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Background: Mistreatment of women during childbirth is a global health challenge. Maternity healthcare providers play a key role in influencing women's birth experience. This study aimed to assess the knowledge, attitudes, and practices of healthcare providers regarding mistreatment of women during labour and childbirth in public hospitals in Tehran, Iran. Methods: This cross-sectional study was part of an implementation research project that was conducted from October to December 2021 at five public teaching hospitals in Tehran. All eligible maternity healthcare providers (obstetricians and midwives) and students were invited to participate in this study. Data were collected using a questionnaire consisting of four sections: socio-demographic characteristics (11 items), knowledge (11 items), attitudes (13 items), and practices (14 items) about mistreatment. Knowledge, attitude, and practice scores were determined using Bloom's cut-off points. Logistic regression analyses were used to identify the socio-demographic characteristics associated with knowledge and attitudes. A p-value of <0.05 was considered statistically significant. Results: Of the 270 participants, 255 (94.5%) participated in the study. Majority of the participants (82.7%) had poor knowledge regarding mistreatment of women during labour and childbirth. Poor knowledge was more apparent in the categories of physical abuse, verbal abuse, poor rapport between women and providers, and failure to meet professional standards of care. Most participants (69.4%) had poor attitudes towards mistreatment; they were alright with physical abuse, verbal abuse, and discrimination. Only 3.1% of the participants reported moderate mistreatment practices towards birthing women. Verbal and physical abuse were the most prevalent categories used by the participants. The number of night shifts was associated with attitudes regarding mistreatment (AOR = 0.45, 95% CI = 0.22–0.89, p = 0.02). Conclusion: The knowledge and attitude of our participants regarding maternity mistreatment were poor. A small percentage of the participants reported mistreatment practices. The findings of our study have important implications for program planners and decision-makers in developing effective interventions to reduce mistreatment of women during labour and childbirth in Iran. [ABSTRACT FROM AUTHOR]

Objective. To investigate the impact of counseling interventions, using face‐to‐face training vs. mobile app for choosing mode of delivery. Design. A four‐armed, randomized, controlled parallel‐design trial. Setting. Ebnesina Private Hospital in Tehran, Iran. Population. Pregnant women, between 24 and 32 weeks of gestation (n = 120). Methods. Pregnant women were randomly assigned in three psycho‐educational intervention groups: (1) motivational interviewing via face‐to‐face training, (2) information, motivation, and behavioral skills model via face‐to‐face training, (3) the same model via a mobile application, and (4) usual antenatal care (control group). To assess the face‐to‐face and mobile app training method on women's self‐efficacy and intention in choosing a mode of delivery. Main Outcome Measures. Mode of delivery (Cesarean section). Results. While all three intervention groups showed significant increases in women's self‐efficacy and intentions to choose vaginal delivery, the increase was particularly noticeable among those using mobile applications: Before the intervention, self‐efficacy and intention Mean ± SD were 77.1 ± 38.6 (CI‐95%: [62.72, 91.60]) and 1.10 ± 0.305 (CI‐95%: [0.99, 1.21]), respectively. After the intervention, these scores increased to 99.7 ± 30.7 (CI‐95%: [88.27, 111.20]) for self‐efficacy and 1.70 ± 0.466 (CI‐95%: [1.53, 1.87]) for intention. Although 56.7% of women in the intervention groups expressed a preference for vaginal delivery, only 37.5% ultimately pursued this birthing method. Conclusions. Brief psycho‐educational interventions, particularly technology‐driven interventions (mobile apps) can increase the likelihood of women choosing vaginal delivery. To enhance the effectiveness of such interventions, they can be conducted in conjunction with interventions for doctors and healthcare providers. This trial is registered with IRCT20151208025431N7. [ABSTRACT FROM AUTHOR]

Objectives Population aging is accompanied by an increase in the elderly's demand for long-term care, which is mainly provided by family caregivers. Providing quality elderly care, while maintaining the health of caregivers, requires recognition of facilitators and the educational needs. Therefore, this study aims to investigate facilitators of elderly care at home and the educational needs of the family caregivers of older adults in the south of Tehran, Iran. Methods & Materials This is a qualitative study using the conventional content analysis method. To collect data, we conducted semi-structured telephone interviews. Seventeen family caregivers aged ≥18 years with at least one month of caregiving experience and at least six hours of caregiving per week were selected using purposive and snowball sampling methods until data saturation from January to April 2021. After transcribing the recorded interviews, the data were entered into the MAXQDA 2018 software and analyzed. Results Personal factors included personal characteristics of caregivers, Capability in caregiving, perceived benefits of caregiving, and self-care activities of caregivers. Interpersonal factors included proper relationship with older adults, older adults' partial dependence on caregivers, cooperation and support of family members, and receiving others' support. Supportive environments included physical environment, receiving support from work environments and organizations providing elderly care services. The most important educational needs of family caregivers were the needs to learn how to prepare nutritious foods for the elders, the way to nourish older adults with dysphagia, and how to move the physically disabled older adults. Conclusion Family caregivers of older adults in the south of Tehran should have access to affordable elderly care and home care services based on their educational needs that require planned support from service providers. [ABSTRACT FROM AUTHOR]

This study systematically reviewed the evidence on interventions seeking to improve Food and Nutrition Literacy (FNLIT) functional, interactive and critical skills in primary school-aged children. Electronic databases, including PubMed/MEDLINE, SCOPUS, Web of Science, Cochrane, Pro-Quest and Google Scholar were systematically searched. Randomised and non-randomised controlled trials, pre-/post-test and case–control designs were included. The primary outcomes were three levels of FNLIT: functional, interactive and critical. All citations, full-text articles and abstract data were screened by two independent reviewers. Any conflicts were then resolved through discussion. The quality of the included studies was individually evaluated using the Effective Public Health Practice Project (EPHPP) quality assessment tool. Two reviewers extracted data from the included studies, and a descriptive analysis was performed. The quality of all eligible studies (n 19) was rated as moderate/weak. A wide variety of skill-building activities were introduced by programmes, including recipe skills/food preparation, food label literacy, food tasting, gardening harvesting, and supporting cultural practices and ethnic foods. Only four studies measured food literacy (FL) (food label literacy) via a valid measure. Most interventions focused on the functional level of FL, except for two programmes (one scored weak and one scored moderate). In most of the studies, delivery of intervention content was facilitated by teachers (n 15). Promising interventions were tailored to the needs and interests of students, incorporated into the existing curriculum and facilitated by teachers. The successful intervention strategies led to improvements in functional, partly interactive and critical skills. Future interventions should focus, holistically, on all aspects of FNLIT, especially interactive and critical skills. [ABSTRACT FROM AUTHOR]