مجله آموزش پرستاری
سال ششم شماره 5 (پیاپی 25، آذر و دی 1396)

Information literacy and critical thinking are very important for medical students because of the importance of lifelong learning and being up-to-date. This study aimed to determine information literacy and critical thinking in students of School of Nursing, Midwifery, and Paramedicine College of Guilan University of Medical Sciences.
This analytic cross-sectional was conducted on 165 undergraduate students including: Radio-technology, Nursing, Medical laboratory, Midwifery, Anesthesiology and Operation Technology with Random sampling of comparative classification were studying in School of Nursing, Midwifery and Paramedicine College affiliated in GUMS during 2016-7. Data was gathered by using a demographic, standard questionnaire to assess information literacy based on Association of College and Research Libraries (ACRL) and the California Critical Thinking Inventory (CCTST-B). Data analyzed by using sample T-Test, ANOVA and Pearson Tests and SPSS software ver.16 and P- value was considered lower than 0.05.
Overall mean score of critical thinking and information literacy were calculated 22.78±9.5 and 24.53±7.054, respectively. The score of operating Technologists and Midwifery were more than others, Respectively. Total score of information literacy and the various disciplines involved were a significant relationship (P=0.001). Although the relationship between the overall mean of information literacy and critical thinking was not found (P=0.093), but effective and efficient access, the ability to critically evaluative information and resources and integrated knowledge base and value system and the ability to understand, access and use based on ethical and legal principles as information literacy areas had a significant relationship with the areas of critical thinking (P Information literacy and critical thinking estimated low in the sub-units. According to the importance of two issues of critical thinking and information literacy in academic developing and professional achievements, experts and policy makers related to education should emphasize on its teaching more.

Nowadays, the field of treatment as a learning organization is one of the most important areas in the use of knowledge. For this reason, one of the most important functions of knowledge management in this sector is the improvement in innovation and quality in health care. Therefore, this research was conducted with the aim of developing a model for implementing knowledge management in the field of treatment using interpretive structural modeling method.
This study was conducted using Delphi method and interviewing experts. Factors influencing KM implementation were identified. The statistical population of nursing experts were in the hospitals affiliated to Hamedan University of Medical Sciences. Using non-randomized sampling method and selected according to the features. Finally, the identified factors were interpreted by structural modeling of the survey, leveling and, finally, the implementation model.
The results showed that seventeen factors in implementation of KM should be considered and the most important factors in this regard are senior management commitment, organizational goals and culture. Also, these three variables are less dependent on power. On the other hand, the culture of the organization plays a very important role in the efforts and cooperation of its members to establish knowledge management, and the role of human resources in most of the implementation stages was important.
The final result of the study is the explanation of the relationships and priorities of the identified effective factors in the implementation of KM along with the presentation of the model with the help of interpretive structural modeling. In this model, factors that have a high potential for knowledge utilization are identified as the basis for modeling the model and are emphasized for effective implementation of knowledge management.

Women in the reproductive age are the first target group in the public health promotion plans, with regards to the importance of health literacy in this matter the present study aimed to determine the relationship between health literacy in women of reproductive age and its relationship with self-care.
In this descriptive-analytical study, 330 women who visited health centers in Lenjan (Isfahan) were examined. Data collection tools included a self care questionnaire and the Test of Functional Health Literacy in Adults (TOFHLA). The reliability and validity of both tools have been examined and confirmed in previous studies. ANOVA and multivariate regression were used for data analysis. The significance level of all tests was 0.05.
The mean scores of health literacy and self-care were 41.05±9.23 and 67.91±23.55, respectively. In total, 28, 23 and 49% of the subjects had inadequate, borderline, and adequate literacy levels, respectively. ANOVA results showed that the scores of self-care, body care, vaccinations, and stress management are significantly different at different levels of health literacy. Regression model showed that linear combination of independent variables explains 13% of variance in self-care. ANOVA results also showed that the regression model is significant (P Findings showed that women with inadequate health literacy have lower mean self-care, body care, and stress management scores, as compared to those with adequate health literacy. It seems that more attention to improving the level of health literacy, especially reading literacy, is necessary as factors affecting self-care in reproductive age.

Training with active learning approaches and student - centered are more effective to strengthen problem-solving skills in nurses. The aim of this study was to determine the effect of PBL method and lecture on nursing student's knowledge and performance in Qom Islamic Azad University.
This quasi-experimental study with two groups of pre-post test method was conducted during 2015 on 64 nursing students (in their third semester) who had chosen evaluation of health status course in Qom Islamic Azad University. The students were randomly divided into two groups of cases (32 persons). Having applied PBL and lecture during 2 week, knowledge and performance were evaluated via one questioner and checklist at the end of two months after the course. Data was analyzed using mean, standard deviation, Fisher, dependent and independent t-Test. The level of significance was 0.05.
Learning significantly increased the mean scores of knowledge (9.66 ± 1.92) and performance (4.16 ± 1.41) in the learning group based on problem solving in relation to the lecture group with (6/28± 1/9) for knowledge and (2/81 ± 1/71) for performance
There was no significant difference between the lecture group and the problem solving before the intervention in terms of level of knowledge (P = 0.574).
our results suggest that although both forms of teaching were effective, PBL seemed to be more effective than Lecture in improving knowledge and performance; because the instructor manage the process of discussion, give positive feedback, and conduct a summary.

