Volume 15, Issue 1 (Spring 2020)
jmed 2020, 15(1): 71-81 |
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Corresponding Author, Assistant Professor, Health Management Research Center, Medical Surgical Group, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran. , zohrehvafadfadar@gmail.com
Abstract: (2173 Views)
Introduction: In order to enhance and guarantee the quality of Nursing PhD. programs, this study aimed to compare the Nursing PhD. curriculum in Iran and Columbia University of Nursing and make suggestions for improving its quality.
Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research.
Result: Colombia School of Nursing has a long history of Nursing PhD Education.curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education.
Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.
Keywords: Colombia School of Nursing, Curriculum, Comparative Study, Iran, Bereday’s Model, Nursing PhD.
Methods: This descriptive-comparative study was performed in 2019. The four-stage Beredy model of description (explaining both educational system), interpretation (explaining historical, financial and social basics of systems), neighborhood and comparison (based on their sharing and differentiations) was used to compare the Iranian nursing education program with Colombia School of Nursing. Data were collected by Persian and English searching. Then, the data were compared according to the aim of the research.
Result: Colombia School of Nursing has a long history of Nursing PhD Education.curriculum for Nursing PhD course in Iran has common points in course structure and characteristics with curriculum in Colombia school of nursing. Both programs were fully times. Both universities programs base on strategic programing has mission, perspective and values. Nursing PhD.. Education program interview and last history of research has important to submitting of student. Both curriculums based on researches and loser attention on clinical education.
Conclusion: In Iran with attention of society condition, field needs and under graduated demands change and review of program is necessary. More emphasize on research and don’t attention on clinical education is on of weak points in Iran Nursing PhD. Education. Therefore with attention in advanced country experiments and Iranian society needs struggling to improving week points and strengthening of strong point advised.
Keywords: Colombia School of Nursing, Curriculum, Comparative Study, Iran, Bereday’s Model, Nursing PhD.
Keywords: Colombia School of Nursing, Curriculum, Comparative Study, Iran, Bereday’s Model, Nursing PhD.
Type of Study: Review |
Subject:
Nursing
Received: 2020/01/18 | Accepted: 2020/03/3 | Published: 2020/06/21
Received: 2020/01/18 | Accepted: 2020/03/3 | Published: 2020/06/21
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