جستجوی مقالات مرتبط با کلیدواژه « شایستگی ها » در نشریات گروه « پزشکی »

The present study was conducted to investigate the effectiveness of adolescent centered mindfulness therapy on social competence and cognitive fusion of adolescents with externalizing behavioral-emotional disorder. The statistical population included students with externalized behavioral-emotional problems who were studying in the first period of secondary school in the academic year of 2022-2023 in Isfahan city. In this research, 35 students with externalized emotional-behavioral problems were selected by purposeful sampling and randomly assigned to experimental and control groups (18 students in the experimental group and 17 students in the control group). The parents of the students in the experimental group received the adolescent focused mindfulness therapy during ten weeks in ten 90-minute sessions. Children and Adolescents Behavioral- Emotional Inventory (CABEA), Social Competence Questionnaire (SCQ) and Cognitive Fusion Questionnaire (CFQ) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that adolescent centered mindfulness therapy has significant effect on the social competence (p<0001, Eta=0.67, F=68.47) and cognitive fusion (p<0001, Eta= 0.66, F=64.13) in the adolescents with externalizing behavioral-emotional disorder. Based on the findings of the present research, adolescent centered mindfulness therapy can be used as an efficient method to improving social competence and reducing cognitive fusion in adolescents with externalized emotional behavioral using metaphors appropriate to the cognitive level of adolescents as well as applying mindfulness practices in daily behaviors

 Nurses with intelligence and moral reasoning can perform well and be effective in their relationships with colleagues, patients, and companions. The clinical competence of nurses is the primary concern of healthcare systems. The present study aimed to assess the relationship between moral intelligence, moral reasoning, and clinical competence of nurses.

This descriptive-analytical correlational study was conducted on 110 nurses who were selected via convenience sampling in the teaching hospitals of Ilam in 2022. Data collection tools were demographic characteristics form, Link and Keel's moral ‎intelligence, the Nursing Clinical Competence Questionnaire by Liu et al., and the Nursing Dilemma Test by Chrisham. ‎Data were analyzed in SPSS software (version 16) using the Pearson correlation coefficient. The level of statistical significance was 0.05.

The majority of subjects were women (54.5%) with a bachelor's degree in nursing (87.3%), official employment (61.8%), with a work experience of 1-5 years (50%), and mean age of 30.98±5.83 years. The mean scores of moral intelligence, moral reasoning, and clinical competence were reported as 157.59±26.60, 36.51±16.17, and 136.65±46.08, respectively. There was a direct and significant correlation between moral intelligence and clinical competence (r=0.517; P=0.001), moral intelligence and moral reasoning (r=0.444; P=0.001), as well as moral reasoning and clinical competence (r=0.802; P=0.001).

Considering the direct and significant relationship between the variables, it is recommended that nurses' awareness of moral intelligence, moral reasoning, and clinical competency be raised through clinical training courses.

The present study was conducted with the aim of the effectiveness of cognitive-behavioral intervention on social competence and school refusal of children with separation anxiety disorder.

This research was a semi-experimental type with a pre-test-post-test design, a control group, and a three-month follow-up. The statistical population of this research includes all the mothers of elementary school students in one Sari district in the academic year of 2022-2023 who were suffering from separation anxiety disorder, 30 of them were randomly selected and replaced in two experimental and control groups. To collect data, Han and Hajinlian's separation anxiety questionnaire, social competence questionnaire by behavior problem prevention research group, and school refusal questionnaire by Carney and Silverman were used. In the experimental group, cognitive-behavioral intervention was implemented for 12 sessions of 1 hour; But, the control group did not receive any intervention. Before and after the pre-test and post-test sessions were taken from both groups. To analyze the data, analysis of variance with repeated measurements was used with SPSS version 26 software.

The results of this research showed that there is a significant difference between the mean of the variable of social competence and school refusal in the pre-test-post-test and pre-test-follow-up phase compared to the control group (p<0/05).

Based on the results, cognitive-behavioral intervention training on mothers of children with separation anxiety disorder increased social competence and reduced school refusal in children with separation anxiety disorder; therefore, this intervention can be recommended to children with separation anxiety disorder, psychologists, and child counselors.

One of the foremost challenges that women face in their lives is the issue of becoming a mother, which can influence their mental well-being. The present study aimed to Comparison of the Effectiveness of a Motherhood Role Acceptance Training Package with Group Positive Psychotherapy on the Social Competence of Married Women Childless.

Methods and Materials: 

The research method was a quantitative and semi-experimental method with a pretest-posttest-follow-up design employed. Fifty-three women from the statistical population of all married women without children in Isfahan City who did not want to have children were selected by purposeful sampling and randomly assigned to two experimental groups and one control group. The experimental groups received a training package on the acceptance of the maternal role and positive psychotherapy. The participants were assessed using a social competence questionnaire.

