Our findings indicate that a short-term training programme on oral health care has an immense impact on students' adherence to treating disabled patients. These results provide evidence to support the necessity of enrichment of the dental curriculum regarding oral health care for disabled patients.

No abstract

Nurses deal with many crises at work. It is obvious that being exposed to stress for long, results in severe physical and mental complications and affects individual is welfare. This study was aimed at determining the quality of life (QOL) of nurses and whether there is any relation between occupational stress and QOL. This analytical-descriptive cross sectional study was carried out in University hospitals of Zanjan, Iran. 241 nurses were sampled using proportional to size stratified method. The data were collected by means of Iranian version of the Short Form Health Survey (SF-36) and a questionnaire on demographic information and work factors. Occupational stress was measured by Toft Gray and Anderson’s tool. The questionnaires were filled by nurses themselves and the data were analyzed by Spearman’s Correlation test, Kruskal-Wallis and one-way ANOVA and Enter-method Regression with SPSS 16.0 software. The results showed a high level of occupational stress among nurses, which adversely affected their quality of life. According to the results QOL of male and female nurses differ with men having a higher QOL and less occupational stress. 2 work factors, satisfaction and others positive attitude towards nursing, affected all dimensions of QOL and occupational stress. There was no significant correlation between QOL or occupational stress and factors like position, shift, ward, experience, time off, overtime hours, interest in desertion and education. According to harmful effects of occupational stress on nurses, cognitive-behavioral interventions, learning coping strategies are proposed.

‫گرمبريدی‬ ‫غالمرضب‬ ، 2 ‫ببطبی‬ ‫عسیساهلل‬ ، 2 ‫علیپًر‬ ‫داييد‬ ، 1 ‫شُببز‬ ‫محمد‬ ، 3 ، ‫ببببزادٌ‬ ‫تًحید‬ 4 * 1 ‫اسؿذ،‬ ‫وبسؿٌبع‬ ‫ػالهت‬ ‫استمبء‬ ٍ ‫ثْذاؿت‬ ‫آهَصؽ‬ ‫گشٍُ‬ ، ‫ایشاى.‬ ‫تْشاى،‬ ‫تْشاى،‬ ‫پضؿىي‬ ‫علَم‬ ‫داًـگبُ‬ ‫ثْذاؿت،‬ ‫داًـىذُ‬ 2 ‫تخللي،‬ ‫دوتشاي‬ ‫داًـگبُ‬ ‫ثْذاؿت،‬ ‫داًـىذُ‬ ‫ػالهت،‬ ‫استمبء‬ ٍ ‫ثْذاؿت‬ ‫آهَصؽ‬ ‫گشٍُ‬ ‫علَم‬ ‫پضؿىي‬ ‫ایشاى.‬ ‫تْشاى،‬ ‫تْشاى،‬ 3 ‫اسؿذ‬ ‫وبسؿٌبع‬ ، ‫گشٍُ‬ ‫اپیذهیَلَطي،‬ ‫ایشا‬ ‫تْشاى،‬ ‫ثْـتي،‬ ‫ؿْیذ‬ ‫پضؿىي‬ ‫علَم‬ ‫داًـگبُ‬ ‫ثْذاؿت،‬ ‫داًـىذُ‬ ‫ى.‬ 4 ‫تخللي‬ ‫دوتشاي‬ ‫ایشاى.‬ ‫تجشیض،‬ ‫تجشیض،‬ ‫پضؿىي‬ ‫علَم‬ ‫داًـگبُ‬ ‫تغزیِ،‬ ٍ ‫ثْذاؿت‬ ‫داًـىذُ‬ ‫داًـجَیي،‬ ‫تحمیمبت‬ ‫وویتِ‬ ، ‫همبلِ:‬ ‫دسیبفت‬ ‫تبسیخ‬ 4 / 11 / 1393 ‫همبلِ:‬ ‫پزیشؽ‬ ‫تبسیخ‬ 23 / 12 / 1393 ‫چكیدٌ‬ ‫َدف‬ ‫ي‬ ‫سببقٍ‬ : ‫ؿبیع‬ ‫اص‬ ‫یىي‬ ‫هبلت‬ ‫تت‬ ‫ثیوبسي‬ ‫تشیي‬ ‫اً‬ ‫هـتشن‬ ‫ّبي‬ ‫هتي‬ ‫آهتَصؽ‬ ‫اػتت.‬ ‫حیَاى‬ ٍ ‫ؼبى‬ ‫ایتي‬ ‫اص‬ ‫پیـتگیشي‬ ‫دس‬ ‫تَاًتذ‬ ‫هلبلعتِ‬ ‫ایتي‬ ‫اًجتبم‬ ‫اص‬ ‫ّذف‬ ‫ثبؿذ.‬ ‫هؤثش‬ ‫ثیوبسي‬ ‫اسصیتبثي‬ ‫ت‬ ‫ت‬ ْ ‫ج‬ ‫ي‬ ‫ت‬ ‫ت‬ ‫ؿ‬ ‫ا‬ ‫ذ‬ ْ ‫ث‬ ‫د‬ ‫ب‬ ‫ت‬ ‫م‬ ‫ت‬ ‫ع‬ ‫ا‬ ‫ا‬ ‫ذ‬ ‫ت‬ ‫ه‬ ‫ش‬ ‫ت‬ ‫ث‬ ‫ي‬ ‫ت‬ ٌ ‫ت‬ ‫ج‬ ‫ه‬ ‫ي‬ ‫ت‬ ‫ؿ‬ ‫ص‬ َ ‫ه‬ ‫آ‬ ِ ‫ت‬ ‫ل‬ ‫ل‬ ‫ا‬ ‫ذ‬ ‫ه‬ ‫ي‬ ‫ت‬ ‫ـ‬ ‫خ‬ ‫ث‬ ‫ش‬ ‫ث‬ ‫ا‬ ‫هبلت‬ ‫تت‬ ‫پشللش‬ ‫سفتبسّبي‬ ‫ثشاثش‬ ‫دس‬ ‫داهذاساى‬ ‫تَاًوٌذػبصي‬ ‫ثَد‬ ‫چبساٍیوبق‬ ‫ؿْشػتبى‬ ‫دس‬ . ‫ي‬ ‫مًاد‬ ‫ريش‬ ‫َب‬ : ‫ایي‬ ‫پظٍّ‬ ‫ؾ‬ ‫ًیوِ‬ ‫تجشثي‬ ‫ػبا‬ ‫دس‬ 1393 ‫ؿتذ.