منصوره عزیززاده فروزی

Fraud is one of the most important factors in learning among students Therefore, identification of factors influencing attitudes towards academic fraud is essential. The aim of this study was to investigate the attitude toward academic fraud and its relation to the motivation of academic achievement and self esteem in students of Rafsanjan University of Medical Sciences in 2018.

In this descriptive-correlation study, 332 students of Rafsanjan University of Medical Sciences participated in the study based on a preliminary study. In order to achieve the research goals, demographic characteristics, academic fraud, motivation for Hermannchr('39')s progress and Rosenberg self-esteem were used. Data were analyzed by SPSS software version 18 and Pearson & Spearman correlation coefficient, independent t-test and ANOVA.

The results showed that there was an inverse and significant relationship between the mean scores of attitude toward fraud and the motivation of academic achievement. In other words, with the increase in attitude toward cheating, the motivation score for academic achievement declined and vice versa (P =-0.22, P =0.0001). There was a reverse and significant relationship between attitude scores on cheating and self-esteem; so that self-esteem decreased with increasing attitude toward cheating (p= -0.13, P=0.015).

In the survey of academic fraud, it is better to take into account factors such as self-esteem and the motivation of academic achievement at the beginning of university entrance to achieve a lower degree of academic harm.

Training patients before surgery can reduce postoperative pain and anxiety. This study aimed to compare the effect of face to face education and video training on the anxiety of patients requesting bone marrow transplantation.

This randomized clinical trial study was performed over a period of 9 months in the bone marrow transplant ward of Afzalipour hospital affiliated to Kerman University of Medical Sciences (KMU) in 2018. The sampling method was convenience. 34 cases were assigned to each of two groups. Face-to-face training was conducted in three sessions, each session 40 minutes one week before admission. In the video training, the video of treatment and transplantation was given to the patient one week before admission. In both groups, patientschr('39') anxiety levels were examined before and after training. Demographic questionnaire and State-Trait Anxiety Inventory (STAI) were used for data collection and people completed the questionnaires independently. Independent samples t-test, paired sample t-test, Chi-square test and Fisherchr('39')s exact test were used to analyze the data.

The mean score of patientschr('39') anxiety in the face-to-face training group decreased 25.32±12.54 score after the educational intervention (p=0.001). The mean score of patientschr('39') anxiety in the video training group also decreased 24.94±16.77 score after the educational intervention (p=0.001). There was no significant difference between face-to-face education and video training group (p=0.921).

The results of this study showed that face-to-face and video-based educational interventions can reduce the level of anxiety in transplant patients. Therefore, according to the patientchr('39')s condition, one of the training methods can be selected.

Learning conceptions and Study methods of students play an important role in learning, educational achievements and finally in their profession. Hence, present study aimed to compare the learning conceptions and study habits in talented and normal students of Kerman University of Medical Sciences in 2018. In this descriptive-comparative study, 508 students of Kerman University of Medical Sciences participated. Three questionnaires were used for data collection, demographic characteristics, learning conceptions, and study habits. Then, data were analyzed by SPSS software version 18, central indexes and dispersion tests, independent t-tests. Data analysis revealed the significance level in this study that it was considered 0.05. In comparison of learning conceptions and learning habits between two groups, there were significant differences; learning conceptions in talented group was more than the normal group (P= 0/001). In term of learning habits, there was significant difference between two groups in some of the learning habits (P<0/05). According to the findings, the evaluation of learning conceptions and habits in admission time can be helpful, and therefore, interventions to modify or  promote leaning conception and study habits should be done.

students are human resources and creators of future and their academic success is one of the main goals of the training programs. Among the factors that affect the academic success are academic achievement and burnout. This study was conducted to determine the relationship between academic burnout and achievement in nursing students of Kerman university of medical sciences.

This descriptive correlational study was conducted on all 161 nursing students of Kerman university of medical sciences. Academic burnout was determined by a questionnaire and the average of the scores of the students was used to measure the academic achievement. The results were analyzed using Pearson correlation coefficient, independent T-test and one way ANOVA using SPSS ver. 19.

In this study, 95.7% of the participants were 24-19 years old, that 62.7% were female and 37.3% were male. The study showed that the mean of the scores of academic burnout was 41.56±8.65 and the mean of the scores of Academic Achievement was 16/11±1/37. Pearson correlation coefficient analysis showed a reverse and significant correlation between academic achievement and academic burnout (r=0.24, P-Value = 0.002)

According to the findings of the study, planning of courses should be performed with the aim of reducing the academic burnout which in turn promotes the academic achievement.

