@article{ 
author = {iranshahri, bahram and KarbalaiHerafteh, Fatemeh Soghara and SanagouyeMoharer, Gholamrez},  
title = {The Effectiveness of Treatment Based on Acceptance and School Acceptance on The Quality of Time of a Boy with Active Memory Disorder}, 
abstract ={Introduction: Students' quality of life is important in their academic and psychological success, especially for students who face working memory disorder. Accordingly, this study aimed to investigate the effectiveness of acceptance and commitment therapy in improving the quality of school life of male students with working memory disorder. Method: The research method was semi-experimental, with a pre-test and post-test design and with a control group. The statistical population of the present study included all male students studying in the first year of high school with a working memory disorder who were referred to the psychological and counseling service centers of Iranshahr in the academic year 2023-.2024 According to Cohen's table, considering a statistical power of 80% and an alpha error level of 0.05, 40 boys studying in the first year of secondary school with active memory disorder who were referred to psychological and counseling service centers in Iranshahr were selected purposeful, and their random assignment to experimental and control groups of 20 people was done by drawing lots. Data were collected using the Ainly and Bourke (1992) classroom quality of life questionnaire. The experimental group was trained in 8 90-minute sessions based on acceptance and commitment therapy. The data were analyzed using the analysis covariance test in SPSS version 26 at a significance level of 0.05. Results: The findings showed a significant difference between the mean quality of life scores of male students with active memory in the experimental and control groups in the pre-test and post-test stages (P<0.005). Thus, this treatment improved male students with active memory disorder quality of life. Based on the eta coefficients, 95% of the difference in the post-test scores of the variable was related to the effect of acceptance and commitment therapy. Conclusion: Given that acceptance and commitment therapy is effective on the well-being and satisfaction of students with active memory disorder from positive and negative experiences at school, it is suggested that therapists and education specialists consider this method as an effective method.  },  
Keywords = {Keywords: Active memory, Acceptance and Commitment Therapy, Students, Quality of life.},
volume = {14},
Number = {1}, 
pages = {1-11}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = {10.22034/JNE.14.1.1},
url = {http://jne.ir/article-1-1632-en.html},  
eprint = {http://jne.ir/article-1-1632-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}

@article{ 
author = {ahmadzadeh, Masoomeh and AshghaliFarahani, Mansoureh and Mohammadzadeh, Morteza and Gholamnejad, Hanieh},  
title = {Title: Nurses\' Adherence to Ventilator-Associated Pneumonia (VAP) Prevention Guidelines in the Teaching Hospitals of Iran University of Medical Sciences, 2024}, 
abstract ={introduction: Ventilator-associated pneumonia is one of the common infections in intensive care unit patients, which can increase hospitalization duration and mortality rates. Preventing VAP requires teamwork, especially from nurses who play a crucial role in respiratory care. However, due to the high number of patients, limited time, and insufficient training, the implementation of preventive measures is not carried out properly. This study aimed to assess the adherence of nurses to ventilator-associated pneumonia prevention guidelines in the teaching hospitals affiliated with Iran University of Medical Sciences in 2024. Methods:  A cross-sectional study was conducted involving 265 intensive care unit nurses from educational hospitals in Tehran. The study utilized two questionnaires: one to collect demographic information and another to assess nurse compliance with guidelines for the prevention of ventilator-associated pneumonia, which had a  single domain with a scoring range of zero to thirty-four. Data analysis was performed using SPSS version 18, employing both descriptive and inferential statistical methods, including Pearson correlation coefficient, independent t-test, and one-way analysis of variance (ANOVA). Results: The findings showed that nurses' adherence to VAP prevention protocols was 66.8%, with a mean adherence score of 25.33 ± 4.13. The highest and lowest adherence rates were related to the use of heat and moisture exchangers (HME filters) (1.94 ± 0.23) and the use of sterile gloves during open suctioning (0.83 ± 0.77), respectively. Conclusion: This study demonstrated that the level of nurses' adherence to ventilator-associated pneumonia prevention protocols in intensive care units is satisfactory and acceptable. These findings indicate the effectiveness of these protocols and highlight the importance of adherence in reducing the risk of pneumonia. Accordingly, it is recommended that regular training sessions and adequate supervision be implemented to enhance compliance with these guidelines.  },  
Keywords = {adherence, Nurse, Ventilator Associated Pneumonia},
volume = {14},
Number = {1}, 
pages = {12-20}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = {10.22034/JNE.14.1.12},
url = {http://jne.ir/article-1-1664-en.html},  
eprint = {http://jne.ir/article-1-1664-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}

