Background: Continuing education is an essential part of the nursing professionalization and it can be helpful for the nursing behavior development. It seems the area of continuing medical education programs is the most important areas that e-learning can play an important role. E-learning is an emerging approach to overcome some of the traditional education barriers and provides easy access and flexible learning. E-learning has been promoted as being more cost effective, convenient, and increasing opportunities for lifelong learning. To evaluate the effectiveness of an e-learning program to increase nurse's knowledge and behavior for caring of patients with VTE.Method: 100 nurses were selected in a convenience method for e-learning and traditional education. All nurses had access to the internet and enough internet literacy. Each nurse in interventional group received 3 didactic files within the study period (4 weeks) that focused on VTE risk assessment, methods of VTE prophylaxis, VTE prophylaxis guidelines, Diagnosis, Pharmacological and Non-Pharmacological treatment and patient education. The nurses in the traditional group were taught by getting a traditional education, which was given by an expert lecturer. Results:The findings of this study in regard to comparing knowledge level showed e-learning is not a superior learning method to traditional learning methods. The mean changes in behavior of the e-learning group was 3.16±1.49 whereas that of the traditional group was 2.77±1.26. Statistical analysis showed significant relationship between score change and e-learning education. Conclusion:Using an e-learning program on CME programs is an effective learning method in addition to sitting in traditional course. We suggest that in later studies, the memorable effect of both methods be compared.

BACKGROUND AND AIM: Given the complexities of the health care system and the importance of the subject and effects of health literacy in all aspects of care, defining specific health literacy in this context seems necessary. The purpose of this research was to explain the concept of hospital health literacy (HHL), its definition, and the related dimensions using the qualitative research method. MATERIALS AND METHODS: An exploratory qualitative design was used. Exploratory, open-ended, and face-to-face interviews based on the interview guide were used to elicit participants’ perspectives between July 2021 and January 2022. By using the content analysis method, researchers coded transcripts and collated these codes into sub-categories and then merged them into the main category and explored the dimensions of the concept. RESULTS: A total of 23 service providers and 25 service recipients were included in the study. Analysis of qualitative data led to the identification of 6 categories and 25 sub-categories including cognitive literacy , functional (basic) literacy , communicative literacy , behavioral literacy , media literacy , and emotional literacy . CONCLUSION: The findings of the present study provide a deep understanding of the concept of HHL that could be applied to develop valid and reliable measurement tools for assessing HHL among a variety of populations. Also, it is hoped that the present attempt can be useful to guide future research and interventions as well as to provide a clear base for planning, implementing, and evaluating interventions aimed at promoting individuals’ health literacy in health settings.