The findings indicate that the educational package of Motherhood Role Acceptance and positive psychotherapy both had an effect on the social competence of married women without children. However, based on the findings, the effectiveness of the training package Motherhood Role Acceptance was more than that of group-positive psychotherapy.

The findings indicate that the educational package of Motherhood Role Acceptance and positive psychotherapy both had an effect on the social competence of married women without children. However, based on the findings, the effectiveness of the training package Motherhood Role Acceptance was more than that of group-positive psychotherapy.

Gut microbiota can play a role in improving or aggravating diseases, including inflammatory bowel disease, by affecting intracellular signaling pathways. About 25% of cases of inflammatory bowel disease occur in children, and there are many similarities and differences between inflammatory bowel disease in children and adults. In children with inflammatory bowel disease, Enterococcus increases and Anaerostipes, Bluetia, Coprococcus, Faecalibacterium, Roseboria, Ruminococcus and Lachnospira decrease significantly. These findings suggest that the diet and resulting dysbiosis seen in adults with inflammatory bowel disease may develop during childhood. As a result, studying the microbiota profile of the digestive system and its relationship with diet in children with inflammatory bowel disease can play a role in their diagnosis, screening and treatment. In this article, the basic concepts related to the microbiota of children's gastrointestinal tract, and its relationship with diet in children's inflammatory bowel disease and their relationship with each other, and the intracellular mechanisms and the prospects of their use in the future have been reviewed.

Clinical competence is one of the requirements that nurses must have in clinical environments, especially psychiatric centers. This issue has a direct impact on the quality of nursing care. Therefore, this study was conducted with the aim of determining the level of clinical competence, dimensions and related factors in psychiatric nurses working in Razi Psychiatric Hospital in Tehran in 2024.

This descriptive-analytical cross-sectional study was conducted on 211 psychiatric nurses. The samples were selected by census method. The data was collected using demographic information questionnaire and "Clinical Competence of Mohtashmi Psychiatric Nurses" questionnaire. The data were analyzed using SPSS 25.

The mean clinical competency score of the psychiatric nurses participating in the study was 147.20±50.37. The mean and standard deviation of general competence, specific competence of the psychiatric nurses participating in the research were 32.47±5.34, 115.02±16.03, respectively. Also, the results of the study showed that participation in specialized psychiatric nursing courses has a significant relationship with clinical competence (p=0.002).

The results of this study show that the clinical competence of psychiatric nurses is at a good level, but more focus should be made on the dimensions of their specialized clinical competence. Also, holding specialized psychiatric nursing courses during service can further improve the quality level of clinical competence of psychiatric nurses in caring for patients with psychiatric disorders. Therefore, it is suggested that nursing managers of medical centers pay attention and emphasize the holding of these courses for psychiatrists.

The hijab is a significant subject in cultural sociology. It is explored across various disciplines, including social sciences, psychology, and religion. This research aims to assess students’ responses at Ilam University of Medical Sciences in Ilam City towards the national coverage pattern. This study employed a qualitative and grounded theory approach, focusing on all female students at Ilam University of Medical Sciences. Participants were selected using purposive sampling, and data was gathered using semi-structured interviews. The collected data was then analyzed using a qualitative content analysis approach. Interview data from the respondents was analyzed and categorized into the following themes: Pluralistic Coverage, Selective Coverage, Revision of Coverage Policy, and Cultural Resistance. The results showed a revision in hijab policies manifested through the formulation of related rules, the re-politicization of the hijab, the implementation of cultural programs, and the avoidance of over-regulation. The findings indicated that the students’ responses to national clothing patterns were critical, suggesting that revising cultural clothing-related policies could improve these patterns.

Respecting the rights of patients is one of the care priorities that should be paid attention to by nurses. In this regard, cultural nursing interventions are one of the effective ways to preserve and promote it. This study was conducted to determining the effect of implementing care based on cultural competence on the attitude towards respecting patients' rights among nurses working in Ayatollah Taleghani Hospital, Kermanshah.

The present study was a semi-experimental study with a pre-test-post-test design and a control group, the research community of which was formed by nurses working at Ayatollah Taleghani Hospital in Kermanshah in the first half of 1400. 60 nurses who met the entry criteria entered the study through available sampling and were randomly classified into two test and control groups. To collect data, the nurses' demographic information form and the attitude questionnaire toward respecting patients' rights were used, which were completed by the participants before and two months after the implementation of the intervention. The intervention group received skills based on cultural competence, including its concepts and components, dimensions, principles and prerequisites, and practical skills to increase it during one month in four sessions in person and virtually. Data were analyzed with SPSS version 20 statistical software and using descriptive and inferential statistical tests.

