---

Introduction: E-learning has a great role in patient education. This study aimed at comparison of the effect of electronic education and pamphlet on the knowledge of women about their post partum hygiene. Method: This quasi-experimental study was conducted in Shahid Behshti hospital, Isfahan, Iran in 2013. A total of 72 primipara women were enrolled in the study. They were randomly divided into two intervention and control groups. Intervention group received education using electronic and booklet package for 2 weeks. A questionnaire was completed by both groups before and 2 weeks after the test. Collected data was entered into SPSS v.11.5. Descriptive statistics, independent t-test, paired t-test, and chi-square were used for analysis of data. The significant level was considered less than 0.05. Results: Before intervention findings did not show any significant difference between knowledge scores in intervention and control groups, while a statistically significant difference was observed 2 weeks after the intervention (P=.013). Paired t test showed a statistically significant difference in knowledge scores of both groups after the intervention (P=.021, P=.014). Conclusion: Electronic and pamphlet educational packages can increase the level of knowledge in postpartum women hence, the importance of using this teaching materials.

---

Introduction: Achievement motivation shows the tendency to work better, set productive working environment, overcome the problems, and compete better, and more effectively than previous achievements. On the other hand, achievement motivation is the cause of successful behavior and efforts in the nursing students as the presenters of future health services in Iran. Thus, this study aimed at determining achievement motivation level and its influential factors in nursing students at Shahid Beheshti University of medical sciences in 2014. Methods: In this cross-sectional study, 115 of internship nursing students have been studied using the census. Data were collected using Hermans’ Achievement Motivation Questionnaire form. The descriptive, non-parametric tests and Spearman correlation coefficient was used using SPSS 16 software. Results: Average score of achievement motivation was 86.37±20.8 which showed high levels of achievement motivation. Experience of nursing as a job and its duration (r=0.39) and total mean scores of previous semesters (r=0.52) were effective factors in increasing the Achievement Motivation (P<0.01). Conclusion:Type of educational strategies for the preservation and promotion of Achievement Motivation is very important. In addition, this study recommended in other nursing and midwifery faculties to identify and influence achievement motivation among nursing students.

---

Introduction: Judgments in nursing ethical issues is a qualification criterion. Promoting the principles of professional performance through an emphasis on ethical grounds is a way to strengthen ethical decision-making in the nursing profession. Consequently, the present study was to evaluate the effect of education on the moral judgment of nurses. Methods: this was a quasi-experimental study using pretest-posttest and control group. The samples consisted of 30 nurses. They were nurses from a hospital in the Tabriz, Iran in 2014. Moral judgment in two experimental and control groups (n = 15 per group) were studied randomly. After completion of 4 sessions (one session a week for 90 minutes a month) of nursing ethics education in the experimental group, post-test moral judgment was measured. Data were analyzed using analysis of covariance by SPSS version 20. Results: The results of the analysis of covariance showed that after the intervention, a significant decrease in the mean score of moral judgment was observed in the experimental group (P= 0.035). Therefore, in the experimental group nursing ethics training improved the moral judgment significantly. Conclusion: Nursing ethics training may increase nurses' moral judgment. This intervention is an effective program to promote moral judgment and can be used to improve the professional qualifications of nurses.

---

Introduction: Given the influence of postpartum depression on patterns of parent-child relationships, in this study we aimed to determine detached mindfulness in meta-cognitive therapy on postpartum depression.

Methods: In this quasi-experimental study, the study sample included 30 patients among 89 patients referred to Bozorgmehr clinic in Tabriz in 2014, who had postpartum depression. Four weeks after delivery and after clinical interview and completing Beck Depression Inventory, depression was diagnosed. After eight sessions (two sessions a week, 90 minutes per month) of detached mindfulness-based cognitive therapy, depression questionnaire was administered in both groups. The data was analyzed using SPSS version 16 and analysis of covariance.

Results: The results of analysis of covariance showed that after the intervention, the average post-test in the test group decreased significantly (P = 0.026). Thus, this treatment reduced the rate of postpartum depression in the patients under study.

Conclusions: These findings may have important implications in the use of detached mindfulness in meta-cognitive therapy on postpartum depression.

