ینگونـهآموزش ها در پژوه شهای آینده توصیه می شود.
محدودیت هـا: از جملـه محـدودیتهـ ای پـژوهشحاضر روش نمونهگیری در دسـترس مـی باشـد . همچنـیناستفاده از پرسشنامه به تنهایی جهت جمع آوری اطلاعـاتو خود گزارش دهی از دیگر محدودیتهای پژوهش حاضـرمی باشد.

تشکر و قدردانی
پژوهشگران بر خود لازم میدانند از همه همکـارانیکه در این مطالعه شرکت نمودهاند و از دفتر آموزش مداومجامعـه پزشـکی، کمیـسیون پژوهـشی نظـام پرسـتاری و همچنین از معاونت محترم تحقیقـات و فنـاوری دانـشگاهعلوم پزشکی کرمان، به دلیل حمایت مالی ایـن پـژوهش،صمیمانه تقدیر و تشکر نمایند.
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Facilitating and inhibiting factors in health care personnel participation in in-service education programs

Pashandi Sh (MSc.) – Khoshab H (MSc.) – Rafiei H (MSc.) – Abbaszadeh A (Ph.D) – Borhani F

(Ph.D).

Abstract
Introduction: Numerous factors play an important role in participation of medical staff in education programs. However, information in this regards is very limited. The purpose of this study was to assess facilitating and inhibiting factors in health care personnel participation in in-service education programs.
Method: In this cross sectional study, 740 medical staff from Kerman university of medical science were enrolled into the study using convenience method from April to July 2013. Data collected using three questionnaires (demographic questionnaire, questionnaire that examined barriers of participation in continuing medical education programs and questionnaire that examined facilitating factors of participation in inservice medical education programs. Data were analyzed using SPSS version 16. Descriptive analysis, independent t test, and one way ANOVA were used.
Results: “credits earned” was the most important motivational factor with mean score of 4.25±0.84 and “competitive advantage” was the least significant with mean score of 3.0±1.12. The main barrier was “lack of enough personnel” with mean score of 4.02±1.20 and the least significant was “low self-confidence” with mean score of 2.88±1.38. Results of present study showed significant difference between mean score of personal (3.97±0.22) and organizational (3.48±0.27) motivational. But difference between mean score of personal (3.42±0.36) and organizational (3.49±0.23) barrier were not significant.
Conclusion: “credits earned” was the main motivation factor of participation in continuing education programs. Therefore, methods such as employee suggestion program, determining content of educational, and workshops on program verification for staff nurses may change their attitude towards educational programs.

Key words: In-service education, medical education, barrier, facilitator