There was no statistically significant difference between the intervention and control groups in terms of demographic characteristics. The attitude towards respecting patients' rights in nurses before the intervention was 43.50 ± 7.11 in the nurses of the test group and 42.10 ± 4.10 in the nurses of the control group, which did not have a statistically significant difference (p=0.73). However, after the intervention, it reached 49.96 ± 6.93 in the test group and 42.00 ± 4.39 in the control group, which was significant in the test group (P<0.001).

Considering the effectiveness of training and implementation of care based on cultural competence in the attitude toward respecting the rights of patients in nurses, it is suggested that health trustees and nursing managers use the results of this research to preserve and respect the rights of patients and empower nurses in the field of cultural competence.

Organizational commitment is a state in which a person considers the organization and especially its goals to be his representative and has the desire to remain a member of that organization. Clinical competence is the foundation of practical nursing work. This research was conducted with the aim of investigating the relationship between clinical competence and organizational commitment and related factors in nurses working in special departments of hospitals affiliated to Kermanshah University of Medical Sciences in 2017

In this correlational study, 227 nurses working in the special care departments of educational hospitals in Kermanshah were selected by available sampling method. The data collection tool included Allen and Mayer's questionnaire of nurses' clinical competence and organizational commitment, whose reliability and validity have been proven in various studies. Data were analyzed using SPSS version 22 software and at a significance level of P>0.05.

The average scores of organizational commitment and clinical competence in nurses were 119.9 ± 23.5 and 73.35 ± 2.18 respectively. No significant relationship was found between clinical competence and organizational commitment. The average score of clinical competence in nurses who had clinical work experience between 6-10 years was higher than others (P < 0.05).

In this study, clinical competence and organizational commitment of intensive care unit nurses were high, but no significant relationship was observed. Therefore, the health service system can increase their commitment by improving the clinical qualification of nurses or employing nurses with higher qualifications.

The success of any organization depends on the expertise and competence of human resources, especially its managers. Competence is defined as the knowledge and skills necessary to perform a job. The current study aimed to rank the competencies of managers based on the competence model of Dolewis and Higgs (2005), which was carried out using multi-criteria decision-making techniques (combined method of Dimtel and network analysis) in public hospitals of Yazd province.

This inductive approach research was carried out quantitatively during 2021 to 2022 in public hospitals of Yazd province. In this study, multi-criteria decision-making techniques were used including the combined method of Dimtel and network analysis. The statistical population was a group of human resources experts and senior managers of public hospitals in Yazd province. Sampling was done first by judgment and then by snowball method and through the introduction of experts and based on the possibility of access to them, and 15 experts were selected as a sample. After extracting the data from the experts' questionnaires, Dimtel method was used to evaluate the relationships between the indicators.

In the current study, according to the experts’ opinions, the competence model of Doleviz and Higgs (2005) was considered, which included three managerial, personal, and intellectual dimensions. The dimension of managerial competence included components of success, empowerment, development, engaging and effective communication, resource management. The dimension of intellectual competence included components of judgment and critical analysis, perspective and foresight of strategic views. The dimension of personal competence included components of self-awareness and emotional resilience, intuitive understanding, interpersonal sensitivity, influence, motivation, and conscience. Based on the results of the super matrix of network analysis, the weights of competence in order of priority included managerial, intellectual, and personal competence. In managerial competence, the component of resource management, in personal competence, the influence component, and in intellectual competence, the components of foresight and perspective were more important.

In order to be more successful in achieving future goals and perspective, hospital managers should strive to strengthen their competencies, since improving the competence of managers helps them in effective use of resources, better response to clients, and achieving goals, in accordance with the accreditation standards of public hospitals in Yazd province

Simulation-based training is a method of creating an educational experience without being present in a real environment. Recently, this method has become a priority in medical education, particularly in the context of patient safety. It is important to address the competencies of instructors in simulation-based education alongside the advantages and limitations of this method. Therefore, the aim of this study is to identify the components of competency for medical education instructors in simulation-based training.

This qualitative study was phenomenology. Semi-structured interviews with 8 Purposive sample of medical education instructors was conducted (from 23 October 2022 to 20 February 2023). Interviews were analyzed using the seven-step Colaizzi method. Then the identified concepts were coded using MAXQDA software.

115 primary codes, 18 sub-themes and 4 main themes were identified, including: personal competence (self-directed learning and teacher's attitude), professional knowledge competence (professional development and instructional design), professional skill competence (participation, collaborate and purposeful use of simulation) and assessment competence (Assessment and continuous improvement).

Medical education instructors need to be empowered for using simulation-based education. The indicators identified in this research can be used to improving the competences of them.

Paramedics are members of the medical staff who have a lot of short and long-term interaction with patients. Moreover, their relationship with the patient is very important in providing services. This research aims to measure the relationship between the basic needs in Glaser’s view with patient communication and it measures the ability of empathizing.