---

Introduction: Communication skills are important tools in providing medical care. Therefore, this study was conducted with the aim of the effectiveness of Communication Skills Training Course (CSTC) of emergency medical staff on patients' satisfaction.
Methods: This semi-experimental study (June to September 2017) was performed in Tehran city. In  this study firstly  20 subjects (medical-staff: physician, nurse; non-medical staff: security and service staff) using census method selected from person who worked in emergency unit and then they were educated and studied for CSTC(2 weeks, 4 sessions 2 hours). In this study 32 and 42 other patients before CSTC (June) and one month after CSTC (September) respectively filled out self-designed 5 items questionnaire. In this study, chi-square test and SPSS software version 18 were used for statistical testing and data analysis respectively.
Results:This study was performed on 73 patients admitted in the emergency department (46 (63%) males, 27 (37%) women). The results of this study showed an increase of 18% to 24% for non-medical staff (security and service staff) an increase of 17% to 18% satisfaction for medical staff (physician, nurse).
Conclusion:  Considering the lower effect of communication skills among nurses and physicians, it is recommended that this course be designed according to the type of physicians and nurses work and conducted separately as workshops with a retraining for the medical staff.

---

Background: One of the research methods for reviewing and updating educational programs is conducting comparative studies that it's about analyzing and recognizing the similarities and differences between phenomena, institutions and educational systems.
Aim: The aim of this study was to couducted a comparative study of nursing master's education program in Iran and John Hopkins School of nursing.
Method: This descriptive-comparative study was carried out in 2018, data were collected by searching the internet with the key words of nursing, nursing education, curriculum, strategic plan, Iran, America (Johns Hopkins), and  with a review of the history and details of the nursing master's education program in Iran and the Johns Hopkins Nursing School and compared using Bereday’s four-stage model: description, interpretation, juxta position and comparison.
Findings: Attention to the needs of society, permanent changes and diversity in nursing tendencies, choosing self-directed learning strategies, pay attention to coverage and professional appearance were common in Iran and Johns Hopkins. But admission requirements, goals, philosophy, mission, vision, course content, the role of graduates, having Nurse Practioner, spaces and abilities and administrative staff were different in Iran and Johns Hopkiner.
Conclusion: Using a decentralized method for admitting student, designing an educational program for tutor and researcher training, focus on courses appropriate to the needs of the community and common diseases in the service place, to improve Master of nursing programs are offered in Iran.
 

---

Introduction: There are different nursing education programs in each country, which are rooted in their traditions. Comparing different educational programs will enhance the content and quality of the curriculum. This study aimed to compare the Iranian nursing bachelor program with Islamic International University of Malaysia.
 Methods: This descriptive-comparative study was conducted in 2018 to compare the structure of the nursing bachelor program in Iran and the International Islamic University of Malaysia. The Bereday model was used for comparing the data.
 Results: The length, number and the majority of nursing undergraduate courses at the University of Iran and Malaysia are similar. However, there are differences in the goals details, mission and vision, method and admission system, style of syllabus arrangement in the two universities. In Malaysia, student enrollment is decentralized, with an interview and a non-governmental education system, accompanied by a social service project and a final project at the end of the course. But in Iran, student's admission focus on no interviews with governmental and non-governmental educational system.
 Conclusions: The main differences between the two countries' curricula are the way in which students are admitted, the style of the syllabus, and the presentation of the final project at the end of the course. The two countries are similar in the number of courses and the curriculum content. It's necessary that changes in the nursing bachelor's degree program, with emphasis on the entrance interview to select more competence volunteers, is also necessary to incorporate nursing theories and elderly nursing into the curriculum of this course.
 

