Background: Understanding factors that can potentially influence patient care and nursing workload in intensive care units is important. Previous studies have shown contradictory outcomes about the relationships between nursing workload and patient and nurse characteristics. Aims and objectives:This study aimed to investigate nursing workload in intensive care units and examine the association between this in relation to patient and nurse characteristics. Design:A cross-sectional design was conducted.Methods: All nurses who were working in the intensive care units of five hospitals and met the study criteria were enrolled in the study. Two demographic questionnaires collected nurse and patient demographic information. The Nursing Activities Score was applied to determine nursing workload in three shifts (morning, evening, night) for each nurse. Data were analyzed using the independent sample t-test, one-way analysis of variance, and multivariable linear regression analysis. Results:The Nursing Activities Score was calculated for 509 patients who were under the care of the 105 intensive care unit nurses. The mean (SD) nursing activities score was 72.84% (22.07%).Morning shifts, male patients, medical treatments, and referred patients from the emergency ward and other intensive care units imposed a higher workload for nurses. Specifically, female nurses, increased number of patients receiving care, and increased patient length of intensive care unit stay were directly associated with increased nursing activities scores. Work in surgical and burn intensive care units were inversely associated with the nursing activities score. Conclusion:This study suggests that the workload of nurses in intensive care units can be affected by both nurse and patient characteristics. Relevance to clinical practice:The findings can be used to ensure appropriate staffing of intensive care units by nurses. However, nurse and patient characteristics should not be considered as the only factors which influence nursing workload in intensive care units.

Aim In order to ensure patient safety and quality of care, it is important to consider factors which may impact on nursing workloads. This study aimed to investigate the simultaneous physical and mental workload and any relationships between these concepts on nurses working in intensive care units. Design A cross‐sectional design was undertaken. Method Participants were nurses (N = 105) recruited from six adult intensive care units which met the inclusion criteria. Nursing Activities Score (NAS) to measure physical workload and NASA Task Load Index (NASA‐TLX) to measure mental workload were used. Data were collected for each participating nurse in three shifts (morning, evening and night). Data were analysed using bivariate correlation and multivariable linear regression analysis. Results The mean (SD) of nurses' physical and mental workload was 72.84% (22.07%) and 70.21 (12.36), respectively. A significant relationship between physical and mental workload (p <.001) was identified.

The implementation of empowerment program is an effective strategy to promote the readiness of mothers of premature infants at discharge time.

Preschool age is a crucial period for social development. Social skills acquired during this period are the basis for future life’s success. This study aimed to investigate the level of social skills in preschool children at home and in preschool and to examine the association between children’s social skills and environmental and cultural backgrounds. A cross-sectional study using a multistage cluster sampling method was conducted on 546 children studying in the preschool centers of an urban area of Iran. Data were collected through demographic and social skill questionnaires from parents and teachers. Our findings showed that the social skills of girls were more than those of boys at home. Further, the majority of children had a moderate level of social skills from the parents’ and teachers’ perspectives. There was a modest parent–teacher agreement in most domains of social skills. Moreover, a statistically significant association was reported between children’s social skill domains and the child’s birth rank, father’s age, father’s job, teacher’s age, teacher’s education, teacher’s experience, and preschool classroom in terms of the numbers of children and the type of classroom. Accordingly, the risk of problems with social skills was reported to be relatively low. Therefore, more attention should be given to the family status and the teacher’s and preschool center’s characteristics to improve social skills in children.

Introduction: Students' study methods affect their learning and academic achievement, and the resultant process plays a role in the development cognitive and practical skills, and ultimately their future career. Determining the students' study habits and the relationship between their study habits and their academic performance can, therefore, improve their academic achievement, strengthen and modify their study habits. Objective: This study aimed to determine the relationship between the study habits and the academic performance of the students of the Guilan University of Medical Sciences. Materials and Methods: This analytical-descriptive study conducted between 2013 and2014, samples comprising 461 students from different courses at the Guilan University of Medical Sciences were selected based on a stratified random sampling method. The data collection tools included Palsane and Sharma Study Habit Inventory (PSSHI) with 8 areas (division of time, physical status, ability to read, noting, learning motivation, memory, exams, and wellness) and 45 items. The data from this research were analysed using mean descriptive and inferential statistical tests, standard deviation, Spearman's correlation coefficient, and multiple regressions with a significance level of p < 0.05. Results: The mean of the overall status of the students' study habits was 48.35 ± 10.37 from 90. The academic performance of the majority (67.2%) of the students was estimated to belong to the intermediate level. Data suggests that the academic performance of the students had the highest correlation with the field of noting (p < 0.0001 and r = 0.234), while the lowest correlation was with the wellness area (p = 0.03 and r = 0.101). In general, the correlation between study habits and academic performance was significant (p < 0.0001 and r = 0.229). In addition, the study habits score can predict 6.8% of the changes in academic performance (R2 = 0.068). Conclusion: The results showed that the study habits of the students are at a relatively good or average level. In addition, owing to the existence of a significant relationship between study habits and academic performance, education administrators and planners can enhance students' study habits with the inclusion of appropriate educational content, especially their skills of noting and reading their notes, and thus improve their academic performance. There is a significant relationship between the study habits of students and their academic performance.