[Puberty and sex education to girls: experiences of gorganians' mothers]

Introduction: Puberty and sex education always is one of concerning issues in child training, as many of parents are not easy in discussing it with their children. Traditionally, mothers have the main responsibility of child health training are and care health decisions. The aim of this study was to explain the mothers' experiences with sex and puberty informal education for their own children

Materials and Methods: This qualitative study, conducted in 2012 over 24 mothers with 6-18 year old children. The sampling method was purposeful with maximum variation. To evaluate reliability and dependability, the credibility, transferability and conformability were used. The data was gathered by individual semi-structured interactive interviews, recorded, transcribed and was analyzed according to Morse' content analysis method

Findings: One of the analyzed data was [motherhood tasks and girls preparation for the puberty]. Sub-themes were [menstrual hygiene training], [respect for religious issues], [gender roles] and [hidden training of sex issues. The last category consists of two sub-themes. [In preparation for the role of gender] and [vulnerability of the opposite sex]

Conclusion: Formal adult education in the nation's health care system is essential. Despite the cultural changes puberty on Iran, the dominant secular culture of family and community, the puberty are discreet and quiet

[Effect of the nursing staff associate model on nursing students' clinical learning]

Clinical education is one of the most important ingredients of nursing curriculum. Inadequacies in nursing skills are main concerns of nursing students. Therefore, the application of new teaching methods is essential to improve the quality of clinical education. The Clinical Education Associate Method [CEAM], using the collaboration of nursing staff is a strategy for clinical education. The aim of this study was to investigate the effect of the nursing staff associate model on nursing students' clinical learning. This was a quasi-experimental study. 40 nursing students were randomly and equally assigned into two groups. The students in the experiment group were trained by nursing staff during clinical education, while the students in the control group received the routine education. The clinical skills of the students were assessed using a checklist. Collected data was analyzed using descriptive and inferential statistics. The students in both groups were the same in terms of demographic characteristics. The students in the experiment group received better marks in clinical skills such as medication, communication with patients, isolation methods, and dressing in comparison with the students in the control group [P<0.05]. In the nursing staff associate model, students interact with each other and will be able to communication better, and their self-esteem is improved. Moreover, the level of learning in such students is higher in comparison with students taught using the routine method. Therefore, the widespread application of this model in nursing and other healthcare disciplines are suggested

[Correlation of spiritual intelligence with some of demographic and educational factors among the students of Golestan university of medical sciences]

Spiritual intelligence offer adaptation, internal and external integrity, environmental harmony and problem solving. The medical students are potential workforce of future in medical and caring areas; hence it is essential to assess the spiritual intelligence in this group of academics to improve the quality of clinical care. The aim of the study was to investigate correlation of spiritual intelligence with some of demographic and educational factors among the students of Golestan University of Medical Sciences. This descriptive correlational study was conducted in 2011 on 282 medical and paramedical students of the university who entered the study through simple random sampling. The data gathered by a demographic questionnaire and "Spiritual Intelligence Questionnaire" that cover four main domains "general thoughts and beliefs", "ability of dealing with problems", "spiritual traits", "self- awareness and compassion". The validity of questionnaire was confirmed with criterion- related validity and the reliability of questionnaire was obtained with alpha Cronbach coefficient of 0.85. The data was analyzed with SPSS /16 using descriptive and analytical statistical tests. [P<0.05] The mean age of the participants was 20.17 +/- 1.70 year old and 76 percent of them were female. The average spiritual intelligence score from 5 likert score in four domains was 106.65 +/- 13.93 from 222. The mean and standard deviation of each four domain respectively; in "general thoughts and beliefs" was 2.13 +/- 0.56, in "ability of dealing with problems" was 2.90 +/- 0.62, in "spiritual traits" had value of 2.20 +/- 0.45 and finally in "self-awareness and compassion" standard deviation was 2.59 +/- 0.64. Although the average spiritual intelligence score in male students [2.58 +/- 0.36] was slightly higher than the one in female students [2.51 +/- 0.28], however this was not statistically significant. There was also no significant correlation between age, sex, marital status, ethnicity, major of study and grade point average with spiritual intelligence. The mean average of spiritual intelligence in "ability of dealing with problems" domain was higher than other domains. The study draws our attention to issue of spiritual intelligence, which is a fundamental concept in delivering comprehensive care

[Studying the nursing students experiences of clinical errors and dealing with them]

Clinical errors are considered as serious treat for patient safety. Since the students are in training process, therefore the patients in teaching hospitals are faced with variety of medical errors. The aim of this study was to explore clinical errors of nursing students and dealing with them. In this qualitative study, purposeful sampling semi-structured interviews were performed with 30 male and female nursing students in 2010. The interviews were transcribed line by line and were analyzed according to Morse's content analysis approach. Clinical error was explained as "treat for patient's life or damage". The most common error was medical and procedural errors. "Hiding" from the others was the dominant dealing approach of the students with clinical errors. Disclosing errors of the students was faced with anger of nurses and physicians, patients, their relatives, the instructor, and feeling guilty of the students. "Not asking for help or guidance, lack of knowledge and skill, not enough supervision by senior nurse or instructor" were some of related factors for occurrence of clinical errors by the novice learners. The most frequent error occasion was when a trainee received an oral order. The live experiences of the students indicated that error events are inevitable in clinical areas and their dominant dealing approach is hiding error. It is very important that students learn and understand ethical and legal approaches of managing clinical error before they enter real practice. To minimize error occurrence, reporting programs may be considered a necessity