Designing A Quality Assessment Model for Nursing Services Management in Selected Medical Universities of Iran

 Advancing a culture of care greatness, at distinctive levels of management and care such as nursing management, has created way better desires and inspiration.

 To design a suitable model for measuring the quality of nursing services management in selected universities of medical sciences in Iran.

 This was exploratory mixed research. In the qualitative stage, the data collection tool was interview. Semi-structured interviews with 12 experts and university professors were used. Qualitative data is first collected, then, based on the findings of qualitative data, research tools are taken, and quantitative data are collected. Categories are extracted after implementing the discussions on paper, open coding (reading the data line by line, extracting the main concepts and sentences, forming the first categories and classes) and axial coding (data classification, subcategory specification, final class formation). In the next step, there is optional coding. The statistical population in this study is all nurses in Tehran, Kermanshah and Guilan, totally 255 people. A researcher-made questionnaire was used to collect data in a quantitative phase. 152 completed questionnaires were collected from the samples. After collecting the questionnaires, it was statistically analyzed. Confirmatory factor analysis was used to evaluate the validity of the questionnaire, and structural equation modeling (SEM) with the help of SmartPLS 3 software was used to evaluate the research questions.

 Factors affecting the quality of nursing services management in Tehran, Kermanshah and Guilan Universities of Medical Sciences are: individual factors, educational factors, motivational factors, international factors, social factors, environmental factors, intra-organizational factors and technological factors.

 The Proposed model has a strong fit. Suggestions based on the research results are: Evaluation of training courses, repetition of skills in the program by the trainee should be predicted so that the skill in the person becomes a behavioral habit and, in fact, behavioral consolidation, repetition of skills in the program by the trainee should be so in order for a skill to become a behavioral habit in the individual and in fact to be behaviorally established, the difference between individuals must be identified.