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:: Volume 9, Number 3 (July-August 2016) ::
Educ Strategy Med Sci 2016, 9(3): 194-205 Back to browse issues page
Comparative Study of Nursing PhD Education System and Curriculum in Iran and John Hopkins School of Nursing
Seyed Reza Borzou1, Khodayar Oshvandi2, Fatemeh Cheraghi3, Malihe Sadat Moayed 4
1- Chronic Disease(Home care)Research Center, Department of medical- surgical, faculty of Nursing and Midwifery, Hamadan university of Medical Sience, Hamadan, Iran
2- Research Center for Maternal and Child Care, Department of medical- surgical faculty of Nursing and Midwifery of Nursing and Midwifery, Hamadan university of Medical Sience, Hamadan, Iran
3- Chronic Disease(Home care)Research Center, Department of Pediatric Nursing faculty of Nursing and Midwifery, faculty of Nursing and Midwifery, Hamadan university of Medical Sience, Hamadan, Iran
4- Department of Nursing, faculty of Nursing and Midwifery, Hamadan university of Medical Sience, Hamadan, Iran , msmoayed@gmail.com
Abstract:   (756 Views)

Background and Aims: Nursing education and training of doctoral students are vital, because they are expected to be a factor for the Advancement of Science in Nursing, professional advisors and also training future researchers. The aim of this study is comparesion of nursing education system in Iran with the Johns Hopkins University

Methods: This descriptive-comparative study was carried out in 2016. In order to compare components of nursing PhD program curriculum in Iran and JOHN HOPKINS University, data were collected by searching the internet with using of databases Persian and English and compared using Bereday’s four-stage model: description, interpretation, juxta position and comparison.

Results: If we want to compare Nursing education at Johns Hopkins School and Iran, from beginning of the modern nursing education, also the establishment of all nursing steps from licence to PhD, Johns Hopkins School was done earlier than Iran. Entrance to PhD, without passing the test and student's criteria admission, is imposed independently by the university in America. Educational plans are more various, and students have the ability to choose the course units. Some of the units are optional and they are selected by the appropriateness of student's need, thesis title and supervisor's recommendation. Iran's Nursing Doctoral philosophy is fit with the culture and beliefs of the Muslim community.

Conclusions: In Johns Hopkins a significant relationship exists between the mission and goals of the curriculum. Community's problems and needs are covered with locating the lessons. Educational planners should be more careful in communicating the goals and structure of teaching.

Keywords: Comparative Study, Curriculum, Bereday’s Model, Iran, PhD in Nursing, John Hopkins University’s Curriculum
Full-Text [PDF 950 kb]   (430 Downloads)    
Article Type: Narrative Review | Subject: Research in Medical Sciences Learning
Received: 2016/07/15 | Accepted: 2016/09/18 | Published: 2017/01/21
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Borzou S R, Oshvandi K, Cheraghi F, Moayed M S. Comparative Study of Nursing PhD Education System and Curriculum in Iran and John Hopkins School of Nursing. Educ Strategy Med Sci. 2016; 9 (3) :194-205
URL: http://edcbmj.ir/article-1-1026-en.html
Volume 9, Number 3 (July-August 2016) Back to browse issues page
دوماهنامه علمی- پژوهشی راهبــردهای آموزش در علوم پزشکی Education Strategies in Medical Sciences
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