Showing 2 results for Comparative Study
Mohammad Gooshi Dehaghi, Zohreh Vafadar,
Volume 15, Issue 1 (6-2020)
Abstract
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.
Asad Imani, Marzeyeh Asadizaker,
Volume 18, Issue 3 (12-2023)
Abstract
Introduction: Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA.
Methods: The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison.
Results: The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses.
Conclusion: this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.
