BackgroundThe unlearning process is complex and sometimes painful in nature. This process usually occurs in social interactions and is very dependent on social contexts and the work environment.ObjectiveTo explore the concerns and mental challenges in facing unlearning situations in nurses.MethodsThis qualitative study using content analysis was conducted in 2013–2015. Participants were 25 people, and research environment was hospitals in Mashhad and Gonabad. The method of data collection was unstructured interview, and sampling was continued until data saturation. First, the recorded interviews were transcribed and reviewed several times. Then open codes were extracted and after reviewing several times, were classified into subcategories based on semantic similarity. Finally, the similar subcategories were put into the main categories semantically.ResultsData analysis led to the emergence of 1,180 initial codes and 8 categories and 3 themes. Our themes were discouraging/encouraging situation, double-edged sword colleagues, and organizational policies paradox, that the central theme of progressive and suppressor organizational climate paradox were derived from them.ConclusionExposure to unlearning situations is a complex process of which its adoption and implementation is difficult and challenging. This suggests that supporting nurses and attention to their mental concerns and providing favorable learning conditions is required.

Introduction:The medical science profession is not only restricted to acquiring the required knowledge and skills but also demands specific human attributes that are necessary to pursue this profession. Nurses have a responsibility to make and act on their professional values based on their profession. The purpose of the present study was to standardize the Nursing Professional Values Questionnaire. Method and Materials:In this correlational survey study, 220 junior and senior students of Mashhad Nursing and Midwifery Faculty in 2015 were enrolled in the study through the census method. The construct validity of this assay was determined by factor analysis. Factor analysis and confirmatory factor analysis were used to analyze the factors of the nursing professional values questionnaire. Exploratory factor analysis, principal components, Scree test, and varimax orthogonal rotation method were used. Results:Confirmatory and exploratory factor analyses were used in factor analysis of the nursing professional values questionnaire. Exploratory factor analysis, principal components, Scree test, and varimax orthogonal rotation method were used. Finally, according to the significant results of the Kaiser-Meyer-Alkin test and Bartlett's sphericity Olkin; three factors were obtained. These three subscales include the subscales of care, professionalism, and pragmatism. Conclusion:According to the results of this study, the modified version of the Professional Values Questionnaire is a necessary form to measure the professional values of students. This questionnaire is somewhat different from the one developed by Weis and Schank and has fewer questions that prevent the tester from getting bored. Therefore, this questionnaire is suitable for assessing nurses' professional values.

Background: Parasitology is a course filled with many complicated terminologies. In this study, a guide was designed to facilitate the learning of parasitology. More precisely, an annual educational calendar of medical parasitology was designed based on the weeks of education and its effectiveness was assessed in university students of medical sciences. Materials and Methods: This cross-sectional study included 174 students who were randomly divided into two intervention and control groups. At the baseline, the students were tested with a questionnaire at the beginning of each teaching session and the end of the intervention. In addition, another questionnaire was used to compare the attitude and satisfaction of students in two groups. Finally, the scores of the students were entered in SPSS 16 for analysis. Results: The results of parametric tests showed that the mean scores of laboratory and medical students during several tests in different sessions were significantly different in the two groups. Conclusion: The educational calendar is a new method in medical education, especially in the field of medical parasitology. This calendar as an educational supplement, emphasizes on students’ active learning and contributes to improving the quality of teaching the parasitology course in addition to meeting their educational needs.