0# 123% 0#; &) # >0# G &G $ f 1)? $. E \(4) .4+,I '3 J##B( K> L >$H# V'B 0#>3 0 $) '3 J) X) $E :*#)

Transcription

1 : 2 1 0# 123% 0#; &) #!" <B( =< + =@ 3< =>+ 0 ==. A $ '3 5 :#$ $@%H. &F # >D%E 4 $ &F $ 0. $. '3 4)=@ G. =.4+,I 4)=@ '3 J##B( K> L ;= $. 6 P< >Q&FM =. &==. 4. G 3 10 $. M - 1# -( N G L $@%H :%.) 3 ) ) $+) $0# >$BS G,5< FR0 «+ ) G 4)=@ =@ '3 &,3» I $"B< 4)=@ '3 =E» $)& :'(#&'. $@%H J) > G «4)=@ >$H# V'B 0#>3 4)=@ 0 $) 4)=@ '3 W)@( $@%H J) X) $E :*#). >&F J [#3( ;= $ &F # 1# -(,L $. YZ - 1# -( '3 J##B( 4)=@ :'(+, 45 3#.,"#"-( $ 6. :.123% 0# # 0#; &) :-' :(1)2 \ /11/10 :%78 0' 1391/9/25 :&' 0' >0# G &G 4)=@ $ f 1)? $. E \(4) #$ $ G K> =@ 8B $ + g 6) PB G )`%=( =# G 4)=@.(5) ) D)!+ >&F =@ >G# &F 8B $ 0( +?,##a( 4+# 6) $?> 4#@L J) $. P= > G ) 4 J0 4)=@ i? '3 5.(1) 4 $ 5.(6) 0# G =>+ 0 ==. A $. 1. $. 4 &? 1( G #k# V'B =)+ 4)=@ G ).(2 3) 4 =@ 3<.=. V>+ + ># J# l=>0> $H 0 5 >0# G &G g- J) ' 4 ' &G D# 8 25 $.- + 4)=@ 6? Ed) $ W)@( ) )F $. $ =. )'( [)-( -4 =@ 45 fazel123@yahoo.com &) &'( $%$#"! -1 &) &'( /$#"! +,"#"-(!. )-2 0# 123%. : 11

2 $. $=#G J) + R= B0. ) K< G $@ 1#% J#0> $ G J0 '3 1# -( 6 &.) yz NL J) - 1# -( x % x G 4)=@ '3 J##B( ;= $ L $@%H ;= $.) 3 M - 1# -( NL &#,5< G =A >$0 $ 4. P< >Q&FM =. $. ==. 4. G =. J#%z? ;= J). 3 0 J),5< PI + {)< J) G $. 4B-I + & =)0 S.) +@ $=#G >Q&FM =. J#% $. 4.w $ Gu =Z $). G +! P< & =)0 ( J) $. = 4. J) 5.=. J#02( D>Q &==. 4. $ $. + $@%H &== =. &=Z &= 3 $+) $0# >$BS G $@%H J) 8< $ $"#M 60 ( 30 J# $BS >. < $ $. &==. 4. 4)L $BS 6 ;= $.#6 >$BS =. 8z? =>0> $@%H 4. ~d F & $.- IS }( $0. $ $0. $BS 0( >$BS &) # P%H 4-I G &=#0< ;= $. G# &GV> < $ #= ) vbl (I I &0 # $ 0( G ~. # P%H -!#%F x {B< $BS 0( >$BS =. (Conventional content analysis) M > 1# -(.) Z V#> Lundman Graneheim x i >$BS G# -1 :G =(B &F 1 $. (21) &0 # ;= $ >&F J)=E 6 > Z -2 # 1. $ 4B? -#-I fb( m 6= 0 0? 45 ' 4 ' &G $. &F ( $%" J) $B 0 $ 0 (Biosychosocio spritual) =@ >.(7) 4? 1# &? 1(!# =@ 6 &0# 0 4#@0 $. 4 (@%H J) 90 G D# $. => & $# < $ 4. " (Higher being) ( [) $ + I $ &0# I 94 $. 4 &F #,@%H G $ 0? 1#BM G W # &> &0# o..=> 4#0> G [) $@%H.=?> B>p =@ >G# & F &=> q I 96 & &! &? 45 V' 1 [) 4)=@ $. "@ &0# =@ >G# G P A >$+) J).4.(8) 43A & $. 4 &F G.,@%H G 0 =(0 0 = ) = 4#+s o. $ ) = $ 4 >Z # 1M G 4#3#. th J)(u 1 5 >8 P A L 8.(9) >$H# $0> 4)=@ '3.!# 4)=@ $M5 (10) $ fb( J#= 0( 45,5 $0> J).(6) 4 # 0( &>Q 1)? &F? 4)=@ '3 )>D%E? &>Q. &=k0> $ J) $=#G J) vb( i &,@%H 6 $. # D%E J) $ (11-20) W)@( &F vb( 1)? 4)=@ $=#G )G #? 1#% J#0> $. $H# J) -L K3 J##B( K> M - 1# -( N G $@%H J) 6 $. 4.w $ Gu. 6 4)=@ '3 1#% $ 1M V> '3 1# -( x D>Q > =>+ 4+ $=#G $ 4)=@ '3 & $? 12

