Introduction Nursing education needs to be dedicated to sparking creativity as well as enhancing dynamic thinking and clinical decision-making skills. In this respect, exploiting quantum-learning methodology can be effective since it provides contexts and contents to improve. Objective The main objective of this study was to compare the effects of the quantum-learning methodology and conventional teaching learning achievement, motivation to learn, and retention among nursing students during critical care nursing education. Methods This quasi-experimental study was conducted on 46 nursing students, enrolled in the sixth semester at the School of Nursing and Midwifery affiliated to Mashhad University of Medical Sciences, Mashhad, Iran, were initially randomized into intervention and control groups. Then, the phases of “enroll, experience, label, demonstrate, review, and celebrate model were implemented in the intervention group, receiving the quantum-learning methodology. With regard to the control group, education was fulfilled according to the conventional teaching method. The learning achievement was subsequently measured in each group using. One month later, the in both groups were calculated. The data collection tools included a demographic characteristics form and the Kolb’s Learning Style Inventory and Learning Motivation Questionnaire. The data were finally compared via statistical tests. Results The total scores of the learning achievement in the intervention group were 16.84 ± 2.28 and these values were equal to 15.16 ± 2.41 in the control group, which were significantly different based on the independent-samples t-test results (p < 0.001). The retention mean scores in the intervention and control groups were also by 13.25 ± 1.88 and 11.71 ± 2.05, respectively (p < 0.001). In the intervention group, motivation to learn before and after education significantly different (p < 0.001). However, such a significant difference was not observed in the control group before and after the intervention (p = 0.30). Conclusion It was concluded that teaching methods encouraging students and providing interactive and fun environments could boost motivation to learn and give rise to retention, particularly in skill-based programs and courses. Teachers can thus utilize dynamic models such as the quantum-learning methodology to help students understand and gain more nursing skills.

Background This study was conducted with the aim of identifying the burden of psychosocial factors on the worsening symptoms of multiple sclerosis. Methods This as conducted with a qualitative approach and conventional content analysis among patients with Multiple sclerosis in Mashhad. Data were collected through semi-structured interviews with patients with Multiple sclerosis. Twenty-one patients with Multiple sclerosis were selected through purposive sampling and snowball sampling. The data were analyzed using Graneheim and Lundman method. Guba and Lincoln's criteria were used for evaluating research transferability. The data collection and management was performed by using the MAXQADA 10 software. Results In explanation of the psychosocial factors of patients with Multiple sclerosis, one category (psychosocial tensions) and three subcategories of stress (physical symptoms, emotional symptoms, and behavioral symptoms), agitation (family disorder, treatment-related concerns, and social relationship concerns), and stigmatization (social stigma and internalized stigma) were extracted. Conclusion The results of this study show that patients with Multiple sclerosis are faced with concerns such as stress, agitation, and fear of stigma, and need support and understanding from the family and community to overcome these concerns. Society must base its health policies on addressing the challenges faced by patients. Accordingly, the authors argue that health policies, and consequently, healthcare systems, need to address patients’ ongoing challenges as a priority in caring for patients with Multiple sclerosis.