The existence of high stress and premature birth mother after effects and its negative consequences on children and their families to show the need for intervention. In this context, nurses are in a unique position to help parents. this study was aimed to Study of effect of Educational program on stress of parents of premature infants in neonatal intensive care units of Shahrekord.    This quasi-experimental study was performed on 62 Mothers of premature infants who were randomly assigned to intervention and control groups. Data were collected through demographic information questionnaires of Mothers and infant and parental stress scale. Participants in the intervention group received Training programs to coping with stress in after the NICU face to face for 30 minutes during 3 sessions. Data was analyzed bySPSS v 18 and Test t, t and Fisher.     The mean age of mothers was in the intervention group 28/25(7/56)  and  the control group 28/12( 6/1). The mean parental stress before training in both intervention and control groups, respectively, 4/62(0/18) and 4/43(0/37) that did not show a significant difference (P =0/01). and after training, respectively 4/39(0/38) and 3/41(0/9) that the difference in stress between the two groups was significant after the intervention (P=0/0001), Moreover, between birth weight and breast feeding and a significant amount of stress parents so that parents stress decreased with increasing birth weight (P> 0/05).    According to reduction of stress of mothers recommended with the design appropriate training programs and involvement of mothers in care of infant In addition relieving stress parents, the risk of re-hospitalization infant in unit also reduced.

Nursing care is an essential part of health care services. Missed nursing care is a new concept referring to any aspect of care, that is omitted or delayed. The present study aimed to assess missed nursing care and its related factors from the viewpoints of nurses working in the hospitals affiliated to Kerman University of Medical Sciences in 2017. In this descriptive, cross-sectional study, 300 nurses participated. Two questionnaires on missed nursing care, and its related factors were used for data collection. Data were analyzed through the SPSS software version 20 using descriptive indices. The mean score of missed nursing care was 32.28±7.41, which was lower than the median (range) of the questionnaire. The highest mean score of missed nursing care and its related factor, respectively were “attending the interprofessional patient care conferences” and “the volume of activities related to patients’ admission and discharge”. The level of missed nursing care was lower than the median in the present study, which can be lowered by proper management. In addition, by decreasing nurses’ workload, missed nursing care related factors can be reduced.

Identification and evaluation of  principal of self efficacy and clinical belonginess can be helpful to improve professional values and practice of the clinical environment. This study is a cross-sectional descriptive-analytic one, 230 students participated as research sample. Data were collected using a questionnaire consisting of three parts,  demographic information form, Nursing Clinical Self-Efficacy Questionnaire (NCSES) and nursing clinical Experience belongingness questionnaire (CEBQ). Data were analyzed by SPSS version 19 and central and distributional indices, Pearson coefficient, P-Value considered as 0.05.  The results showed that the total mean score of clinical self-efficacy was 214.23 (±41.87), and the total mean score of clinical belongingness was 113.67 (±15.54). students had high clinical self-efficacy and clinical belongingness. The findings showed that there is a direct and significant relationship between clinical self-efficacy and belongingness to the clinical environment, with increasing clinical belongingness, clinical self- efficacy increased. Considering the results of this study that indicate a high degree of belongingness to the clinical environment and clinical self-efficacy in nursing students, it indicates the correct and principled communication in the studied population with clinical practice environments. Having a proper relationship between the instructors and the staff of the clinical education centers and planning can increase the sense of belonging to the clinical environment and clinical self-efficacy in the students; furthermore, it can affect the learning, continuing the job and even continuing education in this field.

Family-centered care is a concept for describing the approach to caring for children and their families in health services and its main element is the involvement of parents in child care. This study aimed to compare the perception of family-centered care from the perspectives of nursing staff and mothers of hospitalized children in children’s wards.
Methods & Materials: This study was a cross-sectional study conducted on 82 mothers of hospitalized children and 60 nurses working in children’s wards of Afzalipour hospital in Kerman in 2017. In this study, a questionnaire on the family-centered care perception from the perspectives of nurses and mothers was used for data collection. Data were analyzed through SPSS software version 20 using t test, analysis of variance and Pearson correlation coefficient.
Average scores for the perception of family-centered care from the perspective of nurses (3.17±0.79) and of the mothers (2.47±0.85) had significant differences between the two groups (P Findings showed nurses’ and mothers’ perceptions of family-centered care were positive but nurses have significantly more positive perception than mothers. This can be promising and nursing staff are required to be diligent about mothers’ participation in care so that the child receives better care.

