جستجوی مقالات مرتبط با کلیدواژه « توسعه حرفه ای » در نشریات گروه « پزشکی »

  Professional development and increasing the knowledge and skills of professors are necessary for the success of the efforts made in terms of improving educational systems. Meanwhile, psychological capital and reducing work-family conflict play a constructive role in achieving these goals. The current study aimed to investigate the potential correlation between psychological capital and work-family conflict and professional development among faculty members at Tabriz University of Medical Sciences, Iran.

  The current study employed a quantitative approach. The research method used was descriptive and correlational, utilizing structural equation modeling. The study focused on the faculty members of Tabriz University of Medical Sciences in 2022. According to the statistical resources, there were 793 faculty members at the university during the mentioned period. As per Morgan's table, the sample size consisted of 260 individuals. The instruments utilized to collect the required data were a professional development questionnaire of faculty members developed by Davarpanah (2018), Luthans et al.’s (2007) psychological capital questionnaire, and Carlson et al.’s (2000) work-family conflict questionnaire. To statistically analyze the research data, SPSS software (version 23) was first used to verify the normality of the studied variables. To calculate the correlation coefficients between them, AMOS version 23 was utilized.

  According to the correlation matrix table, there was a significant correlation between professional development and psychological capital. Also, there was an inverse and significant correlation between work-family conflict and psychological capital, and there was a non-significant correlation between professional development and work-family conflict. The psychological capital coefficient of influence on professional development was 0.61, and work-family conflict had a -0.11 impact factor on professional development. Therefore, it can be stated that psychological capital has a significant relationship with professional development and work-family conflict has an inverse and significant relationship with professional development. The measurement models fit well based on the results of confirmatory factor analysis and assessment indices. The Cronbach's alpha value was 0.951.

  Based on the results of the current study, it is concluded that the psychological capital play a vital role in professional development of faculty members. Furthermore, work-family conflict may cause the negative and noteworthy consequences in association with professional development of faculty members.

Identifying and presenting the professional development models of counselors of counseling and psychology centers in Tehran can help them perform reasonably and appropriately and improve their abilities. The current research was conducted with the aim of designing the model of professional development of counselors of counseling and psychology centers in Tehran based on the Grounded Theory.

The present study is of a qualitative type, which was conducted with the Grounded Theory approach. The statistical population of this research included all counselors of counseling and psychology centers in Tehran in 2022. The method of sampling was purposive and snowball. The number of samples reached 21 semi-structured interviews using the principle of theoretical saturation. In this research, to measure the validity of the findings, 4 criteria of credibility, generalizability, reliability and verifiability were used, and the method of reviewing the interview texts by the interviewees and the two-coder method was used to measure the reliability of the findings. Data analysis was done with open, axial and selective coding. 

The components of causal conditions include work conscience, purposefulness, interest, motivation for growth and development, and correct policy making; the components of the phenomena include improving knowledge and strengthening individual characteristics; the component of the context include the organization of psychology and counseling and excellent quality of education; the component of intervention conditions include lack of scientific flexibility, lack of scientific openness and commercialization of education; the component of strategies included individual and collaborative strategies, and the component of consequences included building trust in referred, increasing the self-confidence of counselors, increasing the quality of counseling, and therapeutic alliance. 

6 selected codes under the title of components (causal condition, background, phenomena, intervention, strategies, and consequences), 16 axial codes, and 118 open codes were identified. It is suggested that the authorities of higher education and the organization of the psychology and counseling system consider the designed model and provide a suitable platform for the professional development of counselors of counseling and psychology centers in Tehran.

The current research was conducted with the aim of predicting the professional development counselors based on causal conditions with the mediation of individual and collaborative strategies.

The present study is of qualitative and quantitative type, which was conducted with the Grounded theory method. The statistical population of this research included all the counselors who were working in counseling centers in Tehran in 2023. Using the principle of theoretical saturation, the number of samples reached 21 semi-structured interviews, which were selected by purposive sampling. Data analysis was done with open coding, axial coding and selective coding. In the quantitative part of the sample size of the research, using the table of Koresji and Morgan, the number of 201 people was estimated, and they were selected by purposive sampling. Path analysis and LISREL software were used for data analysis.

