Background Due to the fact that pre-diabetic people are at higher risk of developing diabetes, it is possible to reduce the risk by taking preventive measures. Therefore, the present study aimed to determine the effect of theory-based education on promoting a healthy lifestyle and fasting blood sugar (FBS) in pre-diabetic women. Methods This is a cluster‐randomized controlled trial that was performed on 71 pre-diabetic women referred to Arak Comprehensive Health Service Center. Thus, using cluster sampling method, one center was randomly assigned to the intervention group and one center to the control group. The data collection tool was a questionnaire based on the theory of planned behavior (TPB) and healthy lifestyle behavior that was completed before and at least 3 months after training and FBS test was performed. The experimental group received 3 training sessions of 60 to 90 min and finally the data were analyzed using statistical software. Results After the intervention, the mean scores of knowledge (P < 0.001), attitude (P = 0.047) and perceived behavioral control related to physical activity (P = 0.046) and dietary function (P = 0.01) increased significantly in the intervention group. In addition, fasting blood sugar in the intervention group (99.70 ± 11.06) improved significantly compared to the control group (110.94 ± 17.09) (P = 0.003). Conclusion Education based on the theory of planned behavior, by holding face-to-face meetings along with following up the samples after the educational intervention, can promote healthy lifestyle of pre-diabetic women. Therefore, designing and implementing similar interventions on all pre-diabetic individuals seem necessary. Trial registration: The master's thesis in health education is approved by Arak University of Medical Sciences, Iran and is registered in the Iranian Registry of Clinical Trial (IRCT20190304042921N1). Prospectively registered 22/07/2019, https://en.irct.ir/trial/40596.

Background and Objective:Haemovigilance recognizes and eliminates complications caused by blood transfusions, improves the quality of nursing care, and increases patient satisfaction. With regards to the importance of the problem, this study aimed to determine the effect of haemovigilance education, using a conceptual map on the knowledge of nursing students. Materials and Methods: The present study was a semi-experimental study carried out at the Saveh University of Medical Science in 2017. Samples consisted of 60 nursing students of the Saveh University of Medical Science. They were selected by census sampling and based on entry and exit criteria and randomly assigned to two groups of test and control. For data collection use of the haemovigilance knowledge questionnaire. Its validity was confirmed and its reliability was reported as 0.83 using Cronbach's alpha coefficient. The training program was conducted in 4 sessions. For data analysis, descriptive statistics and inferential statistics (independent t-test, chi-square, Fisher's exact test and Wilcoxon test) and SPSS-25 software were used. Results: There was a significant difference between the two groups in the test and control groups (P=0.0001). There was a significant difference in the level of knowledge among students between the two groups after intervention (P = 0.0001). The students' knowledge score in the test and control groups was significantly different after the intervention (P = 0.0001). The mean change in knowledge of students before the intervention was significantly different in the test group (P = 0.0001). Conclusion: The Conceptual map is a new method that haemovigilance education through it increases the awareness of nursing students and reduces the complications of improper use of blood products in patients.

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Background There is no valid and reliable tool to measure COVID-19 healthcare stress felt by healthcare students. A scale was developed to assess COVID-19 stress in healthcare students and its psychometrics was examined. Methods This is a two phases mixed-method study including a qualitative stage consisting of student interview and literature review to develop content of the tool. In the quantitative stage, the psychometrics of the scale was examined in 2020–2021. Results The COVID-19 related healthcare student stress scale (CHSSS) featured five factors including fear of catching coronavirus, social constraints, changes in education, non-compliance of health protocols and worrying news and overload information, which totally explained 51.75% of the total variance. Conclusion Validity and reliability of CHSSS with 17 items were supported to measure COVID-19 stress in healthcare students as a self-assessment tool. Researchers can utilize this tool to assess COVID-19 stress in healthcare students and introduce policies and intervention especially designed for healthcare students.