Methods and Materials: 

The method of the present study is descriptive correlational research. The statistical population of this research was made up of 571 paramedics working in the hospitals of Hamedan, in 2022. According to Morgan’s table, 230 of them were selected as the research sample by stratified random sampling method. Golsar’s needs questionnaire (1999), Vakili et al.’s patient communication questionnaire (2013) and Niroumendan and Ahi’s compassion competence questionnaire (2018) were used to measure the research variables.

The results showed that there is a relationship between the need for love and feeling of belonging and connection with patient and the competence of compassion (p<0.05). There is a relationship between the need for power with patient communication and the competence of compassion (p<0.05). In addition, there is a relationship between the need for freedom and the competence of compassion (P>0.05;  mean equality=H0); however, there is not any significant relationship between the need for survival and communication with the patient (P<0.05; mean equality=H0).

Considering the relationship found between the need for love and the feeling of belonging and the need for power with patient communication and the competence of compassion, as well as the relationship between the need for freedom and compassion competence, this point can be used in the selection of hospital staff and employing a person in a part of the hospital that suits for their needs. According to the findings of the research, people with a need for love and a sense of belonging can be suitable person to work in a hospital. Furthermore, people with a high need for power and freedom can be suitable person in this profession if these needs are properly guided.

Background &

Life in today's world is full of change and this continuous social and technological transformation affects various aspects of human life; in such a way, challenging situations put a lot of pressure on people's abilities to control the situation. Every higher education institution needs capable faculty members with high professional ability to advance their goals. Efforts can be made to help faculty members achieve professional performance through their development programs and plans. Necessarily professional. Professional ability means a person's ability to perform specific tasks in a certain situation. In other words, professional ability means that a person has sufficient knowledge and information, a positive attitude, a strong personality, intellectual and practical skills, and does not lack social skills. The members of the scientific board can put the conditions and situation of other factors under the influence of their professional and technical-specialist ability; Professional skills and knowledge help the members of the scientific faculty to be able to convey the message that originates from their technical-specialized knowledge and skills to the audience. At present, one of the biggest challenges of universities in the world is the development and quality growth of academic faculty members. Acquiring professional competencies and updating them requires continuous professional development in three fields technical knowledge, specialized skills, and individual characteristics such as participation in group work, problem-solving, and development of general management skills. Professional development is a fruitful time when necessary opportunities are provided to improve and upgrade the skills and knowledge related to work for human resources. Identifying the abilities of the members of the scientific faculty in order to help their professional growth, determines the level of their abilities and provides the possibility of planning for their promotion. Before taking any action to help the professional growth of academic staff members, it is important to know and be aware of the background on which university leaders should prepare plans to help the professional growth of their members. An effective and efficient educational system is a system that fits the real goals and needs of society and has the ability to prepare the young generation and develop skills, including citizenship skills, to achieve the desired goals. Citizenship skills are one of the most important requirements in today's complex society. Citizenship competence refers to knowing how to interact in a democratic society. The citizenship competency program seeks to develop cognitive, communicative, and emotional competencies along with acquiring knowledge about the government and society. It should be more related to norms and mechanisms for living together. For this purpose, civic education should be provided based on activities and not only based on the expression of ideas. Among the issues affecting the professional growth of faculty members, due to the reasons for the selection and career behaviors of faculty members, the extent of their involvement, and desire for each of the three job duties of this profession (teaching, research, and providing scientific advisory services). And the challenges affecting the profession of academic staff can be mentioned. Some experts place the main task of professional growth on the universities and higher education institutions, in which case, the university is obliged to help the faculty members become professionals by developing and implementing development programs. And in this way indirectly increase the quality of their educational, research, and management services. Therefore, the main goal of this research is the effect of professors' professional ability on students' self-efficacy and citizenship competence with the mediating role of citizenship education in Mazandaran University in order to present a model. The results of this research can be used by all academic centers, scientific institutes, knowledge-based organizations, employees of educational centers, researchers, and students.

This research is applied in terms of its purpose. The combined research method and research design is also a type of exploratory mixed research design (qualitative-quantitative). The statistical population of the research in the qualitative part includes (academic and visiting professors and department managers of Mazandaran University) for consensus in the Delphi method. The statistical population in the quantitative part includes academic staff members, visiting professors and teaching staff, and administrative staff of Mazandaran University in 2022 in the number of 1487 people, who were selected by the available sampling method. Sample Size and Sampling Method in the Qualitative Section According to the research method used in this research in the qualitative phase, the number of specific samples was not determined at the beginning and the sampling continued until then. Theoretical saturation was obtained from 20 interviews. In the quantitative part of the sample size, 153 negatives were determined using Cochran's formula. The measurement tool in the qualitative part was a semi-structured interview and in the quantitative part it included a researcher-made questionnaire. In order to analyze the data, the structural equation modeling method was used.

