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Background and Objective: Subjective well-being, a field of positive psychology, attempts to assess the cognitive and emotional lives. Given the fact that nursing and midwifery students are exposed to stress in clinical settings, we aimed to assess subjective well-being to promote educational programs. 

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Background and Objective: Musculoskeletal disorders are the most common occupational complaints bringing about increased financial burden and reduced social productivity. This study aimed to determine the prevalence of musculoskeletal disorders and their relationship with psychosocial factors in the staff of organization.

Material and Methods: In this cross-sectional study, 675 staff of the organizations in Gorgan where selected via cluster & stratified sampling. The instruments Nordic standard questionnaire and job content including areas of job demands, decision latitude, job nature, social interaction with managers and colleagues. We analyzed the data by independent t-test, chi-square test and logistic regression (P&le0.05).

Results: Seventy-seven of participants (11.4%) suffer from neck pain, 39 (5.8%) from shoulder pain and 97 (14.4%) from back pain. Multivariate logistic regression showed a significant relationship between neck pain and the support given by supervisor and Colleagues. Respectively, Freedom of decision-making and support are the most common factors associated with shoulder and back pain.

Conclusion: Based on the results, the support of supervisor & Colleagues and the freedom of decision are the risk factors associated with musculoskeletal disorders.

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Background: The effect of new teaching method on study skill of students results in a significant improvement in learning performances. The aim of study was to determine the effect of Team-Based Learning on study habits of nursing students.
Methods: The quasi-experimental study with a before-and-after design was conducted on nursing students of Golestan University of Medical Sciences in 2015. 101 students participated in this study through census sampling considering the inclusion criteria. The data was collected using Palsane and Sharma Study Habits Inventory (PSSHI) before and after intervention. The intervention was 16 sessions (a two-hour session per week) Team-based learning. The data was analyzed in SPSS-20 software using paired t-test.
Results: Finding showed that most of the students were female (60.3%), and single (95%) with mean age of 21.47±1.5 years. When students were stratified into four groups based on the quartiles of the distribution of study habit, the number of students who had poor study habit decrease after intervention (%5.6) and the number of students with excellent study habit increase after intervention (%3.8). In addition, the mean and standard deviation scores of students' study habits of before and after the intervention were 42.53±7.46 and 48.75±8.94, respectively, which was significantly different (P<.005).
Conclusion: The results showed that Team-Based learning improved their study habits, but the majority of students had poor study habits. In order to improve the study habits of students, student-centered learning is recommended