Objectives: Complementary and alternative medicine (CAM) use is prevalent, but specific use of CAM across cancer treatment is underinvestigated. The objectives of this study were to assess changes in CAM use across cancer treatment; specific reasons for and satisfaction with specific types of CAM used; and associations of CAM use with stress, mood, and quality of life (QOL) in women with newly diagnosed breast cancer. Design and setting: Seventy-seven women with early-stage breast cancer who underwent active cancer treatment participated in the study. Data were collected three times: shortly after cancer diagnosis and 2 months and 6 months after the start of adjuvant cancer therapy. Outcome measures: CAM Questionnaire, Impact of Event Scale (stress), Profile of Mood State (mood), and Functional Assessment of Cancer Therapy-Breast Cancer (QOL). Results: Mean age was 52.4 years, and 94%-97% of women used on average five to six CAMs across three time points. Women largely started CAM use before cancer diagnosis and continued across cancer treatment. The five most common CAMs were prayer (88.3%), multivitamin use, massage, and vitamins E and C, followed by music, meditation, green tea, chiropractic care, and vitamin A, with little changes in types of CAM use across cancer treatment. Satisfaction was high, and satisfaction with prayer was the highest. Prayer, meditation, and music were used specifically for a feeling of control, whereas vitamins were used to improve the immune system, showing clear patterns. Stress, mood disturbance, and QOL declined significantly over time, p < 0.001-0.04, but the number of CAMs used was unrelated to these variables. Conclusions: CAM use was highly prevalent with multiple CAMs and continued throughout cancer treatment. Prayer was the most common CAM; it had the highest satisfaction rating and the perception of being most helpful. The effect of long-term CAM use requires further investigation on psychological and biobehavioral outcomes with consideration of demographic and clinical characteristics.

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Purpose: The purpose of this study was to explore the lived experiences of new graduate nurses in personal life and in clinical setting during their first year. Methods: Eleven new graduate nurses were interviewed and the data were analyzed using the Giorgi's phenomenological method. Results: The main results of this research were negative experiences such as poor nursing skills, inability to enjoy personal life, physical exhaustion and health problems, and uncertainty of nursing values. On the other hand, there were some positive aspects on their minds: adjustmental/developmental needs, sense of responsibility, receptive capability, and proficiency with their work. They gradually found themselves being endured and changing to adapt. Conclusion: Transition from students to staff nurses is a very stressful experience for new graduate nurses. It may negatively affect their personal lives as well. However they tried to keep themselves positive to overcome their difficulties. It is necessary for them to be given time, a systematic program, and a supportive environment to adapt.

The mean age of the patients was 46.7 years. The FACT-B mean score was 89.89 (SD:17.31) Education, income, job and stage of disease were significantly associated with QOL. In a regression analysis, mood, income, and fatigue were significant predictors for QOL: where as, stress was not significant. Among the subscales of QOL, physical well-being, functional well-being, emotional well-being, and the breast cancer subscale were included as predictors of QOL CONCLUSION: Physical and psychological factors were strong predictors of QOL. These results demonstrate the need for interventions to improve QOL in breast cancer survivors.

Purpose:The purpose of this methodological study was to develop a teaching efficacy scale for clinical nursing instructors and to establish its validity and reliability. Methods: Based on the literature review and focus group interviews, the attributes of the roles and capabilities of clinical nursing instructors were identified and a scale was developed. The content validity test and preparatory investigation were conducted to produce a total of 54 questions of the study. Results: Factor analysis indicated six factors whose eigenvalue was 1 or greater. Cumulative dispersion explained by the factors was the combined 67.3%. In the final analysis, forty-two questions were selected. The "Student instruction" factor showed high loadings with 12 questions and explained 17.4% of total variance. The "Teaching improvement" factor was loaded with 9 questions; "Application of Teaching and Learning" 7 questions; "Interpersonal relationship and communication," 7 questions; "Clinical judgement" 4 questions; "Clinical skill instruction" 3 questions. The overall reliability of the tools measured with Cronbach's was .97. Conclusion: All these findings confirmed that the teaching efficacy scale for clinical nursing instructors have content validity, construct validity, and criterion-related validity, and all questions are internally consistent and reliable.