According to qualitative research data analysis, for "causal conditions of professional development of consultants", 5 components of work conscience, purposefulness, interest, growth and development motivation and correct policy, for "strategies of professional development of consultants", 2 individual and collaborative components, and for " Consequences of the professional development of counselors", 4 components of building trust in clients, increasing the quality of counseling, increasing the self-confidence and motivation of counselors and forming a therapeutic alliance were identified. The results showed that the causal conditions had an indirect effect on the results (t>1.96) and the strategies only had a direct effect on the results (t>1.96).

Paying attention to causal conditions such as work conscience, purposefulness, interest, motivation for growth and development, and correct policies as well as individual cooperative strategies of consultants can improve the quality of consultants' work.

 Due to the progress and expansion of medical science, innovation and promotion of community-oriented medical education has a significant impact on the quality of medical services. The existence of creativity and innovation in every field of medical education among faculty members and their innovative performance can provide a suitable platform for improving the quality of medical education. Meanwhile, self-management skills and professional development play a constructive role in improving the knowledge and skills of faculty members to achieve these goals. The research aimed to investigate the potential correlation between self-leadership and innovative job performance among the faculty members at Tabriz University of Medical Sciences, Iran.

The current study employed a quantitative approach with a practical purpose. The research method was descriptive and correlational, utilizing structural equation modeling. We focused on the faculty members of Tabriz University of Medical Sciences during the academic year 2021-2022. According to the statistical resources, there were 793 faculty members at the university in the mentioned period. As per Morgan's table, the sample size consisted of 260 individuals. The methods utilized to collect the required data were the standard questionnaire of occupational innovation developed by Etlai and Akif (1982), the professional development questionnaire of faculty members developed by Davarpanah (2018), and the self-leadership questionnaire developed by Rahimi, et al. (2019). To statistically analyze the research data, the SPSS 23 software was used to verify the normality of the studied variables. To calculate the correlation coefficients between them, AMOS Ver. 23 was utilized.

According to the correlation matrix table, there was a direct and significant relationship between professional development, self-leadership, and inventive performance. The measurement models fit well based on the results of confirmatory factor analysis and assessment indices. The Cronbach's alpha value was 0.82. The self-leadership coefficient of influence on work innovation was 0.37, self-leadership had a 0.38 coefficient of influence on professional progress, and professional development had a 0.31 impact factor on job innovation.

  This study revealed that faculty members' self-leadership and professional development had a positive and statistically significant effect on their innovative career performance. The results also confirmed the mediating function of professional development in the relationship between self-leadership and innovative career performance.

School health care providers work as human resources in two areas of education and health in schools, which are responsible for their professional development as government employees. This process requires more attention in newly hired or experienced people in order for health literacy to be properly conveyed to the audience of this occupational group.

In this review, comparative, systematic article, which was conducted in the academic year of 2019, based on the method of document analysis studies and the researcher's experience, with the aim of transferring professional experiences (documentation of knowledge), the Items of professional development based on adaptation to the KSAB model were discussed.

The items required for the acquisition of competence and professional development of health care workers have been described in the beginning and were adapted and separated in the model. Then it was counted in 15 categories and 4 fields (professional knowledge-professional ability-professional attitude and professional skill) based on the KSAB model.

Determining indicators and components based on the consensus of the group of educational and health experts based on the needs of the audience can strengthen the commitment and professional ethics, lead to growth and job satisfaction of employees. Therefore, school health educators and trustees should be constantly reviewed to develop professional competencies

Porpose: 

The aim of this study was to provide a model of factors affecting the professional development of Iranian school principals.

This study was quantitative in terms of applied purpose and descriptive in terms of implementation method. The population of the present study was 91972 school principals in Iran in the academic year of 1999-99. According to Krejcie and Morgan table, the sample size was 384 people who were selected by cluster sampling method according to the population size. The research instrument was a researcher-made questionnaire of factors affecting the professional development of Iranian school principals with 104 items whose face and content validity was confirmed by experts and its reliability was calculated by Cronbach's alpha method of 0.94. Data were analyzed by exploratory factor analysis in SPSS-23 software.

Findings showed that the factors affecting the professional development of Iranian school principals had 104 indicators, 9 components and 3 dimensions; Including individual factors (with four components of personality, cognition, general characteristics and behavioral characteristics), intra-organizational factors (with three components of learning manager, scholarly culture and driving leadership) and extra-organizational factors (with two components redefining school-community relationship and dynamic decisions Upstream) was. The professional development of Iranian school principals had a significant effect on all three dimensions of individual factors, internal organizational factors and external organizational factors (P <0.001).

