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Introduction: Since motivation is what makes human engine running, identifying its infrastructure especially in the areas of education and schooling is important and valuable to the growth and development of the society. The main purpose of this study is to investigating the role of hope and optimism in predicting graduate student's academic motivation. Methods: In this descriptive study in 2011-12 academic years, statistical population included postgraduate students of Ferdowsi University and Mashhad University of Medical Sciences. From this population, 350 were selected through multistage cluster sampling (218 from Ferdowsi University and 132 from Medical University). We used Snyder's hope scale, Vallerand's academic motivation scale, and optimism questionnaire by Carve and Scheier for data gathering. Data were analyzed through Pearson correlation coefficient, multiple regression methods and MANOVA. Results: The results of Pearson correlation coefficient indicated that there is a positive and significant correlation between all variables: correlation between motivation and agency (r=0.52, p<0.01), motivation and pathway (r=0.40, p<0.01), motivation and optimism (r=0.34, p<0.01), agency and pathway (r=0.57, p<0.01), agency and optimism (r=0.51, p<0.01), and pathway and optimism (r=0.32, p<0.01). The results of regression showed that combination of hope components and optimism can predict academic motivation (F (225, 3)= 33.780, p<0.001). The significance test of regression coefficients also showed that agency (t=2.173, p<0.05) and pathway (t=5.326, p<0.001) have a statistically significant relation but the regression coefficient of optimism was not statistically significant. Considering male and female students, there was only a significant difference in the area of academic motivation between them. No significant difference was observed between the two universities considering all variables. Conclusion: With regard to the results, hope is a variable related to academic motivation and should be emphasized in academic siettings. [ABSTRACT FROM AUTHOR]

Introduction: According to the increasing development of information technology and unprecedented growth in health management information, training and improvement of human resources working in the field of health care is a necessity. Therefore, this study was conducted to identify the relationship between the in-service training of nursing staff working in hospitals affiliated to Isfahan University of Medical Sciences and occupationaloutcomes including organizational commitment, job satisfaction, and organizational citizenship behavior. Methods: We conducted this correlational descriptive study in year 2013 on a statistical population of nurses working inhospitals affiliated to Isfahan University of Medical Sciences. In this study, 135 subjects were selected throughcluster random sampling method. The data collection instruments included a researcher-made questionnaire for evaluation of in-service training effectiveness, a questionnaire for organizational citizenship behavior, the questionnaire of general job satisfaction,as well as Whechler and Balfour's questionnaire of organizational commitment. We analyzed the data using descriptive statistics as well as path analysis. Results:The results showed that there was a significant relationship between in-service training of nursing staffwith organizational commitment(r=0.453, β=0.498, P =0.037) andjob satisfaction (r=0.194, β=0.348, P=0.018). However the relationshipbetween in-service trainingwith organization citizenship behavior was not significant and there is no relationship. Conclusion:According to the importance of qualified performance by nurses in the health system that seeks to ensure effective training, and the relationship between this training with occupational outcomes including organizational commitment and job satisfaction, paying attention to the training of nurses is more evident. [ABSTRACT FROM AUTHOR]

Introduction: One of the characteristics of a normal personality that can amend an individual's happiness level is self-esteem. Nowadays, the importance of self-esteem has been increased in different aspects of human's life such as education, occupation, and social settings. This study aimed to determine the relationship between self-esteem and happiness among students of Arak University of Medical Sciences in year two thousand fourteen. Methods: This cross-sectional study was carried out in year 2014 on a sample of 200 students of Arak University of Medical Sciences selected through stratified random sampling method. Data were collected using Rosenberg self-esteem questionnaire and Oxford happiness questionnaire. Data were analyzed using ttest, one-way ANOVA, and Pearson correlation coefficient. Results:The mean of students' age was 21.01± 3.55 years old. Mean scores of self-esteem and happinesswere 5.53±4.43 out of 10 and 43±1.25 out of 87 respectively. Pearson correlation coefficient showed a statistically significant relationship between students' self-esteem score and happiness score (r=0.058, and p=0.0001). Conclusion:The results showed that students' self-esteem and happiness in Arak University of Medical Sciences enjoyed ahigh level. It seems that high self-esteem increased happiness. Cultural and educational programs could improve students' self-esteem and happiness. [ABSTRACT FROM AUTHOR]

