Background and Aims: Pain is the fifth vital sign, and pediatric nurses plays a key role in the process of pediatric pain management. The present study aimed to determine the effect of pain management training on the knowledge, attitude and self-efficacy of pediatric nurses. Methods: This is a quasi-experimental study including two groups of test and control. The experimental group received a workshop method with a content including (ethical aspect, physiology, assessment tools, and pharmaceutical and non-pharmacological pain management) and was not given in the control group. The PNKAS self-efficacy questionnaires was completed by the participants before and one month after the beginning of the study. The data were analyzed using descriptive statistics and independent T-test, Fisher exact, and Chi-square tests using SPSS version 20 software. Results: The mean pre-test scores of knowledge and attitude in the control and experimental groups was 50.79-47.14, and after one month was 47.46-53.09, respectively, showed that, training was significantly effective in the knowledge and attitude of the experimental group ( P value = 0.01). The mean pre-test score of self-efficacy in the control and experimental groups was (17.01-18.06), and one month later was 20.36-21.03 respectively. Although the self-efficacy score increased in both groups, training significantly increased the self-efficacy of pediatric nurses in the experimental group ( P value <0.001). Conclusion: Pain management training is required due to the poor knowledge of pediatric nurses and the importance of pain management in improving the quality of nursing care and the satisfaction of patients with the In addition, feeling high self-efficacy without sufficient knowledge of pain management can disrupt pediatric pain management.

Background: Accurate decision-making in triage requires continuous education, so triage nurses should receive annual refresher courses. Identifying the most effective method can make the provision of practical education to triage staff in hospitals possible. This review was conducted with the aim to determine the effectiveness of triage education methods in Iran. Materials and Methods: In this systematic review on educational intervention studies, international and Iranian medical sciences databases were searched using a defined search strategy compatible with each database. PubMed, Scopus, Web of Science, Google Scholar, SID, Islamic Science Center (ISC), and IranDoc databases were searched for literature published from January 2010 to January 2020. The MeSH terms of “health care staff,” “triage,” “education,” and “Iran” in English and Persian were combined to develop a search strategy. Initially, 768 article titles were retrieved. Finally, 16 articles were selected for the review. Results: All conducted studies were quasi-experimental. Half of the studies had used a face-to-face approach for education (workshop, lecture, and simulation), and four studies had used lectures and pamphlets. All studies (except 1) reported that their educational intervention significantly improved nursing knowledge on triage. Conclusions: Almost all studies had reported the effectiveness of an educational intervention in improving nurses' triage knowledge. However, it seems that the non-face-to-face method is superior to the face-to-face method because of its learner-centeredness and cost-effectiveness. Moreover, providing educational content using a blended learning approach (simulation and games) can enhance the effectiveness of triage education.

Background: Diabetes is the most prevalent metabolic disease in human being. The lifestyle of this population is important and effective in the treatment process. Training is among the most basic methods of prevention, treatment and control of chronic diseases, including diabetes. This study was conducted to investigate the effect of teach-back method on health promoting lifestyle of people with diabetes. Methods: A total of 74 eligible patients with type II diabetes were included in the study from Endocrine and Metabolism Clinic by convenience sampling method. The subjects were then assigned into the control and intervention groups. The data collection instruments consisted of a demographic data form and Health Promoting Lifestyle Profile II (HPLP-II) that were provided to the subjects before and 1 month after the training. Subjects in the intervention group received a 4-session training program by means of teach-back method. The control group received only routine programs. One month after the completion of the training sessions, the questionnaires were completed by the subjects in the 2 groups. The obtained data were analyzed by Chi-square test, Fisher Exact test, Independent t-test, Paired t-test, Mann-Whitney U test, and Wilcoxon signed-rank test, using SPSS. Results: The obtained results suggested no significant differences between the 2 groups in terms of demographic and dependent variables, before conducting the intervention. The Mean±SD score of lifestyle was 113.67±19.55 in the intervention group and 115.35±9.73 in the control group, before the training, which was not significant. However, there was a difference between the Mean±SD score of lifestyle in the intervention group (160.45±10.53) and control group (119.59±11.23), 1 month after the training (P<0.001). Conclusion: Teach-back method is appropriate and feasible for patients with diabetes and is an effective method to improve the lifestyle of this population. This study was conducted over a 1-month period, and it is recommended that the effect of this method be investigated over longer periods of time in order to assess its long-term effects.