Background Choosing a career in nursing is frequently a complicated decision that is influenced by multiple factors. Purpose This study was designed to identify and rank the main factors that influence individuals to choose to pursue a career in nursing. Methods This cross-sectional study was conducted at Mazandaran University of Medical Sciences, Iran. A comprehensive review of the literature was conducted to identify the factors that people consider when making a choice to pursue a career in nursing. The face and content validities of these factors were evaluated. A sample of 250 participants was invited to assess the factors using exploratory factor analysis. Finally, the analytical hierarchy process, in combination with fuzzy logic, was used to rank the criteria and related factors. Results Twenty factors were identified and extracted from 50 published studies. After confirming the face and content validity of each, these 20 factors were distinguished into four criteria, including (a) external motivation, (b) social dignity, (c) internal motivation, and (d) usefulness of discipline. Each criterion had an eigenvalue greater than 1. External motivation and usefulness of discipline were respectively identified as the most and least important criteria (38.60% vs. 16.11%) in terms of influencing individuals to pursue a nursing career. Conclusions/Implications for Practice The results of this study show that exposure to positive recommendations from family and friends, receiving positive information about studying nursing, positive perceptions regarding the general usefulness of nursing knowledge, and migration opportunities to other countries are the primary factors that influence individuals in Iran to pursue a career in nursing.

A bstract Background Pain assessment in unconscious patients is a major challenge for healthcare providers. This study aims to compare the diagnostic value of the critical-care pain observation tool (CPOT) and the behavioral pain scale (BPS) for pain assessment among unconscious patients. Materials and methods This cross-sectional study was conducted in 2019. Forty-five unconscious patients were selected randomly from four general intensive care units (ICUs) in the north of Iran. The discriminant validity of CPOT and BPS were evaluated for pain during a nociceptive and a nonnociceptive procedure. For reliability assessment, interrater agreement was obtained using Lin's concordance correlation coefficient and weighted kappa coefficient. Results Patients who had been hospitalized in ICU due to surgery or trauma (57.70%) or medical problems (42.30%) were studied. During the nociceptive procedure, the mean scores of CPOT and BPS and all their dimensions, except for the compliance with ventilator dimension, were significantly greater than the nonnociceptive procedure ( p <0.05) although the effect size of both instruments was small (0.32 vs 0.18). The Lin's concordance correlation coefficient in nonnociceptive and nociceptive procedures was respectively 0.67 and 0.62 for CPOT and 0.74 and 0.88 for BPS. Conclusion CPOT and BPS have acceptable discriminant validity in differentiating nonnociceptive and nociceptive procedural pain although the effect size of CPOT is larger than that of BPS. Although both instruments have low reliability, the reliability of BPS is better. How to cite this article Nazari R, Froelicher ES, Nia HS, Hajihosseini F, Mousazadeh N. Diagnostic Values of the Critical Care Pain Observation Tool and the Behavioral Pain Scale for Pain Assessment among Unconscious Patients: A Comparative Study. Indian J Crit Care Med 2022;26(4):472–476.

BackgroundThe learning environment has a significant role in determining nursing students’ academic achievements and course satisfaction. Creating a proper educational environment is therefore necessary for improving the quality of teaching and learning, and for delivering competent graduates to society.ObjectiveThe present study was conducted to explore teachers’ and postgraduate nursing students’ experience of the educational environment in Iran.MethodsThis qualitative study uses an inductive approach and conventional content analysis. Data were collected through semi-structured face-to-face interviews with seven PhD students, seven faculty members (directors) and two focus groups comprising of fourteen master’s students in total, selected from three major universities in Tehran, Iran.ResultsSeven subcategories were extracted from the data, including the organizational context, interactive climate, teachers’ competency, student appreciation, research centeredness, educational guidance and professionalism.ConclusionThe educational environment of postgraduate nursing programs in Iran encompasses different dimensions that can serve as both key points for educational environment evaluators and as guidelines for officials at different levels, to modify the weaknesses and improve the strengths of the system.

Introduction. Given the vital role of critical thinking and possibility of developing this meta-cognitive skill through training programs, the present study was conducted to determine the tendency and effective factors in critical thinking in nursing students. Materials and Methods. The present study is a cross-sectional study that was conducted in 2020 in a school of nursing in northern Iran. Participants in the study were all second to eighth semester nursing students studying in the faculty who entered the study by the census method. Inclusion criteria included employment in the field of nursing in the second semester and above, and exclusion criteria were employment and incomplete completion of the questionnaire questions. The required information was prepared in two parts: the first part of recording demographic information including age, gender, marital status, semester, average score, previous semester average score, and level of interest in the major and the second part was the adopted Ricketts’ critical thinking disposition questionnaire. SPSS 26 software and descriptive and analytical statistics were used to analyze the data. Results. The total average score of critical thinking disposition obtained as 120.20 ± 14.05 35 was found to positively and significantly relate to age (r = 0.150, p = 0.04 , d = 0.30), academic 36 semester ( p = 0.001 , d = 0.25), and interest in the major ( p = 0.003 , d = 0.38). Dimensions of 37 innovation and maturity were also significantly associated with academic semester and 38 interested in the major. Also, the total score of critical thinking and its dimensions in married people was higher than single, but this difference was not statistically significant. The results of analysis of variance showed that there is a positive and significant relationship between the mean score of tendency to critical thinking and different semesters. Conclusion. Identifying the effective factors in critical thinking disposition can assist teachers in developing lesson plans and academic counseling, and at the macro level, can help with educational planning and revision of curricula.

Background The presence of errors is still an undeniable fact in health systems. Error reporting is necessary to analyze the causes and prevent their recurrence. Despite the efforts of health organizations to promote the culture of error reporting, the reporting of errors is still not at the desired level. This study was conducted to determine parts of the culture of incident reporting that can predict the willingness of nurses to report errors. Methods This cross-sectional study was conducted in 2021. Sampling was conducted by census method and 251 nurses who had at least one year of experience in general wards participated in it. They were clinician nurses working in three hospitals in northern Iran. A self-reporting questionnaire was used to collect data. To analyze the data, descriptive and analytical statistics were used. Results Two dimensions of error reporting culture, including learning from errors (B = 0.234, CI = 0.380 to 0.088) and error management (B = 0.029, CI = 0.013 to 0.235) can predict the willingness to report errors in nurses. Only marital status had a significant relationship with the willingness to report errors in nurses (P < 0.001). Conclusions Increasing the willingness of nurses to report their errors requires the promotion of "learning from error" and "error management" in the culture of incident reporting. It is recommended that nursing managers and supervisors focus more on the culture of incident reporting, especially these two aspects.