The findings showed that the elements and components and sub-components of professors' professional capabilities with the mediating role of citizenship education showed a t value of 29.13; Professional abilities of professors have a positive and significant effect on self-efficacy with the mediating role of citizenship education. Also, the value of t, 11.12, stated that the professional abilities of professors have a positive and significant effect on citizenship competence with the mediating role of citizenship education, and the goodness of fit index of the model was confirmed.

In general, it can be acknowledged that the professional abilities of professors play a significant role in the self-efficacy and competence of students with the mediating role of citizenship education at Mazandaran University. Citizenship education as education of knowledge, skills, and attitudes of citizenship for successful participation in social life is one of the common goals and functions between family and university. The foundation of this type of education is formed from childhood and in the family environment, and it can get more depth and richness when a person enters school and finally university. In fact, citizenship education is an interactive process and in addition to teaching citizenship knowledge, it also requires learning the skills and attitudes of citizenship, therefore, educational environments, especially universities, can provide contexts and opportunities for interactions. real and providing the necessary feedback to stabilize, modify, change, eliminate, and even create appropriate behaviors and as a result provide students with skills and attitudes of citizenship. Considering that if the programs designed by the university in this regard are coordinated and aligned with the education from the family environment, it will form a deeper and more fruitful learning in the students, so it is necessary in this regard between the family and universities, mutual communication should be formed.

play therapy training has a significant effect on their attitude toward children with learning disabilities; Because these children are facing major problems in their behavior and interaction with their parents. The purpose of this study is to determine the effectiveness of filial play therapy on the dimensions of emotion management and social competence of students with special learning disorders.

In a semi-experimental study, 30 students with special learning disabilities in the first and second grades of elementary school participated in the study in the academic year 2021-2022. First, the participants were selected by available sampling and then randomly assigned to two intervention groups and the control group. Both groups were pre-tested based on Zeman et al.'s emotional management skill questionnaires (2001), and the social competence of children by Cohen and Resman (1972), and the intervention group was exposed to the independent variable (filial play therapy) for 8 sessions of 90 minutes. Both groups were given a post-test and a follow-up was done one month later.

The average difference of all three dimensions of emotion management skill in two groups of filial play therapy and control is statistically significant at 0.01 level. Dimensions of inhibition (F = 12.73, h2 = 0.377, P = 0.001), disturbed expression (h2 = 0.203, P = 0.001, F = 5.36) and coping (h2=0/303, P=0.001, F=9.14) emotion management skill is significant. Inclination/withdrawal component (Wilks lambda = 0.519, h2 = 0.279, P = 0.001, F = 7.94), cooperation/opposition component (Wilks lambda = 0.508, h2 = 0.327, P = 0.001, F = 8.27) and  The total score of social competence (Wilks lambda = 0.392, h2= 0.374, P = 0.001, F = 12.22) is significant.

play therapy training improved emotion management, social competence, and dimensions of parent-child relationships and children's behavioral problems; Therefore, it is important to plan for the use of affiliate play therapy training for children with learning disabilities.

school anxiety is a negative emotion that can hinder academic progress. The purpose of this study was to investigate the mediating role of academic pressure on oneself and academic self-esteem in the relationship between emotional competence and school anxiety in students with academic problems. Situations play a role in the emergence of anxiety. One of these situations is the school and educational environment  which is known as school anxiety. In addition to increasing society's costs, school anxiety causes damage caused by failure in students depression truancy and violence . reduced self-esteem reduced self-efficacy and increased fear of failure. reducing self-confidence and motivation . In addition to the mentioned factors, researches have shown the high prevalence of anxiety, for example: 41% of high school students are suspected of having exam anxiety, and the prevalence of exam anxiety in girls (46.5) is higher than in boys (35.7). Another study that was conducted on 2435 English students showed that 16.4% of this sample had severe anxiety, the share of girls was 22.5 and the share of boys was 10.3. In Jordan, the results of a study showed that 42.1% of students have anxiety.However, it is essential to pay attention to the underlying factors that cause school anxiety in order to effectively deal with it. In this regard, one of the factors that can lead to anxiety is the cognitions or one's thoughts and attitudes. are the basis of emotions and emotions such as anxiety . For example: the presence of thoughts of "being punished" will cause anxiety in the student . But the existence of individual competencies will act as a protective factor against negative emotions for example: emotional and social competencies are among the factors that can act as protectors . Emotional competence refers to the way people deal with interpersonal and intrapersonal emotional information, in fact, emotional competence means: identifying, expressing, understanding, regulating and using one's own or others' emotions. Increasing emotional competence ultimately reduces academic anxiety. Therefore, it can be said that the student's knowledge plays a central role in his academic success and failure. Therefore, a student who has cognitions based on the feeling of pressure on himself or stress in relation to education and the learning environment, can experience a decline in academic performance. The systematic research of Wachiz (2020) showed that academic stress and pressure is more among women than men, and getting rid of negative cognitions is associated with reducing academic stress and pressure. On the other hand, Makow's study (2021) showed that there is an inverse relationship between academic pressure and competence, which means that the higher the competence, the lower the academic pressure. Considering the importance of cognitions, a person's perceptions of his abilities are of great importance in school success and anxiety, this is known as academic self-esteem, and the relationship between academic self-esteem and anxiety and academic success in research Various studies have been shown . based on these studies, there is a two-way relationship between self-esteem and anxiety that can predict each other.According to the theory of self-determination, meeting people's need for competence leads to an increase in mental well-being, emotional adjustment and psychological health. also meeting people's need for competence causes them to pursue more goals, which ultimately leads to academic progress. will be, becomes . Therefore, if people's need for competence is not met, it is likely that the ground for academic failures and failure in achieving goals will be provided, therefore, paying attention to competence is of fundamental importance because it is one of the basic issues of success and achieving goals, hence knowing the relationships And its theoretical foundations are important, however, the relationship between emotional competence and school anxiety is not only a linear and two-way relationship, but there are other variables in between, which according to the theory of self-determination and the existence of a research gap.

