Maryam Houshmand; Leslie-Faith Morritt Taub; Fon Sim Ong; Ameneh Yaghoobzadeh
Abstract
Background: Continuous quality improvement in nursing education is crucial to ensure that the curriculum is benchmarked against international standards and best practices, while remaining relevant to the local community. Comparing current programs using a comparative approach is one of the evaluation ...
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Background: Continuous quality improvement in nursing education is crucial to ensure that the curriculum is benchmarked against international standards and best practices, while remaining relevant to the local community. Comparing current programs using a comparative approach is one of the evaluation techniques used.Objectives: The main objective of this paper is to compare the geriatric nursing program's curriculum at the master's level between Iran and the USA (specifically, the Rory Meyers College of Nursing).Methods: This descriptive-comparative study utilized Bereday's model to assess the geriatric nursing curricula. The primary method of inquiry was through secondary sources, primarily information gathered from web pages. Similarities were identified, and comparisons were made using Bereday's Model.Results: We discovered several differences and only a few similarities between the two curricula. However, it's important to interpret the results with caution since these two countries have different macroenvironments and varying stages of the aging process, which significantly influence the need for geriatric medicine and nursing care.Conclusion: This study can be valuable for countries that are starting to experience population aging, as it allows them to learn from well-established programs, avoid potential pitfalls, and gain insights into best practices to enhance their preparedness for advancements in nursing care.
Parvaneh Sharifi; Alireza Manzari Tavakoli; Mitra Kamyabi; Zahra Zeinaddiny Meymand
Abstract
Background: Program accreditation is a quality assurance educational program implemented in many countries.Objectives: This study aimed to compare program accreditation standards of the Ministry of Health of Iran with several selected countries and to extract program accreditation standards to benefit ...
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Background: Program accreditation is a quality assurance educational program implemented in many countries.Objectives: This study aimed to compare program accreditation standards of the Ministry of Health of Iran with several selected countries and to extract program accreditation standards to benefit from the experiences of other countries.Methods: The present descriptive-comparative study was performed in 2020. The information required for the study was collected by searching on the Internet on valid websites of accreditation institutes of medical sciences and higher education in Iran and other countries. Among them, the World Federation for Medical Education (WFME) program accreditation standards and eight countries from different continents were compared with Iran. The research was conducted using the Beredy model.Results: The results showed that the standards in the studied programs were significantly different both quantitatively and qualitatively. It was also found that the accreditation standards of educational programs in Iran, Kazakhstan, and the WFME were consistent regarding the areas’ number and titles, but there was a difference in the number and titles of the criteria and indicators.Conclusion: Considering the vital role of graduates of medical sciences in promoting community health and also given the current and particular situation and the global conflict with COVID-19 epidemic, which has disrupted face-to-face education and evaluation at all educational levels, upgrading and improving the quality of medical education programs seems necessary more than ever. Therefore, to evaluate and promote the quality of these programs, it is suggested to codify accreditation standards of educational programs locally and according to the current conditions.
Fatemeh Alaee Karahroudy; Effat Sheikhbahaeddinzadeh
Abstract
Background: One of the most important tasks of a university is to assess weaknesses and build upon strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational program.Objective: ...
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Background: One of the most important tasks of a university is to assess weaknesses and build upon strengths. As the education and skill level of psychiatric nursing graduates in Iran is often unpredictable, we hope to improve the current curriculum by comparing it to a successful educational program.Objective: This study compared the MSc psychiatric nursing curriculum in Iran with Canada.Methods: This is a descriptive comparative study conducted in 2018. The required information was collected from the Iran Health Ministry curriculum and Canadian universities offering psychiatric nursing graduate programs. The method used was a Beredy model that includes description, interpretation, neighborhood, and comparisonResults: The University in Canada has been established earlier than Iran. The educational program at Brandon University is focused on community needs. It is possible to complete program on a part- or full-time basis. Some courses are optional.Admission requirements include practicalpsychiatric nursing care experience and a relevant degree. In Iran the requirements are limited to a bachelor’s degree in nursing and an entrance exam. The program primarily focuses on theory, and was only offered on a full–time basis.Conclusion: The Iran educational program has weaknesses. In order to improve the quality of education, it is suggested students volunteer to have psychiatric nursing care experience. The curriculum should include administration, education, and practice. A more flexible curriculum based on the needs of Iranian society should be offered.
Fatemeh Bahramnezhad; Bahareh Shahbazi; Parvaneh Asgari; Fatemeh Keshmiri
Abstract
Context Evaluation of different education systems or approaches can help improve educational quality. To implement a program successfully, it is essential to examine the curricula of leading countries from different aspects. The present study aimed at comparing the bachelor of science in nursing (BSN) ...
