Abstract
Aim. This study was conducted to examine the effect of using Burn weaning checklist on the duration of mechanical ventilation and hemodynamic criteria in patients undergoing adult open heart surgery.
Background. Mechanical ventilation is an adjunct or alternative to spontaneous breathing. Due to the proximity of the circulatory and pulmonary systems, the balance of the mechanical ventilation system and the human cardiovascular system is complex, and its weaning must be planned.
Method. This randomized clinical trial study was performed on 80 patients admitted for open heart cardiopulmonary bypass surgery. After random assignment, in the control group, the weaning process was performed according to the routines by a physician, and in the experimental group, the weaning was performed by a Burn checklist by a physician and a nurse. Hemodynamic criteria (first and second hours upon arrival, first and second hours during weaning, first and second hours after weaning) and duration of mechanical ventilation were recorded and compared between experimental and control group. Data were analyzed in SPSS software version 22 using two-way repeated measures ANOVA.
Findings. The mean intubation duration in the experimental group (7.50±1.86 hours) was significantly less than the control group (11.30±3.39 hours) (P≤0.0001). The interaction between group and time for variables diastolic blood pressure (P=0.002), pulse pressure (P=0.003) and heart rate (P≤0.0001) was statistically significant.
Conclusion. The use of the Burn assessment checklist reduces the duration of weaning process in patients after adult open heart surgery. It also helps balancing hemodynamic criteria.

ABSTRACT
Aim. The aim of this study was to investigate the effect of education by Teach Back method and group education on self-efficacy of patients with myocardial infarction.
Background. Cardiovascular diseases are among the leading causes of death worldwide. Effective education of patients requires the use of educational methods whose effectiveness have been identified.
Methods. The present study was a clinical trial conducted at Rajaie Cardiovascular Medical and Research Center in Tehran during 2020 and 2021. Sampling was performed continuously until 105 people were completed. Patients were randomly divided into three groups of 35, including group (Teach Back, group training, and Control), based on blocking randomization (size=6). The training sessions were conducted in two one hour sessions for two consecutive days. The control group received routine ward training. Data were collected using demographic information form and Sullivan Cardiac Self-Efficacy Questionnaire that completed before training by patients and two weeks after training by telephone by the researcher. Finally, data on 93 patients admitted to cardiac care unit were analyzed using SPSS software version 24.
Findings. Groups were homogenous in terms of demographic characteristics and disease history. The mean and standard deviation of self-efficacy score before training was 8.03±1.84 in teach back group, 7.58±2.16 in the group training and 6.90±1.40 in the control group. One-way analysis of variance showed that the mean score of self-efficacy before the intervention in the study groups was not statistically different, but two weeks after training, the mean and standard deviation of self-efficacy score was 51.6±7.85 in the teach back training, 45.77±8.39 in the group training group, and 23.16±9.13 in the control group. Increase in self-efficacy mean score in patients under teach back training was significantly higher than patients under group training and control group (P≤0.0001), and in patients under group training was significantly higher than patients in control group (P≤0.0001).
Conclusion. Teach Back training and group training increase the self-efficacy of patients with myocardial infarction. Due to the role of nurses in patient education, this educational methods can be used.