الـبارایه شده میتواند بر میزان آگاهی آنان مؤثر باشد که ایـ ن عامل تا حد امکان با انتخاب تصادفی نمون ه ها کنتـرل شـد
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منابع
اما کنترل کامل آن امکانپذیر نبود . پژوهشگر خود مسؤول آموزش و پیگیری زنان بود، لذا انجام مطالعـه بـه صـورتدوسوکور امکان پذیر نبوده و به صورت یک سـوکور انجـامشد. براساس یافت ههای این پـژوهش پیـشنهاد مـی گـردد،آموزش الکترونیک در کنار آموزش معمول به دلیل صـرفهزینه کمتـر و مـدت زمـان کمتـر در مراکـز بهداشـتی ودرمانی مورد استفاده قرار گیرد. علاوه بر ایـن انجـام ایـنتحقیـق در دوره بـارداری و پیگیـری آن در دوره پ ـس اززایمان توصیه می گردد.

نتیجهگیری

نت ایج ای ن تحقی ق حـاکی از تأثیرگ ذاری بی شتر آموزش الکترونیک است و نشان می دهد که افزایش میزانآگاهی به روش الکترونیک بیشتر از پمفلت بوده اسـت لـذا این روش می تواند راهگشای مدیران در جهت برنامهریزی برای اصلاح برنامه آموزشی دوران بارداری و ارتقای سطحرضـایت ایـن فراگیـران بـوده و موجبـات هزینـه و زمـان کمتری را برای پرسنل بهداشتی و مراقبین فراهم نماید.

تشکر و قدردانی

این مطالعه حاصل طرح تحقیقاتی مصوب به شـماره291090 دانــشگاه علــوم پزشــکی اصــفهان اســت کــهبدین وسیله از حمایت و همکاری معاونت پژوهشی دانـشگاهسپاسگزاری می شود. همچنین از همکاری مادران و پرسـنلبیمارستان شهید بهشتی شهر اصفهان قدردانی می گردد.

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Comparison of the effect of electronic education and pamphlet on the knowledge of women about their post partum hygiene

Mohamadirizi Sh (MSc.) – Bahrami M (Ph.D) – Moradi F (B.Sc Student).

Abstract
Introduction: E-learning has a great role in patient education. This study aimed at comparison of the effect of electronic education and pamphlet on the knowledge of women about their post partum hygiene.
Method: This quasi-experimental study was conducted in Shahid Behshti hospital, Isfahan, Iran in 2013. A total of 72 primipara women were enrolled in the study. They were randomly divided into two intervention and control groups. Intervention group received education using electronic and booklet package for 2 weeks. A questionnaire was completed by both groups before and 2 weeks after the test. Collected data was entered into SPSS v.11.5. Descriptive statistics, independent t-test, paired t-test, and chi-square were used for analysis of data. The significant level was considered less than 0.05.
Results: Before intervention findings did not show any significant difference between knowledge scores in intervention and control groups, while a statistically significant difference was observed 2 weeks after the intervention (P=.013). Paired t test showed a statistically significant difference in knowledge scores of both groups after th