فهرست مطالب monir nobahar

The Master of Critical Care Nursing is responsible for training specialized and professional graduates. Comparing different curricula improves the content and quality of the curriculum. This study aimed to compare the curriculum of critical care nursing in Iran with the University of Sydney in Australia.

This descriptive-comparative study was conducted in 1400. Iran's critical care nursing curriculum was compared with the University of Sydney. The required information was done by internet search in valid databases. Data analysis was performed using the Bereday model in four steps including description, interpretation, Juxtaposition, and comparison.

The mission, educational goals, and course content in the two curricula had significant similarities. But philosophy, vision, admission requirements, educational strategies, and tuition fees were somewhat different. The philosophy at the University of Sydney is based on caring with a cohesive and family-oriented approach and in Iran is based more on social values ​​. Having an RN degree and fluency in English is one of the main conditions for admitting a student in this field at the University of Sydney, while in Iran there is no need for a language degree or a certificate of professional competence.

According to the findings of the study, changes in the intensive care curriculum based on family-centered care and creating diversity in educational strategies with more emphasis on English language skills, and providing some units online are recommended.

Medical science education is part of the higher education system that overshadows the quality of life and health of society. The quality of pediatric nursing education programs in the health system is very important, so the purpose of this study is a comparative comparison of the Iranian Master of Pediatric Nursing curriculum with the University of Dublin, Ireland.

This comparative descriptive study was performed in 2022. Data were analyzed using Bereday model in four stages of description, interpretation, proximity and comparison. The Master of Pediatric Nursing Education Program of the University of Dublin, Ireland and Iran was evaluated in terms of admission, philosophy, mission, graduates' job positions, course content and evaluation, analysis, and strengths and weaknesses.

Results:

The Iranian Master of Child Nursing curriculum differs from Dublin in Ireland, despite its similarities in philosophy and mission. In Ireland, pediatric nursing includes three majors: intensive care nursing, emergency and heart, while in Iran, pediatric nursing has no major. Also in Ireland in addition to the test interviewing and reviewing years and work history is of particular importance while in Iran only the test is emphasized.

In Iranian child nursing curriculum, haven’t been considered the work experience of the volunteers, selective interviews and specialized major of children. Considering the importance of having healthy children and nursing and clinical care in sick children, it is suggested that officials and pediatric nursing curricula in this field consider specialized trends and reconsider the method of admission in this field.

Learning about the world's successful educational systems in the field of nursing education can be helpful in planning, especially in the doctoral program, and lead to an increase in the quality of education in this field. Therefore, the present study was conducted with the aim of a descriptive and comparative comparison of the curriculum of nursing doctoral programs in Iran and the University of Massachusetts Boston.

The present study is a descriptive-comparative study. To compare the doctoral nursing curricula of Iran and Boston Massachusetts, related articles and resources along with library studies based on Bereday's four-stage model, including description, interpretation, proximity, and comparison were analyzed.

Integration of the curriculum with a focus on nurse participation in health policies, educational content related to defined roles and more emphasis on educational courses, admission of undergraduate doctoral students, the existence of part-time and full-time courses, and having the practice-focused program alongside Ph.D. were important features of Boston University curriculum. The nursing doctoral curriculum in Iran is done only full time and from master's degree and in a centralized manner. The educational courses do not meet the needs of society and the only nursing doctoral program in Iran is Ph.D.

Boston's nursing Ph.D. curriculum has been developed with a comprehensive view of the real perceived needs of the nursing profession and society. The results of the comparison can be useful in revising Iran's nursing Ph.D. curriculum to improve educational quality.

 Regarding the patients’ critical conditions and various tools and pieces of equipment used in intensive care units (ICUs), the provision of critical care nursing seems complicated. Therefore, nurses’ achievements in making adaptations to critical care nursing are of utmost importance, especially in ICUs.

 The present study aimed to illuminate the facilitators of adaptation to nursing care among ICU nurses.

 This qualitative study was conducted using the conventional content analysis approach through semi-structured face-to-face interviews within December 2019 to April 2021. A total of 13 nurses working at a trauma center were selected to participate in this study using purposive sampling in Imam Hossein Hospital in Shahroud, Iran.