According to the results of this study, specialists and planners of the educational system to promote the professional development of school principals can provide the basis for improving its indicators, components and dimensions.

in order to improve the quantitative and qualitative educational process,the third-generation medical universitie need the medical education administrators who possess the sufficient knowledge, skills and insight to manage educational process in a university However, many administrators don’t have adequate access to effective professional development to deal with the challenges of the innovative and entrepreneurial universities. This study aimed at identifying the components of professional development of medical education administrators among third-generation universities.

This is a qualitative study regarding the practical purposes,types of data and data analysis methods. To this end a sample of twelve medical education administrators in all universities of medical sciences in the country(Iran) participated in this study that were selected by purposive sampling and complementary snowball sampling. Data were collected using semi-structured interview method and analyzed using inductive content analysis method with maxqda10 softwareValidity and reliability of the study were determined by Guba and Lincoln methods.

383 open source 25 subcategories and 6 main categories of professional development of medical education managers were obtained. Based on the findings, professional development of managers in 6 dimensions including: educational development, researchdevelopment,management skills development, leadership skills development, skills development Individual and contextual development were identified.

Among the six dimensions of the model of professional development of medical education managers in the third generation university, the highest codes are related to the dimension of leadership skills development, which is suggested to be considered as a priority in holding professional development skills training courses for managers.

Autism spectrum disorder (ASD) is a lifelong developmental condition that is characterized by specific problems in social interaction and communication, the ability to think and flexible behavior, and perception and managing of sensory stimuli. Due to the presence of students with autism in public education schools, it is necessary to develop the teaching skills of teachers based on evidence-based methods. The present study aimed to perform a systematic review of the professional development program for teaching teachers based on evidence-based practices for students with ASD.

In this study, through systematic reviews and search for specialized keywords in Elsevier, Scopus, Google Scholar, ProQuest, Springer, and PubMed databases between 2000 and 2018, the findings and information needed to achieve the research goal was obtained. In the next step, all selected articles were reviewed by three research authors in EndNote software and duplicate articles were removed, and 217 published articles were considered base on the inclusion criteria and quality assessment using Cochrane risk of bias quality assessment. Then, based on the final qualitative evaluation, 14 articles were selected in English and reviewed in order to answer the research questions.

Among studies, education in behavioral context with nine studies (45 percent), communication context with seven studies (35 percent), social context with three studies (15 percent), education context with one study (5 percent), and transfer and play context without study, from most to least research to allocuted themselves; also, 25 percent of the studies used in behavioral interventions and positive behavioral-supportive strategies, 15 percent of the naturalistic intervention strategies, and discrete trial training and 10 percent pivotal response training and other strategies.

Based on the obtained results, it is suggested that professional development programs for educating teachers with students with ASD in Iran be mostly based on positive behavioral interventions and supportive strategies. As a result, educational programs should be presented in the form of individual and combined education.

The present study was conducted using the Analytic Hierarchy Process (AHP) model to prioritize the dimensions and components of professional development of medical education managers in third-generation universities.

This study was conducted in terms of practical purpose, quantitative data type in 2020-2021.Participants in the study were 12 directors of medical education of medical universities (experts in the field of medical education) who were selected purposefully and as a complementary method of snowball. AHP hierarchical analysis method was used to prioritize the components. The data collection tool is Hierarchical Analysis Questionnaire (AHP) whose validity and reliability are determined based on the incompatibility rate. Expert Choice 11 software was used to analyze the data.

Based on the findings, the dimensions and components of professional development of medical education managers in order of priority in six dimensions, including leadership skills development (0.238), management skills development (0.203), individual skills development (0.174), development Basic skills (0.165), research skills development (0.112) and educational skills development (0.108) were classified.

Given that the first priority in the professional development model of medical education managers in the third generation university is the development of leadership skills, special attention is paid to it in the strategic planning of professional development of third generation universities.

The managers' professional development can play an effective role in the performance and effectiveness of the organization. As a result, the aim of this study was identify the components of educational managers' professional development in the banking industry.

This study in terms of purpose was applied and in terms of implementation method was qualitative. The research population was specialists and experts of banking industry of Tehran city in 2021 year, which according to the principle of theoretical saturation 10 people were selected as a sample by purposive sampling method. The research tool was semi-structured interview whose validity was confirmed by the triangulation method and its reliability was obtained by an agreement coefficient between the two coders 0.84. Data were analyzed by open, axial and selective coding methods in MAXQDA software.

