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BackgroundLifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood.ObjectiveThe aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience.MethodsIn this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions.ResultsIn this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data.ConclusionHaving identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.

Based on Bloomberg's ranking, Iran has been ranked as the 45 th country in the world in terms of effective health system. The Ministry of Health and Medical Education (MOHME) is responsible for the health stewardship and centralized sovereignty. The activities of this ministry have shown improved health status over the past few decades (Rafiei et al., 2015). Nevertheless, the health system of Iran faces major challenges. The major challenges of the health system of Iran include increasing the elderly population, increasing non-communicable diseases (NCDs), changing lifestyle, as well as increasing health costs, maintaining and increasing quality of care, and patients' place of death and

Background:Few studies have been conducted on role conflict in nursing faculty in the world. This research reports the first study about this subject in Iran.Objectives:The purpose of this research was to explore the experiences of role conflict in Iranian nursing faculty members.Materials and Methods:We conducted a qualitative study using a conventional content analysis approach. We used semi-structured and in-depth interviews by purposive sampling of 19 (15 instructors, three group managers and one educational assistant) participants to identify the influential factors of role conflict among nurse faculty members, working in seven nursing colleges in Iran.Results:The three following categories emerged from data analysis: “roles Interference”; “role ambiguity”, and “conflicting expectations”. The main theme was “working in conflict climate”.Conclusions:This study highlighted the influential factors that could produce role conflict for nursing faculty members. The results can help university leaders to improve nursing faculty working conditions.