3 (Immersion) $<A (Member check) {#"-( > &>Q # 4. (Prolong engagement with the data) ;= $ J#=k0>. 3 $ &= )>=.,"#"-( 6 $6( $. + G > 4-I G &=#0< >$BS ( $ (Peer check) = 3#. M '3,"B< $#% >p. ;= $ J#=k0>. 6 >G => ) G $BS 5 R 3)@( $ &# N=(.) 3 V> (Narrative approach) ) )p#)c( B D)!+ PB &==. 4. yz ;= J#0> $. > > # (Confirmability) W Z J#= ~= > G + G $@%H J). 3 > #A > W Z >) > '(B ) & =)G % $. I 4% 4)=@ &?) $0> $. 4 1o.4 & - 4,3 $.!#E &.==. i? $) J) G "#0 >2@.4 PB $. 4 )# (B $.(-H -H -H $ 4B? $Ed) GVE 0 6) J).G V> $ &? G W L & =0+> & =@,I $ & $Z#F V>... J 0 J 4MI & }5 & ==. + 4 J0 $E. VE $ &? G.46. J) i 1I $) $. % 4 &# W 4)=@ 4 H 4)' 4)M [) ) fb( ==. ~@= 8S( V> 4@#B< &) $ 8S( ==. ~@= "+ $Ed) )( G 4,B $. >yz )( & W &. ) V#> V#=. $%c? $ ({#M RM.W Z #A W Z >@ G B#.( &# fb( 2@ u.4 N0 &? 0 + th &? #A.== ) ) =>+ <B( '( 7*, = #:;<.1 C& '(B 4)=@ V'B '3 & =>w ) $@ '3 J) )p 4#=# DF i? J#?( $ [ G & 0 + >xg {#0 43 ) + J#)F J) $ $( + i0 1M #A Y#Z(,3I,u ==. P)p'(... + # +,3 0 + >+ * = W Z >) =@ =< + $ $. +,3,<B( H * ==. F 4+ B>p >& B>p =@ + # * $BM = + > >4#%@+ 0 >. G$0?6 D)# $B < x >. & GF & =@ + 3 * + > &= 4-( >&F &0 =$ )=@ yz + > &0 =$ $I5-3 >$ )G &0 P( -4 >&F B= P?E >$ )G >,3( >4>B $?)" i 1I >$ D 4# M $. B= &= yz -5. & > p. G $I5 1 8 m4?#e 4)=@» :G,B {#"-(,uz.> NB $ 8 $BS 8 $. «m=. # =A ;= $ J).V)# (5< $ $. 6 ==. 4. J#0> ( >$BS. V>,3( o. $. )>$BS B G &=#0< 4' $#% p. G ~ &==. 4. =#G # G >$+) (Credibility). >A&?'$@," >x $3? + $ +,3 =?> ># = 4+@ V#>3 J) W Z &' 4= 4= i@ &# G >&F t#-i G 0? * <B( 0 * 3< =>+ * =@ * =< + * =>w = * > :?'$@ &,3 '3 =@ ) G 4)=@ + 4)=@ & > : =E 4)=@ '3 13