Introduction: Professional self-concept is the individual's perception of self as a professional person and it affects his/her thinking, role development, and professional function. In recent years, improving self-concept has been discussed as a global aim in higher education, especially in nursing discipline. Thus, this study was conducted to examine the effect of an educational-orientation program on professional self-concept of bachelor nursing students. Methods: Through an experimental study in 2011-2012 academic years, 50 bachelor nursing students of Mashhad University of Medical Sciences were selected and randomly assigned into experimental and control groups. Study subjects in two groups completed the study questionnaires before the educational program, at the end, and three weeks after the intervention. The control group just received the usual training of nursing courses and the experimental group participated in six sessions of educational-orientation program, weekly. Data was analzed using T test,ANOVA with repeated measures and two-way ANOVA. Results: According to the findings, a significant difference was observed between the average scores of nursing self-concept before intervention (169.5±26), immediately after the intervention (178.4±22.6), and three weeks after the intervention (184.4±25.6) in the experimental group out of 216 (P≤0.003); this is while this difference was not statistically significant in control group (P=0.651). So, the educational-orientation program had increased the average self-concept score in experimental group. Also the maximal changes in professional self-concept aspects were observed in the general self-concept dimension. Conclusion: The educational-orientation programs that are organized with given objectives for professional development of nursing students and represent a positive picture of nursing profession can improve professional self-concept of nursing students. [ABSTRACT FROM AUTHOR]

Introduction: Critical thinking training is one of the most important missions of educational institutes. Hence, academic libraries as an inseparable operational unit of higher education must help their users to benefit from information resources and facilities providing them with the chance to develop and improve critical thinking capability. This study aimed to investigate significant barriers to and inhibitive factors on providing suitable environment for developing and improving critical thinking in university libraries from the viewpoints of students in Boushehr University of Medical Sciences and Persian Gulf University. Methods: In this descriptive survey, the barriers to critical thinking development in academic libraries was investigated according to the viewpoint of 793 students from Bushehr University of Medical Sciences and Persian Gulf University in 2013-14 academic years. Students were selected by stratified proportional sampling. Data was collected through a valid and reliable researcher-made questionnaire categorized using 5-point Likert scale. The questionnaire was validated using experts’ viewpoints and its reliability was approved through estimation of Chronbach’s Alpha (0.84). Data were analyzed using descriptive statistics, one-sample t-test, Mann Whitney Test, and Kruskal-Wallis. Results: Mean scores in areas of linguistic barriers (weighted mean: 3.59), users’ inherent barriers (weighted mean: 3.49), users’ social and psychological barriers (weighted mean: 3.38), and logical barriers (weighted mean: 3.34) were higher than cut-off point of 3 and placed in significancy level of (p=0.0001). These barriers were identified as most important ones from the viewpoints of students. Conclusion: By encouraging students to ask and seek and creating a suitable environment for sharing ideas, university libraries and librarians can help their users in improving their linguistic communication. Holding educational workshops to promote information literacy skills, ability to seek, analyze, evaluate and judge the value and validity of information, as well as conducting educational tours on how to use library facilities could eliminate major factors in developing critical thinking that are lack of ability in determining informational needs and different levels of identification and utilization of retrieved information. [ABSTRACT FROM AUTHOR]

Introduction: One of the most important and basic goals of nursing education is the development of critical thinking. Critical thinking is known as an integral component of nursing. This study investigated the effect of an active educational method on nursing students’ critical thinking capability. Methods: This is a quasi-experimental interventional study performed on 60 nursing students (30 in each group). First, California Critical Thinking test questionnaire were filled by the participants. The intervention group was trained using an active method based on critical thinking questions at a period of 9 clinical sessions. In the last session, California Critical Thinking test questionnaire was again refilled by the participants. Data was analyzed using descriptive statistics, independent t, and paired t tests. Results: There were no significant differences between two groups in terms of background variables before the study. In test of critical thinking, no significant differences were observed in the control group before and after intervention. But there was statistically significant difference in the intervention group (p<0.001) and this active educational method could elevate critical thinking ability in intervention group. The normal clinical education program in control group was not successful in improving students’ critical thinking skills. Conclusion: The increase in students’ total score of critical thinking, analytical skills, and deductive reasoning reflects the valuable effect of this active educational method on students. [ABSTRACT FROM AUTHOR]