Nursing at the intensive care unit is an independent and creative profession, which is why nursing is the culmination of art. Therefore, this study aimed at evaluating the skills of senior nursing students of Kerman province at the intensive care unit.
This was a descriptive cross-sectional study. The sample in this study was all senior nursing students from a total of 130 individuals. Information using specific questionnaires on clinical skills regarding the nervous system, heart, and dialysis were collected. Test, t-test, Analysis of Variance (ANOVA), and correlation coefficient were used for data analyses.
The total mean score of clinical skills at the intensive care units was 58.55 (± 12.06). The highest mean score was for neurological skills at the intensive care unit 24.89 (± 5.89) and the lowest was for hemodialysis units (14.18 (± 4.85)). Work with a ventilator, pacemaker device, and preparing hemodialysis machine were insurable skills of students at neurological, cardiac, and hemodialysis units, respectively.
According to the study, more attention is necessary for teaching clinical skills in a real environment for nursing students. This could be achieved by increasing knowledge in units of critical care and producing logbooks that are completed and evaluated.

Identify factors affecting academic adjustment is important identifying these factors because of their negative effects on the psychological, educational and material costs can be prevented. Therefore, this study aimed to investigate the relationship between self-efficacy and achievement motivation and academic adjustment in the first year undergraduate students of Kerman University of Medical Sciences were selected.
This descriptive correlation cross-sectional study in 2015 that 231 students participated in the first semester of Kerman University of Medical Sciences. The data collection tool consists of four parts: demographic information, general self-efficacy, achievement motivation and academic adjustment. Data were analyzed using descriptive and analytical.
The mean ±SD score of self- efficacy has been 51/15 ± 5/55, achievement motivation 73/72 ± 4/04 and academic adjustment 124/28 ± 25/72. Results related to the relationship between self-efficacy and achievement motivation and academic adjustment showed a significant positive correlation between self-efficacy and compatibility, there have been positive (P =0/043). Also no statistically significant relationship between achievement motivation and academic adjustment is (P =0/816).
According to the results of this study and presented the results of studies on self-efficacy and motivation affect academic adjustment is therefore appropriate intervention programs must be designed for college students, particularly freshmen. Students who have less compatibility can be used counseling programs.

factors associated with quality of life in cancer patients and their spiritual needs an important role in evaluating the effectiveness of treatment and the disease process so that in recent years to identify and meet the spiritual needs of cancer patients as a desirable goal and Nursing care is an important safety consideration. This study aimed to determine the relationship between quality of life and spiritual needs of patients in oncology hospitals in Kerman University of Medical Sciences in 2015.
This descriptive correlational study, 150 patients with cancer were selected based on sampling. Collection tool questionnaire data quality of life of patients with cancer (QLQ-C30), a questionnaire was spiritual needs. Data using descriptive test, Spearman, Mann-Whitney and Kruskal_Varlys and Whitney using SPSS software version 19 was analyzed at the significant level of 0.05.
The results showed that there is a need for spiritual and quality of life (p-value= 0.0001) this indicates is that the spiritual needs include the need for meaning and purpose in life, the need to receive love and affection, the need for hope and creativity, the need for forgiveness, honest relationships with self, others and God by improving the quality of life there.
the role of quality of life and spiritual needs of patients with cancer can cause patients cope with the disease and improve the treatment of these patients.

Educational negligenceis a dominant and continuingtendency withinlearners for Postponing academic activities that itis associatedwithmood disorders.Hence, the presentstudy was done to explore prevalence ofstudies onacademic negligence and its relationship with mood disorders amongMedical Sciences Students of Kerman. This Cross-sectional study was a descriptive- correlationalresearch.Statistical population of this study was 5285 members that only 338 students were participatedbased on cluster sampling method. Moreover,data collection tool was consistedof two parts; academic negligence and Mood disorders.Validity was subsequently evaluated by the professors and was approved;also Cronbach's alpha coefficient ofstress disorder questionnaires 0/82, anxiety 0/81, and depression 0/83 have been assessedrespectively. Afterwards, data was analyzed throughdescriptive and analytical tests;mean score in three domains of academic negligence fromhighest to lowest order was accounted 2/37(±0/72) for Lack of planning domain , 2/24 (±0/66) for Intentional domain, and 2/18 (±0/67) for Fatigue domain. In addition, most students even didn’t have any mood disorders or had mild mood disorder. Comparisonof total score and scores ofthree domainsof academic negligence with psychological disorders of students (Stress, Anxiety, and Depression) showed a significantdifference (P

