Volume 10, Issue 3 (4-2025)
SJNMP 2025, 10(3): 347-372 |
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Akbari S, Ghasemi F, Yarahmadi S. Comparing Iranian and West Virginia University's Doctoral Nursing Curriculum: A Comparative Study. SJNMP 2025; 10 (3) :347-372
URL: http://sjnmp.muk.ac.ir/article-1-662-en.html
URL: http://sjnmp.muk.ac.ir/article-1-662-en.html
1- Student Research Committee, School of Nursing and Midwifery, USERN Office, Lorestan University of Medical Sciences, Khorramabad, Iran
2- Department of Nursing, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran
3- Cardiovascular Research Center, Shahid Rahimi Hospital, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khoramabad, Iran ,s.yarahmadi000@gmail.com
2- Department of Nursing, Faculty of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran
3- Cardiovascular Research Center, Shahid Rahimi Hospital, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khoramabad, Iran ,
Abstract: (27 Views)
Background & Aim: Improving the quality of nursing care requires effective and standardized educational programs. Given the structural similarities between the PhD nursing curriculum in Iran and that of West Virginia University (WVU), and considering the international credibility of WVU, the present study aimed to conduct a comparative analysis of these two doctoral programs.
Materials & Methods: This descriptive-comparative study was conducted using Bereday’s four-step approach, including description, interpretation, juxtaposition, and comparison. Data were collected through official sources from Iran’s Ministry of Health, the website of WVU School of Nursing, and relevant Persian and English databases.
Results: The WVU curriculum emphasizes knowledge development, reducing health disparities, and interdisciplinary collaboration, while the Iranian program focuses on empowerment in educational, research, managerial, and clinical domains. In both programs, student-centered assessment methods such as assignments or written exams are used. A common feature of both curricula is the requirement to publish research derived from the doctoral dissertation as a condition for thesis defense.
Conclusion: The findings revealed that both curricula have strengths and weaknesses. The Iranian program benefits from a centralized and coordinated structure and a strong emphasis on face-to-face education. However, the lack of flexibility in course delivery presents challenges for doctoral students who often hold multiple roles. Revising the curriculum by drawing on the experiences of leading international programs, incorporating stakeholder input, and addressing emerging educational needs can enhance its quality and responsiveness.
Materials & Methods: This descriptive-comparative study was conducted using Bereday’s four-step approach, including description, interpretation, juxtaposition, and comparison. Data were collected through official sources from Iran’s Ministry of Health, the website of WVU School of Nursing, and relevant Persian and English databases.
Results: The WVU curriculum emphasizes knowledge development, reducing health disparities, and interdisciplinary collaboration, while the Iranian program focuses on empowerment in educational, research, managerial, and clinical domains. In both programs, student-centered assessment methods such as assignments or written exams are used. A common feature of both curricula is the requirement to publish research derived from the doctoral dissertation as a condition for thesis defense.
Conclusion: The findings revealed that both curricula have strengths and weaknesses. The Iranian program benefits from a centralized and coordinated structure and a strong emphasis on face-to-face education. However, the lack of flexibility in course delivery presents challenges for doctoral students who often hold multiple roles. Revising the curriculum by drawing on the experiences of leading international programs, incorporating stakeholder input, and addressing emerging educational needs can enhance its quality and responsiveness.
Keywords: Comparative study, PhD nursing curriculum, Iran, West Virginia University School of Nursing, Bereday Model
Type of Study: Review |
Subject:
Special
Received: 2025/01/17 | Revised: 2025/09/4 | Accepted: 2025/03/8 | Published: 2025/04/9 | ePublished: 2025/04/9
Received: 2025/01/17 | Revised: 2025/09/4 | Accepted: 2025/03/8 | Published: 2025/04/9 | ePublished: 2025/04/9
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