1,720,991 research outputs found
Psychosocial factors in pregnancy and birthweight: Path analysis
Full text linkBirthweight is known to be affected by several factors. In the present study a relationshipmodel of psychological
and economic determinants of birthweight was designed and tested.
Methods: This prospective study involved 400 pregnant women in four districts of Tehran, Iran. The subjects
were selected through a multistage sampling method. Seven questionnaires (socioeconomic status; Holmes and
Rahe Stress Scale; Perceived Stress Scale; 21-item Depression, Anxiety, and Stress Scale [DASS-21]; perceived social
support; pregnancy-related anxiety scale; and domestic violence questionnaire) were used to assess
participant psychosocial and economic conditions. In order to collect post-partum information about the mother
and the infant, the women were followed up until delivery. Data were analyzed using SPSS-16 and Lisrel-8.8.
Results: Based on the obtained path diagram, the greatest adverse effects on birthweight were exerted directly by
DASS-21 score (B = �0.14) and indirectly by stressful life events (B = �0.037). Among variables that affected
birthweight in both paths, socioeconomic status and perceived stress had the strongest overall effects on
birthweight (B = 0.203 and �0.1024, respectively).
Conclusion: According to the path analysis model, psychosocial and economic factors can directly/indirectly
affect birthweight.
Key words: birthweight, path analysis, psychosocial factor
Effect of portfolio assessment on student learning in prenatal training for midwives
Full text linkThe tendency to use portfolios for evaluation has been developed with the aim of optimizing the culture of assessment. The present study was carried out to determine the effect of using portfolios as an evaluation method on midwifery students’ learning and satisfaction in prenatal practical training. In this prospective cohort study, all midwifery students in semester four (n=40), were randomly allocated to portfolio and routine evaluation groups. Based on their educational goals, the portfolio groups prepared packages which consisted of a complete report of the history, physical examinations, and methods of patient management (as evaluated by a checklist) for women who visited a prenatal clinic. During the last day of their course, a posttest, clinical exam, and student satisfaction form were completed. The two groups’ mean age, mean pretest scores, and their prerequisite course that they should have taken in the previous semester were similar. The mean difference in the pre and post test scores for the two groups’ knowledge and comprehension levels did not differ significantly (P>0.05). The average scores on questions in Bloom’s taxonomy 2 and 3 of the portfolio group were significantly greater than those of the routine evaluation group (P=0.002, P=0.03, respectively). The mean of the two groups’ clinical exam scores was significantly different. The portfolio group’s mean scores on generating diagnostic and therapeutic solutions and the ability to apply theory in practice were higher than those of the routine group. Overall, students’ satisfaction scores in the two evaluation methods were relatively similar. Portfolio evaluation provides the opportunity for more learning by increasing the student’s participation in the learning process and helping them to apply theory in practice
Investigating the Relationship between Sexual Function and Mental Health in Pregnant Females
Full text linkRelationship of Knowledge and Attitude Towards Legal Abortion Laws with the Performance of Midwives in Qazvin, Iran
Full text linkبررسی ارتباط اختلالات خواب با پیامدهای بارداری در خانم های باردار مراجعه کننده به مراکز سلامت شهر قزوین در سال97-1396
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Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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