مجله آموزش پرستاری
سال نهم شماره 4 (پیاپی 42، مهر و آبان 1399)

One of the problems of nursing students is the reduction of psychological hardship and academic self-efficacy. Study was conducted to evaluate the effectiveness of mindfulness training on psychological hardship and academic self-efficacy.

The method of this research was semi-experimental and pre-test-post-test method with control group. The statistical population of the present study consisted of all female nursing students of Rafsanjan University of Medical Sciences. The research sample consisted of 30 people selected by targeted sampling method and randomly divided into two experimental groups (15 people) and control (15 people) and responded to psychological hardship and academic self-efficacy questionnaire responded before and after the intervention. The experimental group underwent eight 80-minute sessions (once a week) for the treatment of mindfulness-centered management and the control group did not receive any intervention. Subjectschr('39') scores were analyzed using Chi-squar, T test and covariance analysis.

The results showed that the mean and standard deviation of psychological hardship in the pretest in the intervention and control groups were 76.30 ± 6.53 and 77.18 ± 6.54 and in the post-test of the intervention and control groups were 102.88 ± 7.7 and 76.68 ± 6.15. Also, the mean and standard deviation of academic self-efficacy in the pretest in the intervention and control groups were 65.55±5.74 and 66.33 ± 3.74 and in the post-test of the intervention and control groups were 82.82 ± 6.12 and 65.82 ± 3.61. Therefore, in the experimental group, the scores obtained were significantly different compared to the control group (p <0.05).

Mindfulness training is effective in increasing psychological hardship and academic self-efficacy. Therefore, this type of training can be used to reduce the stress of nursing students.

The qualities of care in emergency wards (EWs) represent the general state of all services provided in the hospital. Nurses, as the largest group of health care providers, play a significant role in the quality and safety of health services and they are often involved in moral situations and moral decisions in clinical situations. The aim of this study was to investigate the correlation between moral distress and the quality of safe nursing care in emergency department nurses.

This descriptive cross-sectional study was conducted at the EWs of teaching hospitals in Tehran in 2018. Data were collected through the Corleychr('39')s Moral Distress Scale (CMDS) (2004) and Rashvandchr('39')s Assessment of Safe Nursing Care (ASNC). Data analyzed using the IBM SPSS software (Version 22) by using descriptive statistics (frequency distribution, mean index, and standard deviation) and Pearson correlation tests, independent t-test, and one-way ANOVA.

The mean score of moral distress in EW nurses was high. The mean score of the quality of safe nursing care was also moderate. There was a negative significant correlation between the quality of safe nursing care and moral distress frequency (r=-0.057, p=0.014) and a significant negative correlation between the quality of safe nursing care and the severity of moral distress (r=-0.038, p=0.022).

Given the correlation between quality of safe nursing care and moral distress in EW nurses, health planners and administrators are suggested to reflect on this issue and successively develop and implement appropriate programs such as holding symposiums With the aim of making effective changes in procedures, and taking advantage of nurseschr('39') opinions, to prevent and reduce moral distress.

 Studies show that a large percentage of veteranschr('39') spouses have anxiety disorders and psychological problems. The purpose of this study was to determine the effectiveness of positivist psychotherapy training on the hope and psychological well-being of the spouses of veterans in Sari city.

This was a quasi-experimental study with pre-test and post-test with a control group. Thirty veteranschr('39') wives were selected according to inclusion and exclusion criteria and were divided into experimental (n = 15) and control (n = 15) groups. The experimental group underwent positivity psychotherapy training for 8 sessions of 90 minutes and the control group did not receive any training during this period. Participants completed the Ryff Psychological Well-being Scale (1989) and the Miller Hope Questionnaire (1988) in three stages of pre-test, post-test, and follow-up. Descriptive statistics and analysis of covariance were used for statistical analysis using SPSS software version 22.

