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BACKGROUND:Achievement of productivity and improvement of quality in the educational system is the effective, influential factors for countries development. Academic achievement is the main objective of the training program and the most important concerns of teachers, education officials, and university Student's families. Self-esteem is one of the factors affecting student academic achievement. This study is aimed to investigate the relationship between self-esteem and academic achievement in Medical Sciences students of in 2014–2015.SUBJECTS AND METHODS:This is a descriptive–correlational study. In this study, 537 university students were selected using random stratified sampling method from Guilan University of Medical Sciences in 2014–2015. Data were collected using the standard self-esteem questionnaire of Cooper Smith consisting of four elements (general, social, familial, and educational) and a demographic questionnaire. Data were analyzed using SPSS software version 21 and descriptive statistics such as Spearman correlation and Logistic Regression.RESULTS:The results indicated a significant relationship between grade point average and educational self-esteem (P = 0.002, r = 0.135) and global self-esteem (P = 0.02, r = 0.102). There was also a significant relationship between composite Index educational status and general self-esteem (P = 0.019, r = 0.102) and academic achievement (P = 0.007, r = 0.116) and global self-esteem (P = 0.020, r = 0.102).CONCLUSIONS:According to the results, the highest mean score of self-esteem was related to the familial element, and the lowest average was in terms of social self-esteem, therefore, given the importance and necessity of self-esteem in academic achievement, strengthening of all aspects of self-esteem is suggested.

Aim:The study determines moral distress and related factors among emergency nurses. Moral distress is one of the recurring issues in the nursing profession that has gained importance by creating changes in the health care system. Materials and Methods:An analytic-descriptive study was conducted, in which all 180 nurses working in emergency education and health centers in were included. Moral distress was measured by questionnaire. Data were analyzed using SPSS 17. Results:The findings showed that moral distress in emergency nurses (4.93±1.08) was high. Most moral distress was in the area of professional-functional competence (5.21±1.17) in the item of "unsafe conditions" (5.55±1.45). No statistically significant correlation was found between age and experience with moral distress among nurses in the emergency department. From the perspective of nurses in the study, organizational factors including barriers to education were the strongest factor influencing moral distress. Conclusion:Given that moral distress in nurses participating in the study was very high, it seems that planning to promote professionalfunctional competency of nursing practice are essential.

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Due to the Coved 19 pandemic and the need to use different e-learning methods for clinical teaching, this letter was sent to the editor with the aim of introducing the SAID model for clinical teaching using webside teaching method.

Background: Coronavirus disease 2019 (COVID-19) pandemic can lead to psychological distress among clinicians and medical students due to the possibility of disease transmission and closure of educational centers. Objectives: This study aimed to investigate the extent of psychological distress and coping strategies among clinicians and medical students during the COVID-19 pandemic in Rasht, Iran. Methods: Using the Kessler Psychological Distress scale (K10), this cross-sectional analytical study evaluated psychological distress and coping strategies among 109 clinicians and medical students working in Razi Hospital of Rasht, Iran during the COVID-19 pandemic. The K10 scale has 10 items with a 5-point Likert scale ranging from 0 (never) to 5 (always); the Cronbach’s alpha coefficient was calculated as 0.771. Also, to examine the coping strategies, a 10-item researcher-made checklist was used (CVI = 0.79; CVR = 0.82). The questionnaires were distributed by e-mail from May to June, 2020. After entering the data into SPSS software (version 20), the data were analyzed using appropriate statistical tests. Results: The mean age of the responders was 36.14 years (SD = 10.68). The mean K10 total scores was 12.94 (SD = 7.64). There was a significant negative correlation between age and K10 total scores (r = -0.397, P < 0.001). Single participants had a higher K10 total score compared with married ones (P = 0.003). Furthermore, interns had a higher K10 total score compared with residents (P = 0.012) and faculty members (P < 0.001). Conclusions: Since interns are at a higher risk of psychological distress due to less work experience during the COVID-19 pandemic, continuous monitoring of psychological distress and teaching coping strategies in crisis situations should be included in the training curriculum and educational courses of this group.

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