Organizational culture and learning play an important role in the success of an organization. The purpose of this study was to examine the level of organizational learning of nurses in hospitals affiliated to Tehran University of Medical Sciences and its impact on organizational culture component.
The present study is a cross-sectional descriptive study. The statistical population of this study was nurses of hospitals affiliated to Tehran University of Medical Sciences in 2016. The sample size was 260 using Cochran formula. Sampling was simple random. The main tool for this study was demographic information questionnaire, Denison organizational culture questionnaire, Nif organizational learning questionnaire .The reliability of the questionnaires was 0.81 for organizational culture questionnaire and 0.84 for organizational learning. Pearson coefficient was used to determine the correlation coefficient.
The mean score of organizational culture of nurses was 3.44 ± 0.75 out of 5 and the mean of organizational learning score was 3.23 ± 0.82 out of 5. Among organizational culture components, participatory culture with a mean score of 3.81 ± 0.74 is more than other components in the work environment of nurses working in Tehran medical sciences hospitals. Pearson correlation coefficient between organizational culture and organizational learning among nurses was equal to 0.84 and significant level of P Organizational culture has a positive and significant relationship with organizational learning, and managers of Tehran medical sciences hospitals can improve organizational learning by training and improving the organizational culture structure in hospitals.

This study examined the effectiveness of emotion regulation skills training on psychological well-being of female nursing students with symptoms of depression, anxiety and stress.
This is a quasi-experimental study with pretest-posttest control group design. The sample were selected randomly and performed depression, anxiety and stress (DASS-21) on all of them. The students with high scores on depression, anxiety and stress, were randomly divided into two Experimental (12 students) and Control groups (12 students. Emotion regulation training was applied in 8 sessions of 60 minutes for the experimental group Emotion. Data collecting instrument was Psychological well-being questionnaire (SPWB) and depression, anxiety and stress (DASS-21).
The results showed that emotion regulation skills training have been significantly effective on experimental group compared with the control group and increased psychological well-being of nursing students with symptoms of depression, anxiety and stress (p Because of emotion regulation skills have been more effective to enhance the psychological well-being of nursing students with symptoms of depression, anxiety and stress, this intervention can be used to enhance student's mental health.

Achievement motivation and related factors have an important role in adaptation of students in university. Other hand, academic burnout is important because of having negative effects on learning and functions of students. So, aim of this study was determine of relationships between achievement motivation and academic burnout in 2016.
The present descriptive-correlational study was conducted on 180 undergraduate nursing students selected through the census method. Data were collected using a personal demographic information form, Hermans Achievement Motivation Questionnaire and the Maslach Burnout Inventory-Student Survey (MBI-SS), and the content validity and internal consistency of the tools were confirmed. Data were analyzed using descriptive and analytical statistics in SPSS-16. The level of statistical significance was set at P Achievement motivation and academic burnout had a invert and significant correlation (r=-0.54,P Entrance of interested people to nursing and suitable educational planning can promote functions of students, reduce amount of academic burnout and promote level of achievement motivation.

Children who are rising up in family environment are resilience to facing life problems. Therefore this study was done aimed to compare risky behavior, communication skills and self-efficacy between adolescences of orphanage, replacement families and normal families.
Descriptive and causal-comparative analysis has been used as research method. The statistical population included all adolescents 12 to 18 years living in the orphanage, replacement families and normal families of Bandar Abbas in 2015. The sample of this study was 150 adolescent that were selected 50 orphanage adolescent and 50 adolescent of replacement families by purposive sampling and 50 adolescent of normal families by random sampling. Iranian Adolescents Risk Scale, General Self-Efficacy Scale and Queendom Communication Skills Test were used for gathering data. Multiple-way analysis of variance and SPSS software were used for analyzing the data.
Mean and standard deviation of risky behavior in adolescences of orphanage were 118/04±5/85, replacement families 110/14±5/21 and normal families 109/82±6/06, communication skills in adolescences of orphanage were 111/17±6/19, replacement families 122/11±7/62 and normal families 121/03±6/42 and self-efficacy in adolescences of orphanage were 53/33±3/84, replacement families 61/39±4/01 and normal families 63/20±3/26. There wasnt a significant difference between adolescents of normal families and replacement families in risky behaviors, communication skills and self-efficacy (p> 0/05), but there was a significant difference between adolescences of normal families and replacement families with orphanage adolescences in risky behaviors, communication skills and self-efficacy (p The occurrence of risky behaviors is high in orphan adolescents. Also, orphan adolescents have weak communication skills and their perception of self-efficacy is low. Therefore, it is important to develop programs and conduct trainings to prevent risky behaviors as well as increase communication skills and self-efficacy in adolescences of orphanage.