Mean and Standard deviation expectation in the pre-test in experimental and control groups were 83.75±4.83 and 86.50±4.81 and in post-test were 153.37±12.72 and 87.12 ± 5.2. Also, mean and standard deviations in psychological well-being variables in the pre-test in the experimental and control groups were 37.50±3.85 and 38.25±3.19 and in the post-test were 56.12±7.52 and 38.50±3.07 (P>0/05). Therefore, the score obtained in the experimental group was significantly different compared to the control group (P>0/05).

The results of this study showed that positive psychology education can be a good way to increase hope and improve psychological well-being. Therefore, it is suggested to increase the level of hope and psychological well-being in the spouses of veterans by relying on training this component and strengthening it.

Learning to solve problems leads to new knowledge and skills. One of the factors that can be effective in studentschr('39') academic ethics and academic self-efficacy is teaching group problem-solving methods. This study aimed toto evaluate the effectiveness of group problem-solving methods in academic ethics and academic self-efficacy of female students in public high schools.

The present study was a quasi-experimental study with  pretest-posttest design with a control group. The statistical population consisted of 771 female students in the tenth grade of Zanjan city in the 98-97 academic year. Out of 183 people who had a score lower than the cut score, a sample of 40 people was selected using a simple random sampling method. They were then randomly assigned to two groups (testing and control). The academic ethics questionnaire and  academic self-efficacy questionnaire were used to collect information. The test group underwent 8-minute, 45-minute training sessions on group problem-solving techniques, while the control group did not receive any intervention during this time. Finally, the data were analyzed using SPSS software version 24 using a multivariate analysis of covariance.

The results of the covariance analysis test showed a statistically significant difference between the mean of academic ethics score between the two groups of test and control so that the test group had a higher academic ethics score (P ˂0.001). The results also showed a significant statistical difference in the mean score of academic self-efficacy between the two groups of test and control so that the test group had a higher score of academic self-efficacy (P ˂ 0.001).

Teaching group problem-solving methods increases academic ethics and academic self-efficacy in students. Therefore, teachers, psychologists, and specialists in the field of education can use this method to promote ethics and academic self-efficacy.

Academic commitment is an important factor in predicting studentschr('39') continuing education and academic achievement, which can be explained based on the self-regulatory model. Accordingly, this study was conducted to investigate the relationship between self-efficacy and academic commitment with the mediating role of achievement-motivation in students.

The research method is correlational and types of structural equation modeling that was conducted in the academic year 2010-2011. 300 students of Rafsanjan University of Medical Sciences were selected by quota sampling method. Data were collected by using the Student Academic Self-Efficacy Scale, the Academic Commitment Scale, and the Achievement Motivation Questionnaire. Data analysis was performed by using SPSS software version 19 and Smart-PLS and structural equation modeling was used to investigate the mediating role of achievement motivation in the relationship between self-efficacy and academic commitment.

The mean and standard deviation of the variables of academic commitment 129.58±25.05, self-efficacy 118.29±2681, and achievement motivation 84.73±14.75 were calculated as mentioned. Pearson correlation coefficient showed that academic commitment has a positive and significant correlation with self-efficacy (r = 0.469, P = 0.0001(and achievement motivation (r = 0.574, P = 0.0001(. The results also showed that self-efficacy with a path coefficient of 0.247 with the mediating role of achievement motivation ffects on academic commitment (t = 7.727, P = 0.0001(.

Findings show that self-efficacy has directly and with the mediating role of achievement motivation has been effective on studentschr('39') academic commitment. It is suggested that medical education centers pay attention to promoting self-efficacy and motivation for achievement in students to increase the academic commitment of students.

Given the central role of cognitive emotion regulation in maintaining and exacerbating the symptoms of social anxiety disorder, the need to provide professional psychological services to patients with a social anxiety seems necessary. Therefore, this study was conducted to determine the effect of group dialectical behavior therapy on cognitive emotion regulation in students with social anxiety disorder.

