مجله آموزش پرستاری
سال ششم شماره 1 (پیاپی 21، فروردین و اردیبهشت 1396)

critical thinking skill in health science education is considered as the ultimate goal of learning. This study aimed to determine the effect of educational workshop on improving the critical thinking skills of Nursing students.
In a quasi-experimental study with a before and after design, 32 undergraduate Nursing students from seven level of Baqiyatollah University of Medical Sciences (n=16) and Artesh University of Medical Sciences (n=16) in 1394 with informed consent participated in the study and due to better access for intervention, the students from Baqiyatollah University of Medical Sciences put in the experimental group and the students from Artesh University of Medical Sciences put in control group. The experimental group students trained critical thinking skills in a workshop for 6 hours. Critical thinking was assessed by using a 34-item California critical thinking skills (Form B) before, immediately after and one month after education in both groups. Information obtained were analyzed by using SPSS software (version 22) and descriptive statistics and inferential statistical significant level (p The results showed that test critical thinking, the difference in mean total scores and scores of dimensions ( analysis , evaluation, inference , deductive reasoning and deductive reasoning ) questionnaire critical thinking in the process before, immediately after and one month follow up after training the experimental group significantly more than the control group (P Increased student's scores on the total score of critical thinking skills and aspects of analysis, evaluation, inference, inductive reasoning and deductive reasoning reflects the value of the effect of educational workshop on promoting critical thinking skills and clinical decision making of students .

In every area of human activity, without a doubt, ethics and moral values have a significant role in directing his behavior. Educational citizenship behaviors are voluntary and optional. Without formal aspects of student's behaviors, by social interaction, with a motivation of friendship, assistance, participation beyond the formal role and participation in the implementation of laws, regulations and training practices are implemented. This study aimed to analyze the educational citizenship behavior and factors affecting it implemented.
In this descriptive-analytic study sample was 290 students in Nursing and Midwifery School of Kerman University of Medical Sciences. in 2015 year . Sampling by census was conducted .The questionnaire of educational citizenship behaviors (ECBQ) was used for data gathering. questionnaire were distribution and completed by students. Data using descriptive and analytical, statistical tests (Pearson correlation coefficient, independent t-test, ANOVA) were analyzed in SPSS 18 software.
Mean score of the educational citizenship behavior of students (66.64±7.73) was desirable. Between the educational citizenship behavior by age (p=0/001) significant positive correlation was observed. In addition, between the educational citizenship behavior by a girl or boy (p=0.001), and among singles and married (p=0.001) were significant positive correlation. But with field of study, grade, educational terms, and indigenous, there was no significant relationship.
Higher education requires increased focus on ethics education in programs and scientific projects for students. If religious beliefs and educational citizenship behavior together to strengthen may be able to better staff training in the future.

Today, healthy lifestyle and health promotion is a fundamental need for population in the world. This study was designed to evaluate the effect of the health promoting education plan on adolescents’ lifestyle with Thalassemia major.

This quasi-experimental study was conducted by one group of 34 adolescents with thalassemia major who were being treated in Taleghani Hospital at Gonbad-Kavoos. Educational interventions (educational plan with five A) were carried out in 6 sessions -60 minutes each session- for 3 weeks in two groups of 17 participants. The data collection was done by two questionnaires, demographic-clinical information sheet and Health Promoting Lifestyle Profile II” (HPLP II) in dimensions of nutrition, physical activity and stress management before education, immediately and one month after an educational intervention. SPSS v.17 software and repeated measures statistics were used for data analysis.

