Purpose: Organizations will have to equip themselves with a variety of competitive tools to deal with global change. One of the most important tools is learning and institutionalizing learning in the organization. Accordingly, in this research, the most important factors affecting learning in the organization are presented. Method: The present study is a descriptive and survey research. The literature and experts' opinions were used to identify dimensions, components and indices. The statistical population of the study included ten experts at the stage of providing the model, and in the pathological stage, all employees with higher education than a bachelor's degree in a military scientific organization. The statistical sample in the first stage was selected through purposeful method and in the second stage, simple random sampling was used. In this research, a researcher-made questionnaire was used to collect data. Finding: The findings of the data analysis using T-test and confirmatory factor analysis revealed that attitudes, management practices, organizational climate, employee characteristics and knowledge management were considered as facilitators of learning at the National Iranian Oil Distribution Company. Also, attitudinal factor is most important for Facilitating learning in the organization. Conclusion: Providing effective factors on learning improves organizational learning and provides a positive attitude towards the organization's learning and learning process.

Aims: Nurses caring for patients with obesity face difficulties in providing services. The difficulty of care causes inaccurate and incomplete care and sometimes not receiving care, which can lead to many complications for the patient. For this purpose, this study was conducted to explain nurses' experiences Facilitating and impeding factors in providing care to patients with obesity. Participants & Methods: In this qualitative conventional content analysis study, 20 nurses and 6 patients with obesity in two large hospitals affiliated with Mashhad University of Medical Sciences were interviewed. The participants were selected by purposeful sampling, and the interviews were conducted in-depth and semi-structured. Data analysis was done using content analysis & MAXQDA software. Findings: The Facilitating and impeding factors in providing care to patients with obesity in the hospital were divided into four categories; "cooperation versus passivity in the process of self-care," "influential level family involvement at the patient's bedside," "organizational challenges in care," and "nurse competence level in care ." Conclusion: Organizational changes such as creating collaborative care in difficult situations, considering the patient classification system for patients with obesity, providing large-sized welfare and treatment equipment, increasing the skill level of nurses, and ways to improve interaction with the patient and his family can be practical solutions in providing care to patients with obesity.

Background: The increasing incidence of cardiovascular diseases and preventive or aggravating factors associated with it such as physical activities, feeling of malaise, stress, lack of well-being require ongoing investigations. Purpose: This descriptive study was conducted to identify factors associated with physical activities in cardiac patients referring to health settings in Tehran.Methods: 400 patients were selected sequentially by a random multistage sampling method. A questionnaire in 3 parts including demographics, type of physical activities and restricting as well as Facilitating factors was used for data collection. Different statistical tests were used for data analysis. Results: Most patients (66.8%) had low to moderate daily activities and low to moderate exercise (70.4%). Restricting factors for physical activities included feeling of malaise (41%) and stress (35.7%). Facilitating factors including feeling of wellness and self-efficacy in exercise were inaccessible for 64.7% and 74.5% respectively. A significant relationship was found between restricting factors (P<0.005) as well as lack of Facilitating factors (0.05) and physical activities. Conclusion: Daily physical activities and exercise in cardiac patients are inadequate and worrying. The most significant factors in this regard include feeling of malaise, stress and lack of such Facilitating factors as feeling of wellness and self-efficacy in exercise.

Background: Smear positive pulmonary tuberculosis (TB) patients are the main source of TB infection in the population and could be the cause of drug-resistant TB transmission. Therapeutic interventions without attention to causes of behaviors associated with treatment will not be successful. This study aimed to explore behavioral factors influencing the treatment of tuberculosis patients.Methods: This study was a qualitative research. The subjects were selected using purposive sampling with maximum variance. Data were obtained through unstructured in-depth interviews with 37 individuals (21 men and 16 women), and using patients' medical records and information recorded in the Tuberculosis Register Program and TB patients registration office in provincial health centers. Interviews continued for a period of 13 months until data saturation was achieved. All interviews were recorded and transcribed verbatim. Data were analyzed, simultaneous to data collection, using constant comparison.Findings: The behavioral factors Facilitating treatment were classified into 6 categories of drug and tobacco use cessation during treatment, methadone therapy during treatment, lack of travelling during treatment, lack of exhaustion and being serious in the correct use of medicines until the end of the treatment period, hope of improvement and health as a factor for treatment adherence, and normalization of medications use for patients.Conclusion: The results showed that behavioral factors affect the treatment of patients with TB. Therefore, appropriate educational interventions with the aim of influencing treatment should be planned and implemented to strengthen Facilitating behavioral factors.

