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Ebrahimi Sheikh Shabani L, Adib-Hajbaghery M. A Comparative Study of the Doctoral Nursing in Iran and Karolinska Institute in Sweden. mededj 2026; 15
URL: http://mededj.ir/article-1-581-en.html
URL: http://mededj.ir/article-1-581-en.html
Student Research Committee, Mashhad University of Medical Sciences, Mashhad, Iran
Abstract: (79 Views)
Background and Objective: Educating nursing students and producing competent graduates in this field necessitates updating the doctoral program in nursing in Iran in line with global developments in the discipline. Therefore, the present study was conducted with the aim of a comparative analysis of the PhD program in nursing between Iran and the Karolinska Institute in Sweden.
Methods: This descriptive-comparative study was conducted in 2025. The study employed Bereday's four-step model, including description, interpretation, juxtaposition, and comparison.
Findings: The PhD program in nursing in Iran places a major emphasis on theoretical foundations of nursing, research methodology, and practical workshops. In contrast, the doctoral education system in nursing at the Karolinska Institute in Sweden is based on a project-oriented and research-driven model. Approximately 85% of the program is dedicated to conducting an original research project, the output of which is typically a composite thesis consisting of several articles published in reputable international journals. Course units are very limited, entirely elective, and tailored to the student's research project topic.
Conclusions: The similarities and differences between educational approaches within the educational system and curriculum of the nursing doctoral program were revealed through this comparative analysis. Although the ultimate goal of both systems is to educate committed and competent nursing specialists, these approaches reflect divergent educational priorities, cultural backgrounds, and the health system needs of their respective countries. Comprehending these differences can offer an opportunity for rethinking, scholarly discourse, and the adoption of hybrid strategies. This would allow for the preservation of each system's strengths while paving the way for enhancing the quality of education, research, and ultimately improving future healthcare services.Keywords: Comparative study, curriculum, PhD in Nursing, Iran, Karolinska, Sweden.
Methods: This descriptive-comparative study was conducted in 2025. The study employed Bereday's four-step model, including description, interpretation, juxtaposition, and comparison.
Findings: The PhD program in nursing in Iran places a major emphasis on theoretical foundations of nursing, research methodology, and practical workshops. In contrast, the doctoral education system in nursing at the Karolinska Institute in Sweden is based on a project-oriented and research-driven model. Approximately 85% of the program is dedicated to conducting an original research project, the output of which is typically a composite thesis consisting of several articles published in reputable international journals. Course units are very limited, entirely elective, and tailored to the student's research project topic.
Conclusions: The similarities and differences between educational approaches within the educational system and curriculum of the nursing doctoral program were revealed through this comparative analysis. Although the ultimate goal of both systems is to educate committed and competent nursing specialists, these approaches reflect divergent educational priorities, cultural backgrounds, and the health system needs of their respective countries. Comprehending these differences can offer an opportunity for rethinking, scholarly discourse, and the adoption of hybrid strategies. This would allow for the preservation of each system's strengths while paving the way for enhancing the quality of education, research, and ultimately improving future healthcare services.Keywords: Comparative study, curriculum, PhD in Nursing, Iran, Karolinska, Sweden.
Type of Study: Research |
Subject:
Special
Received: 2026/02/12 | Accepted: 2026/05/16 | Published: 2026/04/4
Received: 2026/02/12 | Accepted: 2026/05/16 | Published: 2026/04/4
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This work is licensed under a Creative Commons Attribution-NonCommercial (CC BY-NC)