 Based on the results, the facilitators of adaptation to nursing care in ICU nurses consisted of three main categories of psychological capital, professional capital, and social capital.

 It was concluded that focusing on determining the facilitators of adaptation to critical care nursing and attempting to redouble them can promote the quality of nursing care. Much more attention should be paid to this issue because further adaptation affects society’s health conditions.

It is widely accepted that musculoskeletal injuries, especially in the lumbar region, are among the most common complaints of people working in emergency medical services (EMS). This study aimed to determine the prevalence of low back pain (LBP) and its associated factors in the field staff of prehospital EMS in northern Iran.

This cross-sectional descriptive correlational study was conducted in 2019 on 156 men selected by convenience sampling from the population of field staff of prehospital emergency medical centers in Gilan, Iran. The participants completed a questionnaire of demographic information and the numerical rating scale. Data analysis was performed in SPSS software, version 24 using unvaried logistic regression at 5%, and multiple logistic regression at 10% significance level.

Of all the participants, 69.9% (n=109) had LBP. The multiple logistic regression analysis showed that workers with a higher number of calls per shift (90% CI, 1.01%-1.32%, OR=1.15, P=0.088), low income (P=0.016), history of underlying diseases (90% CI, 1.40%-54.12%, OR=8.71, P=0.051), level of education with bachelor’s degree or higher (P=0.077) were more likely to have LBP. 

The prevalence of LBP in the field staff of prehospital EMS was remarkably high. The most important factors that predispose these workers to LBP were the number of calls per shift, income level, history of underlying diseases, and bachelor’s degree or higher level of education. The findings can be used to develop guidelines for reducing the prevalence of LBP among the field staff of prehospital EMS.

Chest pain is one of the main symptoms of acute coronary syndrome, and sleep disorders are among common problems in these patients. The aim of this study was to determine the effect of Curcuma Longa on chest pain and sleep quality in patients with acute coronary syndrome.

Methods & Materials:

 This triple-blind clinical trial was conducted on 270 patients in the Coronary Care Unit of Kowsar Hospital in Semnan, with random allocation to three groups (intervention, placebo and control) in 2020-2021. The intervention group received 500 mg of Curcuma Longa tablets and the placebo group received 500 mg of starch, Oisel and lactose tablets at 9 a.m. after breakfast once a day for 3 days. The control group received daily interventions. Chest pain was assessed using the pain assessment tool before the intervention and half an hour after the intervention for 3 consecutive days. Sleep quality was evaluated by the standardized sleep quality questionnaire of Saint Mary's Hospital in the morning of the first day before the intervention and in the morning of the second and third days after the intervention.

There was no significant difference in the average reduction of chest pain intensity from the first to the third day between the groups (P>0.05). But there was a significant difference in the chest pain intensity within the intervention, placebo and control groups (P<0.001), and the average chest pain intensity on the second day compared to the first day of hospitalization decreased in three groups (P<0.001). However, the decrease in chest pain intensity on the third day compared to the second day of hospitalization was not significant in the three groups (P>0.05). The average score of sleep quality before the intervention in the intervention group was higher than that of in the placebo group (P=0.021), but on the second and third days of the intervention, it was lower in the intervention group compared to the placebo (P<0.001) and control groups (P<0.001).

The results showed that Curcuma Longa did not have a significant effect on chest pain in the patients with acute coronary syndrome, but it improved the quality of sleep. Therefore, Curcuma Longa can be used to improve the sleep quality of these patients.

The mission of comparative study is to find out the differences and similarities of various educational systems and to identify the reasons for the success and failure of the systems and to use resulting experiences in the advancement and development of the educational system. Nursing education has a special place in the education of higher medical sciences and rapid expansion in recent decades. This study aimed to compare the educational program of the medical surgical nursing master's degree in Iran and Mahatma Gandhi University in India.

This descriptive-comparative study was carried out in 2022 using the four-step Bereday’s method (description, interpretation, juxtaposition and comparison). In this study, the Master of Science educational programs in medical surgical nursing available on the website of the Ministry of Health and Medical Education, Iran and the faculty of nursing in Mahatma Gandhi University, India were compared.