The results showed that the educational managers' professional development in the banking industry had 78 indicators and 21 sub-categories in 4 categories were including organizational category (with 6 sub-categories of human resource management, staff, organizational structure, organizational culture, information technology infrastructure and system information compatibility), individual category (with 4 subcategories of inherent skills, technical skills, communication skills and environmental skills), technological category (with 5 subcategories of project management, educational requirements, localization, implementation and technical) and environmental category (with 6 subcategories of cultural and educational requirements, economic requirements, improvement system requirements, maintenance requirements, legal requirements and operating requirements.

According to the results for the educational managers' professional development in the banking industry can be improved four categories of organizational, individual, technological and environmental through the identified subcategories and indicators for them.

Continuous education, which is an appropriate tool for enhancing the level of knowledge, skills and insights of any organizationchr('39')s human resources and ensuring their progress and development, requires an appropriate background and overcoming the challenge.Therefore, the aim of this study is reviewing the experiences of nurses and identifying the weaknesses of the educational courses hold by a qualitative study.

This study was a qualitative study using interpretive phenomenological method conducted in autumn 2018. 24 educational supervisors, supervisors, and nurses participated in this study and were selected by purposeful sampling method. Data were collected through semi-structured interviews. Data analysis was done by Colaizzi method.

In analyzing the content of interviews, 4 main categories obtained;Inappropriate content; low level of interaction in classrooms; not paying attention to effective teaching-learning methods; low professional skills of professors.

Currently, in the process of learning and continuing education, the above mentioned issues have reduced the effectiveness of training courses and these courses are used solely to fill nurseschr('39') training hours, therefore, appropriate attention and support is needed to improve this condition.

This study aims to identify and determine the components of professional development courses with a flipped learning approach designed and implemented.

The present study was conducted qualitatively with content analysis method and the research community was faculty members of Farhangian University and familiar with professional development courses that were selected by purposive sampling and a network of specialists. The number of participants in the research was determined based on the sampling logic in qualitative research and the principle of theoretical saturation and included 14 experts and faculty members of Farhangian University. Semi-structured interviews were used to collect the required information in the qualitative section. Data were categorized in the form of open coding, axial coding using MAXQDA2020 software and 950 primary codes, 48 ​​sub-categories and 11 main categories were extracted. The validity of the research was examined and to determine the reliability, the reliability method of retesting (82%) and the reliability method of agreement between the two coders (78%) were used.

The research findings showed that the components of professional development in 11 categories are institutional factors, support and support, educational development, research development, service development, personal development, cultural development and organizational development, ethics, pedagogy, learning forms.

In recent years, Farhangian University has provided a suitable platform for the professional development of the staff and professors of this university, but so far it has not been able to institutionalize the professional development courses of university professors using new technologies

The purpose of this study was to present a model of managers’ professional development with a futures research approach in Mazandaran province. The research method was consecutive exploratory mixed. According to the forward-looking approach in the research, the normative method of scenario writing was used. Hence, the statistical population in the qualitative phase of the study was educational management experts in the academic units of Tehran and Mazandaran provinces who were selected for conducting the qualitative research. The sampling method in quantitative phase was a random cluster sampling with 15 samples to determine the adequacy of the data for modeling. The statistical population in the quantitative section was 6100 principals of science and elementary and secondary schools in Mazandaran province in 1997-98 that 364 people were participated according to Cochran formula. Based on the analysis of qualitative data from in-depth interviews and coding of the interviews, according to the participants’ point of view, 54 open codes and 8 categories and 4 codes were identified. In the quantitative phase of the research, moreover, a researcher-made questionnaire with 54 design components whose questions were based on the criteria extracted from the qualitative phase. Consequently, the findings revealed the four dimensions consisted of skills, capabilities and the function of social responsibility required of managers and the function of organizational development and improvement. In the other word, managers and organizational development and improvement functions were formed. Then they were formulated using the two-way interaction analysis matrix for the future.   Key Words:

The aim of this study was to identify the factors of professional development of Iranian school principals in order to provide a suitable model with a qualitative-exploratory approach and using thematic analysis with inductive approach. The research environment included the first category of resources of valid Internet databases and scientific databases in the period 2004 to 2020 and 2008 to 1399 in the field of professional development studies of managers. In order to collect the initial themes, 68 articles and internal and external books were studied in a series of purposive sampling method (instead of selecting a fixed sample, the sample size increases until it is enough). Reached theoretical saturation. After coding and categorizing 118 primary themes, its content validity was performed in two qualitative and quantitative (checking the degree of agreement of each theme using content validity coefficient). Using Holstie coefficient, the reliability of the themes was estimated to be 0.96. The network of themes consisting of 3 comprehensive themes (individual, internal, external) and 9 organizing themes and 104 basic themes were drawn. The factors identified in this study show that the professional development of school principals is the basis for the development of education. Because leadership in schools has a direct impact on learners and plays a key role in developing the quality of student learning. It is obvious that the professional development of principals is a means to survive and improve the effectiveness of schools

The aim of this study was to identify the factors of professional development of Iranian school principals in order to provide a suitable model with a qualitative-exploratory approach and using thematic analysis with inductive approach.

The research environment included the first category of resources of valid Internet databases and scientific databases in the period 2004 to 2020 and 2008 to 1399 in the field of professional development studies of managers. In order to collect the initial themes, 68 articles and internal and external books were studied in a series of purposive sampling method (instead of selecting a fixed sample, the sample size increases until it is enough). Reached theoretical saturation. After coding and categorizing 118 primary themes, its content validity was performed in two

qualitative and quantitative (checking the degree of agreement of each theme using content validity coefficient). Using Holstie coefficient, the reliability of the themes was estimated to be 0.96.

The network of themes consisting of 3 comprehensive themes (individual, internal, external) and 9 organizing themes and 104 basic themes were drawn. The factors identified in this study show that the professional development of school principals is the basis for the development of education. Because leadership in schools has a direct impact on learners and plays a key role in developing the quality of student learning.

It is obvious that the professional development of principals is a means to survive and improve the effectiveness of schools

The aim of present study was to investigate mediator role of occupational self-efficacy in the relationship between professional development and job commitment and satisfaction among staffs of Sports and the Youth Department of East Azarbaijan Province.
Research sampling method of the study is classified random method. The research statistical population involved 322 participants. Krejcie and Morgan table was used to determine the sample size of the study. According to the table, 203 participants were selected as the sample size. The scholar made questioners of satisfaction inventory, Alman and Mir’s job commitment inventory and Sharar’s et.al general self-efficacy inventory were used for data collection.
Statistical analysis of the data indicated that there is a significant and positive relationship between professional development and job satisfaction and commitment. Moreover, the results of the study indicated that there is a significant and positive relationship between self-efficacy and job commitment and satisfaction. The highest level of significant correlation was obtained for the relationship between professional development and job satisfaction and the lowest significant correlation was obtained for the relationship between professional development and self-efficacy.
Finally, results confirmed the mediator role of occupational self-efficacy in the relationship between professional development and job commitment and satisfaction.

Organizational commitment is a critical factor in achieving organizational goals, understanding organizational behavior, and is an important element in improving the quality of care. On the other hand, clinical competence of nurses affects the effectiveness and success of health care organizations.
Aim: The study was conducted to determine the relationship between organizational commitment and nurse's clinical competency.
Material & A descriptive correlational study was conducted among nurses in a hospital in Najaf Abad city, Isfahan province, 2015. In this study a total of 135 nurses were included via census method. The tools included self reported questionnaires consisting personal information inventory, organizational commitment questionnaire (including three dimensions; affective, normative and continuance commitment), and clinical competence questionnaire (in seven dimensions for assessing 73 skills), whose validity and validity were confirmed by Alpha- Chronbach that were 0.79 and 0.95 respectively. Data were analyzed using descriptive statistics (distribution tables, mean, standard deviation) and Pearson correlation coefficient test using SPSS version 17 (P The clinical competence of nurses was good (74.42 ± 11.69) and their organizational commitment was moderate (91 ± 10.77).
Overall organizational commitment had a positive correlation with clinical competence in the areas of quality assurance (r=0.256, P = 0.002) and education and guidance (r=0.176, P = 0.037). In addition, emotional commitment had a direct correlation with total clinical competence (r=0.170, P = 0.045) and dimensions of quality assurance (r=0.185, P = 0.028), education and guidance (r=0.190, P = 0.024), and diagnostic measures (r=0.205, P = 0.015).
According to the findings it is recommended that nurse managers apply all of the strategies that would be increase nurse's emotional commitment. Because the increasing of nurse's emotional commitment can help to quality of nursing care

Medical universities need more than ever competent and effective managers and leaders to face the threats and challenges of the modern world. The aim of this research was to review the studies on the components of professional development of medical education heads of departments.