The mean score for overall Lifestyle profile in educating dimensions, before, immediately and one month after the intervention were 34.7±2.89, 38.79±3.4 and 77.7±3.5, respectively and showed a significant difference (p

Pediatric nurses should prepare and apply educational interventions for adolescents with thalassemia major. These plans can improve their health promoting behaviors in adolescents’ lifestyle in different dimensions. Therefore, in adolescents with thalassemia major, health promoting plan should be considered as an important part of care –treatment plan. So that the patients will actively participate in their health care program and access to self-efficacy in everyday living.

intuition is an abstract concept, applied to make decision and judgment about clinical issues of patients by nurses. Regarding the ambiguity, and lack of information to the concept, this study was conducted to analysis the concept of intuition in Nursing.
the walker and Avant method was used to concept analysis, which contains eight steps included: 1- select a concept, 2- determine the aims of analyses, 3- Identify all uses of the concept, 4- Determine the defining attributes, 5- Identify a model case, 6- Identify borderline, related, contrary and Invented cases, 7- Identify antecedents and consequences, 8- Define empirical referents.
Resutls: the results showed that the defining attributes of the concept of intuition in Nursing included: 1-knowledge achievement as holistic, no process of staging, 2- knowledge perception as immediately, 3- the perception of intuition as a feel or think, 4- the perception of intuition unconsciously and spontaneity, 5- the perception of intuition accompany with physical and psychological signs, 6- dissimilarity between intuitive messages with clinical symptoms of patients, 7- prediction of patient condition via intuition, 8- improvement of patient status by incorporating the intuition into Nursing care plan. For clarification, coincide with this stages, some cases such as model, borderline and contrary cases were offered.
in this study, the concept analysis of intuition was done, hence, the results would be provided as a comprehensive and reliable image of use of intuition in Nursing, so, it is suggested further qualitative and quantitative investigations about intuition would be conducted in various Nursing settings.

The concept map is a graphical tool for organizing and representing knowledge. This study aimed to determine the impact of concept mapping on English achievement and reading comprehension meaningful learning of students.
This is a quasi-experimental design with a pre-test and a post-design. The subjects were 61 third level of high school girl students in Karaj city who were selected through purposive sampling and were randomly assigned in experimental and control groups. The research instrument was a researcher -made academic achievement test. The test questions were made on the basis of Bloom classification of cognitive domain. Concept map and high level of cognitive (analysis, synthesis, and evaluation) questions were used to measure the meaningful learning. Data were analyzed by SPSS V11.5 software using independent T-test.
The results showed that concept mapping strategy has a positive effect on academic achievement (p=0.026) and meaningful learning (p= 0.0001) in students of English language. The students in the experimental group got better scores in academic achievement test compared to the control group.
The findings of the study revealed that the concept mapping strategy was influential in the English achievement and reading comprehension meaningful learning of students Based on the results it is recommended that the learners use concept map to deepen their learning and improve academic achievements therefore, Executives and educators in the field of education could use the concept map as a teaching strategy, learning task and assessment tool in education.

Motivation is a factor for many activities, such as learning. Having motivation, especially about selecting medical science discipline is a very sensitive job because they will be responsible for providing, maintaining and promoting social health. Therefore, the goal of this study was designing and psychometric properties of Nursing and midwifery students’ motivation about choosing the field of study.
In this research methodology study, design, 204 nursery midwifery students of the Bushehr Medical Science University in the second semester 2014-2015 were entered using the available sampling method. Waltz 2010 method was used for designing the questionnaire. The first copy of the questionnaire was designed based on review of the literature. After face and content validity confirmation of the questionnaire by 10 experts, exploratory factor analysis for construct validity was done. Internal consistency of the questionnaire was determined by calculating Cronbach's coefficient. SPSS version 18 was used for analyzing data.
The first copy of the questionnaire was designed with 14 items in the psychometric process of the questionnaire, was not deleted any items through face validity, the questionnaire with content validity index 0.91 and content validity ration 0.9 has perfect validity. Based on exploratory factor analysis, the final copy of the questionnaire was obtained using 14 items and motivation dimensions in 3 factors, including material, spiritual and social with predicting power of 0.55. The questionnaire with Cronbach's coefficient 0.7 has a perfect Reliability.
Given better reliability and validity of motivation questionnaire in Nursing and midwifery students to select their field of study, using it by researchers in this area to be reflected to the public media, authorities and masters related to midwifery and nursery, and for increasing attempts’ to reduce problems and increase students motivation is recommended