This research is developmental in terms of purpose, descriptive-correlation in terms of execution method, and quantitative in terms of data type. The statistical population of the research was all students with academic problems in the second secondary level of Kurdistan province in the academic year of 1400-1401. To select the sample size, taking into account the confidence level of 0.95 (α=0.05), the power of the test 0.80 (β=0.20), the minimum effect size (R2=0.05) and with the presence of five predictive variables , the appropriate sample size was calculated by G-power software and the sample size was estimated to be 343 people. The sampling method was purposive. To collect data, the following instruments were used: social-emotional competence questionnaire, school anxiety questionnaire, academic stress questionnaire and self-esteem questionnaire. In order to analyze the data, descriptive statistics indices including: mean, standard deviation, frequency and percentage were used and in inferential statistics, Pearson correlation and structural equations were used using spss and Smart Pls software.

The results showed that the coefficient of the indirect path between emotional competence and school anxiety with the mediating role of academic self-esteem and academic pressure on oneself is significant at a level of less than 0.01%.

Since every research has limitations, on this basis, the limitations of the current research include: This research was conducted in Kurdistan province and with the demographic characteristics mentioned in the description of the sample, so in the generalizations of this research, attention should be paid to social-cultural similarities. In order to measure the variables of the research, self-assessment questionnaires were used, the statistical population of the research was teenagers, according to the special characteristics of this period of evolution, this limitation should be included in the generalizations when generalizing the findings of this study to other age groups. Considering that 81% of the sample is made up of women, caution should be taken in generalizing the findings to the male community. In line with these limitations, it is suggested that: the current research be repeated with the statistical population and other age groups, in other cities, using the interview tool, it is also suggested to counselors and psychologists, according to the results of the current research and identifying the influencing variables on teenage students should be the basis for psychotherapy interventions, counseling and training of students with academic problems individually and in groups.

Nursing graduates' competency is an important issue in health care because it is related to professional standards, patient safety and quality of nursing care.The purpose of this study was to identify the core competencies required by nursing graduates.

This qualitative study was conducted with the participation of 35 nursing experts through semi-structured interviews and multiple purposeful sampling in 2018-19. Data analysis was performed by manual coding and through thematic analysis with inductive approach and the Attride-Stirling model. Validation was promoted by using strategies such as implementing a systematic process of recording data, increasing the number and variety of interviewers, reviewing the data frequently, controlling members and external reviewers; And the reliability measurement was performed manually through retest reliability and reliability between the two coders, and after the coding was completed, the results of these two coding were compared with each other and the holistic method was used.

In the thematic analysis process, a total of 342 basic themes were extracted, which were classified into 34 sub-organizer themes and 14 main organizer themes, and finally 9 global themes were identified that included Specialized and professional competencies, individual, interpersonal and communicational, ethical and behavioral, educational and research, social and cultural, leadership and management, information technology and knowledge management; and inter-professional and global competencies.

Empowering nursing graduates to different types of skills and dimensions of core competencies not only helps ensure the quality and effectiveness of care and thereby enhances community health, but also preserves the social value and status of the nursing profession.

The prevalence of overweight and obesity in children is increasing, which is worrying because obese children are likely to become obese in adulthood and expose to its psychological consequences. To understand the cause of obesity in children, studies have investigated their physical activity (PA) profiles. Fundamental motor skills (FMS) have been known to be effective in children’s tendency to participate in PA. FMS is the building block of complex movements in sports, games, or participation in PA. Therefore, it is not surprising that their motor competence (MC) during childhood can predict their lifelong PA behaviors. The MC is defined as having skillful performance and improving the coordination, quality and basic control of movements in a wide range of PAs. With higher PA, children are more likely to have MC in FMS. According to the model proposed by Stodden et al. (2008), the synergistic correlation between PA and MC leads to positive (healthy weight status) or negative (unhealthy weight status) aspects of health. Body mass index (BMI) is also one of the other factors affecting children’s participation in PA. BMI is the most common way to estimate body weight. The correlation between BMI and children’s MC has not been reported in some studies. Considering these contradictory results, it is necessary to measure the correlation between children’s BMI and MC in FMS. This study aims to investigate this correlation of BMI, age, and gender with MC in FMS in children aged 7-10 years in Ahvaz, Iran.