‬ ‫اجتشا‬ ‫ؿتشلي‬ ‫آرسثبیجبى‬ ‫چبساٍیوبق‬ ‫دس‬ ‫تعتذاد‬ 200 ‫سٍؽ‬ ‫ثتب‬ ‫داهتذاس‬ ‫ًوًَِ‬ ‫طجمِ‬ ‫تلبدفي‬ ‫گیشي‬ ‫دادُ‬ ‫ؿذًذ.‬ ‫اًتخبة‬ ‫هلبلعِ‬ ‫ایي‬ ‫دس‬ ‫ؿشوت‬ ‫جْت‬ ‫اي‬ ‫ػبلتِ‬ ‫هحمك‬ ‫پشػـٌبهِ‬ ‫اص‬ ‫اػتفبدُ‬ ‫ثب‬ ‫ّب‬ ‫ؿبهل‬ ‫وِ‬ ‫اي‬ ‫ػبصُ‬ ٍ ‫آگبّي‬ ‫ؿٌبلتي،‬ ‫جوعیت‬ ‫اطالعبت‬ ‫ثْذاؿ‬ ‫اعتمبد‬ ‫هذا‬ ‫ّبي‬ ‫جوع‬ ‫ثَد،‬ ‫تي‬ ‫گتشٍُ‬ ‫ثتشاي‬ ‫آهَصؿتي‬ ‫جلؼتبت‬ ‫ػپغ‬ ‫گشدیذ.‬ ‫آٍسي‬ ‫ؿذ.‬ ‫ثشگضاس‬ ٍ ‫طشاحي‬ ‫هذاللِ‬ 3 ‫گشٍُ‬ ‫دٍ‬ ‫ّش‬ ‫اص‬ ‫اطالعبت‬ ‫هذاللِ،‬ ‫اجشاي‬ ‫اص‬ ‫پغ‬ ‫هبُ‬ ‫جوع‬ ‫آصهتَى‬ ‫اص‬ ‫اػتتفبدُ‬ ‫ثتب‬ ٍ ‫آٍسي‬ ‫آهتبسي‬ ‫ّتبي‬ ‫هي‬ ‫تجضیِ‬ ‫ٍیلىبوؼَى‬ ٍ ‫ٍیتٌي‬ ‫گشدیذ‬ ‫ٍتحلیل‬ . ‫َب‬ ‫یبفتٍ‬ : ‫هیبًگیي‬ ‫ًظش‬ ‫اص‬ ‫گشٍُ‬ ‫دٍ‬ ‫هذاللِ،‬ ‫اص‬ ‫لجل‬ ‫ًوشات‬ ‫آگبّي،‬ ‫ػبصُ‬ ‫هٌتبفع‬ ‫هَاًتع،‬ ‫ؿذت،‬ ‫(حؼبػیت،‬ ‫ثْذاؿتي‬ ‫اعتمبد‬ ‫هذا‬ ‫ّبي‬ ‫دسن‬ ‫پیـگیشي‬ ‫سفتبسّبي‬ ٍ ‫لَدوبسآهذي)‬ ٍ ‫ؿذُ‬ ‫هعٌي‬ ‫تفبٍت‬ ‫هبلت،‬ ‫تت‬ ‫اص‬ ‫وٌٌذُ‬ ‫دس‬ ‫آهَصؿتي،‬ ‫هذاللتِ‬ ‫اص‬ ‫ثعتذ‬ ‫اهتب‬ ‫ًذاؿتٌذ،‬ ‫داسي‬ ‫هعٌي‬ ‫التالف‬ ‫هذاللِ‬ ‫گشٍُ‬ ‫گشدیذ‬ ‫هـبّذُ‬ ‫وٌتشا‬ ‫گشٍُ‬ ‫ثِ‬ ‫ًؼجت‬ ‫داسي‬ ( 05 / 0 P< .) ‫وتیج‬ ٍ ‫گیری:‬ ‫ثشًبهِ‬ ‫دس‬ ‫تأثیشگزاس‬ ‫افشاد‬ ‫هـبسوت‬ ‫تئَسي‬ ‫اص‬ ‫اػتفبدُ‬ ‫ثب‬ ‫ّوشاُ‬ ‫هذالالتي‬ ‫ّبي‬ ‫هي‬ ‫آهَصؿي‬ ‫ّبي‬ ‫ثیـتشي‬ ‫اثشثخـي‬ ‫تَاًذ‬ ‫دس‬ ‫پشللش‬ ‫سفتبسّبي‬ ‫اكالح‬ ‫دس‬ ‫افشاد‬ ‫ثشًبهِ‬ ‫چٌیي‬ ‫لزا‬ ‫ثبؿذ،‬ ‫داؿتِ‬ ‫گشدد‬ ‫اجشا‬ ‫ٍػیعي‬ ‫ػلح‬ ‫دس‬ ‫ثبیذ‬ ‫ّبیي‬ . ‫كلیدی‬ ‫ياشگبن‬ : ‫هذا‬ ‫ثْذاؿتي،‬ ‫اعتمبد‬ ‫هذا‬ ‫هبلت،‬ ‫تت‬ ‫چبساٍیوبق‬ ‫آهَصؿي،‬ ‫للِ‬ ‫مقذمه‬ ‫ؿبیع‬ ‫اص‬ ‫یىي‬ ‫هبلت‬ ‫تت‬ ‫ثیوبسي‬ ‫تشیي‬ ‫ثتیي‬ ‫هـتشن‬ ‫ؿبیع‬ ‫ّبي‬ ( ‫اػتت‬ ‫تبى‬ ‫جْت‬ ‫ػشاػتش‬ ‫دس‬ ‫حیتَاى‬ ٍ ‫اًؼتبى‬ 1 ‫تي‬ ‫ایت‬ ‫ؿتیَ‬ .) ‫ثیوبسي‬ ‫ایي‬ ‫اػت.‬ ‫هتفبٍت‬ ‫دیگش‬ ‫وـَس‬ ‫ثِ‬ ‫وـَسي‬ ‫اص‬ ‫ثیوبسي‬ ‫جٌتَثي،‬ ‫(اسٍپتبي‬ ‫هذیتشاًتِ‬ ‫اطشاف‬ ‫وـَسّبي‬ ‫دس‬ ‫ثخلَف‬ ‫لبٍ‬ ‫تب)،‬...

No abstract