Introduction: Metacognitive awareness is crucial to the adoption and application of proven educational initiatives. The purpose of this study was to determine the relationship between meta-cognitive awareness of faculty members, and higher order thinking instruction to students in Isfahan University of Medical Science within 2009- 2010 academic years. Methods: This descriptive- correlation study included two study populations. The first one was full-time faculty members of Isfahan University of Medical Science out of which 36 were selected using proportional stratified sampling. The other population was second and third year undergraduate students of Isfahan University of Medical Sciences out of whom 360 were selected by simple random sampling. The data gathering instruments were Met-cognitive Awareness Inventory (MAI) distributed among faculty members, and Higher Order Thinking Instruction Questionnaire (HOTIQ) developed by the authors of this study and completed by students under investigation. For data analysis, descriptive and inferential statistics (correlation coefficients and linear regression analysis) were used. Results: The findings showed that there was a significant correlation between faculties’ meta-cognitive awareness and the higher order thinking instruction to students (P<0.01, r= 0.81). But this feature does not increase with age and teaching experience. The findings of regression analysis also showed that metacognitive awareness along with its two components (metacognitive knowledge and cognitive regulation) can explain 0.85 percent of variance in higher order thinking instruction (P<0.01). Conclusion: The results indicate that the metacognitive awareness of faculty members is related to higher order thinking instruction to students. Accordingly, teaching metacognitive shills and awareness to faculty members must be placed in the plans of higher education institutions. [ABSTRACT FROM AUTHOR]

Introduction: Teacher efficacy is the belief of a teacher that he can affect the behavior and academic achievement of learners. Many efforts have been made to measure teacher efficacy but there is no valid and reliable instrument to measure it in Iran. Therefore, this study was performed to translate and psychologically evaluate “teachers' sense of efficacy scale” (TSES). Methods: This descriptive study was conducted on teachers of school of nursing and midwifery in Tehran. The questionnaire was completed by all teachers (n=140). TSES was translated and then its content, face, and concurrent validity as well as its reliability were measured using internal consistency and test re-test after two weeks. Results: Content validity index of TSES was 0.79 in part of relevancy, 0.62 for clarity, and 0.51 for simplicity respectively. Face validity of the scale was approved according to experts' opinions and viewpoints of participants. Concurrent validity of teacher's sense of efficacy scale was measured along with “General Self-efficacy Scale” and a value of 0.71 was calculated for their correlation. TSES scale’s Cronbach's alpha was 0.93 and 0.96 was the value attained for test re-test. Conclusion: The “Teacher Sense of Efficacy Scale” (TSES) is a valid and reliable scale for measuring the efficacy of teachers in Iran. [ABSTRACT FROM AUTHOR]

Introduction: One of the proposed issues in modern education is the integration of new technologies with education. Information and communication technology is applied more than other technologies in the past few decades. The objective of this study is to investigate the effect of contextual factors on knowledge about information and communication technology (ICT) and using it by faculty members in Isfahan University of Medical Sciences. Methods: This descriptive cross-sectional study was performed in Isfahan University of Medical Sciences on 234 medical teachers sampled through simple quota. Study instrument was a researcher made questionnaire for evaluating status of teachers' knowledge and use of ICT. Content validity of questionnaire was approved by ten experts of education. Reliability of the questionnaire was 0.85 as measured by Chronbach's Alpha. After gathering data, it was analyzed using descriptive and inferential statistical tests. Results: Data achieved from 201 completed questionnaires showed that the mean score of self-evaluation was 3.98±1.15 for knowledge about computer and 2.98±0.71 for knowledge of computer. The knowledge about computer was higher among males compared to women, assistant professors compared to other scientific levels, and younger than 35 years compared to older. This differences was significant (p<0.05). A negative correlation was also observed investigating the relationship between knowledge and use of computer and internet with teaching years (p<0.05). Moreover, 62.2% of teachers used computers for 4 hours or more. Teachers younger than 35, used computer more than older. This difference was also significant considering clinical and nonclinical groups (p<0.05). Conclusion: With regard to the results of this study, the knowledge and rate of using ICT is varied among faculties and lower than expected. This knowledge and use also reduce for clinical or old teachers. Therefore we should notice these factors for designing faculty development program. [ABSTRACT FROM AUTHOR]