Clinical training is one of the main components in nursing students programs. The lack of clinical skills during academic study providing of nursing care with quality will be difficult for future job in nursing students. Due to Clinical Teaching Partner Model is known as clinical training pattern this study aimed to evaluate the effectiveness of Clinical Teaching Partner Model on clinical skills in nursing students of Bushehr University of Medical Sciences.
This is a quasi-experimental study. Forty five of fifth semester nursing students were intervene by Census under two different clinical teaching methods on the Persian Gulf Martyrs Hospital of Bushehr in 1394. Forty five nursing students by simple random allocation assigned to two groups as control (n = 22) and test (n = 23) groups. Before and after the training period, student's clinical skills evaluated with a questionnaire. Face and content validity of the questionnaire were assessed. In order to analyze the data, descriptive and inferential statistics such as: chi square test, Fisher exact test, Mann-Whitney U, variance t test was performed by using software spss.ver18.
Findings: Between the experimental and control groups in terms of clinical skills in the areas of duties of circular nurse, duties of recovery nurse, infection control and sterilization there was a significant difference(p Due to the increased skills of nursing students in Clinical Teaching Partner Model in this study, it is concluded this model is an appropriate method for clinical training to nursing students. Accordingly, the use of Clinical Teaching Partner Model in order to more benefit the experience, Constant presence alongside students and Practical knowledge of nurses in every ward is recommended for skills training to nursing students.

Hypertension is a serious disease. But unlike most diseases, hypertension has no symptoms and outer manifestation. Due to the long period of treatment, most patients after a while, they have left medication consumption and prefer to use non-pharmacological methods for their treatment. This study aimed to investigate the effect of cognitive-behavioral stress management training on perceived stress in women with hypertension.
This quasi-experimental study was done on 40 women with high blood pressure aged between 30 and 45 years in both experimental and control groups, with pretest-posttest phase with pretest-posttest follow-up phase. Stress management training in 10 sessions 60 minutes (twice a week) in the experimental group were provided. The assessment tool, a standard questionnaire (perceived stress PSS) was. Research was performed in four stages including pre-test, training, stress management, post-test and follow-up.
Between the experimental and control groups in terms of age, marital status and occupation of the difference was not statistically significant (p>0.05). The results showed a significant difference between the scores of perceived stress in the pre-test, post-test and follow-up (p>0.002).
Therefore, it can be concluded that stress management training can be used as a model for intervention, to reduce perceived stress in the vision of women with hypertension and nurses with the knowledge of the positive effects of stress management on control of blood pressure, behavioral style and quality care more significant and more will provide people with hypertension.

Assess the views of learners is one of the tools of assessment of the performance evaluation methods in medical education. The aim of this study wa an assessment of nursing and midwifery students viewpoint, performance and feedback with an Objective Structured Clinical Examination (OSCE)
In this descriptive – cross sectional study the sampling method was census and includes all students of the first term nursing and midwifery (50 students(. Instrument of data collection were performance check list and questionnaire. The questionnaire included two parts. The first part of individual characteristics and the second part were evaluated the student's perception and feedback of the students about the of OSCE. Data were analyzed with descriptive statistics and T-test.
The results demonstrated a significant difference in mean of performance of Nursing and midwifery P=0/00. Also, total of students provided positive feedback about the OSCE. The majority of the students agreed that OSCE exam was fair (84%), covered a wide range of knowledge (86%), wide range of clinical skills is covered(74%), Tasks asked to perform were fair(80%),Settings and contexts of stationswere authentic(72%), a useful practical experience (66%) and almost half of students(48%) felt that OSCE was very stressful. independent t-test showed that the mean of perception and feedback nursing and midwifery students with an OSCE not significant P=0/11.
Students had positive feedback and view about the OSCE. OSCE is a useful and fair tool for nursing students ' clinical skills that covered a wide range of knowledge.