A direct relationship between challenge to self-concept and adherence to prescribed regimen was noted (P < .01); threat to self-concept had an inverse relationship to adherence (P < .01). In other words, patients who faced more challenge and less threat to self-concept adhered more to the prescribed therapeutic regimen. Through education and counseling, nurses can empower their patients to perceive HF as a challenge to better adhere to the prescribed therapeutic regimen.

Background:Clinical competency is one of the most important requirements in nursing profession, based on which nurses are assessed. To obtain an effective and improved form of clinical competency, several factors are observed and monitored by the health educational systems. Among these observed factors, spiritual intelligence is considered as one of the most significant factors in nurses’ success and efficacy. In this study, it is aimed to determine the spiritual intelligence status and its relationship with clinical competency.Materials and Methods:The descriptive–correlational research was carried out on 250 nurses in Mashhad educational hospitals, selected by multi-stage sampling. Demographic, clinical competency, and spiritual intelligence questionnaires were used for data collection and 212 questionnaires were analyzed.Results:About 53.3% of nurses obtained above average scores in spiritual intelligence. Clinical competency was evaluated by both self-evaluation and head nurse evaluation methods. Most nurses (53.8%) were having good level of clinical competency based on self-evaluation, 48.2% were at average level based on head nurse evaluation, and 53.3% were at average level based on overall score. A significant correlation was found between spiritual intelligence and clinical competency.Conclusions:In this study, the positive significant correlation between nurses’ spiritual intelligence and their clinical competency is investigated. Because of the positive effects of spiritual intelligence on nurses’ clinical competency and quality of care, it is recommended to develop nurses’ spiritual intelligence during their education and by way of continuous medical education.

Background: Despite the importance of stigma in psychiatric disorders and due to the important role of nurses in caring and supporting such illnesses, it is not considered in nursing educations. Objectives: The current study aimed at comparing the effect of Contact-based education and acceptance and commitment-based training on stigma toward psychiatric disorders among nursing students. Methods: It was a clinical study and 111 nursing students of the 4th semester passing mental health training course 1 in Ibne-Sina Psychiatric hospital of Mashhad, Iran, were selected by cluster and quota sampling methods. They were divided into 3 groups of contact-based education (interpersonal contact among individuals with improved mental illnesses), acceptance and commitmentbased training and control group. In order to obtain data, The opening mind scales for Health Care Providers was used; and it was completed in 3 levels of pretest, posttest and 1-month follow-up sessions. Data analysis was carried out by repeated measurements of ANOVA. Results: There was no significant difference between the contact-based education and acceptance and commitment-based training groups in reducing the average score of stigma and subscales of social distance and diagnostic overshadowing (P > 0.05). On the other hand, in terms of mean changes, there was no significant difference among the 3 groups in the score of disclosure subscale (P = 0.09). However, contact-based education group demonstrated significant reduction in the mean of recovery and social responsibility subscales, compared to acceptance and commitment-based training group (P < 0.05). Conclusions: Although both contact-based education and acceptance and commitment training methods were effective, the results of subscales were different.

Background: Anxiety and depression are among the most important and common problems in patients admitted to the intensive care unit open-heart (ICU-OH). While the family plays a vital supportive role in decreasing these complications, patients are deprived of this supportive source during the important post-operative days due to visiting restrictions at these wards. Objectives: Therefore, this study aimed to evaluate the role of online video visitations on the anxiety and depression of patients at ICU-OH. Methods: This randomized clinical trial was carried out among 66 patients at ICU-OH of Imam Reza Hospital in Mashhad, Iran. The subjects were selected by the convenience sampling method and were randomly allocated to the intervention and control groups. Data were collected using a demographic characteristics checklist and HADS. In the intervention group, online video visitations with the family were carried out three times in the morning, evening and night on the second and third days of hospitalization in ICU-OH. In the control group, patients received the routine care of the ward and had no visitations with their families. Data were collected before the surgery, as well as 24 and 48 hours after admission to the ICU-OH. In addition, data analysis was performed in SPSS using independent t-test, Mann-Whitney U test, paired t-test, and Chi-square test. Results: No significant difference was observed between the intervention (7.8 ± 2.2) and control (8.3 ± 2.3) groups regarding the mean anxiety score 24 hours after the intervention (P = 0.416). However, the mean anxiety scores 48 hours after the intervention were 6.1 ± 2.3 and 7.7 ± 2.6 in the intervention and control groups, respectively, showing a significant decrease in the intervention group, compared to the control group (P = 0.010). However, the mean depression scores 24 and 48 hours after the intervention were estimated at 8.0 ± 2.0 and 7.1 ± 2.0, respectively, demonstrating no significant difference from the control group (P = 0.933 and P = 0.269). Conclusions: According to the study results, online video visitations decreased anxiety in patients at ICU-OH. Therefore, it is recommended that this method be used as an alternative to in-person meetings of patients at this ward.

Background. The COVID-19 pandemic has imposed a psychological burden on a wide range of people in the community, including COVID-19 patients and their family caregivers.Objectives. This study aimed to evaluate the effect of online psychoeducational support on the caring burden in family caregivers of individuals with COVID-19. Material and methods. This study was conducted on 70 family caregivers of patients with COVID-19 referred to Imam Reza Hospital in mashhad, iran in 2021 by using a convenience sampling method. The participants were randomly assigned to intervention and control groups. The intervention group received one week of online psychoeducational support in six online group sessions of 35 to 45 minutes. Data were collected using the Zarit Burden questionnaire at the beginning and one week after the intervention. The data were analyzed using descriptive and inferential statistics (Independent t-Test, Chi-squared test, Fisher's exact test, Mann-Whitney U test, Wilcoxon, and Paired t-Test). Results. At the baseline, the level of caring burden in the two groups was moderate and no significant difference was observed between the groups (p = 0.28). The total mean scores of caring burden before and after the intervention in the support group were 50.2 ± 10.5 and 46.0 ± 9.2, respectively, which significantly decreased after the intervention (p < 0.001). Consequently, the decrease in the burden mean score was significantly greater in the support group than in the control group (p = 0.04). Conclusions. It is recommended to implement online psychoeducational support for the caregivers of patients with COVID-19 to reduce their caring burden.