مجله آموزش پرستاری
سال نهم شماره 6 (پیاپی 44، بهمن و اسفند 1399)

Considering the prevalence of Internet addiction and its negative consequences and the importance of social skills and self-efficacy, the present study was conducted to determine the role of social skills in Internet addiction of medical students through self-efficacy.

The present study was a descriptive-correlation of structural equations. The statistical population of this study included all male and female medical students of Tehran Azad University of Medical Sciences in the academic year 2018-2019, from which 120 qualified volunteers were selected by convenience sampling. The research instruments were Keramatichr('39')s (2007) Social Skills Questionnaire, Scherer et al. (1982) General Self-Efficacy Questionnaire, and Youngchr('39')s (1999) Internet Addiction. Structural modeling, partial least squares algorithm (PLS), and software (SPSS) version 24 were used to analyze the data.

Mean and standard deviation of social skills variables were 45.33 ± 8.010, self-efficacy was 59.28 ± 13.487 and internet addiction was 82.16 ± 18.867. The results showed that there was a direct and significant relationship between social skills with Internet addiction (r = -0.492) and self-efficacy with Internet addiction (r = -0.463) (P <0.01). The results also showed that self-efficacy plays a mediating role in the relationship between social skills and studentschr('39') Internet addiction.

Considering the effect of social skills and self-efficacy on medical students chr('39')Internet addiction, it seems that by strengthening social skills and self-efficacy, medical studentschr('39') Internet addiction can be reduced.

Teaching has a great impact on the comprehensive and sustainable development of countries and in educating and training human resources. Evaluation the status of the curriculum provides the conditions for the strengths, weaknesses, problems and needs of the new program to provide a clearer set of information for it. According to the researches on comparing the structure of Iran bachelor of nursing program with other countries, this research was done with the aim of reviewing the studies that have made a comparative comparison of Iran bachelor of nursing curriculum and other colleges of universities in the world.

The present study is a narrative review study. Keywords related to bachelor of nursing, curriculum, bachelorchr('39')s degree, Iran, comparative study, other countries, during from 2010 to 2020, descriptive review research based on the narrative review method will be searched in the reputable scientific databases Science Direct, PubMed, Web of Science, Scopus, Scholar Google, IranMedex, SID and Magiran.

The findings of this study showed the strengthening of human communication, education based on global standards, benefit of nursing theories, application of evidence based knowledge and emphasis on research, use of new digital strategies and simulation methods in education, explanation of perspectives specializing in nursing, improving nursing management for the growth and excellence of professional values can pave the way for the promotion of the nursing profession and consequently improve the role of nurses in improving the quality of nursing services in various fields at the community level and achieving better quality of life for clients. The studies performed by comparative method using Berdy model were considered as inclusion criteria. Editorial letters, review and unspecified implementation studies, articles whose full text was not available, and abstracts of congresses were excluded from the study. Thus, 15 related studies were selected from 16,300 studies including Turkey, Jordan, China, South Korea, Singapore, Japan, Malaysia, India, Lebanon, United Arab Emirates, United Kingdom, Scotland, United States, Canada and Australia.

Although based on a review according to the Brady model Iranchr('39')s nursing education program has a relatively favorable position compared to other countries in the world, but the review of philosophy, educational strategies and policies in the countrychr('39')s health system should be reviewed to address weaknesses so that solving problems to meet the needs of society with maximum productivity and efficiency of nurses.

Social anxiety disorder is one of the most important disorders in adolescence that affects various aspects of personal, social, educational and psychological life of students. Mindfulness training is one of the most effective treatments for this disorder. The aim of this study was the effectiveness of mindfulness training program on perceived stress, anxiety sensitivity and anxiety symptoms in adolescents with symptoms of social anxiety disorder in Urmia in 2018.

