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Background and Objective : Electronic learning is a pre-construcaware of Teachers and administrators the climate university, reflect that the assessment valuable insights environment support provide of thestudent learning. Objective To study the organizational support of students performance evaluating the University the shahid Chamran of ahvaz. Materials and Methods :the survey was conducted with random selection and participation 100 of faculty members completed questionnaires organizational support. Results :The results indicate that was significantly The first organizational approaches to assessing students (current and before) 0n organizational use (organizational application) And significant assessment impact only for current students in both internal and external. In the second part significant of organizational approaches to the assessment of students (current and before) students of the current emphasis on organizational support, organizational assessment and planning, instructional design, And significant both before and current students of the purposes of assessment, professional development, and reward faculty members means .And the third part significant the managerial and organizational support on organizational use and evaluation effects on institutional emphases , assessment in ‌ goals, design assessment, development and reward faculty members, significant external effects on emphases of the organization, objectives, assessment, development professional, and faculty members reward. Conclusion :in this context free factor influenced Organizational support and management in the assessment , organizational approaches to student evaluation and institutional used and impact assessment as part major in the organization.

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Background and Objective: The healthcare system seeks responsible nurses, who are committed to professional ethics, which is a vital requirement in this area. Therefore, this study aimed to determine the role of in-service training courses in the attitude of nurses toward professional ethics and their performance in three educational healthcare centers of Zanjan, Iran.
Materials and Methods: This descriptive and cross-sectional research was performed on 400 nurses in educational healthcare centers of Zanjan, including 362 female (90.5%) and 38 male (99.5%) individuals, who were selected via convenience sampling. Data collection was carried out using the standardized questionnaire of ethics in nursing profession by Eun-Ja Yeun (2004) in the spring of 2018. Reliability of the mentioned survey was estimated at the Cronbach’s alpha of 0.76. Data analysis was performed in SPSS version 21 at two descriptive and inferential levels.
Results: From 400 nurses assessed, 53.5% attended the educational courses on professional ethics. According to our findings, no significant difference was observed between the subjects who attended the courses and those who did not participate in the educational classes in terms of attitude toward professional ethics. Moreover, no significant association was found in the performance of participants who attended the mentioned classes before and after the intervention.
Conclusion: According to the results of the study, participation in educational courses on professional ethics failed to make a significant difference in the attitude and performance of nurses. Therefore, more attention must be paid to the implementation of educations and place of work of nurses.