The findings showed that in Iran's educational program, attention to moral, human dignity, legal, Islamic and religious aspects is much more prominent. In the Mahatma Gandhi University, having work experience is a condition for admission to this field, and there is also a clear difference between the total practical and clinical hours (except for the thesis) between these two educational programs, which is much more in Mahatma Gandhi's educational program.

The findings of this study can help planners to improve the quality level of this nursing’s field, considering the importance and scope of this nursing trend. It seems necessary for the educational planners to pay more attention to the practical and clinical aspects of the master's degree program in medical surgical nursing in Iran, so that improve one of the basic defects of this field, which is the gap between theory and practice.

Acute coronary syndrome, the most common form of heart disease, is the main cause of disability and death. It impairs the hemodynamic indices, leading to endangering the patients' condition. Curcuma Longa modulates blood pressure, breathing parameters, and temperature. The present study aimed to investigate the possible protective effects of Curcuma Longa on hemodynamic indices in acute coronary syndrome patients.

In this triple-blind clinical trial, 270 patients with acute coronary syndrome from the Coronary Care Unit in Kowsar Hospital in Semnan were included in the study from December 2019 to March 2021. Then, they were randomly divided into three groups, including the sham, intervention, and control groups (n=90). The intervention group received 500 mg of Curcuma Longa tablets. The sham group received 500 mg starch, Oisel, and lactose tablets. Drugs were administrated at 9 am, soon after breakfast, for 3 days. The control group received only the routine interventions. Before and 30 min after the intervention, the hemodynamic indices were recorded on 3 consecutive days using hemodynamic monitoring equipment (Pouyandegan Rah Saadat).

The average heart rate was significantly decreased in the intervention group than in the sham group (P=0.001 for day 1), (P<0.001 for day 2), and (P<0.001 for day 3). The average heart rate was significantly decreased in the intervention group than in the control group on the 2nd and 3rd days (P<0.001). Systolic and diastolic blood pressure were significantly decreased in the intervention group than in the sham, and control groups (P<0.001). Arterial blood oxygen saturation was significantly increased in the intervention group than in the sham and control groups (P<0.001).

Curcuma Longa reduces pulse rate, as well as systolic and diastolic blood pressure, and enhances arterial blood oxygen saturation in a triple-blind clinical trial study. The protective effects of Curcuma Longa on hemodynamic indices may highlight the use of this simple and affordable intervention in Coronary Care Units.

Neonatal nursing course is a period to train the most important and influential health professionals. To identify strengths, weaknesses, utilizing successful strategies, and experiences of the existing curriculum, this study were conducted to compare master curriculum of neonatal nursing program in Iran and Wayne state school of nursing in America.

This comparative study was conducted in 2020 using the Bereday model in four steps of description, interpretation, juxtaposition, and comparison using the keywords Curriculum, Program, Logbook and Neonatal Nursing on Google Scholar. The comparative elements included the philosophy, mission, vision, values, goals and objectives, entry requirements, duration and courses, executive strategies, teaching and evaluation methods, etc.

Two countries shared almost the same vision in some cases, according to the basic principles of strategic planning. However, the definition of the field, conditions for admission and entry to the course, graduates' employment status, philosophy, mission, general purpose, role of graduates, rules and regulations, payment, structural and personnel characteristics, and postgraduate topics in nursing education were different in two universities.

The results showed that the Iranian neonatal nursing program, compared to the American one in the Wayne state University, has mainly focused on research and has executive failures in organizing vigorous entry requirements for student admission (including interview, ethical certification, academic achievement), clinical rules, enriching the students’ competencies in specialized neonatal nursing skills and knowledge, and providing and securing a better position for the graduates in the clinical settings. Therefore, with identifying these deficiencies  ,we should take steps to improve the training program to achieve better results and quality care in the field of nursing practice.

For the nursing bachelor's degree to be more successful in Iran and to identify the strengths and weaknesses of its curriculum, it is necessary to conduct comparative studies and benefit from the experiences and strategies experienced in successful universities. This study aimed to compare the Iranian undergraduate nursing curriculum with the University of Southampton, UK.

