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Background: Marital satisfaction is vital for the continuation of married life, and one of the factors negatively affecting this satisfaction is women’s employment in stressful positions, especially in families where the division of domestic tasks is traditionally based on gender. This study was conducted to determine the effect of a family-centered program to manage domestic roles on marital satisfaction in female nurses. Methods: This quasi-experimental study was conducted with a pre-test-post-test design with a control group and a two-month follow-up. The study population consisted of married female nurses working in two hospitals in Zabol City, Iran. Based on the determined sample size, this study was conducted on 50 female nurses and their husbands, who were randomly divided into the trial (25 couples) and control (25 couples) groups. Data were collected using Carlson’s work-family conflict scale (WFCS) and the enrich marital satisfaction questionnaire (1998). The trial group received a family-centered educational-supportive program to empower them in performing domestic roles and was compared to the control group after a two-month follow-up. Data were analyzed in SPSS software version 20 using the chi-square and independent tests for parametric data and Mann- Whitney’s U test for nonparametric data, at the significance level of P<0.05. Results: The mean score of marital satisfaction was significantly higher in the trial group compared to the control group after the intervention (P<0.05). Conclusion: The educational-supportive program for family management based on familycentered care decreased work-family conflict (WFC) in female nurses and led to improvements in marital satisfaction. [ABSTRACT FROM AUTHOR]

Ability for effective communication is one of the most essential skills for health system staff, especially nurses, as parts of their roles takes place only through effective communication with clients. The purpose of this study was to determine the effect of education on effectiveness of nurses' professional communication related to clients' health. The participants in this study were 50 nurses who were selected by convenience sampling method. Data collection tool was the questionnaire consisting of two parts; the first part contains 8 questions about personal information and work nurses and the second part contains Sussman and Krivonos's Identify communication questionnaire. The intervention included effective communication traning workshop for nurses. 70 percent of participants were female. The mean age and work experience of participants respectively were 30.58±5.68 years and 10.42±6.42 years. the mean of samples' communication score increased after intervention in three subgroups including, subordinates 11.62, superiors 8.87 and colleagues 6.04, which these changes were significant in the three subgroups. the results show the effect of education on nurses' professional communication related to clients' health. [ABSTRACT FROM AUTHOR]

Aims and objectives The aim of this study was to assess the effect of a supportive educational intervention developed based on the Orem's self-care theory on the self-care ability of patients with myocardial infarction. Background Patients with cardiovascular disease suffer from the lack of knowledge about the disease and consequently are not able to fulfil their own self-care needs. Design This was a randomised controlled trial conducted in 2012. Methods We recruited a random sample of 66 patients with myocardial infarction who had been recently discharged from coronary care unit. The study setting was two university hospitals located in Khorasan, Iran. Patients were randomly allocated to either the experimental or the control groups. Patients in the experimental group received education, support, and counselling while patients in the control group received no intervention. We employed a demographic questionnaire and the Myocardial Infarction Self-Care Ability Questionnaire for data collection and spss version 16.00 for data analysis. Findings After the study, patients in the experimental group had higher levels of self-care knowledge, motivation and skills compared to the prestudy readings and the control group. Conclusion The supportive educational intervention developed based on the Orem's self-care theory can improve nonhospitalised patients' self-care ability and positively affect public health outcomes. Consequently, using the developed programme for providing follow-up care to nonhospitalised patients is recommended. Relevance to clinical practice Having the ability to develop caring systems based on the nursing theories is a prerequisite to standard nursing practice. Identifying patients' educational needs is a fundamental prerequisite to patient education. Our findings revealed that the supportive educational intervention developed based on the Orem's self-care theory can help health care providers identify and fulfil patients' self-care needs. [ABSTRACT FROM AUTHOR]