Introduction: The ability of critical thinking and clinical decision making is a professional necessity in nursing. Concept map is one of the novel and constructive methods of educational technology in nursing that can lead to meaningful deep learning. This study was conducted to determine the effect of teaching concept map on critical thinking and clinical decision making of nurses. Methods: This quasi-experimental study of pre-test and post-test method was performed on nurses of Vliasr Hospital working in neonatal intensive cares units (n=30) selected through census. Five specialized scenarios of neonatal ward were taught to nurses through concept map for 5 consecutive weeks. Data was gathered before and after intervention using a questionnaire consisting three parts of demographic characteristics, B California Critical Thinking Test Questions, and clinical decision making cards by Q-Sort. Data was analyzed using paired and independent t-test at a significance level of (P<0.05). Results: Both mean scores of critical thinking and clinical decision making showed a significant improvement from 12.6±3.3 and 84.3±4.9 respectively before the intervention to 26±5.1 and 98.2±1/9 after the intervention out of a total of 64 (P<0.001). Moreover, the increase in clinical decision making score was significantly higher among impermanently employed nurses compared to officially employed ones (P=0.004, 16.5±5 versus 11.4±3.9). Furthermore, this score was higher among those with working background of less than 10 years compared to those having longer working backgrounds (P=0.002, 16.7±4.9 versus 11.2±3.8). Conclusion: Concept map in nursing education could result in development of critical thinking skills and clinical decision making. So it is recommended to employ this method in clinical nursing education. [ABSTRACT FROM AUTHOR]

Introduction: As an instrument for supervising and directing teaching-learning procedure of learners, logbooks were developed and put into practice according to national educational objectives. This study was performed to determine the efficiency of externs' educational logbooks. Methods: This descriptive evaluation study was performed in year 2012 in Mashhad Faculty of Medicine. Three study instruments included a 4-point Likert scale questionnaire, 3 multiple-choice questions, and 3 open-ended queries designed in Educational Development Office of faculty of medicine. Instruments' validity and reliability was approved using content analysis and internal consistency methods (α= 0.91). Sample size was calculated by pilot study, 84 externs, and 51 faculties. Initially, 8 clinical groups were randomly selected, and then the questionnaire for completing sample size was given to faculties and externs. Ordinal and nominal data were reported using descriptive methods and analyzed by JMP4 software using chi square. Qualitative data were analyzed using summative content analysis method. Results: Seventy one externs (83%) and 40 faculties (81%), reported logbook's information accuracy less than 60% averagely. Twenty five faculties (49%) believed that logbooks must have its own score as a document indicating student's in-ward activity. This is while 43 students (51%) believed that this could lead to increasing registration of feigned information. Concerning achievement in 14 expected objectives, externs evaluated logbooks to be significantly less effective compared to the extent to which faculties did (p<0001). Systematically approaching this process, qualitative findings in areas of modality, structure, implementation, and outcome showed that students did not substantively object use of logbook. In fact they opposed the structure and the way in which logbook was used. Conclusion: Evaluation of procedures and outcomes of using logbooks for directing teaching-learning process showed that executive shortcomings have prevented the fulfillment of expected objectives. Further justification for teachers and learners as well as content and procedure revision is needed. [ABSTRACT FROM AUTHOR]

Introduction: One of the most important roles intended for nurses is their educational role in the community. Accordingly, this study was implemented to review the results of this role and to determine the effect of education on HCV+ patients' knowledge of Hepatitis C in MMT and DIC centers and other healthcare networks of Isfahan Province. Methods: This quasi-experimental study was performed in year 2011 on HCV+ patients covered by MMT and DIC and healthcare networks of Isfahan province. Ninety seven HCV+ patients were trained by superintendents on various aspects of Hepatitis C including transmission, prevention, complications and etc. via workshops. Knowledge was assessed before and after training. Required information was collected by a questionnaire designed for this purpose and was analyzed using descriptive statistical tests, Chi2, student t and paired t test. Results: Mean scores of patients' knowledge before and after intervention were 11.9±5.3 and 18±3.13 respectively. Paired t test showed that the difference in patients' knowledge mean scores before and after intervention was significant (p<0.001). Conclusion: According to the results, providing information on this disease leads to improvement of individuals' knowledge and attitude. This can influence the controlling process of Hepatitis C in the community especially in relation to transmission to other people. [ABSTRACT FROM AUTHOR]