Qualification of Clinical Education of operation room in Bachelor degree from the perspective of students and educators in this field at the University of Medical Sciences, in Semnan Khazaei Jalil S1, Zarouj Hosseini R2, Abbasi A*2 Received:4/1/2015 Accepted:6/24/2015 1. Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran 3. Dept of Nursing, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran Journal of Education and Ethics in Nursing, Volume 3, Number 3, Fall 2014 Abstract: Introduction: Clinical education is the main and fundamental part of medical education. In this type of education, students apply concepts and their theoretical knowledge and turn them into practical skills in their interaction with their instructor and clinical training environment. The present study was carried out with the aim of determining the clinical training of operation room from the perspective of students and educators in this field at the University of Medical Sciences Semnan Province in 2013. Materials and Methods: In this descriptive-analytical study, all sophomore and senior students of operation room studying to study at the universities of Semnan province and their instructors (151 students and 9 instructors) were chosen as the study samples in 2013. Data collection was done by a researcher-made questionnaire consisting of 22 questions in four broad areas of learning opportunities, supporting learning and assessment, educational facilities and instructors’ performance. After being inserted in SPSS 18, data were analyzed using central and distribution indices and Chi-square tests and t-test and the significant level of tests P˂0.05 was taken into account. Results: Comparing the mean scores of students and those of teachers in all areas showed significant differences (P =0.003). Moreover, comparing the mean scores of the students of Shahrood University of Medical Sciences and those of Semnan University of Medical Sciences in all areas revealed a significant difference (P =0.001). Conclusion: According to the obtained results, it seems that components of supporting learning and assessment, instructors’ performance and educational facilities are among drawbacks of clinical education from the perspective of university students