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Sheini Jaberi P, Moradi Kalboland M, Rokhafroz D. A Comparative Study of the Nursing PhD Curriculum in Iran and Chiba University, Japan: An Analysis Based on the Bereday Model. , mededj. 2026; 15 : e19
URL: http://mededj.ir/article-1-609-en.html
URL: http://mededj.ir/article-1-609-en.html
Nursing Care Research Center in Chronic Diseases, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Abstract: (55 Views)
Background and Objective: Doctoral nursing programs are designed around national priorities, philosophical foundations, and each country's health system needs. This comparative study aimed to compare the doctoral nursing curriculum in Iran with that of Chiba University, Japan.
Methods: This descriptive-comparative study was conducted in 2026 using data extracted from two official documents: Iran’s doctoral nursing curriculum and the doctoral nursing program guide of Chiba University. The analysis was based on the four stages of the Bereday model: description, interpretation, juxtaposition, and comparison. In the interpretation stage, inductive qualitative content analysis based on the approach of Elo and Kyngäs (2008) was used to deepen understanding of the themes.
Findings: Two distinctly different educational models were identified. Iran’s program is grounded in the values of altruism, social justice, holism, and professional ethics, and its mission is to train capable human resources for education, research, and service. In contrast, Chiba University’s program emphasizes the integration of theory and practice, evidence-based nursing, and a global perspective, with the aim of developing researchers and educators with advanced research and international leadership competencies. Iran’s program lacks a mandatory clinical practicum and relies on publication metrics, whereas Chiba University offers a mandatory practical clinical internship, a transparent scholarship system, and an international program with English-taught courses.
Conclusions: Gaps in clinical linkage, structural transparency, and internationalization indicate the need for a fundamental revision of Iran’s doctoral nursing curriculum. Key lessons from this comparison include requiring a research-oriented clinical practicum, clarifying the financial support system, designing international programs, and incorporating artificial intelligence literacy into the curriculum. However, Iran’s program also has notable strengths that any revision should preserve and strengthen.
Methods: This descriptive-comparative study was conducted in 2026 using data extracted from two official documents: Iran’s doctoral nursing curriculum and the doctoral nursing program guide of Chiba University. The analysis was based on the four stages of the Bereday model: description, interpretation, juxtaposition, and comparison. In the interpretation stage, inductive qualitative content analysis based on the approach of Elo and Kyngäs (2008) was used to deepen understanding of the themes.
Findings: Two distinctly different educational models were identified. Iran’s program is grounded in the values of altruism, social justice, holism, and professional ethics, and its mission is to train capable human resources for education, research, and service. In contrast, Chiba University’s program emphasizes the integration of theory and practice, evidence-based nursing, and a global perspective, with the aim of developing researchers and educators with advanced research and international leadership competencies. Iran’s program lacks a mandatory clinical practicum and relies on publication metrics, whereas Chiba University offers a mandatory practical clinical internship, a transparent scholarship system, and an international program with English-taught courses.
Conclusions: Gaps in clinical linkage, structural transparency, and internationalization indicate the need for a fundamental revision of Iran’s doctoral nursing curriculum. Key lessons from this comparison include requiring a research-oriented clinical practicum, clarifying the financial support system, designing international programs, and incorporating artificial intelligence literacy into the curriculum. However, Iran’s program also has notable strengths that any revision should preserve and strengthen.
Article number: e19
Type of Study: review |
Subject:
Special
Received: 2026/08/4 | Accepted: 2026/11/3 | Published: 2026/04/4
Received: 2026/08/4 | Accepted: 2026/11/3 | Published: 2026/04/4
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