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Haji Rezaei F, Sadeghi N, Abazari P. A Comparative Analysis of PhD Nursing Education Programs in Iran, Emory, and Khyber Universities. Iranian Journal of Medical Education 2026; 26 :61-76
URL: http://ijme.mui.ac.ir/article-1-5935-en.html
URL: http://ijme.mui.ac.ir/article-1-5935-en.html
Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran. , abazari.parvaneh85@gmail.com
Abstract: (9 Views)
Introduction:
The education of nurses at the doctoral level plays a pivotal role in advancing the nursing profession and improving the healthcare system. To enhance the quality of education at this level, comparing and analyzing educational systems is of particular importance. Accordingly, the present study was designed and conducted with the aim of a comparative analysis of the PhD in Nursing program in Iran with those of the Emory University School of Nursing (USA) and Khyber University (Pakistan).
Methods: This descriptive-comparative study was done in the academic year 2025 by seeking relevant online resources with Persian and English keywords "PhD in Nursing", "Nursing Education", and "curriculum", through an overview of the history and components of nursing doctoral curricula in three academic systems including Iran (approved in 2016), Emory University (USA, approved in 2025), and Khyber University (Pakistan, approved in 2021). The four-stage Beredy model was used for comparative comparison.
Results:
Despite similarities in mission, vision, objectives, educational structure, admission criteria, and evaluation methods, the Iranian and Pakistani programs focus on responding to the needs of the healthcare system. In contrast, Emory University adopts a research-oriented, knowledge-producing, innovative, and international approach. The Iranian curriculum places less emphasis on research and innovation compared to the other two programs.
Conclusion:
Based on the findings of this study, a fundamental revision of the Iranian PhD in Nursing curriculum is evident. Updating the mission, vision, and program structure, as well as aligning the curriculum with the set objectives, is of great importance for improving educational quality, strengthening the research approach, and responding to the evolving needs of the healthcare system. Furthermore, moving toward specialization in Iranian PhD nursing education requires revising and designing a curriculum tailored to the expected specialized roles and competencies.
The education of nurses at the doctoral level plays a pivotal role in advancing the nursing profession and improving the healthcare system. To enhance the quality of education at this level, comparing and analyzing educational systems is of particular importance. Accordingly, the present study was designed and conducted with the aim of a comparative analysis of the PhD in Nursing program in Iran with those of the Emory University School of Nursing (USA) and Khyber University (Pakistan).
Methods: This descriptive-comparative study was done in the academic year 2025 by seeking relevant online resources with Persian and English keywords "PhD in Nursing", "Nursing Education", and "curriculum", through an overview of the history and components of nursing doctoral curricula in three academic systems including Iran (approved in 2016), Emory University (USA, approved in 2025), and Khyber University (Pakistan, approved in 2021). The four-stage Beredy model was used for comparative comparison.
Results:
Despite similarities in mission, vision, objectives, educational structure, admission criteria, and evaluation methods, the Iranian and Pakistani programs focus on responding to the needs of the healthcare system. In contrast, Emory University adopts a research-oriented, knowledge-producing, innovative, and international approach. The Iranian curriculum places less emphasis on research and innovation compared to the other two programs.
Conclusion:
Based on the findings of this study, a fundamental revision of the Iranian PhD in Nursing curriculum is evident. Updating the mission, vision, and program structure, as well as aligning the curriculum with the set objectives, is of great importance for improving educational quality, strengthening the research approach, and responding to the evolving needs of the healthcare system. Furthermore, moving toward specialization in Iranian PhD nursing education requires revising and designing a curriculum tailored to the expected specialized roles and competencies.
Type of Study: Original research article |
Subject:
Comperative Studies
Received: 2025/12/15 | Accepted: 2026/04/26 | Published: 2026/04/30 | ePublished: 2026/04/30
Received: 2025/12/15 | Accepted: 2026/04/26 | Published: 2026/04/30 | ePublished: 2026/04/30
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