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This study aimed to determine the effect of an integrated educational session on enhancing compliance behavior among pregnant women with iron deficiency anemia.The anemic pregnant women in the study group received an integrated health education in one session. While pregnant women who were allocated to the control group received the routine antenatal care and follow up.
In the present study, the pregnant women were assessed for their Hb levels during routine antenatal visit in the first interview. Women who were eligible and consented to participate were randomly assigned to the study group and the control group. They were informed about the study's aim and follow-up schedule. The baseline data were gathered included socio-demographic characteristics and obstetric history. Pregnant women in both groups were scheduled for three follow-up visits that took place at 28, 32 and 36 weeks of gestation. The anemic pregnant women in the study group received an integrated health education in one session. The educational session was steered as 40-minutes session in a personalized manner. The educational session content included; disease specific information, effect of anemia on maternal and neonatal outcome, management possibilities, the effectiveness, benefits and disadvantages of treatment options, identify diet rich with iron, false dietary habits prevent iron absorption and the balanced diet and meals. The researcher followed the nutritional recommendations based on The world Health Organization (WHO) pregnancy dietary guidelines. The pregnant women were given an opportunity to discuss the content of the educational session, so any doubts were clarified. Further, women were trained how to record all food and drink consumed in and out of the home (i.e. each meal/dish she received during the period of recording her diary, 24hrs recall for seven days),the exact food portion size by usual household measures (e.g. plates, bowls, cups, spoons and glasses) or by the kitchen scale. At the end of the educational session, the pregnant women received an educational brochure included all information that had been provided in that session. Each pregnant woman in both groups was evaluated twice at 28 and 36 weeks gestation for total dietary iron (i.e. The dietary iron intake recorded by woman has been calculated utilized the IRONIC-FFQ and revised by dietitian not involved in the study) and the degree of the adherence to the medication by counting the total numbers of pills have been received (i.e. The numbers of dosage units (pills) that have been taken between two scheduled appointments were counted). Further, at 36 weeks' gestation, the Morisky medication adherence scale was inserted, and Hb levels were checked for all pregnant women of the study and the control groups.Pregnant women who were allocated to the control group received the routine antenatal care and follow up
Iron food intake/mg, the hemoglobin level & ferritin levels
Integrated educational session
Rania Mahmoud Abdel Ghani
Published on BioPortfolio: 2019-09-10T01:23:32-0400
Participants will complete a survey before an educational session, during the "break" of an educational session, or after the session.
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A concept, developed in 1983 under the aegis of and supported by the National Library of Medicine under the name of Integrated Academic Information Management Systems, to provide professionals in academic health sciences centers and health sciences institutions with convenient access to an integrated and comprehensive network of knowledge. It addresses a wide cross-section of users from administrators and faculty to students and clinicians and has applications to planning, clinical and managerial decision-making, teaching, and research. It provides access to various types of clinical, management, educational, etc., databases, as well as to research and bibliographic databases. In August 1992 the name was changed from Integrated Academic Information Management Systems to Integrated Advanced Information Management Systems to reflect use beyond the academic milieu.
Systematic identification, development, organization, or utilization of educational resources and the management of these processes. It is occasionally used also in a more limited sense to describe the use of equipment-oriented techniques or audiovisual aids in educational settings. (Thesaurus of ERIC Descriptors, December 1993, p132)
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Educational attainment or level of education of individuals.
Obstetrics and gynaecology
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