Background: Assuring the quality of doctoral nursing education is one of the essential priorities expected to have effects on the development and improvement of educational programs. Recognizing the strengths and weaknesses of educational programs through compare different programs can be a useful.
Objectives: This study aims to compare nursing Ph.D. Education in Iran and Japan
Methods: In a descriptive- comparative study based on model proposed by Beredy, the Iranian nursing PhD Curriculum was compared with Japan in four stages of description, interpretation, juxtaposition, and comparison.
Results: Nursing doctoral education in Japan was older regarding historical records. The objectives for developing this program were consistent in both countries; however, in both countries, there was no professional doctorate in this field. The challenges of nursing education in Iran include the student admittance system, the program's lack of flexibility, the emphasis on theoretical education. Strictness regarding article publication in the ISI journals and numbers of credits offered in Iran compared to those in Japan was among the strengths broadening levels of knowledge and leading to more preparation to do research.
Conclusions: The comparison of the educational system of the two countries shows the need for more flexible and community-based curriculum program in Iran.