|
Comparative Study of the undergraduate nursing curriculum in Iran and the Queensland University of Australia
|
Maedeh Mortezanasab1   , Narges Arsalani2 , Mariye Jenabi Ghods1 , Banafsheh Ghorbani1 , Masoud Fallahi-Khoshknab *3 |
1- University of Social Welfare and Rehabilitation Sciences, Tehran, Iran. & Student Research Committee, University of Social Welfare and Rehabilitation of Sciences, Tehran, Iran.
2- School of Behavioral Sciences and Mental Health, University of Social Welfare and Rehabilitation of Sciences, Tehran, Iran
3- nursing Department, University of Social Welfare and Rehabilitation of Sciences, Tehran, Iran. , msflir@yahoo.com |
|
|
Abstract: (21 Views) |
Background and Objective: Conducting these comparative studies can ensure the improvement of educational programs and the identification of strategies to move towards nursing education innovations. This study aimed to compare the curriculum of the Iranian undergraduate nursing course with the University of Queensland, Australia.
Methods: This comparative description was conducted in 1403 using the Brady model in four stages of description, interpretation, fusion and comparison. The educational programs of the two universities were analyzed in terms of admission, philosophy, mission, course and evaluation. This method allows the identification of key differences and similarities in the structure and educational programs and provides suggestions for improving the quality of nursing education in Iran.
Findings: The Queensland program is based on evidence-based practice, critical thinking and interdisciplinary collaboration, and the Iranian program is more focused on providing direct clinical services and responding to local needs. In Iran, admission is made without individual competency assessment and solely based on the national entrance exam and is free for public universities, so that in Queensland, various capabilities such as mastery of English language skills and passing a series of prerequisite courses are considered. Assessment methods in each country include written exams and clinical assessments, but in Queensland, the assessment is based on performance in simulated environments and the level of assessment.
Conclusion: The fundamental differences between the two programs indicate differences in philosophy, goals and other educational aspects. These differences indicate the impact of cultural, social and systemic factors on nursing education, which can be used to increase the quality of nursing education in order to increase quality at the global level.
|
|
| Keywords: Comparative Study of the undergraduate nursing curriculum in Iran and the Queensland University of Australia |
|
|
Full-Text [PDF 715 kb]
(6 Downloads)
|
|
Article Type: Descriptive & Survey |
Subject:
Curriculum Design in Medical Science
|
|
|
|
|
|
|
| Send email to the article author |
|
|
|
| Add your comments about this article |
|
|
|