---

Introduction: To achieve successful nursing education system, solving health problems and promoting health, each country is committed to improving nursing education system. The comparison of different educational systems leads to content promotion and educational program. The purpose of this study was to compare the nursing undergraduate education program in Iran and university of Widener of USA.
Methods: This descriptive-comparative study was carried out in 2019, the required data were collected to receive the latest syllabus for undergraduate nursing from the website of the Ministry of Health and Medical Education, university of Widener of USA and various related articles on the internet using the keywords of nursing curriculum, nursing undergraduate, nursing education, Iran, Widener. The analysis was carried out using Bereday’s four-stage model: description, interpretation, juxtaposition and comparison.
Results: According to the Beredy pattern, at the stage of description, undergraduate nursing curriculum was received through site from two universities and its elements were taken into consideration. At the interpretation stage, these elements were studied separately in two universities by the researchers. At the juxtaposition stage, the information was put together to create a comparative framework that each element with details in the tables, can be viewed separately and Pairwise. In the fourth stage, a main review and comparison of the similarities and differences between each element in the two universities and the answers to the research questions were carried out based on the available articles. The results of the comparison of the fourth stage showed that Iran seems weaker than Widener to be in the training of skills such as clinical reasoning, critical thinking, evidence-based performance, management and leadership, high amount of clinical hours, lack of elderly Science education, paying attention to the lesson of the research method, introducing prerequisite courses, strengthening the knowledge of pharmacology. But having a clinical course in the fieldwork, starting an earlier clinical course with simpler concepts, presence of basic nursing skills lesson, special nursing, and crisis nursing and incident are a strong point for Iran.
Conclusions: The use of the strengths and educational experiences of the university of Widener of USA and the emphasis on strengths in Iran will improve and promotion the quality of nursing education in Iran. Meanwhile, special attention is paid to the training and strengthening of essential nursing skills such as clinical reasoning, critical thinking and evidence-based practice, as well as reviewing the theoretical and clinical course and hours by educational planners.
 

---

Introduction: Nowadays, comparative studies are considered by researchers as one of the best research methods in educational affairs and planning, because the differences and similarities of educational systems are studied in order to explore strengths and weaknesses.
Objectives: This study aimed to compare master's degree curriculum of the Iranian critical care nursing with the Australian Melbourne School of Nursing.
Methods: In this descriptive-comparative study conducted in Semnan University of Medical Sciences in 2019, the required data on the latest master's degree curriculum of critical care nursing was acquired through internet search and a review of the history and details of the curriculum in Iran and faculty of nursing in Australia. The data were analyzed using Bereday’s model in four stages: description, interpretation, juxta position and comparison.
Findings: Master's degree curriculum of the critical care nursing in Iran has defined philosophy, values, position. The requirements for entering the course in Iran are having a bachelor's degree, clinical experience and passing the entrance exam. In Australia, in addition to these, it is essential to have a certificate of first-aid training course and language proficiency. In Australia, unlike in Iran, there is also the possibility of part-time courses. On the other hand, although these graduates don’t pass the teaching methods courses, they are employed as faculty members in educational centers and universities.
Conclusion: Using a part time methods for admitting student, designing an educational program for training teachers, providing complementary curricula to the needs of the community and common diseases in the service place are offered to improve master of critical care nursing program in Iran.
 

---

Introduction: The main mission of Nursing Colleges and Centers is to improve the learning and learning of learners during training. Regarding the performance of other countries, this study also aimed to compare the postgraduate program of Master of community Health Nursing in Iran with Chiang Mai University in Thailand.This study aimed to compare the Master's degree program of community health nursing in Iran with Chiang Mai University in Thailand.
Methods: A descriptive-comparative study conducted in Semnan University of Medical Sciences in 2019. Required data for the latest Master of Community Health Nursing Postgraduate Education program were obtained by searching the Internet and reviewing Iran and Chiang Mai curriculum details. The data were analyzed using Bereday pattern in four stages of description, interpretation, neighborliness and comparison.
Results: Attention to new teaching methods and learning based on problem solving, mission and job position, professional attention to the field was common in Iran and Chiang Mai. Conditions of admission, goals, philosophy, vision and mission, content of courses, role of graduates, having a specialized nurse, varied in Iran and Chiang Mai University. International credentials, a seminar on nursing, pharmacology and pathophysiology, and a free study based on a community-based interest in health are strengths at Chiang Mai University. Epidemiology, home visits, and observation of clients in the real environment are some of the strengths of the curriculum in Iran.
Conclusions: : Planning and Facilitating the Process of Teaching, Modifying and Revising Early Learning Programs and Designing New Programs in the Community Health Nursing Education Process, Coherence, and Targeted Curriculum Curriculum with Emphasis on Concepts such as Client-Based Health Care (Individuals, Family, Community) That requires gathering evidence, comparing and reviewing nursing education programs in Iran and around the world. Designing and presenting a model appropriate to the socio-economic, cultural, and Islamic conditions of the Islamic-Iranian community is suggested for reform and revision of future community health nursing curricula
 
