Background: Understanding the way nurses' informatics competencies affect their mastery of professional competencies can help with providing high quality care and design contents for continuing nursing education. This study aimed to determine the association between nurses' informatics and their clinical competencies. Materials & Methods: A total of 150 nurses who met the inclusion criteria were enrolled in this descriptive study from three general public hospitals in Rafsanjan, Iran, using stratified random sampling method. Self-reporting data collection was performed applying three questionnaires of (1) personal and job characteristics, (2) the Self-Assessment of Nursing Informatics Competencies Scale (SANIC), and (3) the COMPETENCY Inventory for Registered Nurses (CIRN). Data were analyzed using SPSS 22. 0 and Kolmogorov-Smirnov, Chi-square, Pearson's correlation coefficient, and linear regression statistical tests. Results: Female nurses had higher CIRN scores than male ones (p = 0. 027). The results of the Pearson's correlation coefficient showed a moderate significant positive association between SANIC and CIRN scores (r = 0. 341, p = 0. 001). Furthermore, results of the linear regression analysis showed that about 11% of the CIRN score was associated to the SANIC score (P = 0. 001). After adjustment based on gender (p = 0. 060) and education (p = 0. 064), the correlation was not significant. Conclusion: Given the effect of gender and level of education, there was no significant association between Nursing Informatics Competencies and nurses’,COMPETENCY. The level of application of informatics in nursing should be reviewed contextually.

Introduction: Nowadays, intense competition and technology changes make an increasing pressure to organizations and their various ways for increasing manpower productivity. Human resources are expected at this time to have greater impact on their products and services. This is the exact thing that caused COMPETENCY to become an important factor in competitive environment. COMPETENCY term is used for describing the complex of behaviors that reflect the single composition of knowledge, skills, abilities and motives that are related to organizational role. The goal of this review article was a comprehensive introduction of COMPETENCY and its application in designing training programs.Conclusion: The advantage of using COMPETENCY for designing training programs in one aspect is the exact diagnosis of educational needs and increasing the efficiency of education and on the other aspect is applicability of learning and avoiding from just knowledge transferring.

Insurance salesmen have an important role in the profitability and competitiveness of the insurance industry at micro and macro levels. A coherent approach to the selection and development of the practitioners in the field and the determination of competencies required of them is important. This study is meant to identify the competencies required in insurance by using the Delphi technique and white resource based theory and pragmaticm approach. Then, the competences has been recognized and ranked, using the network analysis. To measure the validity of the methodology, the LISREL software and confirmatory factor analysis were used. The results indicated that the competencies of problem solving, communication, insurance knowledge, occupational ethics, the ability to take advantage of information technology, creativity, risk management, emotional intelligence, familiarity with various financial services and familiarity with internet marketing techniques are the most important competencies required for the insurance sellers, respectively. The results of this study will guide the insurance industry managers in human resource planning area. In addition, the above mentioned results can help managers in the fields of staffing, recruitment, training and performance evaluation of sales network.

Child upbringing is an essential principle in life and is considered to be a key element of parenthood. But this important task and essential parenting mission for parents requires obtaining the moral merit necessary for the process of education, in order to obtain moral merit in behavior Moral parenting. For this purpose, it is necessary for Wald to first have a proper understanding of merit and ethical competence, in order to gain theoretical knowledge and to analyze related issues of being able to move towards ethical conduct. In this research, we propose a definition for moral merit. We have been developed in a general way so that it can be used Different times, in different contexts and for different purposes be provided. The meaning of the term moral competence has also been operationalized in a conceptual framework that utilizes both research on merit and ethics, parenting and education, and a look at the usefulness of research And action. In addition, we believe that the program of moral eligibility for child rearing should be based on the overall development or growth of the entire parental personality, and the duration of the programs is planned in such a way that the parent is continually assigned to the parent's duties and ethical competencies required for Inform them.

Despite the existence of a large variety of COMPETENCY frameworks for medical graduates, there is no agreement on a single set of outcomes. Different countries have attempted to define their own set of competencies to respond to their local situations. This article reports the process of developing medical graduates’ COMPETENCY framework as the first step in the curriculum reform in Tehran University of Medical Sciences (TUMS). A participatory approach was applied to develop a COMPETENCY framework in Tehran University of Medical Sciences (TUMS). Following literature review, nominal group meetings with students and faculty members were held to generate the initial list of expectations, and 9 domains was proposed. Then, domains were reviewed, and one of the domains was removed. The COMPETENCY framework was sent to Curriculum Reform Committee for consideration and approval, where it was decided to distribute electronic and paper forms among all faculty members and ask them for their comments. Following incorporating some of the modifications, the document was approved by the committee. The TUMS COMPETENCY framework consists of 8 domains: Clinical skills, Communication skills, Patient management, Health promotion and disease prevention, Personal development, Professionalism, medical ethics and law, Decision making, reasoning and problemsolving, and Health system and the corresponding role of physicians. Development of a COMPETENCY framework through a participatory approach was the first step towards curriculum reform in TUMS, aligned with local needs and conditions. The lessons learned through the process may be useful for similar projects in the future.

The study purpose to develop managerial COMPETENCY model in Isfahan Province Gas Company. Semi-structured interviews and Managerial Competencies Questionnaire were conducted with 15 managers selected purposefully (maximum variation sampling) from among the different levels of management in Isfahan Gas Company. Also, Gas monthly magazine (Nedaye Gas), job description of managers, web sites of National Iranian Gas Company and thirty provinces studied. Then concepts were collected and categorized into 8 main categories and 78 sub categories. Finally، reliability and validity of model accepted.