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Background: In order to provide an effective care plan for patients, important caring behaviors for this points of view must be identified. Objective:To determine the patients’ perceptions of the importance of caring behaviors. Design: This was a cross-sectional study. In which Caring behaviors were categorized in six subscales (accessibility, trusting relationship, anticipation, comforting, monitoring and following, explaining and facilitating) and studied through sorting cards. Sample: 95 patients were selected with consecutive sampling method. Results: Patients perceived technical caring behaviors more important than affective ones. Male patients perceived accessibility to nurses of more importance than female patients (p=0.04). In addition patients with high school and diploma education pointed monitoring and following of more importance than those with primary education (p=0.04). Conclusion: As patients perceived technical caring behaviors more important than affective ones, so it is recommended that nurses pay more attention to technical behaviors. In addition more studies about affective caring behaviors is recommended

Background: Respecting patient’s right is what, patients expect from health centers. It means that the patients regardless to their age, sex, race and other differences have some rights such as: knowing, selecting, being respected, confidentiality, territoriality and receiving efficient care and treatment and nurses must respect these rights. Objective: To determine the nurse’s level of respect for the patients rights. Design: This was a cross- sectional study in which through two dimensional tools the nurses level of respect for patient’s rights determined and measured. Sample: 280 nurses were selected through stratified randomized sampling. Results: The results showed moderate respect for patient’s rights. Conclusion: Findings showed moderate respect for patient’s rights. It is suggested to provide session of teaching on patient’s rights for nurses, and it is also recommended to inform the patients about their own rights. These, consequently lead to a better and qualified patient’s care.

Background : Clinical work is important part of nursing teaching. Nursing education to their responsibilities for teaching and researching are also responsible for integrating the knowledge and practice and offering service to community. Complexity of these responsibilities often cause a great deal of psychological stress. Objective : To determine level of stress perceived by nurse educators during their clinical teaching. Design : This was a descriptive study and the information were obtained through questionnaire. Samples : 98 female nurse educators were selected randomly from faculty members of Iran, Shahid Beheshti and Tehran Universities. Results : Results showed that ''heavy workload''(responsibility of theoretical and clinical teaching) were the most stressful activity on the part of nurse educators. Other contributing factors were '' experience on the part of nurse educators . Conclusion : Data showed that among stressful factors in clinical teaching ''heavy workload of theoretical and clinical teaching'' and ''unequality with others'' were the most stressful factors for nurse educators .

Background : Evaluation of procedure is a process through which procedures are comp aired with standards and judgment is made about. Results obtained from evaluation of staff's function can be effective in improving quality of care and promoting society health level. Objective : Evaluation of quality care of intravenous line by nurses. Design : This was a descriptive study in which quality care of the intravenous line were assessed. Data were collected through direct observation, interview and completing observation check list. The relation of some demographic data (age, work history, educational qualification) were assessed with quality of care. Samples : 102 staff nurses were selected. Results : Quality care of intervenes line by nurses were in medium level. . Conclusion : All nurses need to have educational course about intravenous therapy in order to become more knowledgeable and skilled and able to prevent complication.

Background : The subject of stress, is an important issue in today's industrial world. In this relation occupational stress, is one of special concern and nursing education is one of stressful occupation. Objective : To determine the degree of tension produced by stressful factors in theoretical nursing education on nurse education. Design : This was a descriptive study. Information were obtained through self reporting questionnaire. Samples : 96 female nurse education from nursing and midwifery schools in Tehran were selected randomly. Results : The findings showed that the ''poor theorical preparation'' and '' lack f teaching experiences'' and the '' large number of students in class'' ''working with people with different values'' and '' maintaining professional knowledge in accordance to advancement of profession'' had the highest degree of tension for nurse educators. Conclusion : The finings showed that from stressful factors related to theoretical education ''poor theoretical preparation'' and ''lack of teaching experiences'' had the highest level of tension, and ''creativeness, and presenting course conent'' and also ''student conselling'' had the lowest tension for nurse educators.

There are two strategies that increasing skill of nursing students: heuristic method and concept map. These methods correlate theoretical and operational lessons effectively. Different researches and experiments showed that students, who have educated with these methods, have more ability to attain skills than the other students. This subject is not a novel idea. Even Tyler has applied this theory from 1949. American nursing association has confirmed and supported this theory in 1987 because believed that it elevate scientific level of students. Also, different researches indicated that students, who educated with this method, enjoy true nursing skills. Yura & et al. (1986) confirmed and supported this theory. They believed that when student find method of patient’s care and know reasons of every work, she/he has found precise and stable method for enhancement of her/his knowledge and skill quality.

In this paper the process of coping with cancer has been discussed. There is no doubt that cancer is a burden experience. There are two plans which represent coping demands and methods of coping with cancer. Coping demands have been experienced and reported by cancer patients. The most important method of coping is to find an opportunity for emotional coping. Study results represent that a large number of cancer patients feel shock, unreal feelings, fear, sorrow and anger. Nurses can help patients how to live with these feelings. It is very important for the patient to be supported from anxious in initiation of disease. The patient should be helped to be independent and active. We should know that cancer patients can not be able to cope with cancer without help of nurses or others. Patients who had jobbed reported that they have been able to come over with their problems. To be able to help these patients, nurses should be familiar with coping mechanisms which patients use. Nurses can inform patients and give them opportunity to present their feelings.

Background: High level of perceived stress in nurses is due to a genetic predisposition and environmental stressors. The aim of NURSE (Nursing Unacquainted Related Stress Etiologies) study was to investigate the association of C677T MTHFR gene polymorphism and stress perception among nurses. Methods: In this comprehensive study, 216 female nurses were recruited. Perceived stress was assessed using the Cohen Perceived Stress Scale (PSS). Genomic DNA was extracted from peripheral blood, and MTHFR genotype was detected by the polymerase chain reaction. Results: MTHFR C677T genotype analysis revealed that half of the participants had normal C/C genotype, and the remaining half presented higher frequencies of C/T genotype (39.8%) compared to T/T genotype (10.2%). The mean±SD stress score in morning shift, night shift, and rotation was 15.39±4.75, 15.92±4.94, and 15.83±5.61, respectively (p= 0.7). Perceived stress score was more in highly educated group but it was not significant (p= 0.2). Distribution of different MTHFR genotypes in diverse groups revealed that in groups with more stress score, the frequency of heterozygote (C/T) and homozygote (T/T) genotypes increased. Data revealed that in low stress category, 87% of the participants had a normal genotype. However, in high stress category, 71.3% of the participants had a normal genotype. Conclusion: MTHFR genotype, independent of folate availability and probable confounding parameters, might be a potential risk factor of perceived stress among nurses.