4 & ++ + 'E $. = $ $. + & + D 4-( W Z H = 3< )!#+.=> M,I $ $%" ==. $) $% X= MF 0 6) PB $. 4 )# 4)=@» :=Z. $ 4B? $Ed) GVE V> J).G V> $ &? G W L & =0+> & =@,I $ & $Z#F... J 0 J 4MI & }5 & ==. 4 J0 $E. VE $ &? G.«46. J) i 1I $) $. + $. )# 1.( =)F $ # J W)@( J) 0=> E D" G # G (+ < $.4 4#%@+. G #? & J $. + $E $. 4 &# )B)G 6. G 4Z #? v) S $ D% E. 4)=@ $) 0> [E. J) c= # c=,#is (M 4)=@ J) $E > $. $ +. > ($? (M + # =< + : ==. $) 0,c#> $% 'E 1'E V & =)G % $. I 4% 4)=@» $0> $. 4 1o.4 ) - 4,3 $.!#E &.==. i? &?) J) G "#0 >2@.4 4)=@.(-H -H -H $) 3< <B( 0? :G =(B $. I.«= + 4)=@ '3 & &?) $ W)@( J) PB $.!#E &F i J).4 W Z 1)0( + & =@ W Z H G.4 4)=@ ' )=@» :GF ==. 4. $% $ MF $. 4 )#.4 G =!# DZ )# '(#&' &= 4-( (V(). $)& [) $@%H J) 1I. $"B< 4)=@ '3 =E» «+ ) G 4)=@ =@ '3 &,3» 1" G $ )G. «4)=@ & D>Q &==. 4. >8M EF 'D W)@( S + y6( $=#G J) B% < $.0 &# G? W#< >Q G #? $...w &( &=Z &= $ $.?. S $) + W)@( NL J) $ f & (. 4. =. =+ M $BS $. + G '=(.0 # + # ; $ $. 0 &# J" =A y6( $+ M $6( J#6 >&F $G,.4 $ y6( J) G B#.( &# $ )G. 4)=@» :$%" ==. $) 0,c#> $% MF $# $B= G $. + > G I 4% V> 4 + V> $. $ Y#Z( ).0. J# ƒ0? + $. 4 J) ;=.0. B Y" 1" K<. $ J) $ V> + # + 1" K<.$ $B=.&# &# $ & G + $E J NL $ y.4 $%c? $) + & ++ + &# = 3< )!#+.«& $ # + & $ 4)=@ Y#Z( $ W)@( J) $. (I $ \4 $ 0 +,I >. 4 t#-i 6 8@ & =@ 4% + v( 8 $ $. 4 $? $ V'+ &F #=,@+ $ $. 4 $ J) RM.&) LM J)' + $. 4 J) S.4 D) 14

5 $ +> ) J#@ + 40 $ + DZ'% &# 3 4)=@...4 4)+ 4 H # % 4 ) fb( ==. ~@= 0 8S( ==. ~@= 4)',M [),B $. 8S( V> 4@#B< &) $ & W &. $Ed) )( G 4.«W Z >yz )( =!# # &= $ 4)=@ G W)@( J) 40 $ + ( $. 4 G #? G t#-i +.=. 4)> ) 4)> J#@ + &) 40 $ 4)=@ 1)0( 1I $.- YZ 4' > ) $ -4 #? t#-i 4= +. > V + )» : ==. $) $% $ 4?# V G ( $ &F &? =. >v#- &=#0< ' ) '3 &= $ 4)=@ &?.$=. 1S+ 1 0; V; &# M=( J# 1@( 6) =G# W Z >$I 0? 4#%@+ 4#5",Bb V; [) G...$(Bb ##a( 4% 1M 4)=@ ##a( 0; ) G # 4)=@ 4#5" $%" {#3( '.4 $#(.«$?#,Bb 1"b $H" &= $ 4)=@ '3 G W)@( J) bz % 4% $ 6= $. =. v) G $. ) &# $. E \4 ) 4 & J#M G &0 # G =. v) G &F ==. t#( $ '=( $. J#M " YZ.4 & =@ 4)=@ $ 1( 0> :$%" ==. $) 0,c#> $% $ 6= V " $ $. 4 &# $=#G J) (3 W)@(» 4' x5( 4)=@ :G 4,B &F J)(R J =. ( # &) J) $ 4B? 4#? 6) 4 G# & &? $E&F 4'..«4 1. 4#? $ &# 6? 4 4)=@ & + W)@( J) +D# ==. &# $. u &# W)@( G 2@ $. 4 ) &F =)G % $. 4 % 4)=@ $ 4)=@ 4 &# 8 > $. + 4= &= $ $ $( 8 1( $ &# >&F > K> $. J)) $. 4)=@» : ==. $) $% D 4?# MF Z)( 4+ YZ &F $. %@ +> $ s )6?.=. G &F $+) 4)=@.4 G >F & &?.«4 )!#+ -0? - v) 4= 4)=@ (# S= W)@( J) )0 G &F + $. 4 G B( %@ +> J 0> 4= J) +D#.4? 4#SZ 1. & $BS G 3 $ }+ >$BS 5 )G.B 1)M 4)=@ W)@( J# (3(. $) + J) >. G 0?M 4)=@» :=Z ==. $) $% 43> 1'E MF $. ).. W)@(, ( 4)'? # ( ) 4)=@.$=. #,#S G VE &? 43 $ - [#)G V> =. $.- v V> G >8G D. [). [) 1"? '3 $ =?# $,w V% $0> $. 4?#<=a {.«M $?)" $4B? 8< W)@( ) J) &# W)@( ~= =@ 4)=@ $. 4 $ J) #,3 =. # J#0> $. 3 Z H & $. 4!#E 4)=@.4 > #?3( 1M 4 '3 B I + ) + S-= J). # 1M &F u H ( $. 15