 

---

Introduction: Fatigue and decreased ability to perform daily activities are the most common complications of heart failure. Applying the Roy Adaptation Model for these cases requires careful consideration and implementation of a care plan according to this model. The aim of this study was to determine the effect of care plan based on Roy adaptation model on fatigue and daily activities in patients with heart failure.
Methodes : The present study was an experimental study carried out in 2018 on 60 patients with heart failure in Shafa and Afzalipour Educational Hospitals in Kerman. Samples were simple [S1] randomly selected and assigned to two groups of control and test. Intervention was performed in 6 training sessions including two sessions of group training and four sessions of face to face training for each patient based on the "Roy" adaptation model. Fatigue level was calculated based on piper fatigue scale and daily activities were calculated by Barthle scale. Data were analyzed by SPSS 20 software using descriptive statistics including mean and standard deviation and analytical tests including Pearson correlation coefficient, chi square, independent t-test, paired t-test, ANOVA and Tukey at the significance level of 0.05.
Results: Findings of the study showed that there was a statistically significant difference between the two groups in the amount of fatigue and the level of daily activities after intervention (P ≤ 0.05). The results showed that in the experimental group the mean and standard deviation of fatigue were significantly decreased before intervention (6.2 ± 2.2) compared to after intervention (3.5 ± 1.7) (p = 0.001). Also in the experimental group the mean daily and standard deviation of daily activities before intervention (45.3 ± 11.2) was significantly increased than after intervention (62.2 ± 12.8) (p = 0.001).
Conclusion: Using a program designed in the care program based on Roy Adaptation Model to reduce fatigue and increase the ability to perform daily activities of heart failure patients is suggested as a low cost, non-invasive and effective method of providing nursing care.

---

Introduction: Despite the spread of the Ph.D. nursing program in the world, there are some differences in program presentation at different universities and analysis of these differences will lead to the development of the discipline. This study aimed to compare the Ph.D. nursing program in Iran with the University of British Columbia, Canada.
Methods: This descriptive-comparative study conducted in Semnan University of Medical Sciences in 2019. The latest Nursing Ph.D. curriculum was obtained by visiting the websites of the Ministry of Health of Iran and the University of British Columbia and reviewed the curriculum details of universities. The data were analyzed using the Bereday model in four stages of description, interpretation, juxtaposition, and comparison.
Results: The University of British Columbia has nearly twice as much experience as Iran in the education of modern nursing. Admission to the University of British Columbia is without an exam and student education is at the international level, while in Iran it is centralized through national exams. The philosophy of Iranian Ph.D. nursing is based on Islamic standards. Optional courses at the University of British Columbia focus on the nursing process and in both universities are selected based on the supervisor's opinion and the dissertation subject. At British Columbia, student obtains up to 15% of the thesis score in self-assessment, while in Iran; the student has no involvement in his assessment.
Conclusions: The Iranian Nursing Ph.D. program differs from the University of British Columbia in matters such as antiquity, adherence to Islamic standards, the implementation of the nursing process, self-assessment, and the number of optional courses. In order to improve the quality of Iranian Ph.D. nursing, it is suggested that while examining the curriculum content, nursing process courses added to the curriculum, and clinical experience considered as a necessary condition for entering the Ph.D. course.
 

---

---

Introduction: 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.
Method: The present study is a narrative review study. Keywords related to bachelor of nursing, curriculum, bachelor'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.
Results: 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.
Conclusion: Although based on a review according to the Brady model Iran'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 country'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.
                                                                                                    
 

