Objectives: Hope therapy is one of the psychological interventions to help the couples deal with addiction problem. The aim of this study was to evaluate the effectiveness of the hope therapy on the orientation of the purpose and meaning of life expectancy in women with addicted husbands. Methods:This was a quasi-experimental study with pretest, posttest control group. The population of this study included all wives of male addicted patients who referred to drug rehabilitation institutions in Tehran to treat their husbands' addiction in 2014. The sample size was 30 people. Convenience samplings were carried out to collect data. Data gathering were done by MLQ (Meaning of Life Questionnaire) and AGQ -Achievement Goal Questionnaire (goal orientation)-and analyzed by ANCOVA through SPSS software version 20. Results:The findings showed that hope therapy increased the orientation of purpose and meaning of life scores in experimental group (P<0.001). While, these changes were not observed in control group. Discussion:The results revealed that the hope therapy intervention could raise the psychological positive elements like goal setting and the meaning of life among wives of male addicted patients. Rehabilitation counselors and psychologists could apply these interventions to reduce the burden and disturbance of those who live with their addicted couples.

Introduction: Clinical education concerns with acquiring lots of skills and competencies that enable health professionals to function properly and provide services effectively. The aim of this study was to evaluate a holistic examination on bedside teaching from the views of its main users. Materials and methods: This is a cross sectional study on 70 teachers (clinical and nursing), 70 students (medical and nursing), 400 patients in Jahrom University of Medical Sciences. Data gathering tool was a three-part questionnaire in which the first part was assigned to demographic data, the second part was 10 five-part questions aiming at investigating bedside teaching quality for teachers, students, and patients. Reliability was 0.83, 0.78, and 0.89 respectively. Results: The results showed that teachers evaluated bedside teaching in three areas of communication skills (50.4), proper clinical examination (44.4), and developing professional skills (44.4) more than other fields. Sharing some in common, the students also had a higher average in acquisition of professional skills (83.3) enhancing knowledge of students (82.3) and obtaining a suitable model of communication (72.3). The patients also considered factors such as high selfesteem, feeling of satisfaction (3.83), humanized health care (3.83), and transfer of information to both teachers and students (3.83) higher than other factors. Conclusion: According to the results, it is necessary to appropriately train teachers to meet these standards, and while justifying students to implement this method and its benefits, patients' satisfaction, enhancing health care, and effective clinical governance should be provided.

Background: Clinical education is a process in which students attend a clinical environment, achievea variety of professional skills, and become prepared to solve patients' problems. Identifying problems in this domain and resolving them can be of great help in the training of students. Objectives: This study was conducted to determine the problems concerning the clinical education of senior under graduate students in anesthesiology at Fasa and Jahrom University of Medical Sciences. Patients and Methods:In this cross-sectional study, 55 senior anesthesiology students were selected from Fasa and Jahrom Universities of Medical Sciences. The data collecting tool was a questionnaire. The questionnaire consisted of two parts: 8 questions concerning demographic characteristics and 63 questions concerning problems of clinical education. The second part was divided into three domains: the clinical environment (21 questions), clinical educators and school policies (31 questions), and two students' characteristics (11 questions). Data were analyzed using SPSS and descriptive statistics. Results:The score achieved from all three domains was 67.49%, which indicated the clinical condition as desirable. The scores in the domains of clinical environment, clinical educators, and school policies and student's characteristics in the viewpoint of students were 57.07%, 71.77%, and 73%, respectively. They indicated average, good, and good conditions, also respectively. The most serious problems of all three domains were: 1) the disproportionate number of students within the physical environment of the operating room (87.3% agreement), 2) lack of balance between theoretical and practical knowledge (56.4% agreement), and 3) the simultaneous presence of medical students and their impact on clinical education (67.3% agreement). Conclusions: In general, the clinical training of anesthesia students is in a desirable condition. The large number of students and the lack of space and facilities appeared to be the main causes of concern. To improve the quality of clinical education, increasing the number of clinical education spaces or balancing the number of students is therefore desirable.