Abstract
Aim. This study aimed to compare the effect of spaced and mass education on stress and anxiety in candidates for angiography.
Background. Regarding the role of education in reducing stress and anxiety before angiography, comparison of the effect of spaced and mass education seems to be important in managing stress and anxiety in people experiencing this procedure.
Method. In this interventional study, statistical population consisted of candidates for angiography referred to selected hospitals of Isfahan in 2018. Sixty candidates for non-emergency angiography were selected by convenience sampling and were randomly divided into two groups of 30. The data collection instruments were the questionnaires demographic information, Cohen`s Perceived Stress (PSS14) and Spielberger`s Anxiety Inventory. Initially, all three questionnaires were completed by the participants. Then the education was provided by the researcher to the participants of the mass education group individually and face to face for 25 to 45 minutes (according to the participants tolerance) and in the end of the session, a 5 to 10 minutes time were given for answering participants’ questions. In the spaced education group, the educational content was provided by the researcher in three stages of 10 to 15 minutes and in groups of 3 to 6 participants. After the training of both groups, stress and anxiety were measured again by the questionnaires. Data were analyzed in SPSS version 16 using descriptive and inferential statistics.
Findings. Before and after intervention, there was no statistically significant difference between two groups in terms of mean scores of stress, state anxiety and trait anxiety. After intervention, a statistically significant decrease in mean scores of stress, state anxiety and trait anxiety were found in each group compared with before intervention.
Conclusion. Regarding the similar effect of spaced and mass education on stress and anxiety in candidates for angiography, it is recommended to use mass education method for candidates before angiography, since it is more cost effective and time saving than spaced education method.
 

Abstract
Aim. This study was conducted to examine the effect of mentalization-based therapy and emotion-regulated therapy based on the Gross process model on psychological well-being and quality of work-life of nurses in intensive care units.
Background. Improving nurses' well-being and satisfaction with their quality of work-life improves the nurse-patient relationship and hospitals' performance from an organizational point of view. It is necessary to provide psychological therapeutic interventions to this crucial group of health care providers.
Method. This study was an experimental  study (pre-test post-test with control group) in which 45 nurses working in intensive care units of selected Tehran hospitals, Iran, were selected by the convenience sampling method, and assigned to two intervention groups and one control group (15 nurses in each group). Reef's short-term psychological well-being and Walton's 32-item quality of work-life were used to measure dependent variables of the study. Then, mentalization-based therapy group received intervention in 8 sessions of 90 minutes as one session per week; and the treatment group based on emotion regulated therapy based on the Gross process model received the intervention in 8 sessions of 90 minutes, one session per week based on the protocol. No intervention was implemented for the control group. Data were analyzed using descriptive and inferential statistics in SPSS software.
Findings. Before the intervention, there were the highest scores for quality of work-life in the control group. At the end of the study and after the intervention, the scores of quality of work-life increased in all three groups, and no statistical significant difference was found between the groups. Before the intervention, the highest scores for psychological well-being was observed in the mentalization-based therapy group. (85.86±6.56), and after the intervention, although the psychological well-being scores of both interventions groups were higher than that of control group, but this diferrence was not statistically significant.
Conclusion. Based on the findings of this study, it seems that training sessions of mentalization-based therapy and emotion-regulated therapy based on the Gross process model improve the quality of work-life in nurses working in intensive care units, but the improvement was not statistically significant.

Abstract
Aim. This study aimed to examine the effect of implementing a risk management program on pharmaceutical calculation skills of nurses in cardiac care units.
Background. Patient safety and the early detection of medication errors are indicators of the quality of care. Risk management, through a systems-based approach, is an important strategy for preventing medication errors and harm to patients.
Method. This was a semi-experimental study. The study population was staff nurses working in the cardiac care units of Milad Hospital in Isfahan. Sixty nurses working in cardiac care units were selected based on inclusion criteria using a convenience sampling method, and they were randomly assigned to experimental and control groups. The intervention group participated in a risk management program delivered in eight 2-hour sessions, two sessions per week. The control group received the hospital training program. Data collection instruments included demographic form and nurses’ pharmaceutical calculation skills questionnaire, which were completed at the beginning and two weeks after the study. Data were analyzed in SPSS 21.
Findings. Before the study, there were no statistical significant differences between the two groups in pharmaceutical calculation skills, interest, ability, need for training, ease of pharmaceutical calculation skills, and medication errors. The mean score of the pharmaceutical calculation skills was in the “good” level. After the study, in the intervention group the nurses’ pharmaceutical calculation skills, ease of calculations, and ability increased significantly (p≤0.0001), whereas there was no significant change in the control group. After the study, the difference in pharmaceutical calculation skills between the intervention and control groups was significant (p≤0.0001).
Conclusion. Implementation of the risk management program significantly enhances nurses’ pharmaceutical calculation skills and is suggested as a strategy for promoting safe medication administration by nurses and achieving high-quality nursing care.