The aim of this study was to investigate the facilitators of the forgiveness process in betrayed individuals, which was done qualitatively using phenomenological theory. The study population included all married people who referred to the counseling centers "Sahel Omid" and "Rah-e Eshgh" in Isfahan due to marital infidelity. Using purposive sampling method, 23 participants (10 females and 13 males) were selected from the participants. The research tool included a semi-structured interview with 10 questions about the experience of forgiveness in marital infidelity. The method of analyzing the collected information included coding based on phenomenological theory. The results of the study identified five main categories for the life experience of married couples with the experience of forgiveness in infidels, which were: the characteristics of the spouse, spiritual values, responsibility, love and attention to the negative consequences of the future of divorce. In other words, reviewing the positive characteristics of the spouse, empathy and seeing the role of oneself and others in marital problems and infidelity, love, appealing to spiritual values and finally portraying the future of life with and without a spouse, led to the forgiveness of marital infidelity. Theoretically, this study helps to recognize the experience of forgiveness of betrayed people and practically can help to prepare an intervention model based on the identified experiences to facilitate and remove barriers to forgiveness.

The present study aimed to examine the prediction of the effectiveness of Facilitating factors in institutionalization of descriptive evaluation. The correlation method was used for the descriptive study, and the statistical population included all the elementary teachers of Mashhad districts: 282 teachers were chosen using multi-stage cluster sampling. A researcher-made questionnaire consisting of 57 questions according to 8 Facilitating factors presented by Ely and Surry States was used to collect data related to Facilitating factors. Another researcher-made questionnaire consisting of 23 questions according to Hall and Hord’s ‘institutionalization checklist’ was used to collect data related to institutionalization levels. Following the data collection procedure, data were analyzed using SPSS21 software, the results of which indicated that 1) the majority of teachers were satisfied with the traditional evaluation; in their opinion, Facilitating conditions of descriptive evaluation were inadequate for implementation of descriptive evaluation; 2) most teachers are located on three institutionalization levels and there is no significant meaning between the mean scores of Facilitating factors according to four levels of institutionalization, i.e., levels one, two, three and four; 3) 10% of criterion variance through predictor variables can be established and 4) the result of the regression coefficients showed that the variables including knowledge, skills and commitment have a significant role in prediction of institutionalization of evaluation.

Clinical environment as the most effective context for teaching clinical skill and knowledge is important. According to importance of clinical education and rectifying its weaknesses, this study was designed to survey the students and teachers attitude on barriers and Facilitating factors in clinical training. Method; this cross-sectional study was conducted at Bushehr University of Medical Sciences in 2010; the study also was done on 147 clinical students in nursing, midwifery and medical students in clerkship and internship stage. Data was collected using a questionnaire that was adjusted according to variu study and its validity determined with content validity. Then, result showed that 42.4% of student was clerkship and 56.5% was internship, and 84.8% of students interested in their field. 97.9% of students believed that instructors, affableness is the most important facilitator in their clinical teaching; although 91.36% of participants believed that major barriers were lack of equipments, facilities and standard wards for clinical teaching. There was a significant difference in attitudes of students toward faciliating factors (P<0.01). and barrier factors (P<0.01), respectively. In addition, there was no significant difference between mean scores of eight areas regarding sex, marital status and stage of clinical education (p,0>0.05). Identifying problems of clinical education and taking action to eliminate or modify barriers as well as enhancing Facilitating factors in clinical teaching, therefore, will probably increase productivity and ultimately training skilled educated members to provide high quality care to patients.

Background & aim: Adherence to ethical standards is an effective factor in improving the performance of nurses in providing quality care. Nursing ethics and ethical care is one of the main goals of the health care system in the world. The aim of this study was to investigate the level of professional ethics and factors related to facilitate its observance in nurses working in Ardabil and Khalkhal teaching hospitals. Methods: The present study is a descriptive-correlation study that was conducted in 2020 on 435 nurses working in Ardabil and Khalkhal universities of medical sciences. Samples were selected by random sampling method and completed the questionnaires for ethical standards and the factors that facilitate the observance of ethical standards. Data were analyzed using SPSS 22 software by pair T test. Results: The findings of the study showed that 59. 8% of nurses had good moral performance. Also, 42. 41% of nurses in dimension of responsibility, 69% in dimension of improving the quality of care and 55. 9% in dimension of patient respect had good performances. Adequate scientific knowledge and awareness about nursing care with 62. 8% was the most important factor Facilitating ethics in nurses. The results of paired t-test showed that there was a statistically significant relationship between compliance with ethical criteria and its facilitators (P <0. 05). Conclusion: The findings of the present study showed that the moral performance of nurses was good and adequate scientific knowledge and awareness about nursing care was the most important factor Facilitating the observance of ethical principles in nurses. Survey the current situation and identifying the causes and factors affecting the observance of professional ethics can be considered by nursing managers in eliminating the ethical and professional shortcomings of nursing.