6 G B#.( ),B $. =. G.(7) «4 80 >xg G I $3? + (Howard Q' G 1" $) &0> &#0#" :==. &# $ J) 4)=@ W)@( u >xg G G 4,B 4)=@» $ { $ &0). 1 )G $.? 1.( RL( "( 10-( -( &) $ 0, $ 4B )L ># =#x x)p =)F $ # ~3 )$+I 4MI BI 46!id $ + >GF &. - 4 p.+?.(22) «' K> J $.w &# ),B $ & =@ 4)=@ &= $ + {#0 >xg 4. >4B-I G #? $. 4 $ PB $. $. &# D>Q &==. $. J) 4 $. &= $ V#>3 J) (# 0 8 J# IS + $ )G &= $ =+ }3( + 0( $G G $..4 $? & =@ 4)=@ >$06 4.,# G 3 4)' L $@%H $( ) >) D>Q &==. W)@( '3 J##B( $. $@%H K> $ $=#G J) W)@( ) $ 4B? $. 1I )G. # 4#. 4#@ G 1M #A Y#Z( + $ S-= 4% 4)=@» =>+ 0 ==. A $. = <B( =< + =@ 3< ==. L & =0+> & =@,I $ $. 4 G G J 0 4MI & }5 & >$I + 0? >4#%@+ "( PB =. >4#%@+ {#0 >xg 6),Bb ##a( W Z $ J) vb(.«4+ => MV> 8< $?)" >&?! $ &F bf 4)=@ $ '=( W)@( $. 4. &# J#=k0>.4 #E V> =. $3? + fb( & 4)=@ + ) 4)=@ G + th $ 4B? $.=?> i#m 1M [) [) ==. $) $% [) V W@ Ed) $ 3 4)=@» :=Z F V>+ # 80. $ 4. $. 3< + 0 >xg {#0 # > &G + 3< v ==. V#;=( + &0E [ )... $. 4!#E &.4 &G+.«B $BS $ $ M R0 E!# 4)=@ $. 4 &# W)@( J) + >xg 4= 40 $ v V#;=( J##@( $ M $ ) 4)=@» :GF ==. 4. $% [) 6= MF $+) Z)( 4+ YZ &F $. # G. $ G $ 4+ &F J)(u &= $ $. + }5 $3? + J) G.«$ y?- $ $. Z)( 4+ $ 5 W)@( J) $ $#B( $ &# &==. 4. G ),# #A,#IS ==. ~@= $. $=)F $ 4)=@.4 4? &? G 3? + &0 J" ;= $ &>Q >$BS &) ) ) G >$BS G 1I >. # W)@( ) $ 4B? $. &F G )>$0 $ $) )G =?> (1. 4#@ G W)@( (=>+ G 1" $) Howard :=. &# $ J) 4)=@ J?)G G )A K> J+) $ 1)0( 4)=@» #=( V>? i?.4 K> &F i &F $. ' &? J# ', $ {#0 16

