|  | 
		| 
		  
			|  | 
  
	|  |  
		| 
			
			  |  |  |  |  |  |  |  | Volume 3, Issue 3 (12-2014) |  |  |  
		| 
			
			  |  |  
			  |  | Introducing a semi-centralized organizational model for organizing and developing patient education services: the pivotal role of nurses | P. 8-25 |  
			  |  | Parvaneh Khorasani    ,   Maryam Rassouli *    ,  Soroor Parvizy    ,  Mansoureh  Zagheri-Tafreshi    ,  Mahmood Nasr-Esfahani    |  
			  |  | Abstract
               (14222 Views) |  
			  |  | Clinical nurses' perception to atmosphere of creation knowledge: a qualitative study | P. 26-34 |  
			  |  | Kamal Salehi    ,   Sima mohammad khan kermanshahi *    ,  Eesa Mohamadi    ,  Mohammad Hassanzadeh    |  
			  |  | Abstract
               (11420 Views) |  
			  |  | Development of nurses’ medication error model: mixed method | P. 35-50 |  
			  |  | Mansoureh  Zagheri Tafreshi *    ,  Maryam  Rassouli    ,  Farid  Zayeri    ,  Marzieh  Pazookian    |  
			  |  | Abstract
               (13992 Views) |  
			  |  | The relationship between psychological empowerment and psychological strain among clinical nurses in educational hospitals | P. 51-60 |  
			  |  | Somayeh Mohammadi    ,   Mostafa Roshanzadeh *    |  
			  |  | Abstract
               (12368 Views) |  
			  |  | Assessing relationship between organizational identity, job satisfaction and organizational citizenship behaviors in nurses | P. 61-67 |  
			  |  | Akbar Nili Pour tabatabaee    ,   	Masoud Biglari *    |  
			  |  | Abstract
               (14291 Views) |  
			  |  | Perceived entrepreneurial motivators by Iranian nurse entrepreneurs: a qualitative study | P. 68-77 |  
			  |  | Simin Jahani    ,   2-	Heidarali Abedi *    ,  4-	Masoud Fallahi Khoshknab    ,  3-	Nasrin Elahi    |  
			  |  | Abstract
               (13630 Views) |  
			  |  | Inquiry lived facts in educational supervision | P. 78-87 |  
			  |  | Najmeh Valizadehzare *    ,  Mohamadreza Ahanchian    |  
			  |  | Abstract
               (11104 Views) |  |  
						  |  |  
						  |  |  
						  |  |  
						  |  |  |  | 
				
					|  | 
  
	|  | 
		
		|  |