---

Introduction: Improving the quality and dynamism of nursing higher education programs requires continuous evaluation and quantitative and qualitative studies and applying the results of evaluation in practice. Neglecting the quality of higher education and the efficiency of graduates, especially doctoral education, is one of the major concerns of the health education system. Therefore, this study was conducted with the aim of comparative comparison of the Iranian nursing education system and the University of Tennessee.
Methods: This descriptive-comparative study was conducted in 2019. Internet search was performed using Persian and English databases. The collected data were analyzed using Bereday four-step model including description, interpretation, proximity and comparison.
Results: Although there were similarities in terms of course characteristics and structure, the comparison showed that at the University of Tennessee, lesson plans are tailored to the needs and problems of the community. It is possible to continue studying for a doctorate in different fields. The university offers three ways to enter the doctoral program DNP, BSN, MSN. The main focus of the PhD program is scientific research and theory development. The curriculum is offered full-time and part-time using advanced educational technologies and distance and close education, and student recruitment is done independently by the university, while in Iran this It is not possible and this course is only full time and student admission is done through an exam.
Conclusion: Considering the importance of the role and duties of nursing PhD graduates in the development of the field and the complex and changing needs of society, it is suggested that the objectives, mission, content of the curriculum, executive approach and evaluation of this course be reviewed so that By strengthening the strengths and eliminating the weaknesses of nursing curricula, it increased the quality of education and, consequently, the quality of nursing doctoral graduates.

---

Introduction: The importance of education in the development of nursing as a profession and as a science has been mentioned a lot. To be as successful as possible in the field of nursing expertise in Iran and to identify the strengths and weaknesses of its curriculum, it is necessary to conduct comparative studies and exploit the experiences and strategies in successful universities. The present study aimed to compare the Iranian undergraduate nursing curriculum with British Columbia University (UBC) in Canada.
Methods: The present study is a descriptive-comparative study that was conducted in 2020 by Beredy’s method in four stages of description, interpretation, juxtaposition, and comparison; compares the content, and details of the undergraduate nursing curriculum in Iran and the University of British Columbia in Canada.
Results: The findings showed that at UBC, people interested in nursing enter the university based on ability and without exams, and after graduation can work if they obtain RN or LPN degrees, while in Iran Students enter the university after passing the national exam and after graduation, they work in hospitals to pass the nursing plan. At UBC, special attention has been paid to nursing research in both quantitative and qualitative approaches, as well as geriatrics and communication therapy, and students are taught nursing skills over several courses before entering the clinic. But in Iran, students enter a hospital for an internship after passing one nursing skills training course in a skills laboratory.
Conclusion: The results showed that the main difference between Iran and the University of British Columbia in Canada in undergraduate nursing; is in terms of how to admit a student and also to obtain the necessary conditions for employment in the nursing profession. Despite the many similarities, there are also differences in goals, mission, vision, and curriculum; which can be used in the planning of Iranian nursing undergraduate courses. Considering that the undergraduate nursing program in Iran was reviewed in 2014, descriptive studies on the acquired capabilities and the content of the program can help to improve it by eliminating possible weaknesses.

---

Introduction: For the nursing bachelor's degree to be more successful in Iran and to identify the strengths and weaknesses of its curriculum, it is necessary to conduct comparative studies and benefit from the experiences and strategies experienced in successful universities. This study aimed to compare the Iranian undergraduate nursing curriculum with the University of Southampton, UK.
Methods: The present study is a comparative descriptive study that was performed using Bereday's four-step model including description, interpretation, proximity, and comparison. The details provided from the Iranian bachelor's nursing curriculum are taken from the website of the Ministry of Health in Iran and the University of Southampton.
Results: Despite the similarities in the content of some courses, there are differences in terms of admission requirements, and course length between the two educational systems. At the University of Southampton, there is an emphasis on training managers with a research-oriented approach and technology integration, but this issue has received less attention in Iran. At Southampton, attention to research at the end of the study has led the student to identify problems and be drawn to research, while in Iran, a nursing research lesson is taught at the beginning of the course. Educational strategies at Southampton are student-centered, but in Iran they are teacher-centered. The day problems are seen in the online curriculum of the University of Southampton, but there is less flexibility in the Iranian curriculum and a focus on knowledge-based. Graduates in the UK are directed towards hospitals and society, but in Iran, graduates are mainly directed towards hospitals, and their ability to take on other social roles is not seen.


Conclusion: In addition to developing professional skills, the Iranian Nursing Bachelor's training program needs to focus on training managers with a research-oriented approach. It is also necessary, to on student-centered principles instead of teacher-centered; emphasize problem-oriented instead of knowledge-oriented, and community-oriented instead of hospital-oriented.