In this quasi-experimental study, a sample of 32 students from Urmia was selected. First, 5 schools in the 2nd education district of Urmia were selected by cluster sampling method, then by purposive sampling method, out of 450 students, 32 students who scored above 60 on the Leibovitz Adolescent and Children Social Anxiety Scale. They were selected, selected in 1397, randomly divided into two groups of control and experimental. The research instruments were Leibovitz Adolescents and Children Social Anxiety Scale, Cohen Perceived Stress Questionnaire, Anxiety Sensitivity Questionnaire and Beck Anxiety Inventory. The experimental group received mindfulness training during 8 sessions and the control group did not receive training. Data were analyzed using SPSS software version 23 and multivariate analysis of covariance.

The results show that after performing mindfulness training, there was a statistically significant difference in the mean of perceived stress (p <0.01), anxiety sensitivity (p <0.01), anxiety symptoms (p <0.01) Was observed between the experimental and control groups.

Therefore, mindfulness training affects information processing by reducing cognitive and emotional biases, which reduces perceived stress, anxiety sensitivity and anxiety symptoms among students, so it is recommended. Mindfulness training programs should be implemented in schools for students and school counselors should receive training in this field.

Self-esteem and the concept of self-worth are the most fundamental factors in the optimal development of a person’s personality. The objective of this study was to determine the effect of education using cognitive-behavioral hypnotherapy on the self-esteem of students with high induction

This is a quasi-experimental study with pretest and posttest and a control group. The statistical population included all students living in the dormitory of Tehran University of Social Welfare and Rehabilitation Science with a high hypnotic induction. Sampling was carried out according to the inclusion criteria and based on the available sampling method. Of the volunteer students, employing Spiegel hypnosis induction scale, students with high induction criteria (HIP test score above 5) and lack of engagement on psychological and psychiatric treatments were screened and 24 students were randomly assigned into two groups of experimental (12 students) and control (12 students) and completed Coopersmith self-Esteem Inventory (CSEI) before and after the course and data are collected by self-reporting method. For data analysis, a statistical test of multivariate analysis of covariance and univariate analysis of variance test was used.

The findings showed that the cognitive-behavioral hypnotherapy treatment method changed the self-esteem of the students in the experimental group from (23.91±4.58) to (30.41±5.03) compared to the control group in the pretest (23.58±3.60). 23) and post-test (23.83±3.24) which was statistically significant (p <0.001), showed results in the study of subscales. The effects of cognitive-behavioral hypnotherapy on the dimensions of self-esteem (general (p <0.001), academic (p <0.001), family (p <0.001), and social (p <0.001)) of students with High hypnotic induction is significant (p <0.001).

according to the findings of this study, it was concluded that cognitive-behavioral hypnotherapy has a major role in order to promote the self-esteem of students.

Curriculum is the heart of any educational program and the key elements of higher education for transferring knowledge, attitude, and skills to students. Comparing different educational systems will improve the content and quality of the educational program and will help to improve it .The aim of this study was to compare nursing program in Iran and Alice Lee University in Singapore.

This descriptive-comparative study was conducted at Semnan University of Medical Sciences in 2020, in which the main elements and important indicators of Iranian nursing school and Alice Lee University in Singapore were purposefully selected and analyzed based on the Beredy model.

According to the research findings, there are differences in student admission conditions, different levels of nurse training, curriculum content, techniques used in the assessment. The Alice Lee University of Singapore is ahead of Iran in terms of starting modern education and establishing a bachelorchr('39')s degree in nursing. Nursing in Iran is four years, but in Singapore, nursing is a three-year full-time course, and only students with good performance have the opportunity to achieve Nursing Honors in the fourth year.

Utilizing the strengths and educational experiences of the Alice Lee University of Singapore and emphasizing the existing strengths in Iran, will improve and enhance the quality of nursing education in Iran. As a result, in this regard, it is suggested, while examining the curriculum in terms of content, to pay attention to the training of nurses in different educational levels as a solution to solve the problem of shortage of nursing staff.

Attending to psychological state in patients with irritable bowel syndrome because of strong influence on incidence, progression and prognosis and Treatment of this disease is very important. The present study investigated the effectiveness of gestalt therapy on cognitive emotion regulation strategies in patients with irritable bowel syndrome.