The workplace curriculum has been developed as one of the subfields of education in the workplace education and for benefitting from the findings of the curriculum field of study. Lack of attention to such an important notion, insufficient theoretical works related to the workplace curriculum, multiple failurs in different workplaces and the growing significance of workplace education in the social, economic and global contexts require an in-depth investigation of the workplace curriculum. Thus, the main objective of this study was to identify factors that facilitate the effective implementation of the workplace curriculum. In line with this objective, a qualitative approach to research and a cumulative synthesis method were used for conducting this study. The materials used in this study consisted of 45 scientific documents (33 articles, 9 textbooks, and 3 dissertations). Document analysis was done based on the six stages of synthesis research. In the first stage, determining the inclusion criteria, the characteristics of the required documents were specified. In the second step, Persian keywords were searched in the SID, Civilica, Irandoc, noormags data bases and scientific works which were published over the years 2011-2020 and were related to either the workplace curriculum, workplace learning, workplace curriculum facilitator or helper, curriculum facilitator, or facilitator or helper of learning environment were included. In addition, English keywords such as the workplace curriculum, workplace learning, workplace curriculum facilitator /coordinator/organizer/promoter/helper, curriculum facilitator, factors Facilitating effective implementation of the workplace curriculum, and workplace learning facilitator/coordinator/organizer/promoter/helper were searched in the Taylor and Francis, Springer, Science Direct, Wiley, PubMed, ProQuest, Eric, Emerald Insight, Google and Google Scholar databases and the relavant scientific works which were published over the years 2000-2020 were identified. At this stage, 6166 documents were identified. In the third stage, i. e. screening, the pre-determined criteria and the study research questions were considered and a number of previously identified documents were deleted. The remaining reports were also reviewed and the invalid documents were excluded. Finally, 45 studies remained. In the fourth step, coding, the data were split and conceptualized. Subsequently, they were synthesized through the use of new methods and data analysis was carried out using content analysis. In the fifth stage, evaluation, the quality of the collected data was evaluated. Finally, in the sixth stage, synthesis, the documents that could answer this study's research questions were selected and summarized and, finally, homogeneous studies were merged. To ensure data validity, it was tried to select appropriate and comprehensive samples, exercise care in selection of various articles, exclude irrelevant articles in the screening stage, look critically at the collected data, modify the data when necessary, and exercise caution in the process of combining data and valid search channels. To ensure reliability, data were selected and combined through consulting curriculum analysts and the coding process was conducted with great care. Bsed on the findings, organizational factors were of three types: occupational factors with the themes of proper management of workplace education, development of new products or services, organizational support, financial support and supporting educational programs and teams, delegation in the implementation of the workplace curriculum, job-organizational culture, feedback, and alignment of employees' and workplace interest. It is worth mentioning here that the reason for selecting the job theme was the existence of all factors presented in the workplace and concerned with the duties of the work environment towards employees, staff training and organizational support. Structural factors consisted of the themes of facilities and equipment, appropriate time for training, place of training, accountability, teacher-learner interaction, continuous training, guidance of experienced colleagues, understanding of the workplace community and learners' relationship with the researchers. And, finally, organizational status of workplace education included the themes of planners’,alignment with the constraints in the workplace, appropriate perception and positive attitudes towards the curriculum planners, personality and behavioral characteristics of the planners, attention to the training needs of new and experienced staff, having system thinking, familiarity with important elements of the curriculum, use of up-to-date methods of curriculum planning and research thinking in relation to the curriculum, entrepreneurial perspective in curriculum development, making teachers and learners involved in curriculum development and development of accuraterealistic-practical-transparent and structured curriculums. Extra-organizational factors had two national components with the themes of "the relationship between university and workplace teachings, the interaction between the workplace and the society, consideration of economic and social issues in curriculum development, consultation with subject matter specialists in curriculum development, and consideration of scientific rationality formed in the workplace, and the international component with the themes of rapid technological advancement, keeping pace with global change, and consideration of political and regional issues in curriculum development This study's findings can be of significance for planners and managers of human resources and those involved in education as this study can help them pay special attention to the Facilitating role of national factors in the effective implementation of workplace curriculum. The findings of this study can further make it clear that the interactions between the workplace, society and the university and also the economic and social conditions of the individuals need to be taken into account when developing an effective workplace curriculum. Finally, with regard to the Facilitating role of international factors in the effective implementation of the workplace curriculum, curriculum experts are recommended to use technology and pay enough attention to the regional and political factors in developing curriculums.