The aim of this study was to identify, analyze and rank the special qualifications of exceptional school teachers in order to provide a basis for its improvement. The research method is descriptive survey. The statistical population of this study is all teachers of exceptional education in Tehran in the academic year 1400-1399 who are teaching. The size of the statistical population, accordin The validity of the questionnaire was confirmed by experts and the reliability of the questionnaire was obtained by calculating the Cronbach's alpha coefficient of 0.87. Descriptive statistics and inferential statistics (exploratory factor analysis) were used for analysis. Using exploratory factor analysis, the professional competencies of exceptional education teachers were identified and analyzed. Based on the results of the qualitative part, the elements of competencies of teachers of exceptional schools in four components of educational-behavioral, planning and preparation, management and organization, and professional-general competencies were identified. Strategies for improving the qualifications of exceptional school teachers were also identified in this section and presented as a model for evaluation and promotion. The findings of the quantitative section also showed the value of the elements of professional competence of teachers in exceptional schools from the teachers' point of view. The results also showed that there is a significant difference between teachers in terms of demographic variables of gender and level of education.

Objectives: Nurses, as the largest group providing health care services, play a critical role in the continuity of care and respond to services commensurate with their competence. professional competence in nursing is a complex and ambiguous concept and needs the redefi nition of competence and development of its defi nition and concept. In this study, we aimed to conceptually analyze professional competence in nursing. Methods: In this study, a hybrid concept analysis was used. In the literature review phase, the concept of ‘ competence’ was investigated through valid databases limited to 2000-2018 and the participants’ experiences also appeared in the fi eldwork phase. In the fi eldwork phase, the participants revealed some aspects of professional competence in nursing, which were not well-addressed in the literature. Finally, the comprehensive defi nition of professional competence in nursing was presented after integrating the fi ndings obtained in these two phases. Results: According to the fi ndings, professional competence in nursing is a combined, complex, multidimensional, and contextdependent concept, and consists of diff erent domains. Based on the analysis results of the fi eldwork phase, this concept was classifi ed into 16 domains and the participants largely contributed to the provision of a comprehensive defi nition based on the defi nitions of professional competence presented in the literature. Conclusions: Based on the domains of professional competence in nursing obtained from this study, an appropriate instrument can be developed to assess professional competence in nursing for students and nurses.

The purpose of this research was to identify and validate the professional competences of effective teachers. For this purpose, a sample of 375 people among the teachers of Tehran elementary schools was selected using multistage sampling method. A researcher-made questionnaire has been used to collect the information. After factorial analysis of the test, 98 competences were identified in seven dimensions or main components of teacher’s prerequisites, teacher’s personal characteristics, planning and preparing, managing and organizing the classroom, instruction or teaching, monitoring students’ progress and capabilities and professional responsibilities. In teacher’s prerequisites dimension, having the verbal ability to transfer concepts to the students; in monitoring students’ progress and capabilities dimension, explaining the homework clearly; in professional responsibilities dimension, having respectful interaction and behavior with students’ parents; in planning and preparing dimension, expressing the result of the lesson clearly; in managing and organizing the classroom dimension, preparing educational materials in advance for using in the classroom; in teacher’s personal characteristics dimension, creating opportunities for all the students’ success, and in instruction or teaching dimension, utilizing the concepts and language appropriate with the age and records of the students are the most important identified competences which the effective teachers must have.

The current research was conducted with the aim of designing and validating the model of professional competence of educational leaders in elementary school. The research method was practical in terms of purpose and was mixed in order to collect information. The statistical population of the research was the sources related to the research, the experts in the field of curriculum, educational management and leadership, as well as the expert activists of the curriculum, which were selected using purposive and snowball sampling. The data collection tools were noting, semi-structured interviews and questionnaires which were analyzed by qualitative content analysis and Delphi, respectively. The results of the research showed that the model of professional competence of educational leaders consisted of basic competencies, including five categories of personality traits, mental skills, belief and moral competencies, knowledge and interpersonal and communication skills. Specialized competencies included optimal curriculum management, optimal management of the teaching-learning process, and supervision and Educational assessment. Also, professional competencies included support and professional growth of teachers, organizational and professional abilities, management and leadership, and knowledge of the situation and culture, each category consists of indicators.

Background & Objectives: Portfolios as new educational tools can play an important role in improving clinical competence of nurses.However, scientific evidences about the impact of portfolios on nurses' clinical competence are limited and few studies have been done in Iran. This study aimed to determine the impact of professional portfolio on nurses' clinical competence in a hospital affiliated to Shiraz University of Medical Sciences.Methods: In this quasi-experimental, pretest- intervention-posttest study, from 22 units of the selected hospital, 4 general units were selected randomly. Nurses of 2 units were studied as experimental group and participated in a 12-month portfolio-based professional development program.Nurses of 2 other units were considered as control group and participated in the routine professional development programs of their units. Data were collected by a valid and reliable scale measuring clinical competence of nurses. Data were analyzed by using descriptive statistics, independent and paired t-test.Results: After intervention, mean clinical competence in experimental group showed a significant increase from 76.72 (± 6.45) to 85.68 (±6.43) (p<0.001), while in the control group this increase 75.31 (± 11.9) to 80.69 (± 7.11) was not significant (p=0.08).Conclusion: This study showed that portfolio is an effective tool for improving nurses’ clinical competence. Studying about the efficacy of these tools in nursing practice in order to enhance nursing professional development is necessary.