Background: Asthma is the most common chronic condition among children. It requires parents to engage in child care. Thus, the quality of asthma control depends on parents' knowledge and attitude towards asthma and its treatments.Objectives: This study sought to evaluate the effects of family-centered education based on the Health Belief Model on knowledge and attitude among the parents of children with asthma.Methods: This randomized controlled clinical trial was conducted on 64 parents of children with asthma who were purposefully recruited from a pulmonary clinic in Ahvaz, Iran. Participants were randomly allocated to either a control or an intervention group. Participants in the intervention group were offered a family-centered educational program based on the Health Belief Model, while participants in the control group received the same educational materials without the use of the Health Belief Model. Participants' knowledge and attitude were measured before and three months after the intervention using a forty-item researcher-made questionnaire. The SPSS program (version 18.0) was employed for data analysis.Results: There were no significant differences between the groups regarding participants' demographic characteristics and the pretest mean scores of knowledge, perceived susceptibility, perceived severity, perceived benefits, perceived barriers, and selfefficacy (P > 0.05). However, all posttest values of these mean scores in the intervention group were significantly different from the control group (P < 0.05). Conclusions:Family-centered education based on the Health Belief Model is effective in significantly improving knowledge and attitude about asthma and its treatments among the parents of children with asthma.

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BACKGROUND Communication skills are one of the main capabilities expected from nursing students and the core of nursing care. This study was conducted with the aimed of the effect of group reflection on the development of communication skills. Methods The study was a two-group quasi-experimental pre-test-post-test that was conducted at Fasa University of Medical Sciences in the south-west of Iran. The study population consisted of 48 second-semester nursing students enrolled in clinical fundamental of nursing course in February 2018. Group reflection based on Borton's Development Framework was used in learning communication skills to the test groups for 6 sessions. Conventional method was used for control groups. Results The mean score of communication skills among students in both control and test groups, before and after the group reflection sessions, indicated a significant difference (P < .0.001). CONCLUSION This study suggests that employing a reflection group can be a basis for developing students' communication skills in clinical education.