Introduction: The growth and development of every society is affected by the trained force of that society, and identifying the effective factors in academic dissatisfaction and fixing and improving them is a step towards sustainable development. Therefore, this study was conducted with the aim of determining the contribution of factors affecting the academic dissatisfaction of nursing, paramedical and public health students of Jahrom University of Medical Sciences from the teachers' viewpoint in 1398.
Methods: This descriptive cross-sectional study was conducted with partnership of 23 teachers. Data gathering tool was a researcher-made questionnaire with 36 questions in six dimensions: individual, educational, ethical, managerial, professional, and welfare. ANOVA and t tests were used for data analysis.
Findings: The most important factor affecting academic dissatisfaction from the viewpoint of teaches, respectively, includes significant discrimination between nursing, paramedical and health students with students of medicine, physician prioritization, and the lack of introduction of nursing, paramedical and health at the entrance to the university. But the least influential factors are students' inability to take care of patients, lack of respectful treatment of nursing and paramedical students by educational service staff, and lack of students' satisfaction with professors' teaching methods.
Conclusion: According to the results of the study, the contribution of the moral and psychological dimension was the most important and the most influential in academic dissatisfaction from the professors' point of view. Therefore, it is recommended to pay more attention to the university officials in creating motivation and vitality in the paramedical, nursing and health students.
 
Effecting factors on educational dissatisfaction of nursing, paramedical and public health students; viewpoint of Jahrom University of Medical Sciences teachers, 1398
Introduction: Due to the fact that providing and maintaining the health of community members has a special role in the economic and social development of communities, therefore, paying attention to how to train human resources to administer and perform health care services have particular importance. Researchers believe that providing students' satisfaction is one of the factors that are effective in the growth and promotion of educational centers, while their lack of satisfaction can also bring many harms to health care system. Therefore, considering that students are the customers of educational institutions, paying attention to their expectations and providing feedback to them can be considered as an acceptable tool to evaluate the quality of educational centers. Therefore, this study was conducted with the aim of determining the contribution of factors affecting the academic dissatisfaction of nursing, laboratory sciences, anesthesiology, surgical technology and public health students of Jahrom University of Medical Sciences from their discipline from the teachers' viewpoint.
Materials and methods: The current research is a cross-sectional descriptive study that was conducted in 2019. This study was carried out after the approval of the Ethics Committee of Jahrom University of Medical Sciences (44/D/A/543) and obtaining written and verbal informed consent from the teachers to participate in the study. The statistical population of the research was all the teachers of the faculty of basic medical sciences and nursing of Jahrom University of Medical Sciences. The sampling of this study was by census. For this reason, all available nursing and basic medical science teachers who were willing to participate in the study were studied. In this way, the questionnaire was distributed among all 50 teachers and finally 23 questionnaires were completed and collected by them. The data collection tool included a questionnaire to examine the opinions of teachers. The teachers' questionnaire consisted of two parts including questions about demographic characteristics (gender, marriage, educational level and field of study) and the second part included questions related to the factors of academic dissatisfaction of medical sciences students. The provided questionnaire was a 36-question form including personal (6 questions), educational and research (5 questions), ethical and psychological (10 questions), managerial and administrative (10 questions) and occupational and professional (5 questions) dimensions that was checking the teachers’ viewpoint. The above-mentioned questionnaire was based on a five-point Likert scale in the form of completely disagree, disagree, somewhat agree, agree and completely agree, and scores from 1 to 5 were assigned to them. Therefore, after distributing the questionnaires among the teachers and then entering the data based on the scores of each item, their average was taken and then scoring for 6 personal, educational-research, ethical, managerial-administrative and occupational-professional areas was taken. Afterward, the impact contribution of each field on students' academic dissatisfaction was determined. This questionnaire was prepared by studying the available scientific books and articles related to the dissatisfaction of students, and its reliability was calculated and confirmed by Cronbach's alpha coefficient with an alpha coefficient equal to 0.94. For statistical analysis of data, t-tests and ANOVA were used with SPSS 15 software.
Findings and discussion: A total of 23 teachers completed the questionnaire. 44% of the them were from the nursing group and 44% from the basic science group; 78% were instructors, 9% were assistant professors, and 4% were associate professors. From their viewpoints, the most important factors affecting the academic dissatisfaction of students, respectively, include the existence of significant discrimination between nursing, paramedical and health students with students of medicine (4.65±0.94), the existence of physician prioritization (4.57±0.99), and the lack of introduction of nursing, paramedical and health fields at the entrance to the university (4.43±0.92). But the least influential factors are students' inability to take care of patients (2.43±1.25), lack of respectful treatment of nursing and paramedical students by educational service staff (2.61±1.24), and lack of students' satisfaction with professors' teaching methods (2.87 ± 1.06). According to the results, the most important dimensions influencing academic dissatisfaction include ethical-psychological (42.9±6.0), managerial (27.9±5.7), educational-research (24.3±4.7), occupational-professional dimensions (4.3) ±18.0) and individual dimensions (17.6±2.6).
In this cross-sectional descriptive study, which was conducted with the aim of determining the factors influencing academic dissatisfaction from the teachers’ viewpoint, the results showed that the most influential factors in academic dissatisfaction include significant discrimination between nursing, paramedical and health students with students of medicine, the existence of the existence of physician prioritization in the healthcare system and the lack of introduction of nursing, paramedical and health fields at the entrance to the university. Therefore, based on these results, the most important factor affecting students' academic dissatisfaction is the existence of significant discrimination both in the university and healthcare environments between students of medicine and other students, which causes on their educational dissatisfaction. Therefore, it seems necessary to correct this factor among university managers and teachers. The next influential factor in causing students' academic dissatisfaction is the lack of proper introduction of academic fields such as nursing, paramedicine and health at the entrance to the university. This factor is also related to the previous factor, so that the teachers believe that no introduction about nursing, paramedicine and health fields is made by the university officials at the entrance to the university. Therefore, students have no view to their fields. The contribution of the management dimension is also very effective in the degree of student satisfaction. It means that the lack of attention and support of university administrators to nursing and paramedical students leads to a significant contribution to student dissatisfaction. Therefore, the results of this research showed that the existence of discrimination among students is not hidden from teachers. Therefore, high motivation induction in students will lead to academic progress and satisfaction among them, one of the main factors is non-discrimination among all students.
Conclusion: The results of this study showed that the moral-psychological dimensions are the most important dimensions influencing the academic dissatisfaction of students from the viewpoint of teachers. Therefore, it is recommended to pay more attention to the university officials, especially the student and educational vice-chancellor, in creating motivation and vitality in paramedical, nursing and health students of the universities.