7 V>+ y 4BM '3 $. 4 &F Wong J#=k0>.4 4)=@ =@ 4BM &0 $. =@ 4BM 4)=@ R ) G Yau B0.» :=)0 ) $ J) $+ M > ) 4)=@ 40 #.c( G 4)0 G #? +. R= =@ 4BM R &= $ J) $E.=>+ R J) 0( &# &0# =@ 4BM 4)=@.(7 23) «# $ *#) W)@( $@%H J) X) $E $.. &# &( &) 0 $) 4)=@ '3 G. 4B? $ YZ >$H# V'B 0#>3 4)=@ [#3( ;= $ &F # 1# -(,L $. 4= $%!= $ &F >G # $E > J tl W)@( )= +< G. #?," YZ,b 4)=@ {#M B= B> &= $ ). bz < $ ( &F $ ) #A >& & # #bc( W G 4)=@ $. E \# M 3 $ V#( &F G t#-i J)=.4?# &? GF BM ) $43> >D" 4BM (==. l=>0> )0 )) V. S= J) G V# ( V#)0 $+L V> =@ 3 4)' & BM 4+ 0 '3 =@ G v A S( ' $. E \V)B ' J#% '3 J). G # PB 4)=@. > xgf H'D D >'(D',,b 4)=@ '3 {#M tl W)@( )= $ ( &F $?," &F YZ # #bc( B= B> &= $ ). bz <.# M 3 ) #A >& >& GD $ M - 1# -( G 3 $@%H J) )G 4B? $,.,3 W)@( J) K> $ $(.V)# 4)=@ S $ W)@( 4)=@ '3 J##B( $. $@%H $. 1I W)@( ) $ 4B? (R 4B? >$BS ) >) A 1I. D>Q &== $. 0 &# $ $@%H J) )' J).==. G,#IS G?),I $ E \4 &# W Z >,I $ &),@%H ) 4)=@,2 )+ &= J) G > $. `%=+ $@%H Yau Wong.4 &==. 4. &G G 3#I( (= )) 4)=@» :=?) $ J) 4)=@! $@%H $.!#E > & vb( J " =) =@) [) (<B( J#=E # ( ( =. M + $. 4 # 4)=@. }+.«==. ~0% =)F =. G =@ >G &# &( > W)@( J) $. < &0> J J " 4MI &Z0>! J) $. 0 $. J =)F $ # G K> =@. &F $ W)@( 45 "( G Yau Wong $@%H $E 0 0? & y 4)! &= $ >=)+ J) G $+) D)!+ v! J) 4 ) 0# G 4BM 4)=@ =E & }5 & xg ==. ( + G & ==. L Wong J).4 =@ 0 D B0. G ) &==. 4. &G G Yau $. =@ 4BM 4)=@ &0 V>+ +,' 6 R &= $ >&F. D)!+ PB # $ 0 J) RM.(11) 0 ) =@ >4BM 17

