). Also, a significant difference was observed between the two intervention groups in the mean scores of the sense of coherence and comprehensibility (p<0.05).
Conclusion: Both video clip and teach-back methods improves mothers' sense of coherence, but teach-back method is more effective than video clip teaching.
Keywords:
Teach-back Methods [MeSH], Video Clip [MeSH], Sense of Coherence [MeSH], Asthma [MeSH], Parents [MeSH], Mother [MeSH], Child [MeSH]
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