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Context Evaluation of different education systems or approaches can help improve educational quality. To implement a program successfully, it is essential to examine the curricula of leading countries from different aspects. The present study aimed at comparing the bachelor of science in nursing (BSN) programs at nursing schools of McMaster in Canada, Hacettepe of Turkey, and Tehran (Iran). Evidence Acquisition The current descriptive-comparative study was performed in 2016 using the Brody method; the BSN programs were compared among Nursing School of Tehran University of Medical Sciences in Iran, Faculty of Nursing at Hacettepe University of Turkey, and McMaster School of Nursing in Canada. Results In the BSN program curricula of Tehran and Hacettepe universities, no correlation was found between contents and educational goals (theoretical and clinical), while a significant conformity was found between the theoretical and clinical goals of courses offered in the BSN curriculum of McMaster University. The ability to transfer leadership, management, communication, critical thinking, and clinical decision-making skills were formally ignored in the BSN curriculum of University of Tehran, while the mentors act just as a role model. There were programs and workshops for practicing critical thinking in Hecettepe University, while the evidence-based nursing and research in nursing were stressed in educational goals; the points disregarded in the curriculum of the BSN program of the University of Tehran. Conclusions It seems that the School of Nursing and Midwifery of Tehran University of Medical Sciences should reconsider educational goals and content and pay more attention to issues such as problem solving, critical thinking, clinical judgment, and efficient leadership skills, as well as creativity and innovation.
Seyedeh Azam Sajadi; Nahid Rajai; Jamileh Mokhtari Nouri
Abstract
Background Lack of suitable educational programs in nursing causes irreparable damage to the community’s health and reduces the academic credibility of universities. In Iran, the master of science in nursing (MScN) program is not tailored to the needs of the community, and graduates lack the required ...
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Background Lack of suitable educational programs in nursing causes irreparable damage to the community’s health and reduces the academic credibility of universities. In Iran, the master of science in nursing (MScN) program is not tailored to the needs of the community, and graduates lack the required nursing skills. Considering the distinguished quality of higher education in Japan, the aim of the present study is to perform a comparative analysis of MScN programs in Iran and Japan. Methods In this descriptive comparative study, an extensive electronic search was carried out in Persian and English databases, including PubMed, Iran Medex, Medline, Scopus, Google Scholar, scientific information database (SID), and MagIran among articles published during 1997 - 2016. The gathered data were categorized and compared according to the study objectives. Results In comparison with Iran, Japan has a longer history of postgraduate nursing programs, and its educational system has prominent strengths and advantages including: admission interviews; English language requirements for admission; versatility and flexibility of the educational curricula to facilitate student employment during education; integration of research-based units in the curricula; and attention to community-based and home care nursing. Conclusions Comparison of the educational systems of Iran and Japan highlights the need for more flexible curricula in Iran in accordance with the community’s needs.
Esmat Noohi; Leila Ghorbani-Gharani; Abbas Abbaszadeh
Volume 12, Issue 3 , November 2015, , Pages 450-471
Abstract
Background & Objective: In order to achieve more success in the Bachelor of Science in the discipline of nursing education in Iran and identify its weaknesses and strengths comparative studies and utilization of successful universities strategies and experiences are necessary The present research ...
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Background & Objective: In order to achieve more success in the Bachelor of Science in the discipline of nursing education in Iran and identify its weaknesses and strengths comparative studies and utilization of successful universities strategies and experiences are necessary The present research compares the curricula of undergraduate nursing education in Iran and 8 selected universities from America Europe Australia and Asia The universities were compared in terms of student selection methods mission and objective general structure program length educational content teaching and learning methods educational strategies role of graduates and evaluation methodologies Methods: This was a descriptivecomparative study In the present study 8 renowned and innovative nursing schools were selected through purposeful sampling method The important components and indices of nursing curricula of the 8 nursing schools in America Europe Australia and Asia were analyzed Then each studied item was compared between the selected nursing schools and nursing schools of Iran Practical suggestions were made to improve the quality of the nursing curriculum in Iran in terms of improvement of each studied item The research model used in this study was the Beredy model that identified the 4 stages of description interpretation proximity and comparison in comparative studies Results: The general objectives and educational contents in all curricula of the examined nursing schools were to some extent similar However the establishment and development of the contents and the method extent and type of addressing them were different These differences created different contents Moreover despite the many similarities in training and evaluation techniques many differences depending on the level and purpose of the program were observed Conclusion: It seems that although the nursing curriculum in Iran does not hold a dissatisfactory position in comparison with the other studied curricula in order to resolve the flaws items like goals selection student selection methods research teaching and evaluation (theory and performance) methodologies need to be reviewed and revised
Hossein Karimi Moonaghi; Roza Montazeri
Volume 11, Issue 4 , February 2015, , Pages 420-433
Abstract
Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula ...
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Background & Objective: For greater success of the discipline of medical education and recognition of its weaknesses and strengths performing a comparative study and utilizing the experiences of successful universities is necessary This study was performed to compare the elements of the curricula of medical education discipline in the universities of Dundee (Scotland) Calgary (Canada) and Maastricht (Holland) with Iran Methods: Data were gathered by searching university websites and communicating with them The 3 universities of Dundee Calgary and Maastricht which had a high ranking in the medical education major were selected as the study sample The research model used in this study was the Beredy model that specifies the four stages of description interpretation proximity and comparison in comparative studies Results: The universities of Dundee Calgary and Maastricht in stating the general characteristics of curriculum have clearly focused on education in the field of medical sciences Elements of mission vision and value were not observed in their curricula In the universities of Dundee and Maastricht educational strategies and the reason for their application and the manner of course presentation had been explained All 3 universities enrolled bachelor students The course of research in education was emphasized by all universities Conclusion: Based on this comparative study the curriculum of medical education in Iran seems complete and comprehensive However for quality improvement the revision of goals and strategies of the discipline is necessary Moreover the presentation of courses in two forms of virtual and traditional education admission of bachelor (BSc) students replacement of compensatory course with prerequisite courses and emphasizing of research method in education courses are recommended