@article{ 
author = {ghasemi, sima and Davoodi, Hossein and Heidari, Hassan and Ghaffari, Khalil},  
title = {The Process of Meaning in Life Among Nursing Students: Presenting a Conceptual Map}, 
abstract ={Introduction: The meaning of life in nursing is a fundamental value that nursing students explore and discover during their academic years. This meaning is shaped through personal and professional experiences and plays a key role in their psychological well-being and professional performance. It can also serve as a conceptual map to guide future students. This study aimed to investigate the process of forming the meaning of life among final-year nursing students at the Islamic Azad University, Zanjan Branch, and to present a conceptual map. Methods: This mixed-methods research was conducted in 2024 with the participation of ten final-year undergraduate nursing students (with high scores on the Steger Meaning in Life Scale) and six experienced faculty members from the nursing department at the Islamic Azad University, Zanjan Branch. Quantitative data were collected using the Steger questionnaire and analyzed with SPSS 16 software. Qualitative data were gathered through semi-structured interviews and analyzed using qualitative content analysis (Meyering model) with MAXQDA 2020 software. Results: The quantitative results showed that the average score for the meaning of life among students was 48.43 out of 70, with a standard deviation of 7.47. Qualitative findings revealed that the meaning of life manifested in three dimensions: individual (interpersonal skills with the highest frequency, purposefulness, human-spiritual values, and self-awareness), professional (responsibility with the highest frequency, resilience, and self-efficacy), and social (positive interactions with the highest frequency, collaboration, and a sense of belonging). Conclusion: Final-year nursing students, despite having a relatively high level of meaning in life, are still in the phase of searching for meaning. Their sense of meaning impacts personal, social, and professional growth and is influenced by the educational environment, social culture, and economic conditions. The designed conceptual map examines the interaction of individual, experienced, and social codes alongside influencing factors within an open and dynamic system. These findings can serve as a foundation for designing educational programs and targeted to enhance the meaning of life and improv the quality of nursing care.  },  
Keywords = {Meaning of life, Process of meaning in life, Nursing students, Conceptual map.},
volume = {14},
Number = {1}, 
pages = {21-35}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = {10.22034/JNE.14.1.21},
url = {http://jne.ir/article-1-1676-en.html},  
eprint = {http://jne.ir/article-1-1676-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}

@article{ 
author = {Jamehbozorg, Amir and MahviShirazi, Majid and Piriaei, Hass},  
title = {The effectiveness of solution-focused therapy on psychological capital and academic commitment in students with low academic performance}, 
abstract ={Introduction: Low academic performance is one of the most important harms of the academic period for students; given the importance of this issue, the present study was conducted to determine the effectiveness of solution-focused therapy on psychological capital and academic commitment in students with low academic performance. Methods: The present study was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all male students with low academic performance in the ninth grade of Bahar City, Hamadan Province (Iran), in the academic year 2024. The required sample size for each group was determined as 15 people and a total of 30 students; they were first selected using purposive sampling, and after screening, they were placed in the control and experimental groups using a simple random method, and the intervention group received eight group treatment sessions. Participants responded to the Psychological Capital Questionnaire (Luthans et al., 2007) and the Academic Commitment Scale (Vogel and Human-Vogel, 2016). Data were analyzed using multivariate analysis of covariance with SPSS-24 software. Findings: The results showed that, after controlling for the pretest effect, there was a significant difference between the experimental and control groups' posttest scores on psychological capital (F=21.38, P=0.01) and academic commitment (F=38.35, P=0.01) in students with low academic performance (P<0.05). Conclusion: This study's findings suggest that solution-focused therapy was an effective intervention for improving the psychological capital and academic commitment of students with low academic performance. It also suggests that solution-focused therapy be used to improve the psychological capital and academic commitment of students in schools and other educational and therapeutic centers.  },  
Keywords = {Solution-Focused Therapy, Academic Performance, Students},
volume = {14},
Number = {1}, 
pages = {36-46}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = {10.22034/JNE.14.1.36},
url = {http://jne.ir/article-1-1678-en.html},  
eprint = {http://jne.ir/article-1-1678-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}

