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Introduction: Seeking health information is of salient importance in management of cardiovascular diseases (CVDs). The present study aimed to explore and reveal the information needs of patients with cardiovascular diseases when seeking healthcare information. Our data sources were patients’, family caregivers’ and healthcare providers’ experiences. Method: In a qualitative research approach, content analysis method was used. There were 31 participants comprising 16 cardiovascular patients, 5 family caregivers, and 10 healthcare providers. Required data were gathered through semi-structured interviews and purposeful sampling, and continued until data saturation. Analysis of data was performed concurrently with data collection and through a comparative method. Results: Four central themes including disease-related, healthcare-related, health system-related and life-related information needs emerged out of content analysis. Conclusion: The results showed that information seeking in patients with cardiovascular diseases is holistic and is beyond physical health and the disease. Some of the important findings of this study are seeking information about prognosis, role playing, mental and sexual health, healthcare system performance, modern medicine, Islamic and traditional medicine. Therefore, providing information through various modes of communication for meeting patient needs, having their participation in decisions for treatment, and optimal management of life is necessary.

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Introduction: Examining the gap between theoretical and practical training can be effective in professional development and can be changed. The aim of this study was to determine the experiences of nursing teachers about the issue of gap between theory and practice in nursing education. Method: This qualitative study was carried out on 32 nursing teachers and managers at Nursing and Midwifery Faculties of Ahvaz Jundishapur University of Medical Sciences, Tehran University of Medical Sciences and Esfahan University of Medical Sciences. Data collection conducted using semi-structured interview and after signing the informed consent by the participants. The interviews were recorded and transcribed. Then, collected data were analyzed through conventional content analysis. In order to assess the validity of data collection, different criteria such as acceptability and verifiability were used. Results: Main themes of the research include education engineering, meritocratic and professional partnership. Experience and understanding of the participants showed that their professional practice and educational activities are in compliance with the core planning. Therefore, content of education and clinical credibility and competency should be standardized through acquired efficient partnership. This will reduce the gap between education and training. Conclusion: The results of this study provides knowledge and insight in educators and managers, so that that they would be able to confront and resolve the gap between theory and clinical training. Results of this study revealed that experiences of participants can identify factors affecting the challenge and provide improved status appropriate for enhanced competence and capabilities of nursing student.

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Introduction: Complications due to lack of awareness are one of the most important factors in re-hospitalization of these patients. This study conducted to determine effect of small group intervention program on knowledge and health literacy among patients with heart failure. Method: This randomized clinical trial carried out on 150 patients with heart failure hospitalized at hospitals affiliated to Tehran University of Medical Sciences. After obtaining informed consent, subjects randomly assigned to intervention and control groups. Before the study, demographic, health literacy, and knowledge questionnaires were completed by the participants. The control group received routine care while, in the intervention group training were conducted in small groups, in addition to the manual about disease and self-care that created by the research team. Finally after 6 months questionnaires were completed by two groups and the data were analyzed by SPSS software using descriptive and inferential statistics. Results: Mean and standard deviation of knowledge and health literacy in the control group were 1.78±0.87 and 1.77±0.83 and in the intervention group they were 2.48±0.68 and 2.53±0.72, respectively. Covariance analysis also showed significant differences in the level of knowledge and health literacy scores of patients in the intervention group compared to the control group (P=0.01). Conclusion: Improving knowledge and health literacy using small group education method is recommended in the care plane of patients in the hospitals and rehabilitation centers.

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Introduction: Cholera is an acute diarrheal disease that can cause severe dehydration and death within hours of its onset. The disease has rapid spread and is high mortal. It is mostly due to the lack of proper knowledge about prevention strategies as well as lack of personal hygiene. The Campaign also includes a series of educational activities that will be used to transfer specified information purposes. The aim of this research is to design and implement cholera prevention campaign and evaluate its effectiveness on knowledge, attitudes and practice of students. Method: 282 students were participated in this interventional study. The campaign was conducted for a period of four months using the following methods: pamphlets, banners, video playback, and training classes. After data entry into SPSS v.16, t-test and Mann-Whitney were used to analyze the data. Results: After the campaign, knowledge, attitudes and practice showed a growth of 44.6, 11.8 and 20.6 percent respectively. This study did not show a significant relationship between family size and knowledge of the students. However, there was a significant relationship between parents’ level of education and their level of knowledge. Conclusion: Cholera prevention campaign had positive effects in knowledge, attitude and practice of the students and prevent health related problems in the society.