The present study is a comparative descriptive study that was performed using Bereday's four-step model including description, interpretation, proximity, and comparison. The details provided from the Iranian bachelor's nursing curriculum are taken from the website of the Ministry of Health in Iran and the University of Southampton.

Despite the similarities in the content of some courses, there are differences in terms of admission requirements, and course length between the two educational systems. At the University of Southampton, there is an emphasis on training managers with a research-oriented approach and technology integration, but this issue has received less attention in Iran. At Southampton, attention to research at the end of the study has led the student to identify problems and be drawn to research, while in Iran, a nursing research lesson is taught at the beginning of the course. Educational strategies at Southampton are student-centered, but in Iran they are teacher-centered. The day problems are seen in the online curriculum of the University of Southampton, but there is less flexibility in the Iranian curriculum and a focus on knowledge-based. Graduates in the UK are directed towards hospitals and society, but in Iran, graduates are mainly directed towards hospitals, and their ability to take on other social roles is not seen.

In addition to developing professional skills, the Iranian Nursing Bachelor's training program needs to focus on training managers with a research-oriented approach. It is also necessary, to on student-centered principles instead of teacher-centered; emphasize problem-oriented instead of knowledge-oriented, and community-oriented instead of hospital-oriented.

The importance of education in the development of nursing as a profession and as a science has been mentioned a lot. To be as successful as possible in the field of nursing expertise in Iran and to identify the strengths and weaknesses of its curriculum, it is necessary to conduct comparative studies and exploit the experiences and strategies in successful universities. The present study aimed to compare the Iranian undergraduate nursing curriculum with British Columbia University (UBC) in Canada.

The present study is a descriptive-comparative study that was conducted in 2020 by Beredy’s method in four stages of description, interpretation, juxtaposition, and comparison; compares the content, and details of the undergraduate nursing curriculum in Iran and the University of British Columbia in Canada.

The findings showed that at UBC, people interested in nursing enter the university based on ability and without exams, and after graduation can work if they obtain RN or LPN degrees, while in Iran Students enter the university after passing the national exam and after graduation, they work in hospitals to pass the nursing plan. At UBC, special attention has been paid to nursing research in both quantitative and qualitative approaches, as well as geriatrics and communication therapy, and students are taught nursing skills over several courses before entering the clinic. But in Iran, students enter a hospital for an internship after passing one nursing skills training course in a skills laboratory.

The results showed that the main difference between Iran and the University of British Columbia in Canada in undergraduate nursing; is in terms of how to admit a student and also to obtain the necessary conditions for employment in the nursing profession. Despite the many similarities, there are also differences in goals, mission, vision, and curriculum; which can be used in the planning of Iranian nursing undergraduate courses. Considering that the undergraduate nursing program in Iran was reviewed in 2014, descriptive studies on the acquired capabilities and the content of the program can help to improve it by eliminating possible weaknesses.

The purpose of this study was to explore students’ experiences of the role of virtual social networks in their teaching and learning. The present study was done using a qualitative and phenomenological approach in Ahvaz city in 2018. Sampling was done through purposive sampling method, and data were collected using in-depth and semi-structured interviews with 12 students and 3 teachers who were active members of at least one virtual social network. Data analysis was done based on the seven stages of Colaizzi’s analysis. The main theme of facilitation of teaching and learning was extracted from data, and it included three sub-themes: “acquisition of media literacy”, “progress in education”, and “entrepreneurship and employment”. The results of this study identified the process of facilitating education and learning for students and showed that students use these networks to "acquire skills in cyberspace", "make progress in school" and "seek entrepreneurship and employment". These results can help the planning bodies in the country set the stage for familiarizing students with these networks by identifying the way they facilitate learning.

The image of nursing has a considerable impact on identity and professional self-esteem in nurses. In this regard, the media can be an effective important factor in drawing a positive or negative image of the nursing profession. Thus, the aim of this study was to explore the effect of media on nursing image in societies.

In this systematic review, national and international electronic databases including SID, Magiran, IranMedex, Web of Science, Scopus, and PubMed were systematically searched in October 2020 to retrieve articles published up to 2020, using the keywords nursing profession, nursing image, nursing public image and Social/Mass media. According to the aim of study and inclusion criteria, 15 articles among all obtained articles were assessed to appraise their quality. Finally, the content of final selected articles was reported as extraction tables.

