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Rostami P, Borzou S R, Hasan Tehrani T. A Comparative Study Of The Msc Mental Health Nursing Curriculume Between Iran And University Of West Of Scotland. mededj 2025; 14
URL: http://mededj.ir/article-1-556-en.html
URL: http://mededj.ir/article-1-556-en.html
Chronic Diseases (Home Care) Research Center, School of Nursing and Midwifery, Hamadan University of Medical Sciences, Hamadan, Iran.
Abstract: (10 Views)
Background and Objective: Nurses, the largest group of healthcare providers, hold a central role in health systems. Rising demand for mental health services highlights the need for specialized psychiatric nursing education. In Iran, programs draw from advanced international models yet face significant challenges. Combined with growing societal needs, this necessitates curriculum revision that integrates global best practices with local contexts. This study examines strengths and weaknesses of Iran's psychiatric nursing education, compares it to advanced systems, and suggests improvements for better training outcomes.
Methods: This descriptive-comparative study analyzed the Master's in psychiatric nursing programs in Iran and the University of the West of Scotland (2024) using George F. Bereday's four-stage model (1969): description, interpretation, juxtaposition, and comparison. This framework facilitated systematic identification of similarities and differences.
Findings: Both curricula rest on core principles of nursing, mental health, therapeutic interventions, and research. However, substantial differences appear in structure, content, and practice largely due to Scotland's pre-registration model, stronger professional standards, and integrated health system design.
Conclusions: Updating Iran's Master's psychiatric nursing curriculum by prioritizing clinical skills and internships per global standards, adopting advanced educational technologies, enhancing hospital/industry partnerships, promoting international research, collaborating with leading universities, and initiating student/faculty exchanges can significantly improve educational quality and elevate Iranian programs to match institutions like the University of the West of Scotland.
Methods: This descriptive-comparative study analyzed the Master's in psychiatric nursing programs in Iran and the University of the West of Scotland (2024) using George F. Bereday's four-stage model (1969): description, interpretation, juxtaposition, and comparison. This framework facilitated systematic identification of similarities and differences.
Findings: Both curricula rest on core principles of nursing, mental health, therapeutic interventions, and research. However, substantial differences appear in structure, content, and practice largely due to Scotland's pre-registration model, stronger professional standards, and integrated health system design.
Conclusions: Updating Iran's Master's psychiatric nursing curriculum by prioritizing clinical skills and internships per global standards, adopting advanced educational technologies, enhancing hospital/industry partnerships, promoting international research, collaborating with leading universities, and initiating student/faculty exchanges can significantly improve educational quality and elevate Iranian programs to match institutions like the University of the West of Scotland.
Type of Study: Applicable |
Subject:
Special
Received: 2025/09/4 | Accepted: 2025/12/6 | Published: 2025/04/4
Received: 2025/09/4 | Accepted: 2025/12/6 | Published: 2025/04/4
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)