Equality of education can affect student’s interest and motivation and even their educational burnout, and it could also help them succeed. The aim of this study was to determine relationship between educational equity, academic burnout and achievement among students of Kerman University of Medical Science. This cross-sectionalresearch was a descriptive correlational one. The population of the study wascomposed of all Medical Sciences students that 303 members were selected by cluster sampling method. Data was gatheredusing educational equity questionnaire (consisted of 14 items in 7-point Likert scale),academicburnout questionnaire made up of 15 items in three domains; academic fatigue (5 items),academic inappetence (4 items), and academic failure (6 items) and average of GPA, too. Moreover, its validity was optimal, and Cronbach's alpha coefficient of educational equity was 0/86, and for three domains of academicburnout includedacademic fatigue, inappetenc and failure were estimated 0/70, 0/82, 0/75, respectively. In addition, datawas analyzed by using ANOVA andthrough Independent t-test and posthoc tests such as ( Benfrony and Dant) and Pearson correlation coefficient.The reslut showed that the average score of educational equity and academicburnout were lower than the mean score. The meanaverage(±SD)of research subjects was 16/37 (1/47). Although the finding indicated a significant difference between educational equity and academicburnout (P= 0/02),there was no significant difference between educational equity and educational achievement (P= 0/72). Accordingly, eudcatinal equity can be one of the chief agents that can effect on academicburnout and education achievement;and it is necessary to establish opportunities for educational equity by teachers and faculty members.

Post-traumatic stress disorder is one of the psychiatric disorders and exposure to trauma is a key factor in its development. This disorder affects important aspects of a person’s life such as professional quality of life. The aim of this study is to determine the relationship between post-traumatic stress symptoms and professional quality of life among psychiatric nurses.
Methods & Materials: In this descriptive analytical study¡ 160 nurses in psychiatric wards affiliated to Kerman University of Medical Sciences¡ were selected using census sampling in 2013. Data were collected using questionnaires including professional and demographic characteristics¡ the Weathers’ PTSD checklist (PCL-C) and Hudnall Stamm’s Professional Quality of Life (PQOL). Data were analyzed by the SPSS software v.20 using the Pearson correlation coefficient¡ independent t-test¡ one-way ANOVA and linear regression.
There was a significant correlation between PTSD score and professional quality of life scores in psychiatric nurses (r=0.32¡ P Post-traumatic stress has a correlation with professional quality of life in psychiatric nurses. Therefore¡ factors related to PTSD are suggested to be identified and prevented.

Nurses experience numerous stressors. Nursing students, despite their limited experience, are forced to face many stressors and this will cause academic burnout among them. Resiliency has a key role in the reduction of negative consequences and increasing of positive consequences of stress, and thus, can impact academic burnout. This study was performed to determine the relationship between resiliency and academic burnout in nursing students of Kerman University of Medical Sciences, Iran.
This descriptive-correlational study was conducted on 161 nursing students. Demographic characteristics form, the Connor-Davidson Resilience Scale (CD-RISC), and Academic Burnout Questionnaire (Breso et al.) were used to collect data. The results were analyzed using Pearson correlation coefficient, independent t-test, and ANOVA in SPSS software. P In this study, 154 (95.7%) participants were 19-24 years old, of whom, 62.7% were women and 37.3% were men. The mean scores of academic burnout and resiliency were 41.56 ± 8.65 and 66.32 ± 11.57, respectively. The results of Pearson correlation coefficient indicated an inverse statistical correlation between academic burnout and resiliency (r = -0.26, P = 0.001).
In the present study, a significant relationship was observed between academic burnout and resiliency among nursing students of Kerman University of Medical Sciences.ý Students with higher resiliency reported lower academic burnout.

Learning style is a distinctive, habitual behavior to gain knowledge, skills, or feedback attained through study or experience. The key to engaging students in learning the content is identifying their preferences and learning styles as well as identifying factors influencing these variables. To reach this goal, predictive variables of learning styles should be accurately identified in order to improve the learning environment. The aim of this study was to determine the relationship between learning styles and self-esteem in students of Kerman University of Medical Sciences, Iran.
This descriptive-analytical and cross-sectional study was carried out on 343 students selected through quota sampling method. The data collection tools consisted of a demographic information form, the Kolb Learning Style Inventory (LSI) version 2, and the Rosenberg Self-Esteem Scale (RSES). Data were analyzed using chi-square test, Spearman’s correlation coefficient, linear regression, and logistic regression.
The mean (± SD) age of the participants was 21.41 (± 2.96), and 44.3% of students used absorbent learning style. In addition, 60.9% of students had poor self-esteem. No statistically significant association was observed between students’ learning styles and levels of confidence. In addition, the results showed that only gender was a prognostic factor in determining learning styles.
The results of this study showed that the students’ self-esteem and learning styles were not correlated; thus, teachers can disregard these factors in their assessment of student's learning styles.

