Background: Burden of injuries is an important public health problem, especially in developing countries. However, a national standard tool for data collection of trauma registry has not been developed in Iran yet. Objectives: The present study aimed to describe the steps undertaken in the development of the minimum dataset (MDS) and define the inclusion and exclusion criteria for a case of trauma registry by the national trauma registry of Iran (NTRI). Methods: The working GROUP consists of sixteen elected expert representatives from seven established countrywide active trauma research centers. Following a structured extensive review of the literature, the working party identified the data variables that included key registry goals for pre-hospital and hospital, outcome and quality assurance information. We used data variables from three trauma registry centers: National trauma data standard questionnaire, European trauma care (UT stein version), and Sina trauma and surgery research center. Then, we performed two email surveys and three FOCUS GROUP DISCUSSIONs and adapted, modified and finally developed the optimized MDS in order to prepare the quality care registry for injured patients. Results: The finalized MDS consisted of 109 data variables including demographic information (n = 24), injury information (n = 19), prehospital information (n = 26), emergency department information (n = 25), hospital procedures (n = 2), diagnosis (n = 2), injury severity (n = 3), outcomes (n = 5), financial (n = 2), and quality assurance (n = 1). For a patient sustained one or more traumatic injury in a defined diagnostic ICD-10 codes, the inclusion criteria considered as one of the followings: If the patient stayed > 24 hours in the hospital, any death after hospital arrival, any transfer from another hospital during the first 24 hours from injury. Conclusions: This study presents how we developed the MDS in order to uniform data reporting in the NTRI and define our inclusion and exclusion criteria for trauma registry. Applying the MDS and the case definition in pilot studies are needed in next steps.

This study investigated the effectiveness of reactive incidental FOCUS on form (FonF) for each learner with regard to different linguistic categories in meaning-oriented EFL classes. To this end, 30 hr of meaningful interactions of upper-intermediate EFL learners were audio-recorded in 2 free DISCUSSION classes. Instances of reactive incidental FOCUS-on-form episodes (FFEs), where teachers offer on-the-spot corrective feedback to their learners’ linguistic mistakes, were extracted from the data. Furthermore, individualized tailor-made posttests were designed out of self-reported novel FFEs per learner. Results of learner-customized immediate and delayed posttests indicated that this type of instruction led to a substantial improvement in learning the FOCUSed language points. Achievement rates were found to be high in both test administrations. This efficacy was, however, more noticeable with regard to grammatical and phonological FFEs. Results reveal that reactive incidental FonF could enhance explicit knowledge of L2 learners both in the immediate context based on uptake rate and in the long run, as the findings from the immediate and delayed posttests demonstrated.

Background: Uncivil behavior is a widespread problem among nursing students. Using a proper strategy can help teachers to reduce incivility, and its negative outcomes. The aim of this research was to compare the effects of GROUP DISCUSSION, and self– learning on perceived level and rate of incivility in nursing students. Materials and Methods: A two GROUP quasi‑ experimental design was used to perform the present study. The course was approved by ten members of the nursing faculty for teaching in January 2018. There are about 82 bachelor degree nursing students participated in a course that was designed to teach civility as a course syllabus. Subjects were randomly allocated to DISCUSSION GROUP (41 students), and self‑ learning GROUP (41 students). Incivility in Nursing Education‑ Revised Questionnaire (INE‑ R) was used to measure perceived level and occurrence rate of incivility in nursing students. In DISCUSSION GROUP, eight sessions were conducted to teach course contents and each session lasted one hour. Self‑ learning GROUP studied a booklet about civility. Paired and independent t‑ test was used to compare pretest and posttest mean scores. Results: Both GROUPs indicated an improvement in perceived level of incivility. The mean score for occurrence rate of incivility in the DISCUSSION GROUP was significantly higher than in the self‑ learning GROUP (t80 = 4. 63, p < 0. 001). There were significant differences between two GROUPs for perceived level (t80 = 2. 81, p = 0. 02) and rate of incivility (t80 = 3. 01, p = 0. 01). Conclusions: Using course syllabus to educate nursing students can lead to reducing perceived level of incivility and providing active DISCUSSION is an appropriate strategy for promoting academic civility.

Introduction: Early childhood or preschool age is one of the most important periods of childhood development. This period of life is associated to many problems. One of these problems is anxiety. There are numerous therapies for pharmaceutical and non-pharmacotherapy for the treatment of anxiety. Storytelling as a new method is an effective treatment to reduce anxiety. The purpose of this study was to determine the impact of storytelling by GROUP DISCUSSION on anxiety of preschool children. Methods: The present semi experimental study was conducted on preschool children in kindergarten in the city of Qaen in 2017. Clustering randoml Sampling was done. 60 children were randomly assigned into two GROUPs of intervention and control. For the children in the intervention GROUP, seven sessions of 60 minutes of storytelling were conducted. However, in the control GROUP of children, they received the same previous program. Data were collected by Spence Anxiety Questionnaire. Data were analyzed by using of analysis of covariance In SPSS version 18. Results: The results of this study showed that out of 60 children, 28 were female and 32 were boys. The mean age of children in the intervention GROUP was 6. 5 ± 1. 2 and in the control GROUP was 6. 3 ± 1. 5 years. The obtained results indicated the effectiveness of Storytelling in the anxiety (P = 0. 041). Conclusions Storytelling as a non-pharmacological approach is a good way to reduce anxiety. Therefore, it is recommended that nursing educators use this method to reduce children's anxiety.