This research was experimental. The statistical population of this study included all students with social anxiety in Tabriz University of Medical Sciences in the academic year of 2019-2020 that the 30 students who received a social anxiety disorder diagnosis according to the cut-off score above 16 in the Connor et al. (2000) Social Phobia Inventory were selected by multistage cluster sampling method and purposive sampling as the statistical sample and they were randomly assigned to one experimental and one control groups (15 people per group). All two groups completed the Garnefski et al. (2001) Cognitive Emotion Regulation Questionnaire. After completing eight sessions of group dialectical behavior therapy in the experimental group, the questionnaire was again completed as a post-test in the groups and the control group received no intervention. The results were analyzed using multivariate and univariate analysis of covariance

There was a significant difference between the mean scores of the post-test in the experimental and control groups (p=0.001) if this intervention reduced the use of negative cognitive emotion regulation strategies and increased the use of positive strategies in the experimental group.

Considering the positive effect of group dialectical behavior therapy on reducing the use of negative cognitive emotion regulation strategies and increasing the use of positive strategies by students with social anxiety disorder, the use of this method in universities is recommended.

Epilepsy is the second most common neurological disease in the world. The widespread physical, psychological, and social consequences of epilepsy have led to a lower quality of life than other patients with other chronic diseases. This study aimed to determine The Effect of Patient Education and Nurse- led Telephone Follow-up (Tele nursing) on Quality of Life in Patients with Epilepsy

 In this quasi-experimental study, 60 patients referred to the neurology clinic of Valiasr Hospital in Zanjan were selected by convenience sampling method and were randomly divided into control and experimental groups. Epilepsy Quality of Life Questionnaire) QOLIE-31-P) was used for data collection. Questionnaires were completed by the participants before the intervention. Then, telephone education was performed for the experimental group for two months and no intervention for the control group. Two months after the intervention, all patients completed the questionnaire again. Finally, the collected data were analyzed using SPSS software version 25 using descriptive (mean and standard deviation) and inferential statistics (Chi-square, Independent t-test, and Paired t-test).

 Before the intervention, there was no statistically significant difference between the two groups in terms of demographic characteristics and scores of different areas of quality of life (P >0.05); However, after the intervention, the results of the T-pair test showed a statistically significant difference between the overall score of quality of life and its dimensions in the control and test group, so that the test group had a higher ratio of quality of life (P <0.05).

According to the results of the present study, the use of telephone education methods can help improve the quality of life of patients with epilepsy. Therefore, its use is recommended in the training program for patients with epilepsy.

Increasing marital adjustment along with improving dysfunctional attitudes will increase the vitality and satisfaction of the couplechr('39')s emotional-psychological needs. The aim of the present study was to investigate the effect of acceptance and commitment therapy on marital adjustment and dysfunctional attitudes among married students.

The research method was experimental and pre-test, post-test with a control group. The statistical population of the study consisted of married students referred to private counseling centers in Kerman city. The sampling method was purposive and 30 couples (60 individuals) were selected and assigned to an experimental and control group randomly. The experimental groups were treated in 12 sessions with 90 minutes once a week, but no action was taken for the control group. Spanier Marital Adjustment Inventory (1976) and Weisman & Beckchr('39')s dysfunctional attitude Inventory (1978) were used before and after treatment and training. Data were analyzed using analysis of covariance in SPSS 19. The significance level was considered 0.01.

Mean and standard deviation of marital adjustment in the pretest in the experimental and control groups were 61.9±6.30 and 60.10 ± 5.07 and in the posttest were 86.86±8.21 and 60.09±6.34. Also, the mean and standard deviation in the variable of dysfunctional attitudes in the pre-test in the experimental and control groups were 104.16±8.97 and 103.15±​​9.52 and in the post-test were 97.16 ± 7.50 and 102/15 ± 8/89. Therefore, in the experimental group, the score of marital adjustment was significantly different compared to the control group (p <0.01), but there was no significant difference in the variable of dysfunctional attitudes (p <0.01).

Acceptance and commitment based treatment method increases the level of marital adjustment and this technique can be used to improve the relationship between married students and raise the level of mental health of the family and society. However, more research is needed to evaluate the effectiveness of group-based acceptance and commitment therapy on dysfunctional attitudes.