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Drug abuse is one of the problems of the world which due to the specific characteristics of individual, social and personality causes irreparable difficult. The aim of this study was the investigation of the relationship between the spirituality development and addiction potential among students of Qom University of Medical Sciences, Iran. This cross-sectional study was performed in Qom University of Medical Sciences, Iran, from February 2015 to July 2016 which accommodates 250 subjects that were selected through systematic random sampling. Data collection tools were demographic, spiritual attitude and addiction potential questionnaire. Data were analyzed, using frequency, percent, Pearson correlation and linear regression analysis in SPSS 20 software. The mean age was 22.26 ± 4.8; 189 (75.6%) of them were women, 207 (82.8%) were single, 239 (95.6%) of them were Iranian, and the others were non-Iranian. The Pearson correlation coefficient between spiritual attitude and addiction potential (R = - 0.25) at the level of p < 0.001 and between spiritual ability and addiction (R = - 0.16) at the level of p < 0/009 was reversed and meaningful, and between spiritual attitude and spiritual ability (R = 0/76) is directly and statistically significant at the level of p < 0/001. Increasing spiritual attitude and spiritual ability is associated with decreasing addiction potential among students. Information this article can be use to planning spirituality development among students that can be a kind of obstacle against addiction during stressful events.

Introduction: Breast cancer is the most common malignancy in women. Surgery is the first line of treatment. Side effects of Surgery and disease can influence quality of life (QOL) domains. The purpose of this study was to investigate the effect of discharge planning on QOL in patients with breast cancer. Materials and Methods: This study was a randomized clinical trial on 69 women with breast cancer, eligible patients were assigned to intervention and control groups. In intervention group, discharge planning consisted of preoperative teaching, postoperative follow up, two client visits and 6 phone calls during the 6 weeks immediately following discharge. In the control group hospital's routine program implemented. The instruments used in this study were demographic and quality of life questionnaire which was combination of SF36 and breast cancer quality of life questionnaire (QOL-BC) and discharge planning check list, completed at recruitment and 6 weeks after surgery for patients. Finally the obtained data were analyzed using SPSS software and statistical tests. Results: Based on the results obtained there were no significant differences between two groups in average score in physical (P = 0.25), mental (P = 0.40), social (P = 0.21), spiritual (P = 0.66) domains and quality of life (P = 0.83) before intervention. While after intervention no improvement was observed in control group, statistically significant improvement was in QOL (P < 0.001) and physical (P < 0.001), emotional (P < 0.001), social (P < 0.001), spiritual domains (P < 0.001) in intervention group. Conclusions: Discharge planning as an effective follow up program could be an effective approach for improving QOL in patients with breast cancer undergoing surgery.

Introduction: Lack of students' interest and academic motivation is a major challenge to clinical education. The purpose of this study was to determine the relationship between the clinical education status with academic motivation in the operating room and anesthesiology students. Method: This descriptive cross-sectional study was performed on 104 students of Anesthesiology and Operating Room of Qom University of Medical Sciences who were selected by census method in 2016. Data gathering tools were two questionnaires for assessing clinical education and academic motivation of Harter. Descriptive statistics and standard deviation were used to describe the status of the subjects. Independent T-test, Pearson test and linear regression were used to analyze the relationships in SPSS. Results: The mean score of clinical education status in students of anesthesiology was 73.73±71.12 and the operating room was 75.46±10.29.Also, the academic motivation mean score in students of anesthesiology was 67.7±9.75 and the operating room was 67.07±10.07. There was a significant relationship between educational motivation and clinical education status (r=0.24) Conclusion: Since students' clinical education status is not fully desirable and there is a significant relationship between clinical education status and academic motivation, more attention are recommended to promote clinical education in the four areas of educational goals, curriculum, instructor, treatment with student, supervision and evaluation by the authorities, professors and experts.