The role of a nurse coach is to meet the needs of patients for health and wellness, and the theory of integrative nurse coaching is a basis for nurse coaching interventions to support health promotion.

Due to the lack of a valid questionnaire to evaluate the effectiveness of nurse coaching interventions according to this theory in Iranian patients with diabetes, this study aims to assess the psychometric properties of the Persian version of the integrative health and wellness assessment (IHWA) scale in patients with type 2 diabetes.

This is a methodological study. Participants were 202 patients with type 2 diabetes, who were selected using a convenience sampling method. The process of psychometric evaluation and cross-cultural adaptation was carried out based on the six-step model of Beaton et al. First, using the forward-backward translation method, the original version was translated into Persian. The process of matching the translations was done and a Persian version was prepared. Then, it was back translated into English, which was approved by the developers of the main version. The face validity, content validity, construct validity (using confirmatory factor analysis [CFA]), and convergent validity (using the 12-item short form survey [SF-12]) were assessed. To determine the reliability of the questionnaire, the test re-test reliability (using intra-class correlation coefficient [ICC]) and internal consistency (using Cronbach’s α) were measured.

The content validity ratio (CVR) was 0.96 for the whole scale, and the subscale content validity index (CVI) value was 0.97, which are favorable. The results of CFA showed the good fit of the eight-factor model (χ2/df=1.92; CFI=0.91; RMSEA=0.068, SRMR=0.081). The factor loads ​​of all items were significant. The Cronbach’s α for the whole scale was 0.889 and the ICC was 0.833.

The Persian version of the IHWA scale with 36 items is a valid and reliable tool and can be used to measure the health and wellness of Iranian patients with type 2 diabetes.

Currently, the most concern in the clinical nursing practice is the increasing problems related to the low morale in nurses. However, the importance of managerial behaviors and their influence on nurse's morale are obvious. Therefore, the objective of this study was to investigate "the effects of coaching role of clinical supervisors on staff nurse's morale ". A quasi-experimental research with pre and post-test in two groups (experimental and control) was conducted in one of the teaching hospitals in Tehran which was selected randomly. There were eight medical–surgical units that randomly allocated in two groups. The study samples included 54 nurses, 27 nurses in each group of experimental and control. Data was gathered in two periods of pre and post intervention by a Staff Nurse Morale Questionnaire. The intervention had two stages the first was orientation: nursing management development program and the second was optimizing environment by designing an applied supervision guide for coaching roles of supervisors. After this stage, clinical supervisors played coaching role for 16 weeks as coaching role players. The Chi-square test revealed no significant differences between the two groups of experimental and control regarding individual characteristics (such as age, gender, job…). The mean scores of nursing morales in the experimental group at pre and post-intervention were 59.30 and 71.30 respectively that the difference was statistically significant (P<0.001) whereas in the control group the mean of morale scores at pre and post-intervention were 69.33 and 64.07, that the reduction was significant (P<0.020). Therefore, coaching role playing by clinical supervisors resulted to staff nurses’ morale improvement. One of the approaches for improvement of nursing morale is applying suitable supervision and leadership methods. Thus, according to the study findings, coaching role playing by supervisors as a novel principle of supervision and leadership can be used for nurse's morale promotion.

This study seeks to investigate the effect of coaching training on burnout and psychological well-being among nurses working in patients with covid-19. The theoretical framework of the research was inspired by Maslash three-factor model and different approaches to psychological well-being. The research method in this research was quasi-experimental and the data collection tool was Maslash burnout questionnaire and Reef psychological well-being questionnaire. The validity of the instrument was confirmed by the face method and its reliability by Cronbach's alpha. The statistical sample size of the study according to the quasi-experimental research method was 30 nurses who were purposefully selected from the statistical population (shahid sadoughi hospitalof yazd accepting covid-19). Thirty selected nurses, who were screened among other nurses with research questionnaires, were selected and randomly assigned to two experimental and control groups (15 in each group). Descriptive statistics were used to calculate the mean and standard deviation of research variables and show the frequency and related graphs, and inferential statistics were used to test the hypotheses. Before testing the hypotheses, the assumption of homogeneity of variances was tested by Levin test in all variables of the two groups. Analysis of covariance was used to analyze inferential statistics data. The results showed that coaching training is effective on nurses' psychological well-being (P <0.05). Coaching training is effective on nurses' burnout (P <0.05).Keywords: coaching training, burnout, psychological well-being, nurses, Covid 19.

