Aims. This study was to evaluate the internal weakness and strenght of Mahabad Azad Islamic University nursing group to improve its educational quality.

  Methods. In this descriptive-crass sectional study, head of department’s criteria, equipments of department, clinical and theorical educational space, students, faculty members, learning/teaching methods and novel knowledge production were evaluated. Ways of gathering data were questionnaire, observation and checklist. Group members, first determined the characters and gave an ideal point to each selected criterion and then compared the present condition with characters. The desired characterestic of each criterion was determined and each classified among 1-5 (very weak to excellent). The average point was determined and Gorman classification method was used to extract final result.

  Results. The organizational position of group manager was 3.5 and ranked “over-satisfaction”, supporting factors’ grade was 4.07 and ranked “strong”, learning instruction procedures’ grade was 4.03 and ranked “strong” and total nursing department evaluation grade was 3.97 and ranked “good”. In students point of view the educational process of nursing department’s grade was 3.37 grade and ranked “over-satisfaction”. Head of the department, faculty members and group council’s grade each was 3.5 and according to Gorman ranked “over-satisfaction”.

  Conclusion. Although total evaluation grade of nursing group is “good”, solving the revealed problems of each department, especially clinical education it is possible to achieve better results. This educational department steps actively in the way of improving the weak points and reinforcing the strenghts by understanding its weaknesses and strenghts.

  Aims: Determining negative and positive factors that affect learning clinical skills, is of great importance. Since the viewpoints of students as the main part of education can pave the way for future programs, this study was designed to detect the efficiency rate of clinical education from the viewpoint of nursing and midwifery students in Shahrekord University of Medical Sciences.

  Methods: This descriptive cross-sectional study was carried out on 150 senior nursing and midwifery students who were selected by census method in the second academic semester of 2006-2007. Data collection was done by a researcher-made questionnaire including individual characteristics and efficiency criteria. Five domains of educational aims and programs, trainer, behavior with students, educational environment and finally supervision and evaluation were assessed. Data were analyzed by SPSS 13 software using descriptive statistical methods and one-sample T-test.

  Results: The mean scores of efficiency in clinical education was 20.5±4.5 in the domain of and educational aims and programs, 15±4.6 in the trainer domain, 8.4 ±2 in behavior with students, 10.1±1.6 in the domain of environment and 7.9±1.9 in supervision and evaluation. The highest and lowest efficiency rates were respectively observed in educational aims and programs and the supervision and evaluation domains.

  Aims: Internal evaluation is a kind of self-evaluation that is applied by educational units in order to determine the educational and research situation of the department. The purpose of this study was the application of internal evaluation model in the education technology department of Tarbiat-Moallem University considering the aims and expectations, in order to offer needed suggestions for its quality improvement.

  Methods : This descriptive applied research was carried out in 2008 & 2009. All faculty members, students, librarians and the head of the department were studied due to the limitation of statistical society. Available sampling method was used for evaluating the alumni and their direct employers. To conduct the internal evaluation, at first, the goals of the department were determined in three categories: input, process and output. Bearing national and international experiences in mind, 7 factors, 40 criteria and 124 indicators along with judgment criteria was determined. Data collection tools including questionnaires and checklists were prepared and distributed among the research samples. Data analysis was carried out by descriptive statistical methods using SPSS 16 software.

  Results: The current status of the education technology department of Tarbiat-Moallem University in terms of input, process and output was quite desirable leading to a satisfactory level in general.

    Aims: Different daily emotions have different effects on people and each of these emotions play a facilitating or inhibitory role in cognitive and behavioral performances. The aim of this study was investigating the effect of induced mood on male and female students’ behavioral and cognitive performance.

  Methods: This quasi-experimental study was performed in 2010 in Tabriz. 36 students were selected among the students of Tabriz University by available sampling method. Subjects were divided into three 12-subject groups of positive mood induction, negative mood induction and control. After applying the 3 levels of mood induction, measurement of dependent variables (behavioral and cognitive performance) was done by chronoscope and a researcher-made test (numbers countdown). Data were analyzed by SPSS 16 software using ANOVA method and Tukey’s post-hoc test.

  Results: Gender didn’t have a significant effect on behavioral and cognitive performance (p>0.05), but the effect of mood was significant on behavioral and cognitive performance ( p<0.05) . The interactional effect of gender and mood on behavioral and cognitive performance was not significant (p>0.05).

  Conclusion: Induced mood can affect the individual’s performance. Negative mood induction has destructive effects on individuals’ behavioral and cognitive performance and positive mood induction has positive effects. This issue shows the priority of emotion to cognition in struggle of cognition and emotion.