This systematic review examined the studies related to the components of professional development of medical education heads of departments published in Persian and English from 1990 to 2016. The keywords “professional development, department chair, department head, program director, educational leadership, and leadership development” were used to search through the databases of Cochran Data Base of Systematic Review, Eric, Medline, PubMed, Science Direct, Sage, Wiley, Taylor & Francis, ProQuest, SID, Iran Medex, and Magiran. The initial search yielded 1065 articles. Having the articles screened and qualitatively evaluated, final synthesis was performed on 35 articles. The data analysis method was framework analysis.

Synthesis of the related articles in two categories of higher education and medical education identified the components of professional development of medical education heads of departments in six themes including managerial development, leadership development, personal development, educational development, research development, and clinical development.

The six themes derived from this systematic review can be used as an effective model for designing professional development programs for medical education heads of departments and have useful results to improve the quality of medical education.

Aims: Qualitative and quantitative improvement of medical education needs informed mangers, who have necessary skills and knowledge for educational management of the large number of students and faculties in universities of medical sciences. However many of clinical department chairs start their work without being prepared for the upcoming challenges. This study carried out to provide a pattern of professional development of medical education administrators in this level.
This qualitative study carried out through content analysis method in Tehran, Iran, and Shahid Beheshti Universities of Medical Sciences in 2016 by conducting semi-structured interviews with 20 medical education administrators. Data were collected by semi-structured interviews and field notes and then were analyzed by contract qualitative content analysis.
499 initial codes were put into 137 concept codes, and were divided in a total of 26 sub-components and 6 main dimensions. The main dimensions were educational guidance development (4 sub-components), research guidance development (3 sub-components), clinical guidance development (4 sub-components), managerial skills development (4 sub-components), leadership skills development (6 sub-components) and personal self-development (5 sub-components).
six dimensions of professional development in this research as a pattern for professional development programs of clinical department chairs in universities of medical sciences can show positive outcomes on improving the quality of medical education. Most referred codes were development of leadership skills. It shows implementing professional development courses which can affect in improving leadership skills of department chair is more important.

In the rapid change of health care atmosphere, many factors, including the rights of patients, are affected by health care practices. Patient rights have recently become the center of national attention in the practice of medicine. The main policy is the push for legislation of a patient's charter of rights to provide laws that would prevent health maintenance organizations (HMOs) and other managed health plans from refusing to pay for appropriate care practice.Often, people do not realize their specific rights at the time of their care because those rights are often not clearly defined.Right to having health indicators has been subject to debate. Indeed, inadequate monitoring or reporting by states, missing or contradicting data as well as a lack of consensus for developing indicators of health, have led to creation of personalized ideas in this field. Until now any sets of extensive applicable and beyond bias indicators in patient right have not been developed Implementation of many mentioned rights in the charter of patient rights including having right of high quality health care, right to information, right to informed consent and the right to complaining, will not be achieved without considering clinical governance principles. The clinical governance is one of the main tools and inalienable infrastructures for achieving the rights of patients and it moves through the four main pillars (consumer value, clinical audit, clinical risk management, management and professional development) toward the survey of patient satisfaction, complaints management, consumer involvement in health planning, monitoring and evaluation of evidence based clinical standards, reducing of clinical errors, recruitment of clinical staff and continuous professional development. Clinical governance is reliable and consistent in health services delivery and is recognized for its high standards and its commitment to continually reviewing and updating practice in the light of tested and evaluated evidence and providing high quality services. So people can be sure to receive high quality, modern, effective, and safe services in a good time that are the main rights of patients in the patient's rights charter. Clinical governance by creating the biggest change on behavior, thinking and function of people in organizations, health care can convert providers to learning organizations, where constructive criticism, cooperative development and inter-professional respect allow successes to be celebrated and mistakes are not considered but will be changed to development.In fact, clinical governance by recognition of the local and national infrastructure can act as a driving force for the development of high quality and safe health services that moves toward the revival of patient rights.