Clinical experiences are so pivotal in nursing education and prepare nursing students to expose with real clinical situations. The study purpose was to explore the pathology of clinical training in medical surgical nursing at nursing faculties.
The qualitative study was conducted on 20 nursing students during their clinical training on medicinal surgical courses in 2014 by census methods. The selection of clinical trainers was performed by purposeful sampling and research process through individual and group semi-structured interviews. Interviews continued until data saturation was met and five-step analysis of Lundman and Graneheim was applied for data analysis.
After the analysis of individual and group interviews, 694 primary codes were derived, which were categorized in three main themes including the following: factors related to coaching with sub-categorizations of competency, attitude to the practice, interpersonal communications, evaluation and supervision; factors related to educational planning with sub-categorizations of coach devoting, clinical environment, and ineffective planning; and ultimately factors related to Logbook or assessment form with sub-categorizations of content problems of Logbook or assessing form, time consumption of Logbook completion, and mental problems for accepting the Logbook or assessment form.
It is so necessary to direct authoritie's attention to clinical ward improvement, selection of professional and empowered trainers, and holding educational courses for coaching; because the amelioration of clinical education quality according to the main mission of nursing education will result in safe care from patients.

Nurses’ self awareness of their own level of clinical competence is essential in maintaining high standards of care and identifying areas of educational need and professional development. Self-assessment is a method for measuring clinical competence, and encourages nurses to use reflective thinking and take an active part in the learning process. Although nurse competence may vary between hospitals, very few studies have been done on this subject. In this cross sectional study, we analyzed clinical competency of 190 registered nurses working in different hospitals in Bushehr by self assessment method. The instrument for data collection was a valid and reliable questionnaire consisting of 73 items from seven categories which were devised from Benner's “from Novice to Expert” framework. The level of competence was assessed on a scale of 0-100 and the frequency of using the competencies was assessed on a Likert scale. the nurses reported their overall level of competence as “good” (51-75). They felt more competent in the categories of “managing situations” and “helping role” (with maximum score of 79.54) and least competent in “teaching – coaching” and “ensuring quality” categories (with minimum score of 61.15). The frequency of practicing competencies had a positive correlation with the level of nursing clinical competence. The level of nursing competence and frequency of using competencies varied in different hospitals. Although the nurses reported their overall level of competence as good, we should be concerned about 24% of competencies which are not used by the nurses, especially in "teaching – coaching" and "ensuring quality" categories.

Evaluation process is done in form of formative and final assessments. Formative assessment should take place with offering feedback. This study was done with the aim of determining the effect of oral feedback on learning results of nursing students at Abadan Medical Sciences School. In this quasi-experimental interfering study، 33 of 5th semester nursing students of Abadan School of Medical Sciences who had passed pediatric training courses during the first semester of 2013-14 academic year were selected by easy and available sampling method (19 people in intervention and 14 people in control group). The data gathering tools were demographic information form، self- done questionnaire in the field of cognitive learning and checklist of learning clinical skills. Every coach was present in both types of training methods. In intervention group، the coach should offer the oral feedback at least one time per day and as closely as possible to student performance. Data was investigated using Chi-square، Mann-Whitney، statistical independent T and paired T tests. In both groups، the average of learner''s scores improve significantly compared to their pre-test in field of cognitive learning (p=0. 001). Also، the differential mean of learning scores among the two groups was significant (p=0. 001). In the field of clinical skills، there was a significantly difference between the average of scores of intervention and control groups (p=0. 001). Oral feedback can improve cognitive learning and learning clinical skills among nursing students.

Nursing documents are vital for delivery of good and safe healthcare. Previous studies in Iran have shown that nursing documentation were inappropriate for evaluating patient's care but unfortunately not too many studies has examined the cause for this deficiency.. To explore adequacy of nursing documentation and nurse's knowledge about the process. The study was a cross-sectional study. The data were collected from 170 nurses who selected to participate in the study with census sampling method from 32 Medical–Surgical units at four university hospitals in Tabriz. For assessing the quality of nurse's documents, 2040 documents that were selected with simple random sampling were reviewed for content based on nursing process, legal accuracy, chronology and common items in flow sheets. Checklists were provided covering four areas: nursing records, drug interventions, vital sign and I&O of fluids. Nurse's knowledge were evaluated by prepared questionnaires. The instruments were evaluated for content validity. Estimation of inter- rater reliability was calculated for checklists and Kuder Richardson 21 was used for checking the reliability of nurse's knowledge questionnaire. Data was analyzed by SPSS software using One-way ANOVA and independent t test.. The results showed that all of nursing records and vital sign flow sheets had average quality and insufficient information in legal accuracy, nursing care processes, and common items’ sections in vital sign flow sheets but most of fluids I & O flow sheets (81.4%) and drug interventions (85.9%) had good quality; however some degree of deficiency was present in these two sections, too. Most participants (85.9%) had limited knowledge regarding nursing documentation process.. Considering deficiencies in various parts of nursing documents such as nursing care processes, legal accuracy and some common items in vital sign and I & O fluid flow sheets and considering the nurse's insufficient knowledge towards nursing documentation, further coaching of nurses and encouraging them to work towards better documentation is needed for resolving nursing documentation insufficiencies.

