The attachment can be considered as a specific behavioral pattern that is critical to healthy growth in most communities. Medical students are exposed to high levels of psychological stress while being equipped with lower levels of resilience. This study aims to determine the relationship between attachment style and the quality of life of medical students. In this cross-sectional correlational study, 150 students of Iranshahr University of Medical Sciences in 2018 were selected based on convenience sampling with consideration of inclusion criteria. Revised Adult Attachment Scale (RAAS) and Quality of life questionnaire (SF- 36) were used as data gathering scale. The data were analyzed with SPSS ver.19 using the Pearson correlation coefficient and linear regression. The participants’ mean quality of life score was 74.2 ± 16.7. In attachment style, 48.7% of the participants had secure attachment, 26.0% avoidant attachment, and 25.0% ambivalent attachment. The results of this study indicated a significant direct correlation between the quality of life scores and secure attachment style (p value <0.000). Also, there was a significant inverse correlation between the quality of life score and ambivalent attachment style (p value <0.000). Attachment style predicted students’ quality of life. Moreover, the role of Attachment style highlighted potential areas for intervention to improve medical student well-being and provide a foundation for longitudinal follow-up.
IntroductionNurses are one of the important sources of organizational learning, and the main elements of knowledge transfer in hospitals. They can play a major role in the process of organizational learning. One of the factors affecting nurses' learning is self-efficacy.ObjectiveThe aim of this study was to evaluate the association between organizational learning and professional self-efficacy among nurses.MethodologyA cross-sectional study was conducted among 150 nurses in Ali Ibn Abitaleb Hospital in Zahedan City, Iran in 2018, selected by simple randomized sampling. Tools used were the Neefe Organizational Learning Questionnaire (Neefe, 2001), and Riggs and Knight's Self-Efficacy Questionnaire (1994).ResultsThe results showed a significant positive correlation (p <0.05) between self-efficacy scores and the organizational learning dimensions of systems thinking, team learning, and shared vision. Linear regression analysis showed that these three dimensions of organizational learning predicted 16.1% of the professional self-efficacy variations.DiscussionOrganizational learning has a direct relationship with nurses' professional self-efficacy. Promotion of organizational learning characteristics in hospitals will enhance nurses' self-efficacy.
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