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Introduction: The specialization in the health care system leads to the need for the training of special clinical nurses. The master degree’s curriculum in critical care nursing is new and different in nursing education in Iran. Thus the participants meet the many challenges about implementing it. The aim of this research is to explore the experiences of the students and lecturers in implementing the master of critical care nursing in the Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences. Methods: This was a qualitative research using conventional content analysis conducted in 2014. Participants were 12 persons, including the instructors and critical care nursing students. We used purposeful method of sampling. The study was conducted in the Faculty of Nursing and Midwifery, Mashhad University of Medical Sciences. Data were gathered using semi structured interviews (30-60 min) and continued until data saturation. The interviews were transcribed and analyzed immediately after the interviews. We employed One Note for data analysis using the inductive method of qualitative data analysis. The Unit of analysis was selected and labeled using open coding system, then the similar open codes were categorized in subthemes and at last the subthemes were organized to the main themes. Results: The results of data analysis emerged in 4 main themes including: ambiguous disciplines on internal regulation, effort to establish a professional identity, limitation of expert human resources, and student’s heterogeneity. Conclusion: Qualitative content analysis showed various challenges in the implementing methods and the content of the curriculum. Consequently, there is a need to revise the strategy of implementing the contents of the curriculum by the policy makers.

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Introduction: Cervical cancer is one of the most prevalent cancers in females. Pap smear test is an effective screening program; however, it is not conducted very frequently. The purpose of this article was to present findings on the effect of health belief model education on women's participation in Pap smear examination.

Methods: The study included a convenience sample of asymptomatic females aged 20 years and older, who were living in Sarvabad. Overall, 180 subjects were selected and randomly divided to experimental (n = 90) and control (n = 90) groups. Data were collected using a demographic questionnaire and items of the Health Belief Model were self-reported. Data analysis included descriptive statistics for demographic variables, and Manwitny test and Chi-square determined the associations of other variables.

Results: Our findings showed that the mean scores of the intervention group and the control group based on the Mann-Whitney test in perceived susceptibility, perceived benefits, perceived barriers and perceived self-efficacy had a significant relationship. However, the severity had no significant relationship.Furthermore, 64.5% of people in the intervention group had pap test. Rate of doing a Pap test in the intervention group was 2.5 times that of the control.

Conclusions: Findings showed that targeted training and education models influence participation of women in the Pap smear test.

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Introduction:Selecting education methods can help Instructors to use methods that are more effective for future nursing Programs. The aim of this study was to compare the effect of CD-based and traditional education on Nursing Students’ learning in Tehran University of medical sciences.

Methods: In this quasi-experimental study two case and control groups were selected. 38 nursing students (19 students in each group) who were passing community health nursing course 3 in 2012-2013 were divided equally into two groups of CD-based education and traditional education by using random allocation method. In the case group, the intervention consisted of delivering educational material using compact disc for 8 weeks. The other group received educational material by lecturing in the classroom at the same time. In both groups, final exam scores measured students’ learning 3 weeks after finishing the course. Two groups’ scores were compared by descriptive statistic as mean, standard deviation, independent T test, k square and Analysis of Covariance (Ancova) using spss version 16.

 Results: Based on the findings, mean and standard deviation of final exam scores in the case and control groups were M=13.70± 1.80 and 13.41 ± 1.85. Analysis of Covariance (ANCOVA) test showed that Compact Disc -based education and traditional education had the same effect on the Nursing Students’ Learning (p value: 0.55).

Conclusions: According to the finding, Compact Disc -based education seems to be as effective as traditional education on the Nursing Students’ Learning. Therefore, with regard to the advantages of modern educational methods, it is recommended to be used in the blended method of educational programs.