The search yielded 958 articles, but consideration of inclusion criteria led to final selection of 7 articles. The most important effects of media on the image of nursing included the effect of media on the academic and clinical image of the profession, nursing professional roles, as well as gender and media bias towards the nursing profession.

More attention to media productions should be considered in order to improve the image of nursing. Additionally, with greater presence, nurses can find in media programs to introduce the reality of their profession the greater help this will be for the voices of nurses to be heard.

Nursing education in various fields, including psychiatric nursing as a part of the higher education system is developing rapidly in recent decades in the world and also in Iran. Comparing the curriculum of Iranian psychiatric nursing with the curriculum of leading countries can be useful in understanding its strengths and weaknesses and providing solutions for its improvement. This study aimed to compare the curriculum of the psychiatric nursing masterchr('39')s degree program in Iran and Wayne, USA.

This descriptive-analytical study was performed in 2020 at Semnan University of Medical Sciences using Bereday four-stages including description, interpretation, juxtaposition, and comparison.

The comparison of the masterchr('39')s degree program in mental health in both environments has similarities and differences. Admission of students to the masterchr('39')s degree in psychiatric nursing in Iran is criterion-based and in the United States is normative. In none of the universities hasn’t defined specific field of study goals. Studying for a masterchr('39')s degree in mental health in Iran is free of charge and face to face and in the United States is by paying tuition in both In-person training and part-time with a suitable platform for virtual and evidence-based education.

Due to the growing needs of patients with mental disorders, increase in the incidence of these disorders in the current society, the complex nature of mental health interventions and the needs and expectations of students, there is a need to review and improve the conditions of student admission, defining the real position and role of graduates, explaining the specific objectives of the field, reviewing the teaching methods and introducing new teaching methods.

 The high incidence of COVID-19 has provided a challenge for healthcare systems in Iran, and may result in some psychological problems.

 The study aims at describing depression, death anxiety, and the related factors in nurses caring for COVID-19 Patients at Kosar Hospital, Semnan, Iran.

 In this cross-sectional study, 89 nurses caring for COVID-19 patients were selected in October 2020 via the census method. A demographic questionnaire, Beck’s Depression inventory, and Templer Death Anxiety scale were used to collect the required data. The collected data were analyzed using SPSS software version 20.

 The mean scores of death anxiety and depression among nurses were 7.32 ± 1.75 and 10.82 ± 8.50 respectively. The results of the Pearson’s correlation-coefficient showed a significant positive correlation between death anxiety and depression (P = 0.05), death anxiety and nurses’ age (P < 0.05), death anxiety, and nurses’ work experience (P < 0.05).

 The findings of the study revealed that nurses caring for COVID-19 patients are at high risk of death anxiety and depression. Thus, there is a need to identify these problems to prevent or reduce them with effective interventions.

Sleep disorders and fatigue are common problems in patients with acute myocardial infarction (AMI) which can lead to an increased incidence of recurrent myocardial infarction and arrhythmias. The aim of this study was to determine the effect of foot reflexology on sleep quality and fatigue severity in the AMI patients.

In this double-blind randomized clinical trial, 90 AMI patients who had inclusion criteria were evaluated from cardiac care unit of Shahid Rajaee Hospital in Karaj, Iran from 30 may 2015 to 20 August 2016,  and were randomly assigned to 3 groups: Treatment (n=30), placebo (n=30), and control (n=30). Left foot reflexology in the treatment group and right foot reflexology were performed in the placebo group.The control group did not receive any intervention. Foot reflexology intervention was performed for 3 consecutive day’s for 20 minutes. The severity of fatigue was assessed in 3 groups of above, before, immediately and 20 minutes later of intervention by VAS. Sleep quality was assessed by Pittsburgh questionnaires and VAS, the day before and two consecutive days after intervention.

