دکتر اسحق ایلدر آبادی

Incivility or challenging behaviors in the scientific environment are so harmful that they cannot be neglected. Therefore, these behaviors should be addressed promptly and effectively. The aim of this study was to identify challenging behaviors from other behaviors and evaluate the severity of these behaviors from the viewpoint of university professors in medical students.

This descriptive cross-sectional study was performed on a sample of 110 faculty members in Faculty of Medicine of Mashhad University of Medical Sciences. To identify challenging behaviors from other behaviors, the majority (>50%) was considered. Also, to determine the challenging intensity of each behavior, behaviors that had higher scores were regarded as very high challenging behaviors.

Based on the review of external and internal resources and the viewpoints of professors,32 behaviors were prepared in the form of a checklist for the faculty members to identify the challenge and severity of it. Behaviors such as student insolence, disturbance of class order, and non-respect of rules, as well as disruptive behavior with professors were recognized as the most challenging behaviors. Regarding the intensity of the student incivility, the disruptive behavior with professors, the non-customary jokes, the disruptive behavior with students, and the lack of compliance with the charter of patient rights were considered as very high incivility.

Students’ challenging behaviors interferes in their own learning, others’ learning,staff as well as other individuals’ rights, and order and security of educational environment.Professors and instructors ought to identify these behaviors and manage them.

The performance of the community health nurse depends on a combination of scientific and practical competencies acquired by educational experiences during the nursing course. Curriculum planners of nursing education need to understand nursing education to train professional and community-oriented nurses. The aim of this article is to explore the experiences of nursing students during their community health nursing clinical clerkship courses. A grounded theory approach was used to conduct this study. Twelve nursing students, 13 health-care staff members, and 10 nursing instructors were interviewed individually in 2011-2012. The interviews were tape-recorded and later transcribed verbatim. The transcriptions were analyzed using the method of Strauss and Corbin. Ambivalence of motivation was the main category and included five subcategories: Professional identity, educational atmosphere, educational management, motivation-based approaches, and inadequate productivity. This paper presents the aspects of the community health nursing clerkship course from the viewpoint of students in areas such as the role of the community health nurse, attitude toward the course, medical orientation, prerequisite skills/knowledge, poor administrative planning, rotation of students, insufficient activity for students, passiveness, providing service to clients, responsibility, and inproductivity. These categories could explain the nature of the community health nursing clerkship of the Mashhad Faculty of Nursing and probably others in Iran. The findings revealed inadequate productivity of the community health nursing education; so, it is suggested to define a position for nurses in this setting and remove barriers and provide conditions for them to play more important roles in the promotion of community health.

Background and Worry, as a cognitive domain to anxiety, defined as a central feature of some clinical disorders. Worry plays an important role in psychopathology. Among general population, higher education students are experiencing worry in several domains, which can influence on their educational performance and social activities. In this study worry domains of Zabol public university students have been examined. 362 students in seven faculty of 2003 academic year were randomly selected. All the students filled worry domains questionnaire. The result revealed that the hierarchy of student’s worry domains could be placed under the following domains in descending order: 1 – future goals (82.3%). 2-job (75.5%) 3- uncertainty (51%).4- financial conditon (66%) 5- relationship (56.6%). According to the present findings Zabol public university student’s main worry domain is aimless future and work. The implication to this study can be used in counseling centers and in future planning for student’s mental health.