This is a correlational study with a cross-sectional design. The study population consists of all children aged 7-10 years in Ahvaz city, out of whom 828 were selected by multi-stage cluster random sampling method. The test of gross motor development-3 (TGMD-3), a stadiometer (Seca model) with an accuracy of 0.1 cm, a digital scale (Seca model) with an accuracy of 0.1 kg were used to collect data, after receiving ethical approval (Code: IR.ABADANUMS.REC.1400.034), informed consent from the participants and their parents, and necessary arrangements with school principals, teachers, and trainers. BMI was calculated by dividing weight (kg) by height (meters squared). Then, the participants underwent TGMD-3 to measure motor skills. Pearson’s correlation test was used to analyze the relationship between MC in FMS and BMI. Two-way analysis of variance was used to investigate the effect of age and gender on the MC in FMS. The significance level was set at 0.05.

Results :

As shown in Table 1, the results of Pearson’s correlation test showed the significant relationship of BMI with the MC in locomotor skills (r=-0.179, P=0.001) and in total score of FMS (r=-0.070, P=0.045). In other words, children with a higher BMI had lower MC in locomotor skills and in total FMS. The results of Pearson’s correlation test showed no significant correlation of BMI with MC in ball skills (r=0.026, P=0.447).In locomotor skills, the results of two-way analysis of variance showed that the main effect of age was significant (F(818,3)=106.318, P=0.001, η2=0.281). The results of Bonferroni’s post-hoc test showed a significant difference between the MC of all age groups (P<0.05). The main effect of gender on MC in locomotor skills was not significant (F(818,1)=3.493, P=0.062, η2=0.004). The interaction effect of age and gender on MC in locomotor skills was not significant (F(818,3)=1.355, P=0.255, η2=0.005).In ball skills, the results of two-way analysis of variance showed that the main effect of age was significant (F(818,3)=218.784, P=0.001, η2=0.445). The results of Bonferroni’s post-hoc test showed a significant difference between the MC of all age groups (P<0.05). The main effect of gender on MC in ball skills was also significant (F(818,1)=140.842, P=0.001, η2=0.147). The interaction effect of age and gender on MC in ball skills was not significant (F(818,3)=0.115, P=0.952, η2=0.001).In total score of FMS, the results of two-way analysis of variance showed that the main effect of age was significant (F(818,3)=217.826, P=0.001, η2=0.444). The results of Bonferroni’s post-hoc test showed a significant difference between the MC of all age groups (P<0.05). The main effect of gender on MC in total FMS was also significant (F(818,1) =39.280, P=0.001, η2=0.046). The interaction effect of age and gender on MC in total FMS was not significant (F(818,3)=0.364, P=0.779, η2=0.001).

MC in FMS is needed for children’s participation in sports and various PAs. Based on the results of this study, the prevalence of overweight and obesity in children aged 7-10 in Ahvaz was high and worrying. A significant negative correlation was observed between children’s BMI and MC in locomotor skills and in total FMS, but no significant correlation was observed between their BMI and MC in ball skills. The main effect of age on the MC in locomotor skills, ball skills, and in total FMS was significant, which confirms the developmental nature of FMS. The main effect of gender was not significant on the MC in locomotor skills, but it was significant on the MC in ball skills and in total FMS, where girls had low MC compared to boys of the same age, indicating that they are at higher risk of delayed motor development. Therefore, it is recommended to improve their delayed motor development and MC in ball skills by developing appropriate interventions and providing opportunities to them to participate in PAs.

Children with learning disabilities are the largest group of children in special education. One of the disorders associated with learning disabilities is Attention–Deficit/Hyperactivity Disorder (ADHD). Children with learning disabilities and ADHD have behavioral problems, poor social competence, and low academic achievement. Managing parent–child interaction is the first line of treatment in many pediatric disorders. Behavioral therapies in terms of parent–child relationships seem to be essential in treating learning disabilities. In this treatment, correcting the child's behavior occurs in the home's natural environment and is run by the parents who interact with the child the most. The present study aimed to determine the effectiveness of Barkley's positive parenting method on improving parents' mental wellbeing, children's social competence, and academic performance and reducing behavioral problems of secondary elementary school students with learning disabilities comorbid with ADHD.