8 $ &( ) >4)- G.V#> \0 '3 1# -( 6 3 +,u" # [0. '3 1# -( 6 NL J) $. E.0 > D%E R+ - 1# -( 6 $ 4B? >!C $.!)! 0( G ( = P &>Q # $BS 6 ;= $ &)'& 4M.=)0 ( )"( M &>Q '( L $ &( $@%H J) >4)- G $ >0 M 0#>3 >$H# &B YZ $ V> 8@ X) < $ G $. 4)=@ '3 J) ) ; $ $. 0. $. V>+ & J) ( V#.,"+( $ $=#G $ $. V. =>+ v) $ $(. > #bc( R 6) ) ==. 1#'?( D" =( J#") $ f < >1(. (# 0 $) %BM 1M 8 J# R W)@( V# \= References 1. Jafari A, Sadri j, Fathi-Aghdam G. Relationship between religiosity, mental health and family effectiveness and its comparison between male and female students. News and Research Consultancy 2008; 6(22): Tiew LH, Creedy DK, Chan MF. Student nurses' perspectives of spirituality and spiritual care. Nurse Educ Today Taylor EJ. Commentary on Chan MF (2010) Factors affecting nursing staff in practicing spiritual care. Journal of Clinical Nursing 19, J Clin Nurs 2011; 20(1-2): Swinton J, Pattison S. Moving beyond clarity: towards a thin, vague, and useful understanding of spirituality in nursing care. Nurs Philos 2010; 11(4): McClain CS, Rosenfeld B, Breitbart W. Effect of spiritual well-being on end-of-life despair in terminally-ill cancer patients. Lancet 2003; 361(9369): Omidvari S. Spiritual health; concepts and challenges. Specialized Quarterly of Quranic Interdisciplinary Researches 2008; 1(1): [In Persian]. 7. Rastegar A, Farhangi A. The Presentation and Clarification. Bimonthly Research and Scientific Journal of Shahed University 2007; 1(2): Vader JP. Spiritual health: the next frontier. Eur J Public Health 2006; 16(5): Mueller PS, Plevak DJ, Rummans TA. Religious involvement, spirituality, and medicine: implications for clinical practice. Mayo Clin Proc 2001; 76(12): Shek DT. Spirituality as a positive youth development construct: a conceptual review. ScientificWorldJournal 2012; 2012: Wong KF, Yau SY. Nurses' experiences in spirituality and spiritual care in Hong Kong. Appl Nurs Res 2010; 23(4): Chung LY, Wong FK, Chan MF. Relationship of nurses' spirituality to their understanding and practice of spiritual care. J Adv Nurs 2007; 58(2): Vlasblom JP, van der Steen JT, Knol DL, Jochemsen H. Effects of a spiritual care training for nurses. Nurse Educ Today 2011; 31(8): Bash A. Commentary on McSherry W, Cash K & Ross L (2004) Meaning of spirituality: implications for nursing practice. Journal of Clinical Nursing 13, J Clin Nurs 2005; 14(10): Baldacchino DR. Teaching on spiritual care: The perceived impact on qualified nurses. Nurse Educ Pract 2011; 11(1): McSherry W, Gretton M, Draper P, Watson R. The ethical basis of teaching spirituality and spiritual care: a survey of student nurses perceptions. Nurse Educ Today 2008; 28(8): Baldacchino D. Nursing competencies for spiritual care. Journal of Clinical Nursing 2006; 15(7): Mitchell M, Hall J. Teaching spirituality to student midwives: a creative approach. Nurse Educ Pract 2007; 7(6): McBrien B. Nurses' provision of spiritual care in the emergency setting--an Irish perspective. Int Emerg Nurs 2010; 18(3):

9 20. Hsiao YC, Chiang HY, Chien LY. An exploration of the status of spiritual health among nursing students in Taiwan. Nurse Educ Today 2010; 30(5): Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Educ Today 2004; 24(2): Moghimian M, Salmani F, Azarbarzin M. The relationship between test anxiety and spiritual health in nursing students. J Qom Univer Med Scien 2011; 5(Supl 3): Abedi-Jafari H, Rastegar A. The emergence of spirituality in organizations: concepts, definitions, assumptions and conceptual models. Quarterly of Iran Management Sciences 2007; 2(5):

10 Concept of Spirituality: A Conventional Content Analysis Amir Vahedian-Azimi 1, Abolfazl Rahimi 2 Abstract Original Article Introduction: Health is a holistic concept that incorporates physical, social, cultural, emotional, spiritual, mental, mystical, intrinsic, communicative, and cognitive dimensions. However, spirituality is the least understood and most challenged dimension of health. The purpose of this study was to explore the concept of spirituality. Method: In a conventional content analysis, 10 participants of the Quran and Medicine Congress were recruited. Data was collected with semi-structured interviews and narrative approach. Results: We recognized one theme, i.e. multidimensional concept of spirituality and its aspects, and two main subthemes, namely different perceptions of people about the concept of spirituality and various aspects of spirituality. Conclusion: Although this study provided a definition of spirituality and its dimensions, these concepts are ambiguous and have unclear domains. Therefore, further investigations are necessary to differentiate between aspects of spirituality. Keywords: Spirituality, Concept, Content analysis Citation: Vahedian-Azimi A, Rahimi A. Concept of Spirituality: A Conventional Content Analysis. J Qual Res Health Sci 2013; 2(1): Received date: Accept date: Instructor, Department of Medical-Surgical Nursing, School of Nursing, Baqiyatallah University of Medical Sciences, Tehran, Iran 2- Assistant Professor, Department of Medical-Surgical Nursing, School of Nursing, Behavioral Sciences Research Center, Baqiyatallah University of Medical Sciences, Tehran, Iran Corresponding Author: Abolfazl Rahimi PhD, fazel123@yahoo.com 20