Journal of Health And Care
Volume 24, Issue 2 (Summer 2022)
JHC 2022, 24(2): 145-155 |
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Ethics code: IR.IAU.TABRIZ.REC.1400.143
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Mohammadi S, Fathi A, Sharifi Rahnemo S, Pahang E. Effectiveness of Teaching Positive Psychological Skills on the Quality of Life of Patients with Diabetes. JHC 2022; 24 (2) :145-155
URL: http://hcjournal.arums.ac.ir/article-1-1375-en.html
URL: http://hcjournal.arums.ac.ir/article-1-1375-en.html
Research Center for Cognitive and Behavioral Sciences in the Police, Deputy Health, Relief and Treatment, Police Command, Tehran, Iran - Faraja Institute of Police Sciences and Social Studies
Abstract: (860 Views)
Background & aim: Positive interventions are clinical approaches using the principles of positive psychology that help people live a quality, enjoyable and meaningful life. The present study was conducted with the aim of determining the effectiveness of positive psychology on the quality of life of patients with diabetes in Shahriar city.
Methods: This research was a semi-experimental study based on a pre-test and post-test design with a control group. The statistical population included all patients with diabetes who referred to comprehensive health service centers of Shahriar city in 1400, from which 30 people were randomly selected and placed in two experimental (15 people) and control (15 people) groups. Then, the principles of positive psychological skills were presented to the participants in the experimental group in 8 two-hour sessions over a period of 2 months, while the control group did not receive these trainings. Both groups completed the World Health Quality of Life Questionnaire (WHO-QOL-BREF) once before the intervention and once after the intervention. The data were analyzed using variance analysis with repeated measures and SPSS version 28 software.
Results: The average scores of the intervention group were 42.33 in the pre-test, 78.33 in the post-test, and 77.87 in the follow-up.The result showed that positive psychological education had a significant effect on the components of quality of life, including physical health, mental health, the health of social relationships, and environmental in patients with diabetes (p<0.005).
Conclusion: Positive psychological education can help diabetic patients to improve their potential capabilities through having positive emotions, nobility, control and goal seeking, and in this way, their quality of life in the areas of physical, mental, social and environmental relations.
Methods: This research was a semi-experimental study based on a pre-test and post-test design with a control group. The statistical population included all patients with diabetes who referred to comprehensive health service centers of Shahriar city in 1400, from which 30 people were randomly selected and placed in two experimental (15 people) and control (15 people) groups. Then, the principles of positive psychological skills were presented to the participants in the experimental group in 8 two-hour sessions over a period of 2 months, while the control group did not receive these trainings. Both groups completed the World Health Quality of Life Questionnaire (WHO-QOL-BREF) once before the intervention and once after the intervention. The data were analyzed using variance analysis with repeated measures and SPSS version 28 software.
Results: The average scores of the intervention group were 42.33 in the pre-test, 78.33 in the post-test, and 77.87 in the follow-up.The result showed that positive psychological education had a significant effect on the components of quality of life, including physical health, mental health, the health of social relationships, and environmental in patients with diabetes (p<0.005).
Conclusion: Positive psychological education can help diabetic patients to improve their potential capabilities through having positive emotions, nobility, control and goal seeking, and in this way, their quality of life in the areas of physical, mental, social and environmental relations.
Type of Study: quasi-experimental |
Subject:
Psychiatric Nursing
Received: 2022/05/29 | Accepted: 2022/08/31 | Published: 2022/09/22
Received: 2022/05/29 | Accepted: 2022/08/31 | Published: 2022/09/22
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