Introduction: The wives of veterans are under great pressure because of their husbands ’physical and mental problems, and this can affect their mental health and quality of life. It seems that the training of some skills can have a significant impact on improving quality of life and reducing their mental burden. This study was conducted to determine the effect of spiritual care education in quality of life in wives of veterans with post-traumatic stress disorder (PTSD) that plays a major role in caring for them. Methods: This study was a quasi-experimental study in which 60 wives of PTSD-affected veterans in Ibn Sina hospital were selected and assigned randomly in two experimental and control groups. Spiritual care education was conducted in five sessions of two hours. Quality of life Questionnaire (SF-36) was used in this study. The questionnaire was implemented on participants of both groups in three stages: before, after and one months after the intervention (follow-up). Data were analysis using SPSS version 19. Results: The results of this study showed that spiritual care education could increase quality of life in the Wives of Veterans with Post Traumatic Stress Disorder and the subjects participating in the post-test had significantly higher quality of life. Conclusion: According to results of this, study that represent effect of spiritual care education on quality of life, so it is recommended spiritual care education can be used to improve the quality of life of people especially the families of veterans.

Background: Social stigma is the most common and challenging burden of care on the family of people with Borderline Personality Disorder (BPD) In Iran, despite the cultural and social influences, this issue has been less studied. Therefore, present study was conducted to determine the lived experiences of caregivers of patients with BPD of social stigma. Materials and Methods: This qualitative study was performed at Ibn Sina hospital in Mashhad, Iran from 2017 to 2019. Participants were selected by purposive and snowball sampling method. Data were collected through semi-structured interviews. Data saturation was achieved after 16 interviews. Finally, the data were analyzed by the method proposed by Diekelmann (1989). Results: In data analysis, one main theme and two sub-themes emerged. The main themes include Black shadow. Two sub-themes consisted of society dagger and secrecy. The sub-theme of society dagger included the two common meanings (inner turmoil in response to the stigma of others and weakening of family status among relatives and acquaintances). The sub-theme of secrecy comprised of the three common meanings (concealment of disease, hide hospitalization, and seclusion). Conclusions: An understanding of the experience of family stigma can lead to the development of supportive strategies to manage this problem among caregivers of patients with BPD. Nurses can support caregivers by offering them opportunities to discuss how stigma is disrupting their caregiving roles. They can also support the caregivers in negotiating the experienced social and emotional distress and when necessary, refer them to the other members of healthcare teams.

Nurses are of the most important staff in health systems. Nurses' job satisfaction is an important issue in the nursing management. The aim of this study is to determine the effect of critical thinking training on the nurses of psychiatric wards' job satisfaction. In this study, 54 participants were divided into two groups by random allocation. Brayfield & rothe job satisfaction questionnaire was used as the scale for data collection in three stages; before intervention, 1 month, and 2 month after the intervention. This intervention included two 6 hours sessions of critical thinking training, which were carried out with an interval of one week. The results of this study reveal that the mean score of the job satisfaction in the experimental group in pre-intervention stage (62.5±7.6) has been increased to 66.8±6.4 one month after intervention, and to 69. 5±6.9 in the third stage (two month after the intervention), which is significantly more than the control group. The job satisfaction of the control group decreased admirably one month and two month after the intervention stage. It can be concluded that critical thinking training is an effective method to increase the job satisfaction, it is suggested that the managers consider it to increase the nurses' job stress.