Current evidence demonstrates the need for nurse education programs to integrate and strengthen CAM content into existing curricula. Similarly, documentation of the nature and extent of nurse use of CAM therapies in the clinical setting, as well as patient-reported use and preferences for CAM therapies, would provide valuable prospective data.

Introduction: Death anxiety (DA) is one of the stresses experienced by intensive care unit (ICU) nurses on a daily basis. Failure to pay attention to DA causes psychological problems and job dissatisfaction for nurses and failure to receive proper and adequate care for patients. Aim of the study: To determine the effect of guided imagery (GI) on DA among ICU nurses. Material and methods: This quasi-experimental (pre-test-post-test) study was conducted on 50 ICU nurses in one educational hospital of Zabol University of Medical Sciences in south east Iran from 10 January to 10 June 2020. The participants were selected using the convenience sampling method then divided into two groups, intervention (n = 25) and control (n = 25). In the intervention group, participants received GI using theory education by lecture, pamphlet, booklet, and practice. In the control group participants received no specific intervention. In both groups DA was assessed by the researcher using the Templer DA scale at the start of study, and one month after intervention. SPSS ver. 23 was used for data analysis. Results: The results showed in the intervention group after one months of GI mean score of DA significantly decreased from 53.28 to 43.48 (p = 0.01). In the control group there was no significant difference before and after intervention (p > 0.05). Conclusions: Based on the results of the present study GI can be used as an effective method to decrease the DA and improve the mental health of nurses in ICU.

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Purpose:Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students.Methods:A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest.Results:Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was >0.70 for all subscales in both study populations. The corrected item-total correlations were >0.30 for the items in each component.Conclusion:The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.