---

Introduction: The mission of comparative study is to find out the differences and similarities of various educational systems and to identify the reasons for the success and failure of the systems and to use resulting experiences in the advancement and development of the educational system. Nursing education has a special place in the education of higher medical sciences and rapid expansion in recent decades. This study aimed to compare the educational program of the medical surgical nursing master's degree in Iran and Mahatma Gandhi University in India.
Methods: This descriptive-comparative study was carried out in 2022 using the four-step Bereday’s method (description, interpretation, juxtaposition and comparison). In this study, the Master of Science educational programs in medical surgical nursing available on the website of the Ministry of Health and Medical Education, Iran and the faculty of nursing in Mahatma Gandhi University, India were compared.
Results: The findings showed that in Iran's educational program, attention to moral, human dignity, legal, Islamic and religious aspects is much more prominent. In the Mahatma Gandhi University, having work experience is a condition for admission to this field, and there is also a clear difference between the total practical and clinical hours (except for the thesis) between these two educational programs, which is much more in Mahatma Gandhi's educational program.
Conclusions: The findings of this study can help planners to improve the quality level of this nursing’s field, considering the importance and scope of this nursing trend. It seems necessary for the educational planners to pay more attention to the practical and clinical aspects of the master's degree program in medical surgical nursing in Iran, so that improve one of the basic defects of this field, which is the gap between theory and practice.
 

---

Introduction: Medical science education is part of the higher education system that overshadows the quality of life and health of society. The quality of pediatric nursing education programs in the health system is very important, so the purpose of this study is a comparative comparison of the Iranian Master of Pediatric Nursing curriculum with the University of Dublin, Ireland.
Methods: This comparative descriptive study was performed in 2022. Data were analyzed using Bereday model in four stages of description, interpretation, proximity and comparison. The Master of Pediatric Nursing Education Program of the University of Dublin, Ireland and Iran was evaluated in terms of admission, philosophy, mission, graduates' job positions, course content and evaluation, analysis, and strengths and weaknesses.
Results. The Iranian Master of Child Nursing curriculum differs from Dublin in Ireland, despite its similarities in philosophy and mission. In Ireland, pediatric nursing includes three majors: intensive care nursing, emergency and heart, while in Iran, pediatric nursing has no major. Also in Ireland in addition to the test interviewing and reviewing years and work history is of particular importance while in Iran only the test is emphasized.
Conclusions: In Iranian child nursing curriculum, haven’t been considered the work experience of the volunteers, selective interviews and specialized major of children. Considering the importance of having healthy children and nursing and clinical care in sick children, it is suggested that officials and pediatric nursing curricula in this field consider specialized trends and reconsider the method of admission in this field.
 

---

Introduction: Marital satisfaction is one of the factors related to the mental health and occupational stress of nurses. Therefore, the present study w was conducted to examine the impact of PERSEDE model-based intervention on the marital satisfaction of female nurses working in Kashani Shahrekord Hospital.
Methods: In this semi-experimental study, two groups before and after, 50 people were selected from the female nursing staff working in Kashani Shahrekord Hospital and were divided into two groups based on the criteria for entering the intervention by accessible and simple random sampling method. The instrument used was the short form of the Enrich Marital Satisfaction Questionnaire and the personal profile questionnaire. For the intervention group, 8 weekly 2-hour sessions were held, and before, immediately and,  4 weeks after the end of the intervention, the Enrich Marital Satisfaction Questionnaire was completed by both groups. Data analysis using mean, standard deviation, variance analysis with repeated measurements, Fisher precision test, Bonferroni stalking and, Wilcoxon Test, man Whitney nonparametric tests were performed at the five percent error level using version 26 of the SPSS software.
Results: The average score of marital satisfaction in the nurses of the intervention group before the training was 163.00±23.90, immediately after the training was 179.96±17.89 and 4 weeks after the training was equal to 179.60±18.75 and in the control group before training from 165.56±13.01, immediately after training 163.24±13.85 and 4 weeks after training was 162.32±13.12; Based on the results of the Wilcoxon test, the marital satisfaction score in the intervention group in the areas of personality, marital relationship, conflict resolution, financial management, leisure activities, sexual relations, marriage and children, relatives and friends, and religious orientation immediately And 4 weeks later, the training was significantly more than before training (p>0.001).
Conclusion:  Life skills training based on PERSED model had a positive effect on increasing the marital satisfaction of female nurses; Therefore, it is suggested that life skills training for married nurses based on health policy be held periodically.