جستجوی مقالات مرتبط با کلیدواژه « Bachelor of Nursing » در نشریات گروه « پزشکی »

When examining highly successful educational systems worldwide, we gain insight into the importance of establishing effective systems. Comparing various educational systems enhances curriculum content and quality.

This study aimed to compare the undergraduate nursing internship programs in Iran, the University of North Carolina, and London.

This descriptive-comparative study was performed in 2021. Information on the Bachelor of Nursing Internship Program was gathered through online searches using keywords such as Nursing Internship, Nursing, Nursing Education, Curriculum, University of North Carolina, University of London, and Iran. A fourstage of Bereday comprising description, interpretation, proximity, and comparison was utilized for analysis.

The study revealed that nursing internship hours in the University of North Carolina amounted to 621 hours, in London to 900 hours, and in Iran to 1071 hours. While the internship courses varied across these institutions, the evaluation methods for internships were largely similar. 

Internship courses play a crucial role in developing essential skills and professional competencies among nursing students. Given the evolving medical landscape and changing stakeholder needs, careful attention should be paid to curriculum content and outcomes determination.

All over the world, all governments have set their sights on preserving and promoting the health of their citizens. Client care education is a basic need that nurses of all communities are in their position as the "backbone" and the main force of the main health services in different countries. This study was conducted with the aim of comparative comparison of undergraduate nursing education program in the United Arab Emirates and Iran.

An applied descriptive-comparative study based on the Brady model was conducted in 1399 to compare the structure of the UAE nursing education program with Iran. Internet search with the keywords "Nursing education, nursing bachelor, UAE and Iran curriculum, comparative studies and range method" was conducted in Persian and English databases until 2020.

Among the important differences between the two countries' education as advantages of the UAE, special attention to international languages ​​such as English and the inclusion of a valid English language degree as a criterion for acceptance in the field of nursing for all native and non-native students, In addition to the entrance exam, the interview is an equivalent course that is an incentive to improve knowledge for those who do not have the opportunity to attend regular courses. Also in the subjects, paying attention to the courses related to ethics, innovation and leadership, paying attention to the familiarity with different cultures in the UAE, teaching some basic science courses in a combined way for more understanding and durability and using the latest technologies in the world, including It is a virtual patient that causes students to have more contact with the clinical environment and patients from the first years. Among the problems of nursing in the UAE are the lack of scientific resources in Arabic, the lack of native nurses to implement culture-based nursing, the shortage of male nurses and the country's cultural restrictions on encouraging female students to study nursing. One of the advantages of Iran's curriculum is the complete, clear and detailed mention of all curriculum elements. Also, early presence of students in bed for internship units is usually a very important advantage from the second semester.

There are many similarities between education in both countries, which of course raises common challenges: What is the level of quality assurance due to the shortage of nurses due to the aging population that has led to an increase in the number of admissions to universities? Is the presence of a student in the final year in clinical centers in the interest of the hospital or the student?

For the nursing bachelor's degree to be more successful in Iran and to identify the strengths and weaknesses of its curriculum, it is necessary to conduct comparative studies and benefit from the experiences and strategies experienced in successful universities. This study aimed to compare the Iranian undergraduate nursing curriculum with the University of Manchester, UK.

The present study is a comparative descriptive study that was performed using George Brady four-step model including description, interpretation, proximity, and comparison. The details provided from the Iranian bachelor's nursing curriculum are taken from the website of the Ministry of Health in Iran and the University of Manchester.

In the field of goals and mission in Iran, courses, content and educational methods are different from Manchester. The philosophy is more clearly expressed in the Manchester curriculum. In terms of student admission, both are different. Curriculum content in Iran is somewhat inconsistent between the courses offered and their content with educational goals. While at the University of Manchester, the content of the curriculum is selected, organized and compiled in such a way that the goals of the curriculum are realized. Examining and comparing expected job positions for nursing experts is different from Iran.

The comparison of the nursing education system of Iran and England showed that the education system of our country has weak and strong points. It seems that using the experiences of this country and its indigenization will help to improve the nursing education system of Iran.

Most of the countries use comparative researches to review and modify the curricula in the face of external developments. The present study was conducted with the aim of investigating the similarities and differences between Iran and Case Western Reserve's nursing curriculum in the state of Ohio, USA.

The current comparative descriptive study was conducted in 2022 at the University of Social welfare and Rehabilitation Sciences and, using the model of Bardi comparative studies. The data were analyzed in four stages: description, interpretation, juxtaposition and comparison. According to the mentioned method, the latest version of Iran's nursing bachelor's program (approved in 2013) was obtained from the website of the Ministry of Health and Case Western Reserve University's nursing bachelor's program from the website of that university. Data analysis was done by putting together elements of the programs and comparing their strengths and weaknesses.

Employing clinical nurses as trainers or implementing a perceptorship program, how to enter the field, how to enter the labor market, seminars and problem solving projects, providing courses such as courses based on the needs of society and the population, as well as the role of graduates, expected outcomes. In addition, diversity in general subjects was one of the main differences between the two curricula.

In order to improve writing skills and critical thinking, it is necessary to consider content such as seminars and problem-solving projects, as well as to diversify general courses and considering the characteristics of the population and relevant diseases in Iran, to consider the inclusion of courses that match the conditions. Take Patient-centered care, evidence-based practice, use of technology, and finally knowledge and skills in health policy are important consequences that should be given more attention.

