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Background: Despite various quantitative studies reporting that pain is among the most serious problem in ankylosing spondylitis (AS), no detailed qualitative studies address how pain affects the life of patients with AS., Aim: To explore AS patients' experiences with pain and its effect on their lives., Design: Descriptive qualitative study., Methods: Data were collected by individual in-depth interviews. Colaizzi's phenomenological data analysis was performed., Results: During periods of pain, participants indicated that they experienced difficulty with performing their daily routine activities and meeting their personal needs. Pain also prevented them from fulfilling their responsibilities in their families, inhibited their social relations, and posed problems at their workplace. Due to the negative effects of pain in their lives, the participants felt helplessness, fear, stress, sadness, and unhappiness., Conclusions: Added to being asked about the quantity of pain, patients with AS should be questioned about how pain affects their lives.

Background: In nursing education, there are several different factors which can affect the efficacy and quality of the education besides the interaction between the students and the educator. The necessity of giving theoretical and clinical education together may lead to various difficulties., Purpose: We aimed to determine the features of faculties that are most sought after by nursing students and to identify the conditions that lead to stress in the education process., Methods: This was a descriptive study. The data were gathered using a collection form that was prepared by the researchers and included questions about the students' expectations of the faculty and the conditions that caused stress in the students., Results: The students' leading expectations of the faculty were 'doing fair evaluation of being prepared for the lesson and knowing the subject well', 'knowing and using the proper education methods, techniques and strategies while teaching', 'the unprejudiced behaviour of the faculty towards the student and communicating well', 'being objective towards the students and making an objective assessment' and 'being good at both practice and theoretical knowledge'. 'Intensive theoretical lessons', 'crowded classes', 'monotonous and boring lessons', 'the negative behaviours of the nurses/doctors or the patients', 'fear of failure or making mistakes during the clinical practice' and 'seeing a dying patient' were the most stressful conditions for the students., Conclusion: The ways in which these factors affect the education process must be evaluated in nursing education based on a combination of theoretical and practical education and learning experiences. The results obtained from this study could be a guide for nursing schools and faculties.