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Rayyani F, Sabzevari S, Nouhi E. Comparative comparison of the educational system and curriculum of the doctoral nursing course in Iran and Australia. mededj 2025; 14
URL: http://mededj.ir/article-1-535-en.html
URL: http://mededj.ir/article-1-535-en.html
School of Nursing, Mashhad University of Medical Sciences, Mashhad, Iran & Mashhad University of Medical Sciences
Abstract: (1705 Views)
Background and Objective: The nursing profession has evolved significantly over the years, leading to the establishment of doctoral programs with the aim of improving the quality of nursing education and practice. The present study conducts a comparative study of the educational system and curriculum of the doctoral nursing program in Australia and Iran, focusing on the structure, content, and outcomes of the programs. Given the importance of nursing as one of the main pillars of the health care system, understanding the differences and similarities of these two educational systems can help improve the quality of nurse education and training.
Methods:This descriptive-comparative study was conducted in 1404. The Iranian doctoral nursing education system was compared with elements of the Australian educational program. Data were collected after an internet search and analyzed using the Brady model in four stages of description, interpretation, juxtaposition, and comparison.
Findings: The first doctoral nursing program in Iran was launched in 1995 at Tabriz University of Medical Sciences. In Australia, formal nursing education began in 1903 with the establishment of the School of Nursing at the University of Sydney. Both systems emphasize the importance of research and the development of clinical skills, and students are required to complete internships in clinical settings. The main difference is in the structure of the curriculum; Iran focuses on theoretical courses and practical workshops, while Australia emphasizes evidence-based education and interprofessional collaboration.
Conclusions: The differences between educational approaches in this comparative analysis highlight the similarities and distinct differences in educational systems and curricula. While both countries aim to train nursing professionals, these approaches reflect the specific cultural and care contexts of each country. Understanding these differences can help improve nursing education and enhance the quality of healthcare in the future.
Methods:This descriptive-comparative study was conducted in 1404. The Iranian doctoral nursing education system was compared with elements of the Australian educational program. Data were collected after an internet search and analyzed using the Brady model in four stages of description, interpretation, juxtaposition, and comparison.
Findings: The first doctoral nursing program in Iran was launched in 1995 at Tabriz University of Medical Sciences. In Australia, formal nursing education began in 1903 with the establishment of the School of Nursing at the University of Sydney. Both systems emphasize the importance of research and the development of clinical skills, and students are required to complete internships in clinical settings. The main difference is in the structure of the curriculum; Iran focuses on theoretical courses and practical workshops, while Australia emphasizes evidence-based education and interprofessional collaboration.
Conclusions: The differences between educational approaches in this comparative analysis highlight the similarities and distinct differences in educational systems and curricula. While both countries aim to train nursing professionals, these approaches reflect the specific cultural and care contexts of each country. Understanding these differences can help improve nursing education and enhance the quality of healthcare in the future.
Type of Study: review |
Subject:
Special
Received: 2025/05/4 | Accepted: 2025/06/9 | Published: 2025/04/4
Received: 2025/05/4 | Accepted: 2025/06/9 | Published: 2025/04/4
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)