---

ABSTRACT: Introduction & Objective: Self-esteem is an important factor in mental health that affects human functions, especially job performance. The number of nurses with low self-esteem is increasing and this is mostly due to role conflict. Only few studies have been done on this issue. This study was done in order to evaluate the effects of a course of assertiveness on self- esteem of female nursing students in Bushehr (1380). Materials & Methods: A total of 80 students were recruited and were given preliminary questionnaires. The 22 students that got lower scores were then chosen as the samples. Using a simple random method, the samples were matched, and then divided into 2 equal groups, a case and a control group. A pretest and a course on assertiveness and a post test were given to the case group while the control group was only given a pretest and a post test. Tools used for this study were the Cooper Smith Self-esteem scale and the independent T and paired T test, respectively. Results: Pretest results on self-esteem for the case group showed a mean score of 59.45, (SD= 10.25). After training, post-test results improved to 75.90, (SD=9.49, p<0.001). In the control group, no significant change was noted on the pretest and posttest scores. However, there was a significant correlation between financial status of the students' family and self-esteem in the case group. Conclusion: A course of assertiveness may have an important impact on promotion of self-esteem of female nursing students. The researchers suggest more study to be done in this field especially on other group of nurses.

---

Abstract Background & aim: Clinical training in nursing education is one of the most stressful experiences. Mentoring is a method that has been considered and different aspect of it such as effect on stress is argued. The present study is conducted to evaluate the effect of Peer-Mentoring program on Abadan College of nursing students in 2010-2011. Methods: In this Case-Control study, all second semester nursing students (n = 40) who were matched for age, gender, and GPA were divided in two case and control groups randomly (patients 19 and controls 21). Both groups spent their apprenticeship under the guidance of the instructor. In the case group, a 6th semester nursing student was assigned to 3-4 per second semester nursing student and, took the role of guiding and supporting them. The instruments for data collection were an individual characteristic form, and clinical experience assessment form. Pre- and post-tests were performed and the data analyzed using the SPSS 17 software. . Results: There was a significant difference between stress scores before and after of the intervention in both groups (p=0.00). Mean difference of clinical environment stress factors in two groups were not statistically significant (p=0.99). Conclusions: Peer-mentoring program is not significant effective on clinical environment stress reduction. Key Words: Nursing Education, Peer Mentoring, Clinical Environment Stressors

---

Background & aim: Nurses' ethical responsibility in practice and care is required to be aware of the principles of professional ethics. The aim of this study was to determine nursing students' knowledge of ethics in nursing of Bushehr University of Medical Sciences. Methods: In the present analytical-descriptive sectional study, in which the participants are 4-8 semester nursing students of Bushehr University of Medical Sciences. The research tools for collecting information were tow-section questionnaires consisting of demographic data and specialized questions about ethic and rules in the nursing profession. Data analysis was performed using the SPSS software by using independent t-tests and chi-square. Results: Total awareness of 4-8 semester nursing students about ethic and rules in nursing profession was intermediate (53.78 percent). There was a considerable relation between sexuality and satisfaction (p<.046), accordingly in males this amount was more than females. A considerable relation between age and satisfaction amount wasn’t observed (p>.436). A considerable relation between students' educational semester and satisfaction amount was not also not observed (p>.927). Conclusions: Students' awareness about professional ethic wasn't very desirable so it is suggested that by holding moral workshops in nursing or settling moral courses in nursing students curriculum will increase the amount of nursing students' awareness about nursing ethics.

---

Background and aim: Promoting the principles of professional practice through ethical principles education is one of the paramount means to enhance public trust in nurses. The purpose of this study was to develop an instrument to measure self-awareness of ethics in nurses. Methods: In the present cross-sectional study, the initial list of 21 questions was prepared to design a genuine questionnaire of awareness of professional ethics in nursing. In order to check the the content validity and reliability, the Pearson and Kuder Richardson test was used. Data were analyzed using the SPSS software version 20. Results: The results indicated that the initial list of 21 questions had high content validity and none were rejected. Content validity of the questionnaire was calculated to be 0.90. The final results disclosed that the final questionnaire was reliable with a Cronbach's alpha of 0.65. Conclusions: To assess the professional ethics in nursing, a reliable questionnaire should be used. The questionnaire designed in the present study may be a useful tool for evaluation of ethics in nursing.

---

Background & aim: learning style(s) is one of the factors effective learning. Information about students learning styles can aid the presentation of teaching appropriate to their individual style. The purpose of this study was to determine the learning styles of Yasuj nursing and midwifery students based on the VARK model in 2013. Methods: The present research was a descriptive- analytical study which was conducted on 140 students from nursing and midwifery faculty of Yasuj university of Medical Sciences in the academic year of 2013. Sampling was done using census method, and data were collected using demographic information questionnaire followed by questionnaire of learning styles. The data were analyzed using SPSS software version 18, and descriptive- inferential statistics. Results: The mean age of the students was 20.68±1.34. Of the total of 140 students, 98 (70%) just selected only one type of the learning styles, whereas, 42 students preferred combination of different styles. Reading-writing style was the prevailing style among single learning style which selected by 43 students but the most frequent style among multi style was double style which was selected only by 15% of the participants. Conclusion: Most of the students had an individual learning style. Identifying the dominant learning style(s) of the students and adjusting them to the teaching methods of lecturers and also developing lesson plans based on learning styles could improve educational objectives.

