الفهرس 
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Abstract
Hepatitis B is the most significant public health problem facing the Yemen today.However, WHO, reported that, Yemen is one of countries that have high wide prevalence of HBV. On the other hand, the main cause of HBV endemicityin Yemen may results from adverse events of poor infection control practices in the health care setting or poor habits of Yemen population as a trans-culture aspect. However, HBV diseaseusually leadingto negative impact on the patients quality of life; by affecting theirphysical, emotional, social, and financial consequence
Imparting information to the patient considers as amagic key formaintaining his quality of life; throughgranting the sense of control, reduce anxiety, improve compliance, create realistic expectations, promote his self-care activatesas well astheparticipationinplan of care .Furthermore , it can promoting the feeling of safety and security in general. However, providingHBVpatient with adequate accurate knowledge about disease, its management and its expected drawback is a corner stone for patient’s health, well-being as well as his learning needs satisfaction.
In general, the nurses have a unique role in patient education; they spend more time with them than other HCGs. This role usually applied through supporting the patient during HBV crisis, by explaining the needed information about HBV and how they can cope with the new life after catching this disease. In addition to the nursing role as a one of health team, advocating for patients and acting as intermediaries for his requests or concerns. Thus, teamwork of all members as physicians and nurses or others is highly recommended for high quality of care in general.
The aim of this study was
To identify the learning needs of patients with hepatitis B virus.
Material and methods:
The present study was conducted at Al Thawrah, Hospital in Al Hodeida/Yemen in outpatient clinic of medical department.Aconvenience sample of 100 HBV patients was selected according to the following criteria:
Adult patients age from 20 to 60 years with a diagnosis of hepatitis B virus.
Accepted to participate in the current study.
Tools of the study:
One tool was used for data collection. Hepatitis B Virus Patient’s Learning Needs Structured interview Schedulewas developed by the researcher after reviewing the relevant related literature to identify their learning needs. It was divided into two parts:
Summary
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Part I:
A. Socio-demographic data.
B. Clinical data. Part II: Items of learning needs of the hepatitis B patients. This part was design to determine the learning needs of HBV patients. It was included of 35 items grouped into seven categories as follow: Information’s needs related to Nature of the disease: included 8 items. Mode of transmission: included 2 items. Psychological influence: included 3 items. Nutrition: included 4 items. Exercise: included 3 items. HBV prevention: included 8 items. Treatment: included 7 items.
Data collection:
A convenience sample of one hundredpatients with HBV who met the inclusion criteria of the subject were selected from outpatient clinic, then every patient interviewed by the researcher individually to collect the necessary data related to patient’s learning needs. Each interview lasted about 30-35 minutes.
Statistical analysis:
After data collection, it was coded and transferred into specially designed formats, for computer feeding.
Simply frequency tables and cross tabulations with numbers and percentages.
The 0.05 level was used to assess the results significances.
Spearman correlation coefficient test was used to explore the association or correlations between socio-demographical, clinical data and HBV patients’ learning needs.
Mean score and percentage were used for describing and ranking the qualitative data.
The main results of the study:
(54%) of subject their age was ranged between (21<30) yearsold.
(69%) of studied subjectswere male.
(53%) form the studied subjectswere employed.
Illiterate patients’ equal (41%) from the studied subjects.