Alireza Arabpoor, Zohreh Vafadar, Davood Shakeri, Malihe Salimi Beni, Mahmood Motamedzadeh, Faeze Baniyaghoobi,
Volume 24, Issue 0 (5-2024)
Abstract
Introduction: Curricula are the heart of educational system. It seems necessary to dynamically review and upgrade them. This study endeavored to compare undergraduate curricula in selected countries of the world.
Methods: The analytical-comparative study was conducted in the academic year 2023 by comparing the content of nursing bachelor's curricula in Iran with selected universities in America, Pakistan, and the United Arab Emirates based on the Bereday model. The data was collected by searching the database of selected universities and comparative comparison was done in four successive steps of description, interpretation, comparison and comparison, focusing on the weaknesses and strengths of each program.
Results: Despite the major similarity in the curriculum of four universities, significant differences are also seen. In the general units’ section, religious courses in Iran, English language courses in Pakistan, personal development courses in America and innovation-entrepreneurship courses in the UAE are prominent. In specialized courses, the strengths of the programs included the high number of "adult nursing" units in Iran, the high number of "community health" units, as well as the "nursing theories" and "health and society culture" units in Pakistan, the highest number of "pharmacology" units and "Professional ethics", as well as "social justice and justice in health" and "nursing in complex health problems" units in America, and "health information" and "cultural diversity in care" units in the UAE were significant.
Conclusion: In Iran's nursing curriculum, some effective units are felt missing to coordinate with the global changes in the field of health. It is expected that the content of undergraduate curricula will be improved to train nurses who are responsive to the health needs of the society.