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Introduction: Evidence-based performance requires that Clinical staff in different areas of teaching, clinical and management learn the skills of using the evidence from the research and apply these. The purpose of this study was to determine the relationship between learning style and evidence-based performance in nurses working in Kermanshah hospitals.
Methods: This study was performed on 319 nurses working in hospitals affiliated to Kermanshah University of Medical Sciences in 2015 by stratified random sampling and proportional assignment. The data gathering tool in this research was questionnaires include: the learning style of VARK, Evidence-based performance and demographic data form. Validity and reliability of the VARK learning style questionnaire have been confirmed in the country and abroad.
Validity of evidence-based performance questionnaire was confirmed through content validity and the test-retest method was used to determine the reliability of this questionnaire. Data analysis was performed using the VARK learning style analytical tool in Excel, Spearman correlation and Chi-square tests.
Results: The learning style of single-mode template (84.1%) and hearing-type with relative frequency (46.3%). Knowledge about evidence-based performance (53.2%) was moderate in nurses Attitude (52.6%) of people was positive about evidence-based performance. The evidence-based practice nurses (57/8 %) were nearly desirable level. There was no significant relationship between nursing learning styles and evidence-based performance (p = 0.926).
Conclusion: Nurses have different learning styles. The development of Effective educational methods adapted to the learning style will help increasing their evidence-based performance by increase nursing awareness. Principled and systematic training to raise awareness and improve attitudes toward evidence-based performance and Nursing education also seems to be essential in terms of the concepts of evidence-based practice, scientific and workshop training, and the creation of facilities.
 

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Introduction: Assessing the clinical competence of final year nursing students to graduate and enter the job market during the Covid-19 pandemic is a major and risky challenge. This study aimed to conduct a clinical competency test for final year nursing students during the Covid-19 pandemic to prevent the spread of the disease.
Methods: The present study is a case study that reports a virtual clinical competency test that was held in July 2020 at the Khorramabad School of Nursing and Midwifery. A total of 42 final year nursing students were enrolled in the available method. After orientation and training sessions, students participated in the virtual clinical competency test. This test was held in 9 stations in different areas and by internet software. Test questions were designed with an emphasison clinical and practical aspects. After evaluating the answers, the data were analyzed using descriptive statistics.
Results: 42 students participated in this test. At the basic skills and nursing report station, all participants completed the test. At the pediatric and cardiopulmonary resuscitation stations, 19% of the participants were rejected. Students who were rejected at different stations were allowed to study or participate in workshops. Then the next test was held in each station in a decentralized manner.
Conclusion: This report shows that in situations where it is not possible to hold a face-to-face test of clinical competency, students can be evaluated in terms of eligibility to enter the clinic using cyberspace. This method can be developed as a method in the field of nursing education to evaluate students' clinical performance.

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Introduction: Academic advancement of students is one of the important indicators in educational evaluation. Characteristics such as social competence and educaional meaning from the students, point of view have decisive role. The aim of this research was anticipating students, academic advancement according to social competence with the mediating role of educational meaning.
Methods: This research was done by descriptive- correlation method. The statitical community of this research includes 3015 grade 11 male students in the region two of Rasht in educational year 2019-2020 and 341 students were selected by random sampling cluster. For gathering the data, the average of second semester of the students, social competence questionnaire of Felner Lis and Philips (1990) and educational meaning questionnaire of Henderson, king and Smith (2006) were used. Research data were analyzed using Pearson correlation coefficient and structural equation modeling with SPSS₂₆ and AMOS₂₄ software.
Results: The results of structural equation modeling showed that the direct effect of social competence on the variable of academic achievement was significant (P<0.001). The direct effect of social competence on the variable of academic meaning and the direct effect of academic meaning on the variable of academic achievement were significant (P<0.001). The indirect effect of social competence mediated by academic meaning on academic achievement variable was significant (P<0.001).
Conclusion: According to the results of findings in this research, we can say that structural model of research fits with the gathered data. Based on the results of this study education policy makers can use the social competence variable to mediate academic meaning to explain the relationship between students' academic achievement.
 