 This research is a single case experimental design with non-concurrent multiple baseline design. In this study 2 patients with irritable bowel syndrome who attended psychiatric clinics, Pardis clinic, Faghihi hospital and Motahari clinic in Shiraz city from September to December 2019 who were selected by purposive sampling method. Cognition Emotion Regulation Strategies Questionnaire (2001) were administrated as a pretest. Then, patients received 8 sessions of gestalt therapy. In the end, the post-test was administrated on two patients and, descriptive and inferiorities statistical index were used for data analysis by SPSS software.

 The results of the present study indicated that the mean scores of negative cognitive emotion regulation strategies baseline decreased at different stages for both patients and the mean scores of positive cognition emotion regulation strategies baseline decreased (p<0.001).

The results of this study indicate the efficacy of gestalt therapy on improving cognition emotion regulation strategies in patients with irritable bowel syndrome. Therefore, the findings of the present study indicate the need for a comprehensive psychotherapy with gestalt approach program for these patients.

Irritable bowel syndrome is a common gastrointestinal disorder that is one of the important causes of reduced quality of life and mental health in society. The aim of this study was to determine the effectiveness of mindfulness training based on stress reduction on mental health and quality of life in women with irritable bowel syndrome.

The present study was an experimental study with a pretest and posttest design with a control group. The statistical population of this study included all female patients with gastrointestinal disorders referred to specialized liver and gastrointestinal clinics in Tehran. 24 subjects were selected by convenience sampling method and randomly assigned to experimental and control groups. Stress-based mindfulness training was applied to the experimental group in 8 sessions of 90 minutes for two months and the control group didn’t receive any intervention. The questionnaires that were considered to collect information from the sample group were: Mental Health Scale (1973), Quality of Life Scale (1998) and Irritable Bowel Symptoms Questionnaire (2005). Univariate analysis of covariance was used for statistical analysis using SPSS-22.

The mean and standard deviation of mental health in the experimental and control groups in the pre-test were 103.98+7.97 and 102.30+7.67, in the post-test were 127.8+4.82 and 101.4+4.72 which showed a significant difference (p<0.05). The mean and standard deviation of quality of life in the experimental and control groups in the pre-test were 34.24+24.24 and 35.4+4.19 and in the post-test were 52.2+2.26 and 35.4+1.23 which was significantly different from the control group (p<0.05).

The results of this study showed that stress-based mindfulness training is effective on mental health and quality of life in women with irritable bowel syndrome. It is suggested that by relying on education of this component and strengthening it, reduce the amount of stress in women and increase the level of mental health and quality of life in them.

Due to the prevalence of depression in diabetes and the importance of negative self-referrals (worry and rumination) in the severity of depression, this study aimed to evaluate the comparative effectiveness of acceptance and commitment-based therapy with and without compassion on worry, anger rumination, and Self-Critical Rumination in Non-clinical depressed diabetic Patients.

The present study was a clinical trial with two intervention groups (first group: acceptance and commitment treatment without compassion intervention and second group: acceptance and commitment therapy with compassion) and a control group with two months follow-up. The statistical population consisted of all non-clinical depressed diabetic patients in the welfare centers of Mashhad in the spring of 2020. Using purposive sampling, 33 people were selected and then patients were divided into three groups and Interventions were assigned randomly. Data were collected by Sukhodolsky, Gotub & Cromwell Anger Rumination Questionnaire, Smart, Peter & Baer Self-Criticism Ruminant Questionnaire and Pennsylvania worry and analyzed by repeated measures analysis of variance in SPSS software version 25.

The results showed that in both intervention groups, the scores obtained on worry, rumination of anger and self-criticism in the post-test period decreased compared to the pre-test (p 0.05).

Acceptance and commitment based therapy as an effective intervention can be used in medical centers to reduce negative self-referral processes (worry and rumination) of diabetic patients with depression vulnerability.