Background and Objective: Today, the role of religiosity, happiness, locus of control and coping strategies has been considered in prevention and treatment of general health and spiritual well-being problems. Concerning the importance of nursing, this research aimed to investigate the relationship between religious orientation, happiness, locus of control and coping strategies and spiritual well-being among nursing students.

Material and Methods: This correlational study was conducted on 140 selected via stratified random sampling among 228 nursing students of Islamic Azad University of Pishva in 2013-14 academic year. The questionnaires were Allport & Ross religiosity (1967), Argyle & Lu happiness (1990), Rotter locus of control (1975), Lazarus & Folkaman coping strategies (1993) and Paloutzin & Ellison spiritual well-being (1982). The data was analyzed by stepwise regression using SPSS-19 software.

Results: The findings showed that the internal religiosity orientation (r=0.48), happiness (r=0.34), internal locus of control (r=0.19) and problem solving strategies (r=0.17) had a positive significant correlation with spiritual well-being and external locus of control (r=-0.21) had a negative significant relationship with spiritual well-being.  The Internal religiosity orientation, external locus of control and happiness could predict 37 percent of variance of spiritual well-being in that the share of internal religiosity orientation variable was 23 percent.

Conclusion: Given the importance of internal religiosity orientations, external locus of control and happiness in predicting spiritual well-being, we recommend that programmers, therapists and psychosocial counselors consider them in their programs to promote spiritual well-being of nursing students.

Background: Cognitive and metacognitive learning strategies are identified as important solutions for improving academic achievement. This study aimed toevaluate the effect of teaching cognitive and metacognitive learning strategies on academic achievement among nursing students.

Methods: This Study was an experimental with pretest and posttest and follow-updesign.  The study population included all nursing students atIslamic Azad University of Pishva during 2013-14. Overall, 40 students were chosen byconvenience sampling technique and randomly divided into two groups (20 subjects in each group) of experimental and control. Students in the experimental group received 10 sessions of 70 minutes long (twice a week) training for cognitive and metacognitive strategies, while the control group received no training. All students completed a teacher-made academic achievement testat the pretest, posttest, and follow-up phases. Data were analyzed usingrepeated measures ANOVA technique.

Results: The mean value of the experimental group (16.67 ± 3.58) was higher than the control group (13.47 ± 2.37) at the posttest phase. Themean value of the experimental group (16.29 ± 3.74) was higher than the control group (12.93 ± 2.84) at the follow-up phase. In addition, there were significant differencesbetween mean valuesat the posttest and follow up phases and mean valueatthe pretest phase. However, there was no significant difference between the mean values of the posttest phase and the follow-up phase.

Conclusion: The results of this study indicate that teaching cognitive and metacognitive learning strategies improves academic achievement in students at posttest and follow-up phases. Thus, academic teachers may teach these useful strategies to the students to improve their academic achievement.

Background: Nurses are responsible for maintaining and improving the health and quality of life of patients. Therefore, it is important to assess the quality of life of nurses in order to improve it. Quality of life is affected by many variables  and among them burnout, perceived social support and psychological hardiness are the leading ones. This study aimed at predicting the quality of life of nurses based on job burnout, perceived social support and psychological hardiness.

Methods: This cross-sectional study was carried out on nurses working in governmental hospitals in Tehran , 2015. Four-hundred nurses were selected by multistage cluster sampling. The instruments were burnout, perceived social support, psychological hardiness and quality of life questionnaires. The data was analyzed using Pearson correlation and multiple regression model simultaneously.

 Results: The results showed that the burnout and quality of life of  the nurses had a significant and negative relationship (r=-0.39) and  the perceived social support (r =0.61) and psychological hardiness (r =0.45) had a positive and significant correlation with quality of life of nurses (P<0.01). In a predictive model of burnout, perceived social support and psychological hardiness could predict 59.3 percent of the changes in quality of life (R2=0.593).

Conclusion: According to the results, it is suggested that nursing executives, counselors, therapists and policy makers pay attention to the signs and the effects of  these variables , and conduct some  appropriate  programs for improving the quality of life of nurses.