:: Volume 15 - ::
Iranian Journal of Medical Education 2015, 15 - : 555-568 Back to browse issues page
Comparative Study of Nursing PhD Curriculum in Iran and Widener University
Foozieh Rafati, Maryam Khandan, Sakine Sabzevari, Esmat Nouhi
, m_khandan49@yahoo.com
Abstract:   (5454 Views)
Introduction: Nursing PhD programs are developing across the world and graduates, as professional nurses, are expected to reform nursing care in health systems according to society's needs. This study aimed to compare the curricula of nursing PhD programs in Widener University and Iran. Methods: This descriptive-comparative study was carried out in 2014. In order to compare components of nursing PhD program curriculum in Iran and Widener University, data were collected by searching through the internet and compared using Bereday’s four-stage model: description, interpretation, juxtaposition and comparison. Results: In Iran’s nursing PhD curriculum, the relationship between Islamic and professional values, and learners’ needs and capabilities is not clear. The content of some courses are very abstract and emphasize on theoretical issues. The executive strategies of the Widener University’s curriculum do not stress writing papers as a course requirement; while it is obligatory in Iran to publish papers based on dissertations. Courses are presented in both in-person and virtual classes in Widener University; however, they are presented only in in-person classes in Iran. It is only in terms of the specifications and structure of the program where Iranian and Widener University’s curricula have common grounds. Conclusion: The findings suggested that considering professional values, Islamic doctrine and culture, graduates’ roles and tasks, and society’s needs, the content and methods of presentation and evaluation of the PhD curriculum should be revised.
Keywords: Comparative Study, Curriculum, Bereday’s Model, PhD in Nursing, Widener University’s Curriculum
Full-Text [PDF 332 kb]   (2160 Downloads)    
Type of Study: Original research article | Subject: Comperative Studies
Received: 2015/08/19 | Accepted: 2015/10/26 | Published: 2016/02/8

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