The present quasi–experimental study has a pretest–posttest design with a control group. The statistical population included all male and female students of the fourth, fifth, or sixth grades of government educational centers for learning disabilities in the fourth district of Tehran City, Iran, and their parents in the 2019–2020 academic year. Among them, 70 children were selected using the Conners' Teacher Rating Scale (1991) and the Learning Disability Evaluation Scale (McCarney and Arthaud, 2007) according to the inclusion and exclusion criteria. In the secondary screening, 30 qualified volunteers were included in the study using a clinical interview with parents. They were randomly divided into experimental and control groups (15 students in each group). The inclusion criteria were having the main and predominant diagnosis of learning disabilities and hyperactivity, studying in the fourth, fifth, or sixth grades, agreeing to participate in the research, and providing written consent. The exclusion criteria were suffering from severe medical disease, absence in two educational program sessions, and participation in other educational programs. The participants in the pretest and posttest stages completed Satisfaction with Life Scale (Diener et al., 1985), the Positive and Negative Affect Scale (PANAS) (Watson et al. 1988) for assessing mental wellbeing, Social Emotional Competence Questionnaire (Zhou & Ee, 2012), and Child Behavior Checklist (Achenbach, 1991). Students' GPAs (grade point average) of the previous semester were used to measure academic performance. During the intervention, the experimental group received Barkley's parenting program (Barkley, 1998) in 8 90–minute sessions for two months. But no intervention was provided for the control group. To analyze the obtained data, the Chi–square test and univariate covariance analysis were performed using SPSS version 24. For all tests, α was set at 0.001.

The results showed that, in the experimental group, Barkley's positive parenting training was effective in increasing the mental wellbeing of parents (p=0.002), social competence (p=0.001), academic performance (p=0.001) of children and reducing behavioral problems (p=0.001) of children. Also, the effect size of parents' mental wellbeing, social competence, behavioral problems, and students' academic performance was obtained as 0.94, 0.53, 0.95, and 0.82, respectively, indicating the terrific effect of Barclay's parenting training on the research variables.

Based on the findings of the present study, Barkley's positive parenting training improved parents' mental wellbeing, social competence, and academic performance f children while decreasing the behavioral problems of students with learning disabilities and ADHD.

Although learning outcomes have a theoretical basis, the components of learning outcomes in different studies have been considered differently. The purpose of this article is to explain the concept and determine the constituent components of learning outcomes for the undergraduate Students.

This study is grounded Theory. Researchers to study with more than 150 sources include of articles, books and reports for the last 30 years has been able to identify 29 relevant sources that comply with the following criteria. The components of learning outcomes have been extracted and in the second stage, the concepts and components of learning outcomes have been categorized as axial coding.

The results show that 26 categories were categorized into first factor, and 14 categories were categorized as second factor and 7 categories as third factor. For categories number one, the title was "cognitive Competencies", for categories number two, it was called "emotional Competencies" and for Categories number three, it was called "Skill Competencies".

Therefore, The Components of learning Outcomes can be categorized into three Categories: cognitive, emotional and skill. If we pay balanced Attention to cognitive, emotional and skill Competencies, expect the Growth and Education of graduates with deep Knowledge, professional Ethics, constructive Attitude and high Skills.

In today's world, bullying has taken on a new form known as cyberbullying. Similar to traditional bullying, cyberbullying can have severe consequences on its victims. Therefore, with the widespread availability of technology, especially among adolescents, there is a greater need than ever to investigate the causes of victimization and the reasons behind this type of bullying. The primary objectives of this study were to examine the correlation between emotional-social competence and bullying in cyberspace and to investigate the relationship between emotional-social competence and cyber victimization.

This study was both cross-sectional and correlational in nature. The statistical population included all male and female high school students in their first and second years of the academic year 1398-1399 throughout the country. The sampling was done using the snowball method. To gather data, the Antoniadou Cyber Bullying Experience Questionnaire (CBEVQ) and Zhou and J Emotional-Social Competence Questionnaire (SCEQ) were used. The data was analyzed using SPSS25 software along with the Spearman, Mann-Whitney U, and Kruskal-Wallis statistical tests.

In this research, a total of one-thousand, one-hundred-seven students participated, and fifty-one and nine-tenths percent of them were boys. The participants had a mean age of fifteen and sixty-six hundredths, and the largest group was second-year high school students, accounting for sixty-two and six-tenths of the total. The study found that there is a significant relationship between emotional and social competence and bullying and victimization in cyberspace. Among the five components of emotional-social competence, four of them, including self-awareness, self-management, relationship management, and responsible decision-making, showed a significant relationship with bullying and victimization in cyberspace. However, the component of social awareness did not show a significant relationship. The study also found that there was no difference based on gender in the discussion of bullying and victimization.

Due to the rise in the use of communication tools during the COVID-19 pandemic, adolescents are now at a higher risk of injuries than ever before, due to technological advancements. The findings of this research align with previous studies and indicate that emotional-social competence is a critical factor in cyberbullying behavior and cyber victimization among high school students in Iran.