  Introduction: In today’s high-speed world, information and communication technology has made a huge revolution in teaching and learning in a way that e-learning is replacing traditional education. On the other hand, researches show that mere e-learning has its own limitations and cannot totally replace traditional education (face-to-face). Therefore, considering the advantages and disadvantages of these two methods, experts try to mix different methods and believe that blended learning is an effective approach to resolve these issues. The purpose of the present article was to introduce blended learning and to investigate its effectiveness in education process.

  Conclusion: It seems that blended learning having the advantages of both approaches (traditional & e-learning), is a useful approach for increasing the effectiveness of learning, easy access to educational materials and increasing the cost-effectiveness. In addition, learners' personal differences are properly considered through proposing different learning opportunities along with increasing the attraction of education and since individuals learn in different ways, use of different learning methods seems necessary.

Aims: The professors are considered as one of the main pillars of the universities and their performance has a main role in efficiency of the total education system. The aim of this study was to investigate the affective context factors on the method of evaluation of the professors by students.

Methods: This descriptive-analytical study was conducted among 12339 students of MUST in the second semester of the 2011-12 academic year. The total GPA of the students was used as the index of determining the academic performance of a student. Data of this study were analyzed, using‏ SPSS 17 software and one-way variance analysis, post hoc Tukey, Pearson correlation and independent T tests.

Results: There was a significant difference in the average evaluation score of the professors according to the educational performance status, sex and class of the students, marital status, teaching experience and rating of a professor and also, type of a course and its presentation time. Scientific-educational ability and social behavior of the professors in the classroom had a significant and positive relationship on the confidence level 100% (p=0.0001).

Conclusion: The components of the educational performance of a student, student’s and professor’s sex, student’s educational course, kind of lesson, scientific- educational ability of a professor, scientific rating, teaching experience, presentation time of a lesson and professors’ marital status are effective on professor evaluation by a student, but the employment status of a professor has no relation with this evaluation.

 Aims: Critical thinking has the 2 aspects skill and attitude. The skill aspect will not take place without the attitude to critical thinking. The aim of this study was to compare between problem-based and question-answer learning methods on critical thinking attitude of environmental health students. 

Instrument & Methods: In this quasi-experimental study all 27 environmental health students of Alborz University of Medical Sciences were entered the study by census method. Critical thinking attitudes’ parameters were studied by the California critical thinking disposition inventory (CCTDI) before and after the intervention. The problem-based learning group (14 persons) held some scenarios for studying and investigating and question-answer group (13 persons) held 4 questioning sessions. Data were collected and analyzed by SPSS 17 using independent- and paired-T tests. 

Findings: There were no significant differences between the average of CCTDI scores for problem-based learning group before (278.00±28.14) and after (309.29±13.80) the intervention and also between the average of CCTDI scores for question-answer group before (276.00±7.12) and after (306.62±16.32) the intervention (p>0.05). Both methods caused a significant increase in analytic power, information categorization and self-confidence of students (p<0.05). 

Conclusion: Using both question-answer and problem-based educational methods can improve the attitude to critical thinking in students.

Background and Aims: Tendecy to critical thinking and skills earning in university students are faced with difficulties. new teaching methods can increased continuous and efficient learning in nursing. The aim of this research is to compare the effect of two teaching methods based on problem solving and conceptual mapping on critical thinking of nursing students.
Methods: This interventional two group study, with pre tast-post test was perfomed on 32 nursing student in 2014. In the beginning critical thinking disposition was measured by CTDI. Subjects were divided randomaized in two groups [16 student in each group]. In each group, one of the teaching methods containing problem base learning [PBL] and concept mapping was execute. At least critical thinking disposition was measured once again. The data were collected and analyzed by using Spss software ,version 18 and indipendent and paired T-test.
Results: In each group total score of critical thinking disposition was increased after executeing of two teaching methods PBL and concept mapping, but difference in PBL group was significant. The difference in critical thinking disposition submission such as open mindedness,  self-confidence, inquisitiveness and maturity was significant and the score of learning group was higher by the problem-solving method but the difference was not significant in other critical thinking disposition submission such as truth seeking, systemacity and analyticity.
Conclusion: The results of this study shows that critical thinking disposition score in most of nursing student was uncertain. It is necessary to develope critical thinking disposition in nursing students and adjustment of stressful conditions in educational settings. With due attention to nursing students ruls in patient care, nursing teachers must be able to new teaching methods can increase continuous and efficient learning in nursing students.