The fatigue intensity score of the treatment group immediately after intervention was not significantly different from the control (P=0.233) and placebo groups (P=0.903). Remarkably, the control group was not significantly different from placebo (P=1.00). The fatigue severity score in 20 minutes after intervention was significantly lower than the control group (P=0.003), but did not differ significantly from the placebo group (P=0.355). Also, fatigue severity score of the control group did not differ significantly from the placebo group (P=0.218). Sleep quality with VAS and Pittsburgh on first and second day after intervention wasn’t significantly different in the treatment  groups compared with the control and the placebo groups and in the control group than the placebo group (P>0.05).

Findings showed that foot reflex massage 20minutes after intervention induced of significant reduction in fatigue severity in the AMI patients. Therefore, nurses can use this easy, non-pharmacological, non-invasive and low-cost method to improve severity of fatigue.

Improving the quality and dynamism of nursing higher education programs requires continuous evaluation and quantitative and qualitative studies and applying the results of evaluation in practice. Neglecting the quality of higher education and the efficiency of graduates, especially doctoral education, is one of the major concerns of the health education system. Therefore, this study was conducted with the aim of comparative comparison of the Iranian nursing education system and the University of Tennessee.

This descriptive-comparative study was conducted in 2019. Internet search was performed using Persian and English databases. The collected data were analyzed using Bereday four-step model including description, interpretation, proximity and comparison.

Although there were similarities in terms of course characteristics and structure, the comparison showed that at the University of Tennessee, lesson plans are tailored to the needs and problems of the community. It is possible to continue studying for a doctorate in different fields. The university offers three ways to enter the doctoral program DNP, BSN, MSN. The main focus of the PhD program is scientific research and theory development. The curriculum is offered full-time and part-time using advanced educational technologies and distance and close education, and student recruitment is done independently by the university, while in Iran this It is not possible and this course is only full time and student admission is done through an exam.

Considering the importance of the role and duties of nursing PhD graduates in the development of the field and the complex and changing needs of society, it is suggested that the objectives, mission, content of the curriculum, executive approach and evaluation of this course be reviewed so that By strengthening the strengths and eliminating the weaknesses of nursing curricula, it increased the quality of education and, consequently, the quality of nursing doctoral graduates.

Teaching has a great impact on the comprehensive and sustainable development of countries and in educating and training human resources. Evaluation the status of the curriculum provides the conditions for the strengths, weaknesses, problems and needs of the new program to provide a clearer set of information for it. According to the researches on comparing the structure of Iran bachelor of nursing program with other countries, this research was done with the aim of reviewing the studies that have made a comparative comparison of Iran bachelor of nursing curriculum and other colleges of universities in the world.

The present study is a narrative review study. Keywords related to bachelor of nursing, curriculum, bachelorchr('39')s degree, Iran, comparative study, other countries, during from 2010 to 2020, descriptive review research based on the narrative review method will be searched in the reputable scientific databases Science Direct, PubMed, Web of Science, Scopus, Scholar Google, IranMedex, SID and Magiran.

The findings of this study showed the strengthening of human communication, education based on global standards, benefit of nursing theories, application of evidence based knowledge and emphasis on research, use of new digital strategies and simulation methods in education, explanation of perspectives specializing in nursing, improving nursing management for the growth and excellence of professional values can pave the way for the promotion of the nursing profession and consequently improve the role of nurses in improving the quality of nursing services in various fields at the community level and achieving better quality of life for clients. The studies performed by comparative method using Berdy model were considered as inclusion criteria. Editorial letters, review and unspecified implementation studies, articles whose full text was not available, and abstracts of congresses were excluded from the study. Thus, 15 related studies were selected from 16,300 studies including Turkey, Jordan, China, South Korea, Singapore, Japan, Malaysia, India, Lebanon, United Arab Emirates, United Kingdom, Scotland, United States, Canada and Australia.

Although based on a review according to the Brady model Iranchr('39')s nursing education program has a relatively favorable position compared to other countries in the world, but the review of philosophy, educational strategies and policies in the countrychr('39')s health system should be reviewed to address weaknesses so that solving problems to meet the needs of society with maximum productivity and efficiency of nurses.

Curriculum is the heart of any educational program and the key elements of higher education for transferring knowledge, attitude, and skills to students. Comparing different educational systems will improve the content and quality of the educational program and will help to improve it .The aim of this study was to compare nursing program in Iran and Alice Lee University in Singapore.

