مجله آموزش پرستاری
سال هفتم شماره 1 (پیاپی 27، فروردین و اردیبهشت 1397)

Since theToday, to the direct relationship with the health of humans and Nurses play an important role in this regard as an important part of it,the present study aimed to determine moderatingrole of social support in predicting tendency Psychoactive Substance Abuse toward cognitive variables among nurses.
This study is a descriptive, correlation research. The statistical population consisted of all nurses working in hospitals of Kermanshah, Iran in 2016. A sample of 341 was selected using multi-stage cluster sampling. The data were collected using three questionnaires: perceived social support multidimensional Simit and colleagues (1988), Difficulties in Emotion Regulation Scale (DERS)Grats& Roemer (2004), metacognitive beliefs Wales and Krtraygt (2004)andPsychoactive Substance Abuse QuestionnaireBahremand et al (2014). The data were analyzed in SPSS-22 using Pearson Correlational Study and Regression Analysis.
The results of the research showed that there is a significant relationship between the total score of social support, Emotion dysregulation and meta-cognitive beliefs with the tendency to use psychotropic substances (P It seemsthat the cognitive variables Regression Analysis testare predictive of the tendency to use psychotropic substances, while social support can have moderating role.

the creation of a favorable clinical environment for exploiting nurse's capabilities and identifying their potential capacities, necessitate playing efficient leadership role; therefore, this study aimed at studying the effect of development program of leadership style based on concept mapping on the components of nurse's leadership style in 2016.
In this experimental study, 30 head-nurses and 150 nurses of Vali-Asr and Imam Reza (AS) hospitals of Birjand who had inclusion criteria entered the study. In each hospital, half of the head-nurse assigned randomly to the experimental group and half to the control group. Head-nurses in experimental group received human resource development program based on concept mapping method over a period of 8 sessions. Clarke's Leadership style survey was completed by nurses and head-nurses before, one month and two months after the intervention. Data were analyzed using statistical software SPSS 15, independent t-tests, intra group analysis of variance and Bonferroni test at the significance level of 0.05.
the results of this study showed that in the viewpoint of both head-nurses and nurses, the mean score of leadership styles (autocratic, democratic and free-reign) was significantly higher in experimental head-nurses after intervention and in the follow-up in comparison to before intervention (p based on the results, development programs of leadership style based on concept mapping is influential on the leadership styles in the viewpoints of both head-nurses and nurses and result in the change of leadership style score. Therefore, it is recommended to use this method in training head-nurses and nurses.

Oral hygiene is important in children with mental disabled and one of the learning methods that is more durable on learning to role playing.
Aim: This study was performed to determine the effect of oral health education through role playing on observe health behavior of educable mentally disabled boys.
In the Quasi-experimental study, 34 mentally disabled boy students in the first high school period (Guidance) in Hamadan as census in 2014 were studied. Collecting data using observe health behavior questionnaire and oral hygiene index in two steps before and after the intervention were carried out in the form of role playing. For data analysis, descriptive statistics and T-student test and SPSS 16 statistical software were used.
Observe health behavior of students with mentally disabled before and after intervention from mean and SD 55.65± 12.76 to 79.82±12.24 was promoted and Significant differences was observed before and after the intervention (p= 0.001). There was a significant difference in the dimensions of the health behavior questionnaire before and after the implementation of the role play procedure (p= 0.001). As well as the oral health index of these students before and after the Role Playing model showed a Significant difference (p= 0.001).
The results showed that the Role Playing model has to improve the health behaviors of the students and as well as the simplified oral hygiene index are improved too. Considering that this method is easy and inexpensive, this method can be used to improve the physical health of mentally disabled students.

Nosocomial infection that is limited or diffuse reactions associated with pathogenic infectious agent or its toxins at least 48 to 72 hours accepting patients in the hospital will be created.The present study has been designed for the effect of controlled contactson nosocomial infections in children wards.
This study is a interventional study in wich 120 children in the control group and 120 children in the case group who were eligible for inclusion sampled purposefully.The data gathering tool was a infection control checklist for checking the care of doctors,nurses and parents and the standard protocols of infection control was used in Ahvaz hospitals.Data analysis was performed using descriptive statistics and inferential statistics spss v.20.
There is no any significant difference beatween two groups in the rate of pneumonia, urinary infection, blood stream infection and rate of whole nosocomial infections with (p=0/582).
The controlled contact is a solution for infection control but is was not the ultimate method of infection control,so it is best done research on other methods of nosocomial infection control.