@article{ 
author = {Khodabakhsh, Mohammadrez},  
title = {The Mediating Role of Psychological Capital in the Relationship between Perceived Organizational Support and Burnout among Nurses}, 
abstract ={Introduction: Burnout is one of the most significant challenges for human resources in the healthcare sector, especially among nurses. Therefore, it is of great importance to investigate the factors influencing burnout. The present study investigates the mediating role of psychological capital in the relationship between perceived organizational support and burnout among nurses. Methods: This study is descriptive and correlational. The statistical population included all nurses working in public hospitals in Mashhad in June 2024. 300 nurses were selected as the research sample through a convenient sampling method. The data collection instruments included the Psychological Capital Questionnaire by Luthans et al. (2007), the Maslach Burnout Inventory (1981), and the Perceived Organizational Support Questionnaire by Eisenberger et al. (1986). The data were analyzed using Structural Equation Modeling (SEM) and Amos software version 22. Findings: The structural equation modeling analysis results indicated that perceived organizational support directly affects burnout, and the mediating role of psychological capital in the relationship between perceived organizational support and burnout is significant (p-value < 0.05). Conclusion: Based on the results, it can be concluded that enhancing psychological capital and perceived organizational support among nurses is an effective method for reducing burnout.  },  
Keywords = {Psychological Capital, Perceived Organizational Support, Burnout, Nurses.},
volume = {14},
Number = {1}, 
pages = {47-62}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = {10.22034/JNE.14.1.47},
url = {http://jne.ir/article-1-1675-en.html},  
eprint = {http://jne.ir/article-1-1675-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}

@article{ 
author = {Moslehi, Sadegh and Shareinia, Habib and Sajjadi, Muosa and Sajjadi, Mohammad Shay},  
title = {The Effect of Telenursing Training on Adherence to Treatment Regimen in Hemodialysis Patients}, 
abstract ={Introduction: Nurses monitor healthcare programs to enhance patient cooperation, adherence, awareness, and sensitivity. Telephone follow-up (telenursing) is considered an effective tool for this purpose. Therefore, this study aimed to determine the impact of telenursing education on adherence to dietary regimens in hemodialysis patients. Methods: This randomized controlled clinical trial with a pre-test and post-test design was conducted in 2023. The study sample included 56 hemodialysis patients from Shahid Modarres Hospital in Kashmar. Data were collected at three stages: before, during, and after the intervention using a demographic information form, the End-Stage Renal Disease Adherence Questionnaire (ESRD-AQ), and a laboratory test results form, along with weight gain records between dialysis sessions. The intervention involved weekly educational sessions via mobile phone calls, each lasting 20 minutes, for three months. Additionally, educational text messages were sent to patients once a week. Data analysis was performed using SPSS software version 23 at a significance level 0.05. Results: Most participants were married, female, had an educational level below high school, and were aged 55 years or older. The overall mean adherence score to the dietary regimen was significantly higher in the intervention group compared to the control group at 8 and 12 weeks after the intervention (p<0.001). However, no significant difference was observed between the groups 4 weeks post-intervention (p=0.76). Repeated measures analysis indicated an increasing trend in dietary adherence scores over time in the intervention group, but the difference between the intervention and control groups was not statistically significant (p=0.24). Additionally, the two groups had a significant difference regarding weight control index, phosphorus, and albumin levels (p<0.05). Conclusion: This study's findings suggest that patient education and telephone follow-up improve adherence to dietary regimens and enhance clinical and laboratory indices in hemodialysis patients. Such interventions should be considered in the management of hemodialysis patients.  },  
Keywords = {Education, Telenursing, Adherence To treatment regimen, Hemodialysis.},
volume = {14},
Number = {1}, 
pages = {63-75}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = { 10.22034/JNE.14.1.63},
url = {http://jne.ir/article-1-1668-en.html},  
eprint = {http://jne.ir/article-1-1668-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}