This descriptive-comparative study was conducted at Semnan University of Medical Sciences in 2020, in which the main elements and important indicators of Iranian nursing school and Alice Lee University in Singapore were purposefully selected and analyzed based on the Beredy model.

According to the research findings, there are differences in student admission conditions, different levels of nurse training, curriculum content, techniques used in the assessment. The Alice Lee University of Singapore is ahead of Iran in terms of starting modern education and establishing a bachelorchr('39')s degree in nursing. Nursing in Iran is four years, but in Singapore, nursing is a three-year full-time course, and only students with good performance have the opportunity to achieve Nursing Honors in the fourth year.

Utilizing the strengths and educational experiences of the Alice Lee University of Singapore and emphasizing the existing strengths in Iran, will improve and enhance the quality of nursing education in Iran. As a result, in this regard, it is suggested, while examining the curriculum in terms of content, to pay attention to the training of nurses in different educational levels as a solution to solve the problem of shortage of nursing staff.

Nursing is a profession that requires a positive view of society and governments for growth and excellence. Providing a distorted or populist image of the profession can have negative consequences for health care providers. This article aims to explain the image of nurses in Iranian cinema in the last three decades.

This content analysis study was conducted in 1398 in Semnan University of medical science on 16 Iranian cinema and television films using the researcher-made checklist and was evaluated in three time periods of the 1991s, 2001s and 2011s. Content analysis of selected movies was performed based on a three-step myring method (summarizing, clarifying and structuring).

Most of the films reviewed in each of the three decades were socially thematic, with superpowers playing the role of all the portrayed nurses in the 1970s, while none of them were superstars in the next two decades. Most of the nurses that portrayed in these films were young and gradually, over the course of three decades, the marital status of nurses changed from unmarried to single. Also, the nature of the majority of works that provided by nurses over a three-decade period, ranged from the specialized to the non- special work

Depiction a scientific and accurate picture of the nurse and nursing practices in the films of the three decades under review has not a good progress and nurses have been involved in role stereotypes.Magnifying features such as female gender, celibacy, youth and inappropriate appearance of nurses and playing unprofessional roles that seen in the examined films, can perpetuate the societychr('39')s incorrect stereotypes of nursing that require correction.

Quality assurance in doctoral nursing curriculums will have a significant effect on advancing and improving the educational goals of nursing professionals. In this respect, various comparative studies are conducted throughout the world to determine the strengths and weaknesses of educational curriculums in different countries. This study aimed to compare the doctoral nursing curriculums in Iran and Norway.

This descriptive-comparative study was conducted to compare doctoral nursing curriculums in Iran and Norway in 2020. The required data were collected by searching the related keywords on the internet. Subsequently, the collected information underwent analysis using Bereday's four-step comparison model (description, interpretation, juxtaposition, and comparison) to evaluate and analyze the similarities and differences between the two curriculums.

It was revealed that there was a complete similarity in the graduates' roles in the PhD curriculum of the two countries and relative similarity in the curriculum content of the program in Iran and Norway. However, other issues, such as the length, majors, and goals of the program and the methods of student admission to this program were different in both countries.

Based on the results, among the strengths and weaknesses of the doctoral nursing curriculum in Iran were reported to having a clear perspective with precise goals and lacking sufficient attention to nursing practice, respectively. Therefore, it is necessary to compensate for the existing shortcomings by reviewing the current curriculum in Iran to witness the presence of capable PhD graduates in both research and clinical fields in the Iranian’s nursing education system.

Despite the spread of the Ph.D. nursing program in the world, there are some differences in program presentation at different universities and analysis of these differences will lead to the development of the discipline. This study aimed to compare the Ph.D. nursing program in Iran with the University of British Columbia, Canada.

This descriptive-comparative study conducted in Semnan University of Medical Sciences in 2019. The latest Nursing Ph.D. curriculum was obtained by visiting the websites of the Ministry of Health of Iran and the University of British Columbia and reviewed the curriculum details of universities. The data were analyzed using the Bereday model in four stages of description, interpretation, juxtaposition, and comparison.