---

Abstract
 
Background & aim: Improving the quality of health care services is one of the main concerns of organizations providing health services. Patient safety means is the absence of any damage caused by the provision of health services. In the intensive care unit, due to complications of the patient's condition and the treatment process, the chance of occurrence of unexpected errors and events is maximized and serious attention is required . The purpose of this study was to determine the level of compliance of patient-related nursing care with standards in intensive care units.
 
Methods: In this descriptive study, 1998 nursing care associated with patient safety were assessed during the morning shift function of 54 nurses in three Intensive care unit of selected hospitals of Yasuj University of Medical Sciences using a researcher-made checklist containing 37 terms and 6 domains in winter 2015. These areas include the initial acceptance and evaluation of the patient, the correct procedure in the correct location of the patient's body, avoiding inappropriate connections between the tubes and the patient's catheter, preventing the patient falling down, preventing ulcer and nosocomial infections. The checklist after determining the face validity and content (96% = CVI) and reliability by means of calculating the agreement coefficient between viewers (99% = ICC), via observing the performance by the researcher in morning shifts was completed for 54 nurses. Collected data were analyzed using Descriptive statistics.
 
Results: In view of the performance of 54 nurses in intensive care units, the average level of compliance of patient-related nursing care in comparison with the checklist was less than 100 points which was unfaroble(46.75). The highest correlation with the patient's avoidance domain was relatively favorable (50.25) and the lowest level was related to the area of ​​undesirable subsoil prevention (1.87).
 
Conclusion: The compliance rate of patient-related nursing care in ICU is far from standards. The managers of the area of ​​treatment in order to improve the quality of nursing care provided by the nurse in relation to patient safety indicators in the intensive care unit and, consequently, to increase the safety of patients in order to prevent their injury as a result of the provision of these care, and regular monitoring of nursing care and continuing education programs will be more emphasis.
 

---

-

---

Background & aim: Nurses are the largest group of health care providers and play an important role in the quality of patient care. Career Thoughts is one of the most important factors that play a special role in nursing job performance. The purpose of the present study was to investigate the effectiveness of mindfulness-based Cognitive therapy on dysfunctional career thoughts in nursing students.

 

Methods: The present studywas a quasi-experimental with pre-test and post-test design and follow-up with control group. One standard deviation above the mean of the group were selected by convenience sampling, then these 36 individuals were randomly assigned to two experimental and control groups. The experimental group received 8 sessions of 2 hours (one session per week) in the intervention group and the control group did not receive any training. After the sessions, both groups responded to the job dysfunction questionnaire (Sampson et al., 1996). Collected data were analyzed by covariance analysis using SPSS software.

 

Results: The results revealed that the experimental group indicated a significant decrease in dysfunctional job thinking, decision making confusion, commitment anxiety and external conflict after receiving the training compared to the control group. These results were also maintained at follow-up. The intervention in the post-test was 68% on the total score of ineffective job thoughts, 39% on decision making confusion, 55% on commitment anxiety and 59% on external conflict and in the follow-up phase, 56% on the total score of job ineffective thinking, and 35% on confusion. In decision making, 43% were effective on commitment anxiety and 46% on external conflict.

 

Conclusion: According to the results of the present study, mindfulness-based cognitive therapy is recommended to reduce the ineffective nursing students' occupational thinking in order to enhance their job performance and provide their patients with better quality health services.

 

.

---

Background & aim: Concept map is one of the effective methods in the evolution of medical education, which leads to the development of problem-solving learning, group skills and creativity, and is one of the important components of creativity in people with divergent thinking. Therefore, the purpose of the present study was to determine and investigate the effect of drawing and implementing a map. It was a concept of group method with computer on divergent thinking of nursing students.

Methods: The present study was experimental in the form of pre-intervention and post-intervention with a control group conducted in 2017. One hundred and two participants from third to sixth semester nursing students participated in the present study. Using the random allocation method, 51 participants were assigned to the intervention group and 51 people to the comparison group. The intervention plan of drawing and presenting a concept map for adult/elderly nursing lessons 1, 2 and 3 based on the announced content of the approved title of the Ministry of Health and Medical Education was carried out in a group method using Mind Mapper software during 7 sessions of 90 minutes. Peter Hani's questionnaire was used to measure students' divergent thinking.

Results: The mean and standard deviation of divergent thinking scores of students in the intervention group were before (5.68±1.22), after (8.23±1.35) and one month (8.70±1.18) after the intervention. The mean and standard deviation of students' divergent thinking scores in the control group were before (3.41±0.66), after (3.41±0.66) and one month (3.33±0.62) after the intervention. There was a significance between the intervention and control groups in terms of divergent thinking (p<0.001).

Conclusion: The average of divergent thinking score of the students in the intervention group was significantly higher than the control group, which shows the positive effect of drawing and implementing a concept map in a group method with the computer, so it is suggested to use this student-centered method in the teaching and learning process in higher education program.
Key words: concept map, computer, convergent thinking, nursing