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Introduction: Due to negative attitudes of society to discipline, the gap between theory and practice, and lack of satisfaction in clinical settings, learning motivation and self esteem in nursing students is low. Life Skills Training could be effective in promoting the self esteem and Learning Motivation. This study aims to assess the effectiveness of life skills training (LST) on learning motivation (Intrinsic and extrinsic), academic achievement and self-esteem in nursing students of Tabriz University of Medical Sciences, Tabriz, Iran. Method: In this quasi-experimental pre-and posttest setting, 160 nursing students were participated from Tabriz and Maragheh Nursing faculties during 2014-2015. Students were divided into experimental and control groups using random sampling. Harter Academic motivation and Rosenberg self-esteem scales were used as the study instruments. The semester scores were compared before and after the intervention. Data were analyzed using descriptive (frequency and mean) and inferential statistics (paired and independent t tests, analysis of co-variance and chi-square) with SPSS version 21. Results: Mean scores of post and pre-test of motivation, academic achievement, and self-esteem in the experimental group were significantly increased after the training (P<0.05). By adjusting the effect of pre-test, differences in post-test scores of achievement, intrinsic -learning, motivation, and self-esteem between the experimental and control groups were significant (p<0.01). The intervention could explain 18%, 5%, 11%, and 71% of the variance of intrinsic and extrinsic motivation for learning, academic achievement, and self-esteem, respectively. Conclusion: Life Skills Training was effective in improving learning motivation, academic achievement and self-esteem, emphasizing the necessity of social skill training. It is recommended that, along with other educational programs, medical sciences university’s hold programs for teaching life skills and promoting mental health.

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 Introduction: Clinical training is one of the main components in nursing students programs. The lack of clinical skills during academic study providing of nursing care with quality will be difficult for future job in nursing students. Due to Clinical Teaching Partner Model is known as clinical training pattern this study aimed to evaluate the effectiveness of Clinical Teaching Partner Model on clinical skills in nursing students of Bushehr University of Medical Sciences. Method: This is a quasi-experimental study. Forty five of fifth semester nursing students were intervene by Census under two different clinical teaching methods on the Persian Gulf Martyrs Hospital of Bushehr in 1394. Forty five nursing students by simple random allocation assigned to two groups as control (n = 22) and test (n = 23) groups. Before and after the training period, students' clinical skills evaluated with a questionnaire. Face and content validity of the questionnaire were assessed. In order to analyze the data, descriptive and inferential statistics such as: chi square test, Fisher exact test, Mann-Whitney U, variance t test was performed by using software spss.ver18. Findings: Between the experimental and control groups in terms of clinical skills in the areas of duties of circular nurse, duties of recovery nurse, infection control and sterilization there was a significant difference(p<0/05). Between the experimental and control groups in terms of duties of circular nurse was not significant difference (p=0/058). Conclusion: Due to the increased skills of nursing students in Clinical Teaching Partner Model in this study, it is concluded this model is an appropriate method for clinical training to nursing students. Accordingly, the use of Clinical Teaching Partner Model in order to more benefit the experience, Constant presence alongside students and Practical knowledge of nurses in every ward is recommended for skills training to nursing students.