fa تاثیر آموزش خود مراقبتی براساس نظریه اورم بر کیفیت زندگی والدین کودکان مبتلا به سندروم نفروتیک پرستاری nursing پرستاری کودکان و نوزادان Pediatric and Neonatal Nursing <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">مقدمه: </span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">عوارض ناشی از سندرم نفروتیک باعث کاهش </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">کیفیت زندگی والدینِ</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> کودکان مبتلا به این بیماری می گردد. با توجه به اینکه آموزش خودمراقبتی با احتمال کاهش مرگ و میر و بهبود پیامدهای بیماری همراه می&shy; باشد، لذا هدف پژوهش حاضر </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">تعیین تاثیر آموزش خودمراقبتی بر ارتقاء کیفیت زندگی والدینِ کودکان مبتلا به سندرم نفروتیک بوده است.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">روش&shy; کار: </span></span></b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">در این مطالعه کارآزمایی بالینی تصادفی </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">60 کودک </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">1</span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">8-7 ساله مبتلا به سندرم نفروتیک به روش تصادفی به دو گروه</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">مساوی </span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">آزمون و کنترل تقسیم شدند. ابزارگرداوری داده ها شامل: فرم اطلاعات دموگرافیک</span></span>&nbsp; <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">و پرسشنامه ی خلاصه شده ی کیفیت زندگی سازمان بهداشت جهانی<a href="#_ftn1" name="_ftnref1" title=""><span class="MsoFootnoteReference" style="vertical-align:super"><span class="MsoFootnoteReference" style="vertical-align:super"><span style="font-size:8.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">[1]</span></span></span></span></span></a></span></span><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> بود. اعضای گروه مداخله 2 جلسه 60 دقیقه &shy;ای، آموزش خودمراقبتی براساس نظریه اورم دریافت کردند. نتایج مداخله بعد از </span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">یک ماه</span></span> <span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">توسط نرم‌افزار آماری </span></span><span dir="LTR" style="font-size:8.0pt"><span new="" roman="" style="font-family:" times="">SPSS</span></span><span style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> نسخه 23 تجزیه و تحلیل شدند.</span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">یافته ها: </span></span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">میانگین نمره ی</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">&nbsp;کیفیت زندگی والدین</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> در گروه آزمون و کنترل، قبل از مداخله، به ترتیب </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">74/3 </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> 36/51 و 52/4 </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> 46/51 </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">بود که اختلاف معناداری بین دو گروه مشاهده نشد(</span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">05/0 </span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><</span></span></span><span dir="LTR" style="font-size:8.0pt"><span style="line-height:107%">P</span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">).</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> لیکن یک ماه پس از مداخله در گروه آزمون این رقم &nbsp;به </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">26/3 </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> 90/99 </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">و در گروه کنترل به </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">27/9 </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:"> 20/51 </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">رسیده بود که بر اساس آزمون من ویتنی یو (</span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">05/0 </span></span></span><span lang="FA" style="font-size:14.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">></span></span></span><span dir="LTR" style="font-size:8.0pt"><span style="line-height:107%">P</span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:107%"><span b="" nazanin="" style="font-family:">) اختلاف معناداری بین دو گروه مشاهده شد.</span></span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">بحث و نتیجه گیری:</span></span></b><span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> آموزش خودمراقبتی براساس نظریه اورم بر ارتقاء کیفیت زندگی والدین</span></span><span lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">ِ</span></span> <span lang="AR-SA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">کودکان مبتلا به سندرم نفروتیک مؤثر بود. این نتایج در یک ماه بعد از مداخله آموزشی نیز تداوم داشت، لذا می&shy; تواند به عنوان روش مکمل و اثربخش در افزایش کیفیت زندگی والدین این گروه از بیماران مورد استفاده قرار بگیرد.</span></span><span dir="LTR" style="font-size:8.