Hospital Practices and Research

Abstract Background: Mild cognitive impairment (MCI) represents a transitional stage between normal age-related cognitive decline and dementia. In this population, psychological factors such as hope and self-efficacy are frequently impaired, contributing to reduced quality of life and potential progression to dementia.
Objectives: This study aimed to compare the effects of cognitive rehabilitation (CR) and mindfulness-based stress reduction (MBSR) on self-efficacy and hope in individuals with MCI.
Methods: A quasi-experimental pretest-posttest design with a control group and a three-month follow-up was employed. The study population comprised patients with MCI attending memory and cognitive rehabilitation clinics in Tehran in 2024. Forty-five participants were selected through convenience sampling and randomly allocated to three groups: CR (n = 15), MBSR (n = 15), and control (n = 15). Each intervention group received 10 sessions, while the control group received no intervention. Outcomes were assessed using the General Self-Efficacy Scale and the Adult Hope Scale. Data were analyzed with repeated-measures analysis of variance (ANOVA).
Results: CR significantly improved self-efficacy at posttest (P < 0.01), with effects well maintained (and slightly numerically increased) at the three-month follow-up. MBSR showed no significant immediate effect on self-efficacy but was superior to control at follow-up. Both CR and MBSR significantly increased hope (P < 0.05), with CR showing greater improvements at posttest (P < 0.05). Direct comparisons indicated CR superiority over MBSR mainly at posttest for both outcomes.
Conclusion: Both interventions provide psychological benefits for individuals with MCI, but CR appears to be more effective in strengthening self-efficacy beliefs and future-oriented motivation. Clinically, this suggests CR as a valuable adjunct to support autonomy in MCI patients.

Abstract Background: Students who have lost a parent often experience low levels of self-efficacy and quality of academic life due to the psychological distress caused by this loss.
Objectives: The study aimed to determine if positive psychology training could improve the self-efficacy and academic performance of students who had lost a parent.
Methods: This quasi-experimental research adopted a pretest-posttest design with a two-month follow-up. The study focused on female senior high school students in Ahvaz, Iran, who had lost a parent in 2022. Forty eligible students were selected through purposive sampling and then randomly assigned to either an experimental group or a control group. The participants in the experimental group received a ten-week positive psychology training intervention, consisting of weekly 90-minute sessions. The control group served as a no-intervention comparison group. The research data, collected using questionnaires on self-efficacy and quality of academic life, were analyzed using a repeated measures ANOVA in SPSS-23.
Results: The results showed that positive psychology training significantly affected the self-efficacy and quality of academic life in participants (P<0.001). The positive psychology group exhibited significantly higher mean post-test scores on both self-efficacy (83.90 ± 7.56) and quality of academic life (146.40 ± 10.64) compared to the control group (45.20 ± 5.35 and 101.05 ± 6.88, respectively).
Conclusion: The study found that positive psychology training can significantly improve the self-efficacy and quality of academic life of students who have experienced the loss of a parent. This suggests that such interventions could be beneficial for supporting the overall well-being and academic success of these students.