@article{ 
author = {Jowkar, Maryam and kamali, shahrzad and Mottaghi, Rez},  
title = {The Effectiveness of Life Skills Training on Self-Efficacy and Resilience in Children and Adolescents of Divorce}, 
abstract ={Introduction: Divorce is a stressful factor in families that can reduce self-efficacy and resilience in children and adolescents. Self-efficacy refers to an individual’s belief in their ability to manage situations, while resilience is the capacity to cope with difficult circumstances. Life skills training can serve as an effective intervention to enhance these abilities. Therefore, the present study aimed to investigate the effectiveness of life skills training on self-efficacy and resilience in children and adolescents of divorced parents. Methods: This semi-experimental study was conducted using a pre-test-post-test design with a control group. The statistical population included children and adolescents of divorced parents in Arsanjan, Iran, in 2023. Thirty participants were selected through convenience sampling and randomly assigned to experimental and control groups (15 participants each). The experimental group received life skills training in 10 sessions, each lasting 90 minutes, held twice a week. The data collection tools included a demographic checklist, the Morris Self-Efficacy Questionnaire (2001), and the Ungar & Liebenberg Resilience Scale (2011). The data obtained from the questionnaires in the pre-test and post-test were analyzed using SPSS-26 software, and the research hypotheses were examined using multivariate analysis of covariance (MANCOVA) at a significance level of p < 0.05. Results: The results showed that life skills training had a significant effect on the self-efficacy and resilience of children and adolescents of divorce (p<0.001). Additionally, life skills training had a significant impact on the dimensions of self-efficacy (social self-efficacy, academic self-efficacy, and emotional self-efficacy) and the dimensions of resilience (personal, relational, and contextual resilience) (p<0.001). Conclusion: Considering the psychological and social harms caused by divorce, life skills training can be an effective preventive strategy to improve the mental health of children and adolescents of divorced families.  },  
Keywords = {Life skills, self-efficacy, resilience, children and, Adolescents of Divorce},
volume = {14},
Number = {1}, 
pages = {76-88}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = {10.22034/JNE.14.1.76},
url = {http://jne.ir/article-1-1670-en.html},  
eprint = {http://jne.ir/article-1-1670-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}

@article{ 
author = {jahan, elahe and Nobahar, Monir and Babamohamadi, Hass},  
title = {Comparison of the Community Health Nursing Master\'s Curriculum in Iran and the United States: A Comparative Study}, 
abstract ={Introduction: Universities play a key role in training skilled professionals and advancing knowledge. Nursing schools must educate nurses with scientific expertise, clinical skills, and leadership abilities. This study aimed to compare the Master’s programs in Community Health Nursing in Iran and the University of Washington in the U.S. to identify strengths and areas for improvement. Methods: This descriptive-comparative study was conducted in 2023 using the Bereday model (description, interpretation, juxtaposition, and comparison). The comparative analysis examined the curricula of the Master’s in Community Health Nursing from Iran’s Ministry of Health, Treatment, and Medical Education and the University of Washington’s School of Nursing and Public Health. Results: The analysis revealed that Iran’s program, with 32 credit units, emphasizes practical skills and family-centered care, offering stronger training workshops. In contrast, the University of Washington’s flexible 60-credit program prioritizes social justice and applied research. Conclusion: The findings suggest that while Iran’s Community Health Nursing program has strengths, such as skill-based training, it requires greater curricular flexibility, enhanced research orientation, and the integration of health equity conceptsAdopting lessons from the University of Washington in leadership and technology could lead to more competent nurses. These changes would be a fundamental step in improving the quality of community-based care.  },  
Keywords = {Community Health Nursing, Educational Program, Iran, Master's Degree, USA, Washington.},
volume = {14},
Number = {1}, 
pages = {89-100}, 
publisher = {4 انجمن علمی پرستاری ایران  },

doi = {10.22034/JNE.14.1.89},
url = {http://jne.ir/article-1-1661-en.html},  
eprint = {http://jne.ir/article-1-1661-en.pdf},  
journal = {Journal of Nursing Education},  
issn = {2322-3812}, 
eissn = {2322-4428}, 
year = {2025}  
}