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span></span></span></span></span><br> <br> <span style="font-size:11pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:107%"><span sans-serif="" style="font-family:Calibri,"><b><span dir="LTR" style="font-size:8.0pt"><span style="line-height:107%"></span></span></b></span></span></span></span></span> <div>&nbsp; <hr align="left" size="1" width="33%" > <div id="ftn1"></div></div> <span style="line-height:normal"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Introduction:</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> Complications of nephrotic syndrome reduce quality of life in parents. Self-care education is associated with the possibility of reducing mortality and improving disease outcome. The aim of this study was to determine the effect of self-care education on quality of life of parents of children with nephrotic syndrome.</span></span><span style="font-size:12.0pt"><span style="font-family:"Times New Roman","serif""></span></span></span><br> <span style="line-height:normal"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Methods:</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> In this randomized clinical trial study, 60 children aged 7-18 years with nephrotic syndrome were randomly divided into two equal groups of test and control. Data collection tools were demographic information form and <span style="background:white">World Health Organization Quality of Life Questionnaire</span>. The intervention group received 2 sessions of 60 minutes of self-care training based on Orem theory. The control group did not receive any training. The results of the intervention were analyzed after 4 weeks by SPSS 23 software.</span></span></span><br> <span style="line-height:normal"><b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">Results:</span></span></b><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times=""> The mean scores of quality of life in the experimental and control groups before the intervention were </span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">74/3 </span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> 36/51 </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&nbsp;and</span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">52/4 </span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> 46/51 </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">, respectively (P>0.05 ), No significant difference was observed between the two groups. One month after the intervention, it was </span></span>&nbsp;<span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">26/3 </span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> 90/99 </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">in the experimental group and </span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:">27/9 </span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">&plusmn;</span></span><span dir="RTL" lang="FA" style="font-size:12.0pt"><span b="" nazanin="" style="font-family:"> 20/51 </span></span><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">in the control group, which Significant difference&nbsp; was observed between the two groups (P<0.05).</span></span></span><br> <b><span style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Conclusion:</span></span></span></b><span style="font-size:12.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""> Self care education based on Orem&#39;s theory is effective in increasing the quality of life of parents of children with nephrotic syndrome which can be used as a complementary and </span></span></span><span style="line-height:normal"><span style="text-autospace:none"><span style="font-size:12.0pt"><span new="" roman="" style="font-family:" times="">effective method to improve that in parents of this group of patients.</span></span></span></span><br> &nbsp; کودک, آموزش, اورم, والدین, سندروم نفروتیک, کیفیت زندگی Child, Education, Orem, Parents, Nephrotic syndrome, Quality of life 27 36 http://ijnr.ir/browse.php?a_code=A-10-5515-1&slc_lang=fa&sid=1 jamalodin begjani جمال الدین بگجانی jamalbegjani@gmail.com 13700319475328460021179 13700319475328460021179 No گروه پرستاری کودکان و مراقبت های ویژه نوزادان، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی تهران، تهران، ایران akram-sadat sadat hoseini اکرم السادات سادات حسینی ashoseini@tums.ac.ir 13700319475328460021180 13700319475328460021180 No دانشگاه علوم پزشکی تهران، تهران، ایران hadi ranjbar هادی رنجبر Ranjbar.h@iums.ac.ir 13700319475328460021181 13700319475328460021181 No دانشکده علوم رفتاری و سلامت روان، دانشگاه علوم پزشکی ایران، تهران، ایران niloofar najafali dizaji نیلوفر نجفعلی دیزجی niloo.7430@gmail.com 13700319475328460021182 13700319475328460021182 No دانشگاه علوم پزشکی ارومیه، ارومیه، ایران zahra zarifian soroush زهرا ظریفیان سروش soroush.zarifian@gmail.com 13700319475328460021183 13700319475328460021183 Yes گروه پرستاری کودکان و مراقبت های ویژه نوزادان، دانشکده پرستاری و مامایی، دانشگاه علوم پزشکی تهران، تهران، ایران masoumeh mohkam معصومه محکم mohkam@sbmu.ac.ir 13700319475328460021184 13700319475328460021184 No بیمارستان کودکان مفید، دانـشگاه علـوم پزشـکی و خـدمات بهداشـتی - درمانی شهید بهشتی، تهران، ایران