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Hossien Izadirad, Shamsoddin Niknami, Iraj Zareban, Alireza Hidarnia,
Volume 7, Issue 1 (6-2017)

Background: Pregnant women need information, skills and social support for the effectiveness of pregnancy care. Health education patterns play a major role in educational needs assessment in designing and implementing educational interventions.
Objectives: The present study aimed to investigate the pregnancy care behaviors, based on the health belief and social support model among pregnant women.
Methods: This cross-sectional study was conducted in 2016 with the participation of 215 pregnant women under the control of faculty of Iranshahr Medical Sciences who were selected by multi-stage sampling method. The data were collected through a questionnaire based on the structures of the health belief and social support model, knowledge, behavior and demographic information. Data were analyzed by descriptive, Pearson correlation and multivariate regression tests in SPSS ver19 software.
Results: The highest rate of education among pregnant women (35.8%) was high school. The mean score of motherschr('39') performance was 12.31 out of 22, and among the structures the perceived sensitivity score was the strongest, and the social support score was the weakest. Based on regression analysis, self-efficacy, perceived benefits, and social support were predictive behaviors which generally predict 27.5% of behavioral changes.
Conclusion: Based on the results, the structures of self-efficacy, perceived benefits and social support should be considered as the most important predictor of pregnancy care behaviors in designing educational interventions.

Aref Shamsoddin, Ali Soltani,
Volume 10, Issue 1 (4-2020)

Background: Cooperative learning as an educational approach plays a crucial role in English as a second/foreign language education. The effective role of cooperative learning seems to be so dominant that it deserves further investigation.
Objectives: This study aimed at investigating the impact of cooperative learning strategies on reading comprehension and vocabulary learning of nursing students in Zanjan University of Medical Sciences.
Methods: Seventy eight female nursing students, who were enrolled in two intact classes, constituted the participants of the study. To select participants with equal language proficiency, the researchers administered the Oxford Placement Test. Forty learners whose scores fell between one standard deviation below and above the mean were selected. Then, the researchers used a pre-test to check the participants’ reading comprehension and vocabulary knowledge of the participants. The participants were randomly devided into experimental and control groups. The experimental group (n=20) was taught through the cooperative strategies while the control group (n=20) was instructed through conventional methods. After the treatment, a post-test was employed to measure the students’ reading comprehension and vocabulary knowledge. The data was analyzed by independent sample t-test using SPSS-16 software.
Results: The results of the Independent Samples t-test showed that cooperative strategies have a significant influence on the participantschr('39') reading comprehension and vocabulary knowledge.
Conclusion: It was concluded that cooperative learning should be practiced in reading and vocabulary classes as they solve many of the problems students face in traditional settings.

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