RESUMEN
The process of formal education lonely can not prepare medical sciences masters for work environment and responding to changes. They need informal and lifelong learning. The aim of this study was to explain the perspectives and experiences of nursing and midwifery masters about formal and informal education. In this qualitative study semi-structured interviews were done with 12 nursing and midwifery faculty members. The interview questions were related to the participants' perspectives and experiences from learning activities. The interviews were audio-taped and transcribed verbatim, and then were analyzed based on content analysis method. Lifelong learning, self learning, the necessity of teaching profession, taking document were amongst the contexts which explained the masters learning experiences on formal and informal education. The data showed that having unprepared sensation for teaching after taking formal document especially at the beginning of employment was a motivator for learning. Learning essence, teaching, having new content to teach are as strong motivators for learning and taking part in educational workshop. The participants in this study mostly entitled "organization and time" as learning barriers. The necessity of being accountable to students, job promotion, professional obligations and familiarity with the science world new achievements lead to struggle by master for learning as formal or informal activities. Formal education is necessary as a base for future learning but not enough. Informal education as complementary to learning acts plays a basic role