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Introduction: Burning deformities have devastating effects on a person's mental image of the quality of life and self-esteem. Parse's Theory of Human becoming considers the quality of life from the perspective of each person as one of the important goals of nursing. The aim of this study was nursing care of a patient with burning deformity of the face and limbs, which was done using the "Parse's Theory of Human becoming" as a framework.
Method: This case study was conducted to implement the model of Parse's Theory of Human becoming for nursing care of a patient with burning deformity of the face and limbs . The study is based on three principles of Parse's theory, including 1) creating meaning through the expression of patient values and experiences, 2) creating cooperation in rhythmic patterns in a reciprocal process with the world, such as revealing - hiding, limiting and, connecting - separating and 3) Making a change was to recreate and provide the client with a unique force.
Findings: Extracted needs and categories include: Lack of self-confidence (disorder of self-image, separation, and divorce), community outlook (isolation and withdrawal, blame, creating remorse), need for support (need for psychological support, need for financial support to continue treatment, need for support of social networks (relief committee, media ...), psychological problems (depression, PTSD, suicidal ideation, fear of rejection).
Conclusion: Finally, by extracting and applying concepts such as: regulating grief about normal life events, maintaining and promoting relationships with relatives and loved ones, choosing opportunities to clarify the goal, a combination of the meaning of burn deformity experience for the participant of this study evolved; In other words, the client achieved creation and change in the process of her life by taking steps to improve and using power.

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Introduction: Multiple sclerosis is a neurological and progressive disease. Living with MS has many negative and positive effects on patients' physical and mental health. This study aimed to investigate the effect of emotion-focused therapy on post-traumatic growth and psychological capital in women with Multiple Sclerosis.
Methods: This study used a quasi-experimental method (a pretest-posttest plan with a control group). Participants consisted of 30 women with Multiple Sclerosis who were selected using a convenience sampling method and were randomly divided into two groups of experimental and control groups. Our measuring tool was a psychological capital inventory and posttraumatic growth inventory which was completed by the participants. Then, the participants in the experimental group participated in 10 sessions of 60 min of emotion-focused therapy in 10 weeks but the control group didn’t receive any therapy. Analysis of covariance method was used to analyze data.
Results: Analysis of data showed that there was significant difference in psychological capital and posttraumatic growth in the experimental group, compared to the control group. (P≥ 0/05) There was a significant deference in all the subscale of psychological capital (self-efficacy, hope, resilience and optimism) and the fourth posttraumatic growth subscale (communication, personal strength, value of life and new ways) in women with MS in the experimental group (P≥ 0.05), but no significant difference in the spiritual change subscale.
Conclusion: The result showed, emotion-focused therapy can be an effective intervention to increase psychological capital and posttraumatic growth in MS patients and can be used to improve the psychological state and better cope with the disease.

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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.

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Introduction: Children with Attention Deficit Hyperactivity Disorder have problems with executive and impulsive functions and they effect the mental state of their mothers. The aim of this study was to compare the effectiveness of group mindfulness training, cognitive-behavioral training and combination training for mothers on executive functions and impulsivity in children with attention deficit-hyperactivity disorder in Kerman in 2020.
Methods: The research design was quasi-experimental with a pre-test-post-test design and follow-up with the control group. The statistical population of all mothers and boys in the first to third grades of the first elementary school had attention deficit hyperactivity disorder in Kerman. The sample size included 60 people (15 people in the mindfulness training group, 15 people in the cognitive-behavioral education group, 15 people in the combined education group, and 15 people in the control group) who were selected by available sampling method and were randomly divided into control and experimental groups by lottery method. Measurement tools included Impulsivity and Executive Function Questionnaires. Multivariate analysis of variance and repeated measures analysis of covariance were used to analyze the data. 
Results: The results showed a significant difference between the mean scores of the three stages of pre-test, post-test and follow-up test of executive function variables (0.33), and impulsivity (0.50) of children with attention deficit-hyperactivity disorder. Mean and standard deviation of working memory variable in a post-test stage in mindfulness training 19.34±4.31, in cognitive-behavioral 18.20±4.85, in combination 22.51±5.14 and in control group 81.88 ± 8.40 and in the impulsivity variable in mindfulness training 19.37±4.80, in cognitive-behavioral 23.08±4.56, in combination 17.02±3.67 and in the control group 30.83±4.24 was obtained (p<0.001).
Conclusions: The results of the present study showed that group education of mindfulness, cognitive-behavioral education and combination education for mothers had increased executive functions and reduced impulsivity in children with attention deficit-hyperactivity disorder. 
 