Antibiotics are the most widely used prescription medications today. Irrational consumption of antibiotics has adverse effects, including increased therapeutic costs and antibiotic resistance. Increasing self-care and self-management can reduce primary care. Given the necessity of the correct pattern of antibiotics, this study aimed to determine the effect of educational intervention on self-care and self- management in the rational use of antibiotics based on Cognitive Social Theory in Clients to health centers in south of Tehran.
This experimental study was performed on 260 clients of the health centers in the south of Tehran. Using clustering sampling, the subjects were assigned to two 130-member groups as the control and the intervention groups. 8 centers were chosen for the study. (180 subjects were selected from 6 centers - 30 subjects from each center. The other 80 subjects were chosen from 2 centers, 40 subjects from each center). The intervention was carried out in 45 minutes in four educational sessions. Educational intervention on self-care and self-management in the rational use of antibiotics was done using lecture, question and answer methods, group discussion and educational reminder and also using texting, posters and delivering educational pamphlets in the intervention group. The effect of training was assessed on all intervention groups six months after the intervention. The instrument of the study included a 3-part questionnaire: demographic information and self-care researcher-made questionnaires, self-management, and questions of the cognitive-social theory constructs. Data analyses were performed by software SPSS version 23using chi-square test, independent t-test, and covariance analysis.
Before intervention, the two groups did not have a significant difference in terms of demographic variables, model constructs and self-management and self-management questions (p>0/05). After educational intervention, the mean scores of social cognitive theory constructs, self-care questions, self- management in the intervention group were significantly increased.
Educational intervention based on social cognitive theory could be effective to improve self-care and self-management in the field of rational use of antibiotics in individuals.

Regarding the importance of nursing education promotion, there is a need to use methods that have the ability to create knowledge and skills in students. This study aimed to assess the effect of education (problem base learning, cooperative training and routine approach to clinical education) on critical care nursing student's clinical learning, anxiety and satisfaction.
This quasi-experimental study performed in the intensive care unit (ICU) of Amir Al Moemenin hospital in Arak, Iran, during 2015-2017. The subjects were 60 nursing students who were selected via Fixed blocked randomization method and randomly were allocated into three groups (60 subjects). After the administration of pretest, students in control group were educated using common method; in one of the experimental groups, the cooperative learning and for other experimental group, problem- based learning was used for 9 days. Then, the three groups completed the questionnaires at the end of education again. Finally, data were analyzed using SPSS version 16 (analysis of variance, Chi-square, Kruskal-Wallis, Wilcoxon, Fisher).
The mean total score of the learning was significantly difference among three groups after the intervention. after intervention, the mean of learning was in problem based solving and collaborative learning higher than usual method. There was no significant difference between means of satisfaction and anxiety in three teaching methods.
It seems that two methods of problem-based learning and cooperative training enhanced clinical skills of students. Therefore, it is recommended to use these two methods to enhance students’ clinical learning.

Depression is one of the most common abnormalities in adolescence, which causes many problems for adolescents and their families. Hence, improving the psychological characteristics of these individuals has been considered by many therapists. The aim of this study was to determine the effect of communication skills training on social responsibility of depressed adolescent girls.
The present study is a quasi-experimental study with pre-test and post-test design with control group. The statistical population consisted of all secondary school students in the district of Khorramabad city who studied in the academic year of 2017. A total of 40 people who had high scores of Beck depression test were selected by cluster sampling and randomly assigned to two groups of experimental and control(each group was 20). The experimental group received 10 sessions of 70 minutes of communication skills training and did not receive interventional controls. The groups completed the Social Responsibility Questionnaire for Adolescent Adolescents as pretest and posttest. Data were analyzed using SPSS-21 software and one-way covariance analysis(ANCOVA).
The findings showed that there was a significant difference between the mean social responsibility of the experimental and control groups in the post-test phase. In other words, communication skills training increased social responsibility in depressed teenage girls (P Regarding the effect of communication skills training on social responsibility of depressed teens, it is recommended that counselors, therapists and clinical psychologists use this method to increase social responsibility and reduce depression in depressed adolescents.

presentation of feedback is an essential component of effective teaching. Unfortunately, it is a challenging subject in clinical field and trainers do not take responsibility for this subject. The goal of this study is the assessment of the efficacy of oral feedback on trainee’s satisfaction in clinical fields.
It’s a quasi- experimental study and sampling was done using the convenient method. The sample size was 33 nursing students (19 experiment and 14 control group) who have passed their training in a pediatric ward with two trainers. Each trainer participated in both groups. Trainers gave oral feedback at least once for student's performance as soon as possible in the experimental group. Data was gathered with demographic forum and satisfaction measurement questioner from feedback presentation. Data were analyzed using SPSS17, Mann- Whitney statistical test and independent t-tests.
Score of student's satisfaction of clinical novitiate and presenting effective feedback, in the experimental group was 32/94±6/87 and in control group was 28/28±4/87. So there is a significant statistical difference in satisfaction score between experimental and control group (P=0.038). After evaluation of 19 items in satisfaction questionnaire, it demonstrated that feedback presentation in nearest time of clinical performance cause motivation and a tendency for participating in the training environment. “Feedback caused worrying and make competitive environment and fear of failing, Feedback presentation can cause the feeling of anger, shaming, and aggressiveness.” It can cause the effective relationship between students and other personnel. This finding in the experimental group is more than the control group (P