Background & Aim: High levels of anxiety can affect students' clinical performance, presenting a clear threat to success in a clinical rotation. However, humor can act as a buffer against stress and anxiety. The purpose of this study is to determine the effects of humor training on Anxiety status in nursing students of Islamic Azad university of Estahban.
 
 
Material and Methods: This is an experimental study in which 190 nursing students of Islamic Azad University of Estahban were sampled randomly and then assigned to intervention and control groups. Humor training class hold up for experimental group in 4 sessions of 3 hours. The subjects completed three questionnaires before starting and after finishing interference, on question had 24 questions about humor (Mc.Ghee), and another consisted Anxiety scale of General Health Questionnaire (Goldberg and Hiller) and demographic data form. The obtained were analyzed data using descriptive statistics such as frequency and distribution tables and analytical such as T-test and paired T-test.
 
Results: In pretest mean humor score of the experimental group was 125.3±24.71 and in control group 120±19.43 .Results showed there was no significant differences between the control and experimental group (p=0.13). Mean Anxiety score of the Experimental group was 13.07±3.81 and control group 10.21±3.49.Which was non significant (p=0.32) In post test mean humor score in experimental group was 144.6±11.50 and in control group 119.91±19.57. The mean Anxiety score was in Experimental group 9.60±2.8 and control group 14.04±3.7. The Mean humor and anxiety scale scores with result (p=0.01) after the intervention had a significant difference to the pre-test scores.
 
Conclusion: Humor teaching method can reduce nursing students' anxiety. So teachers can use it meaningful in order to create a positive atmosphere for clinical and educational, purposes and they can use humor in a creative approach in the classroom to create a safe learning environment.