Background and Aims:This study was conducted with the aim of evaluating and ranking the quality gap in educational services from the student’s point of view.
Methods:The method of this descriptive study was a survey; The Statistical population was randomly selected and consisted of 706 students of the first semester of the academic year 2015 – 2016. Data were collected by SERVQUAL standard questionnaire which consist of accountability, empathy, guaranteed, Reliability, and physical conditions. Data analysis was performed by the use of Spss.18 software, U-Mann Whitney test, Kruskal-Wallis, Wilcoxon, and Pearson-Spearman correlation.the entire six grade 8 books, the component related to mental health with 732 and physical activity with 735 cases allocate the highest frequency, and control and prevention of diseases was the least frequent with 6 frequency.
Results:There is a negative gap in all 5 aspects of service quality from perspective of students. Average for each quality gap aspect was observed respectively in physical conditions (- 0/83), accountability (- 0/82), empathy (-0/78), guaranteed (-0/68) and Reliability (- 0/68). There is no significant correlation between gap, in each of these five aspects, with variables of different academic terms and sex demography. There is a significant correlation between quality gap with the academic study level variable with exception of guaranteed and accountability aspects. The grade variable have an impact of all of aspects except empathy and accountability. There is no correlation between fields of study with quality gap except in physical conditions.
Conclusion:The results shows that students find the quality of educational services insufficient, therefore the Academic policymakers can use these results to increases the quality of educational services in universities.

Background and Aims: According to the important role of the psychological variables on students various dimensions of health and academic performance, the aim of this study was to investigate the relationship between the positive and negative perfectionism with Emotional well-being and academic Engagement in nurse’s students.
Methods: The Design of this study is descriptive and correlation. The statistical population of this study included all nursing students in Arak city. Research sample was consisted of 365 nursing students of Arak city, which were selected by available sampling method from nursing faculties. Data collecting was conducted by using Terry-short and et al positive and negative perfectionism questionnaire, Keyes & Magyar-Moe Emotional well-being scale and Fredricks and et al academic engagement questionnaire. For data analysis the Pearson correlation and multivariate linear regression were used with inter method.
Results: results of Pearson correlation showed that there is a positive and significant correlation between positive perfectionism with emotional well-being and academic engagement (P <0/001). Also, there is a negative and significant correlation between negative perfectionism with emotional well-being and academic engagement (P <0/001). According to the modified R², the positive and negative perfectionism was able to explain %32 of the academic engagement and %12 of emotional well-being variance in nursing students.
Conclusion: According to the findings of present research, it can be said that perfectionism plays an important role in students' academic performance and general well-being and is required to pay more attention of educational authorities to the importance of discussions and psychological interventions and counseling on improving the performance and the health of students.

Introduction: The issue of graduateschr('39') employment is one of the economic, social and cultural challenges and one of the most important threats to national security and development. Beyond that, it also affects studentschr('39') quality of knowledge. The purpose of this study was to investigate the goal of education in university student with academic failure, focusing on the relationship between the future occupation and their Academic failure. It was tried to use the interpretive approach to redefine the meaning of studentschr('39') and teacherschr('39') perceptions of the University of Tehran from the goal of studying at the university. This study tried to show what the is the understanding and evaluation of the participants about this phenomenon and what are the economic factors associated with their academic failure.
Methods: For this purpose, a criterion type was used for purposeful sampling. Data were collected using semi-structured interview technique and collected in three ways: face-to-face, by phone and in written. The data was analysed based on thematic analysis strategy, using MAXQDA18 software.
Results: The results of the research showed that the goal of university education in the majority of students is to have a job prospect and job satisfaction and the lack of prospects for a decent future career plays a crucial role in their academic failure. Also the economic structure of society and the lack of job opportunities and capital have also become a reason of their loss of attraction.
Conclusion: Education of entrepreneurship is a practical solution to the current situation, it can reduce unemployment rates, and it could prevent students from becoming frustrated, disappointed and having academic failure.

Introduction: Academic failure is one of the most important issues in the educational system, which constitutes a major part of the concerns of parents, educators, educators and custodians of the educational institutions of society. Its occurrence and exacerbation have numerous individual, familial and social consequences. The present study has aimed to determine the factors related to students' academic failure in Tehran University.

Methods: In this study, the statistical population includes all undergraduate students studying at Tehran University. A sample of 800 people was selected by stratified random sampling. Questionnaire items were obtained from the qualitative research results of the first part of the study. After performing and eliminating confused questionnaires, 746 questionnaires were analyzed using classical test approach. The questionnaire items are results of a qualitative research conducted by researchers using the phenomenological method identifying the indicators associated with students' academic failure. After the initial formulation, Lawshe content validity ratio method was used to determine the quantitative content validity. The questions were provided to 12 experts and after making changes using their comments and final approval, their validity was determined. Exploratory factor analysis was performed by SPSS software and confirmatory factor analysis was performed using PLS software.

Results: Data analysis led to the identification of 16 factors. The reliability of the questionnaire was computed calculated by calculating Cronbach's alpha coefficient for each factor and all of them were acceptable amount. Z score was calculated for normalization.

Conclusions: The results showed that various factors play role in shaping students' academic failure. Also, the questionnaire developed to measure the factors related to the formation of students' academic failure, has appropriate psychometric properties and could be used to identify factors associated with students' academic failure.