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Introduction: It is very important to evaluate and revise the curricula to improve their quality and ensure the education of competent students in the future. Also, this action in nursing PhD programs is vital because of its direct connection with the health of society. Therefore, the current study was conducted to compare the curriculum of nursing PhD in Iran and the University of Pittsburgh, USA.
Methods: This is a descriptive-comparative study that was conducted based on Bereday's model in 2022. After obtaining the educational programs of Iran and the University of Pittsburgh, the components of them were described and interpreted separately, and then by juxtaposing and classifying the information, were compared with each other, and conclusions were drawn.
Results: The most important strengths of the educational program of the University of Pittsburgh were focusing on the up-to-date areas that are appropriate for the level of a specialized doctorate degree, such as the development of information technology in health management, cooperation with various healthcare institutions in the field of knowledge translation in health sciences, Student admission based on merit selection and not the entrance exam score as a criterion, Satisfied with a few specific and specialized competences and capabilities based on the mission and overall goals of the course, the anticipation of course units related to expected main competencies, including research mentoring, teaching mentoring, responsibilities and activities of scientists. Also, to obtain the defense permit, it is enough to send an article extracted from the thesis to a journal, and it is not mandatory to accept or publish the article.
Conclusion: Some of the most important strengths of the educational program of the University of Pittsburgh as a leading and excellent university were extracted in different sections such as focused areas, student admission requirements, expected competencies, course units, and thesis defense. It is necessary to pay attention to these strengths in the future revisions of Iran's nursing doctoral program.
 

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Introduction: The theory-practice gap is one of the critical problems of nursing. This gap can affect the quality of patient care. This study aimed to investigate the theory-practice gap and its associated factors in the view of nursing students.  
Methods: A cross-sectional survey with census sampling was done on 179, 3rd to 8th semester, undergraduate nursing students of Kurdistan University of Medical Sciences. A self-designed three-part questionnaire including "demographic characteristics", " theory-practice gap" and "factors associated with the theory-practice gap" was used. The data were analyzed by STATA version 12 using Mann-Whitney, Kruskal-Wallis, Spearman's correlation coefficient, and multiple regression analysis tests considering a statistically significant level of 0.05. 
Results: There was a significant relationship between factors related to instructors and semester (P=0.0019). Spearman's rank correlation coefficient showed that there was a positive and significant relationship between the gap and the total score of the factors (P=0.0092, r=0.1943). Multiple Regression analysis showed that there was a significant relationship between the theory-practice gap and factors related to hospital and clinical practice (P=0.005), as well as factors related to educational planning (P=0.000). Factors related to educational planning were the most important factor affecting the theory-practice gap.
Conclusion: Considering the theory-practice gap from the viewpoint of students and the relationship between this gap and total score, it is necessary to apply appropriate strategies to reduce the theory-practice gap and revision of educational planning in order to avoid the gap generation and its complications.
 

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Introduction: Breast cancer is the most common malignancy in women and the main cause of cancer-related deaths in the world. According to the Health-Belief Model, people who become aware and sensitive about breast cancer will have more motivation to perform self-examination. The goal of the present study was to determine the effect of education based on the components of the Health Belief Model on breast self-examination performance in female employees of Najafabad-Azad-University.
Methods: This semi-experimental research was conducted with a pre-test-post-test design in the presence of 60 female employees of the Islamic Azad University-Najafabad Branch. After obtaining permission, the samples were randomly selected and assigned to two groups of 30 people. Both groups completed the Health-Belief-Model questionnaire and performance checklist before and after the study. Two 90-minute theoretical training sessions and one practical session (in 5 groups, on the simulator) were conducted in the intervention group. At the end, the mean scores of the two groups were compared. The data were analyzed with descriptive and inferential statistical tests (independent T-test, paired T-test) with SPSS-21.
Results: The age range of the participants was 29 to 54 years, and both groups were homogeneous in age. Before research, the mean scores of the components of Perceived- Susceptibility, Perceived-Sensitivity, Perceived-Benefits, Perceived-Barriers, Motivation, Self-Efficacy and the total score of the components of two groups were not significantly different (P=0.21). Finally, the overall average and the scores of Perceived-Sensitivity, Perceived-Benefits, Motivation, Self-Efficacy and Performance after training increased in the intervention group (P=0.001), but in the control group, the mean scores of Perceived-Susceptibility, Perceived-Sensitivity, Motivation and Self-Efficacy did not differ significantly (P = 0.70).
Conclusion: The current study confirmed the effectiveness of the Health-Belief-Model in promoting breast self-examination behavior, so this model can have a positive effect on women's attitude and performance and reduce the Perceived-Barriers and increase the benefits of performing this health behavior.