Teaching is not only transfer of knowledge, but also, it is an interaction between the learner and the teacher. Thus, student participation in the teaching–learning process can be important and effective in learning. This study was performed to investigate the viewpoint of nursing and midwifery students regarding desirability of collaborative learning in their English language courses.
This intervention study was conducted with the participation of 47 students of Kerman Razi School of Nursing and Midwifery. At the beginning of the course, adequate explanations on student participation in teaching was given. The process of participatory teaching was performed during each session in ten steps. During the last meeting, data were collected using a questionnaire consisting of demographic variables of collaborative teaching procedures. Data were analyzed using SPSS software version 17.
The findings showed that most students prefered to be taught by the teacher and collaborative teaching was less favorable. The most favorable was "the text read by the teacher", "teaching a lesson by the teacher" and "analyzing the text words by the teacher". The least desirables were “translation by two or more students using a dictionary at any given time” and “translation by two or more students without using a dictionary”.
The results showed that students favoured a lesson that was purely taught by the teacher. The nature of an English course probably yielded these results. Therefore, collaborative teaching should be started at lower levels so that students at higher levels are familiar with this method of teaching.

The purpose of this study was the assessment of family-centered empowerment program on knowledge, attitudes and self-efficacy of mothers of children with asthma.
This clinical trial study was performed during year 2012. In this study, 172 mothers of children aged 6 to 12 years with asthma, who had the inclusion criteria were selected from an available sample. The samples were selected and divided to two groups of case and control. This study was conducted in three phases: pre-intervention, intervention and post-intervention. Tools used in this study included questionnaires on knowledge, attitudes, self-efficacy regarding administration of drugs for children, control attacks of asthma, and identifying triggers of asthma. Data were collected and the SPSS software version 20 was used for analysis of descriptive statistics and inferential statistics (analysis of variance and independent t test).
The results related to the impact of the intervention indicated significant differences in knowledge (21.33 ± 2.23), attitude (53.94 ± 9.45), and self-efficacy (137.62 ± 11.32) in mothers before and after the intervention, with the difference being significant (P This study indicated that the application of family-centered empowerment model influences knowledge, attitudes and self-efficacy of parents regarding control and better asthma management of their young children. Therefore, health care providers should encourage the participation of patients and their families to reduce complications in controlling the disease. Finally, this model can be proposed for other diseases.

Burnout is a negative state of physical, emotional and mental exhaustion, accompanied by a deep sense of work failure. Therefore, it is necessary to identify factors influencing it. The purpose of this study was to investigate the relationship between the quality of learning experience and academic burnout and achievement among students of Kerman University of Medical Sciences.
This was a cross-sectional, descriptive and correlational research. The population included all students of Kerman University of Medical Sciences in 2014 from among 303 were selected randomly as the sample. Data collection tools were quality of learning experience and academic burnout questionnaires and the students’ GPA. A one-way ANOVA, independent samples t-test, post hoc test (Bonferroni and Dunnett) and Pearson and Spearman correlation coefficients tests were used to analyze the data.
Mean scores of quality of learning experience and academic burnout were 32.82±6.78 (out of 60) and 43.90±7.57 (out of 75), respectively. The GPA of the sample was 16.37±1.47. A significant difference was found between the quality of learning experience scores and academic failure dimension of academic burnout (P The findings indicated the necessity to improve learning conditions in universities so that students can have higher level learning experiences. Moreover, it is suggested that academic burnout, especially the self-efficacy dimension which was correlated with learning experience, be reduced.

Infant health and its consequences are the main concerns of women at risk of preterm birth, which can cause maternal anxiety. Some interventions can be effective on reducing the anxiety. This study was aimed to determine the effect of supportive counseling on the anxiety of women at risk of preterm birth.
This clinical trial study was performed on 88 women (43 in intervention group, and 45 in control group) at risk of preterm birth. The intervention was inclusive supportive counseling program, performed after determining the level of maternal anxiety by Spielberger Anxiety Questionnaire. After intervention, maternal anxiety was determined as well. The data were analyzed by Fisher's exact test, Mann-Whitney and also by using the SPSS-22 software.
In the intervention group, the findings revealed that supportive counseling decreased significantly trait and situational anxiety. In the control group, trait anxiety increased briefly, but situational anxiety reduced. The mean difference between the two groups was significant statistically.
Supportive counseling can significantly reduce maternal anxiety in women at risk of preterm birth. Therefore, it is recommended that health care personnel take into account supportive counselling sessions to reduce anxiety and to provide safe labor condition.