1. Mohamadirizi S, Kohan S, Shafei F, Mohamadirizi S. The
relationship between clinical competence and clinical
self‑efficacy among nursing and midwifery students. Int J Pediatr
2015;3:1117‑23.
2. Najafi F, Kermansaravi F, Mirmortazavi M, Gheisaranpour H.
The Efficacy of logbook in clinical wards from the viewpoints of
nursing faculty members and students. RME 2017;9:64‑55.
3. Jokar F, Haghani F. Nursing clinical education, the challenges
facing: A review article. Iran J Med Educ 2011;10:1153‑60.
4. Bagheri H, Bazghaleh M. Clinical education and its related factors
in nursing: A qualitative meta‑synthesis study. J Nurs Educ
2016;4:26‑39.
5. KhalifehzadehA, TavasoliAA, GolshahiJ, Sanei H, MirdehghanA,
Payehdar Z, et al. Synergy model in clinical teaching of critical
care MSc Nursing students and cardiovascular diseases patients.
Iran J Med Educ 2011;10:593‑601.
6. Lotfi M, Zamanzadeh V, Abdollahzadeh F, Davoodi A,
Roshangar A. The effect of using logbook on nursing students’
learning. Iran J Med Educ 2010;10:64‑9.
7. Heidari H, Akbari N. Developing and implementing log book
in teaching principles and techniques to nursing and midwifery
students: Mixed method study. Future of Medical Education
Journal 2017;7(1):14‑8.
8. Nasr‑Esfahani M, Yazdannik A, Mohamadiriz S. Development
of nursing students’ performance in advanced cardiopulmonary
resuscitation through role‑playing learning model. J Educ Health
Promot 2019;8:151.
9. Heydari F, Mohamadirizi S, Nasr‑Esfahani M. The effects of
multidisciplinary education for nurses and physicians on the
management of patients with multiple trauma. Nurs Midwifery
Stud 2019;8:189‑94.
10. Mohamadirizi S, Fahami F, Bahadoran P. The effect of E‑Learning
education on primipar women’s knowledge about neonatal care.
Iran J Neonatol 2013;4:24‑7.
11. Wilkinson A, Forbes A, Bloomfield J, Fincham Gee C. An
exploration of four web‑based open and flexible learning
modules in post‑registration nurse education. Int J Nurs Stud
2004;41:411‑24.
12. Chioh MS, Yan CC, Tang KL, Mustaffa SM, Koh MG, Sim TW,
et al. The use of the personal digital assistant by nursing students
in the classroom and clinical practice: A questionnaire survey.
Singap Nurs J 2013;40:38‑44.
13. Bagherian A, Sadeghi M. Assessment of the effect of
Tell‑Demonstration‑Observation‑Action educational method on
dental students’ quality of learning. Iran J Med Educ 2012;11:764‑6.
14. Shen LQ, Zang XY, Cong JY. Nurses’ satisfaction with use of a
personal digital assistants with a mobile nursing information
system in China. Int J Nurs Pract 2018;24:e12619.
15. George LE, Davidson LJ, Serapiglia CP, Barla S, Thotakura A.
Technology in nursing education: A study of PDA use by students.
J Prof Nurs 2010;26:371‑6.
16. Kenny RF, Van Neste‑Kenny JM, Park CL, Burton PA, Meiers J.
Mobile learning in nursing practice education: Applying Koole’s
FRAME model. Int J E Learn Distance Educ 2009;23:75‑96.
17. Aggarwal NK. Applying mobile technologies to mental health
service delivery in South Asia. Asian J Psychiatr 2012;5:225‑30.
18. Zolfaghari M, Mehrdad N, Parsa Yekta Z, Salmani Barugh N,
Bahrani N. The effect of lecture and e‑learning methods on
learning mother and child health course in nursing students.
Iranian journal of medical education 2007;7:31‑9.
19. Mazlom SR. Development and assessment of computerized
software for nursing process: A step toward promotion of nursing
education and care. Iran J Med Educ 2014;14:312‑22.