Studies on nurse's clinical competence and its related contextual factors have controversial and sometimes unexpected results. Regarding the role of nurse's clinical competencies in the quality of nursing care, this study aimed to determine the clinical competency of nurses working in Shahid Beheshti Hospital in Kashan from their own point of view and that of head nurses.
In this cross- sectional study, in 2017, we analyzed clinical competence of 145 nurses working in different wards of Shahid Beheshti Hospital of Kashan, Iran, from their own perspectives and the perspectives of 19 head nurses. The instrument used was Nurse Competence Scale, which is a 73–item questionnaire organized into seven competence categories measuring helping role, teaching–coaching, diagnostic functions, managing situations, therapeutic interventions, ensuring quality and work role. The level of competence was assessed on a scoring scale of 0-100. The frequency of competency utilization in clinical practice was assessed on a four-point Likert scale. Data was analyzed by SPSS-13, using descriptive and inferential statistics.
Nurses’ score of clinical competence was 67.08 ± 15.21 from their own viewpoint that was at the good level. They also possessed 77.0 ± 13.14% of competency utilization. However, with a mean score of 78.24 ± 11.80, head nurses believed that they are at the excellent level of clinical competence. A positive correlation was found between nurse's clinical competence and their skill utilization (r = 0.845, P = 0.001).
The level of clinical competencies and the extent to which nursing skills are employed by nurses was high from the viewpoint of nurses and head nurses. Moreover, a positive relationship was found between clinical competence and the level of competencies utilization in clinical settings.

Turnover Intention is an introduction to job turnover, and leaving the organization is costly for the organization. Therefore, it is necessary to address the factors that lead to the reduction of this phenomenon in the prevalence of coronary disease in hospitals. This study investigates the effect of managerial coaching on the turnover intention with the mediating role of work engagement and self-efficacy among nurses working in coronary patient’s departments.

The research method is descriptive- survey. From the statistical population, 130 people were selected based on Morgan table by simple random sampling method and data were collected from a standard questionnaire based on the Likert scale. The reliability of the questionnaires was obtained using Cronbach's alpha in the range of (0.81-0.93). To analyze the research data, structural equation modeling using SMART-PLS version 2 software was used.

The results of this study showed that managerial coaching negatively affects the turnover Intention nurses. Also, the role of mediator work engagement and self-efficacy was confirmed in the effect of managerial mentoring on the turnover Intention, in other words, managerial coaching indirectly, through self-efficacy and work engagement, also reduces job turnover Intention nurses.

The results showed that managers who appear in the role of coach in organization reduce tend to the number of nurses 'turnover and increase nurses' work engagement and self-efficacy. The total of these factors reduces the cost of nursing careers. Therefore, it's a good idea for organizations to persuade their managers to engage in coaching behaviors within the organization.

The gap between theoretical knowledge and practice provided challenges in a critical way in clinical services. Therefore, current study aimed to determine the factors affecting the gap between knowledge and practice in 2015.
This descriptive study was conducted on 375 people (217 nurses from Imam Reza hospital, and 158 nursing students from Kermanshah University of Medical Sciences) in 2015. The data collection tool was a researcher made questionnaire consisted of 23 questions about the factors affecting the gap between knowledge and practice. Pearson correlation and t-test were employed to analyze the collected data using SPSS 16 software.
Total average of the gap between theoretical knowledge and clinical nursing services was reported 51.67±11.22 (based on 100 points) that was in the range of high. Shortage of nurses (84.28), support from head nurse (77.62) and lack of adequate facilities (73.67) from the perspective of nurses, and clinical instructors teaching style (88.25±17.09), shortage of nurses (79.18) and lack of updated knowledge of nursing (31.73) from the perspective of nursing students was reported to be as the most important factors influencing the gap between theoretical learning and clinical nursing services.
There is a high gap between theoretical learning and clinical nursing services, therefore in order to fill this gap; it is recommended to amend both educational and clinical aspects. In educational aspect, clinical education style should be reformed and also experienced coaches should be used. In clinical aspect, it is necessary to employ more nurses and to support nursing managers and head nurses.