The University of British Columbia has nearly twice as much experience as Iran in the education of modern nursing. Admission to the University of British Columbia is without an exam and student education is at the international level, while in Iran it is centralized through national exams. The philosophy of Iranian Ph.D. nursing is based on Islamic standards. Optional courses at the University of British Columbia focus on the nursing process and in both universities are selected based on the supervisorchr('39')s opinion and the dissertation subject. At British Columbia, student obtains up to 15% of the thesis score in self-assessment, while in Iran; the student has no involvement in his assessment.

The Iranian Nursing Ph.D. program differs from the University of British Columbia in matters such as antiquity, adherence to Islamic standards, the implementation of the nursing process, self-assessment, and the number of optional courses. In order to improve the quality of Iranian Ph.D. nursing, it is suggested that while examining the curriculum content, nursing process courses added to the curriculum, and clinical experience considered as a necessary condition for entering the Ph.D. course.

The purpose of this research was to investigate the online social network membership’s attractions for students. The present study was done with qualitative approach and phenomenological approach at Ahwaz city in 2018. Hence, sampling method was Purposeful and data were collected using in-depth and semi-structured interviews with 12 students and 3 teachers those were active members of at least one virtual social network. The method of data analysis was seven-stage of Colaizzi analysis. From the data analysis, the main theme of attractions using cyberspace was extracted including three sub-themes: Motivation for interaction and communication, Motivation of obtaining information and Motivation for entertainment. The results of this study highlighted the different attractiveness of virtual networks for students. In addition, findings showed that students have used these networks for interaction and communication, information acquisition and entertainment. Accordingly, the results offers the country planners to identify the attractions of these networks and attempt to facilitate their proper use by providing students with the necessary backgrounds to increase their familiarity with these networks.

Anemia is one of the most common complications of chronic renal failure, which is associated with increased fatigue, dyspnea, depression, malaise, prolonged hospitalization and mortality. Some patients are resistant to erythropoietin therapy. Therefore, the purpose of this study was to determine the effect of thyme honey on anemia in hemodialysis patients.

Methods & Materials:

 The present clinical trial was conducted in 2018 at Kowsar Hospital of Semnan on hemodialysis patients randomly selected with convenience sampling method within two groups of case (n=28) and control (n=27). The case group received thyme honey (33 g) daily for one month. The control group did not consume thyme honey. Blood samples were taken from the patients before and after the intervention with 10-hour fasting and then blood parameters were assessed.

The mean ±SD reduction rate in hemoglobin level was 0.46±0.96 in the case group and 0.23±3.15 g/dl in the control group, but no significant difference using independent t-test (P=0.758). The mean±SD reduction rate in hematocrit percentages was 1.20±2.78 in the case group and 0.11±8.53 in the control group, but there is no significant difference between the two groups using independent t-test (P=0.590).

Results showed that daily administration of 33 grams of thyme honey had no effect on anemia in hemodialysis patients. Further studies are recommended with modification of the methodology regarding the type, dose, duration and instructions of honey consumption for better results.

Comparing curriculum with each other will identify the strengths and weaknesses of the program and provide a framework for revising and updating educational programs. Since the purpose of the pediatric nursing program is to provide, maintain and promote the health of the child and the family; therefore, the purpose of this study was to compare the Master's degree curriculum for Pediatric nursing in Iran and King of England.

This descriptive-analytic study was conducted in 2019. A web search program was selected for the Master of Nursing for Children of the University of King in England and Iran. And two educational programs were evaluated in terms of philosophy, goals, content of the analysis period, and their weaknesses and strengths.  The data were analyzed using the Bereday pattern.

The Iran Pediatric Nursing Master's curriculum with King of England has a very important difference. In Iran, it is emphasized on the acceptance of the exam, while in King, in addition to the exam, it is important to conduct interviews and review the work experience of nurses.

According to the findings of this study, the selection of students is necessary among applicants with a clinical experience to ensure the quality of nursing care. Therefore, it is recommended to Planning authorities that take pattern from other countries in the direction. The clinical requirements and accept applicants for the pediatric nursing master's curriculum in Iran to promote the curriculum.