For the nursing bachelor's degree to be more successful in Iran and to identify the strengths and weaknesses of its curriculum, it is necessary to conduct comparative studies and benefit from the experiences and strategies experienced in successful universities. This study aimed to compare the Iranian undergraduate nursing curriculum with the University of Southampton, UK.

The present study is a comparative descriptive study that was performed using Bereday's four-step model including description, interpretation, proximity, and comparison. The details provided from the Iranian bachelor's nursing curriculum are taken from the website of the Ministry of Health in Iran and the University of Southampton.

Despite the similarities in the content of some courses, there are differences in terms of admission requirements, and course length between the two educational systems. At the University of Southampton, there is an emphasis on training managers with a research-oriented approach and technology integration, but this issue has received less attention in Iran. At Southampton, attention to research at the end of the study has led the student to identify problems and be drawn to research, while in Iran, a nursing research lesson is taught at the beginning of the course. Educational strategies at Southampton are student-centered, but in Iran they are teacher-centered. The day problems are seen in the online curriculum of the University of Southampton, but there is less flexibility in the Iranian curriculum and a focus on knowledge-based. Graduates in the UK are directed towards hospitals and society, but in Iran, graduates are mainly directed towards hospitals, and their ability to take on other social roles is not seen.

In addition to developing professional skills, the Iranian Nursing Bachelor's training program needs to focus on training managers with a research-oriented approach. It is also necessary, to on student-centered principles instead of teacher-centered; emphasize problem-oriented instead of knowledge-oriented, and community-oriented instead of hospital-oriented.

Accreditation is one of the most important tools to improve the quality of education in nursing. This study has made a comparative comparison of the accreditation model of the Bachelor of Nursing training program in Iran, Canada and the United States.

A descriptive and comparative study was conducted in 2021. keywords like "accreditation", "undergraduate nursing", "educational program or curriculum", "Canada", "Iran", and "America" were searched in Persian and English via relevant sites and the Bereday model in 4 stages of description, interpretation, proximity, and comparison was used for comparative comparison.

Accreditation in the Iranian model is more focused on managerial, structural and administrative standards. In the American model, it focuses on global developments in the field of health, providing educational programs with intercultural and transnational perspectives, interprofessional cooperation, distance education, evaluating learning outcomes and using its results in the development of education. The Canadian model focuses on participatory management, inspirational leadership, development of nursing professional competencies tailored to community health needs, team care in various areas of prevention, treatment and rehabilitation, interprofessional training, independence and freedom of action in budgeting for faculty members.

Between the three study models, the Canadian and American models totaly specializes in nursing, and of course the Canadian model is more comprehensive, and since there are no specific accreditation standards for nursing in Iran, these two programs can be used as a suitable model to be taken.

Training nursing staff with the necessary skills for effective clinical practice, efficient and appropriate care is essential which requires the promotion of nursing education so the aim of comparative comparison of undergraduate nursing education programs in China and Iran.

This descriptive-comparative study was conducted in 1399 with a search in Persian and English databases based on Bereday model in four stages of description, interpretation, proximity and comparison.

Nursing education programs are different in both countries. China's advantages are its attention to international languages from pre-school basis of globalization, communication and internationalization in the philosophy of the discipline and the important place of traditional Chinese medicine courses and  disadvantages: long periods of study, lack of independent nursing, training by physicians, and late bedside. Advantages of Iran: Detailed explanation of all the elements of the course, starting the internship and attending the students' bedside from the beginning of studying and teaching nursing courses by nursing specialists.

Common challenges due to the many similarities between the two countries' education are: student admission through a national exam without an interview, The presence of final year students in the clinic alone and the shortage of nurses due to the aging population, has led to an increase in the number of admissions to universities that require quality assurance. Therefore, it is suggested to plan and implement an appropriate solution for the challenges.

Training experienced and qualified nursing staff to provide health care is an essential and evident issue that requires the improvement of education quality. Comparison of different education systems improves the content and quality of the curriculum. This study aimed to compare the undergraduate nursing education system in Iran and Rajiv Gandhi University in India.

This descriptive-comparative study was conducted in 2020 to compare the undergraduate nursing curriculum in Iran and Rajiv Gandhi University of India. The Bready model was used to compare the two curricula.

Some salient features, including strengthening studentschr(chr('39')39chr('39')) teamwork and self-directed learning skills and library work were evident in the curriculum of the Rajiv Gandhi University of India. Graduates in India are not allowed to work without an RN license; however, in Iran, they can start working after graduation.

The nursing education system in Iran and the Rajiv Gandhi University of India bear much of a resemblance. It is recommended that in Iran, studentschr(chr('39')39chr('39')) teamwork and self-directed learning skills be taken into close consideration, and a professional competency test of graduates be held before employment.

Teaching has a great impact on the comprehensive and sustainable development of countries and in educating and training human resources. Evaluation the status of the curriculum provides the conditions for the strengths, weaknesses, problems and needs of the new program to provide a clearer set of information for it. According to the researches on comparing the structure of Iran bachelor of nursing program with other countries, this research was done with the aim of reviewing the studies that have made a comparative comparison of Iran bachelor of nursing curriculum and other colleges of universities in the world.

The present study is a narrative review study. Keywords related to bachelor of nursing, curriculum, bachelorchr('39')s degree, Iran, comparative study, other countries, during from 2010 to 2020, descriptive review research based on the narrative review method will be searched in the reputable scientific databases Science Direct, PubMed, Web of Science, Scopus, Scholar Google, IranMedex, SID and Magiran.

The findings of this study showed the strengthening of human communication, education based on global standards, benefit of nursing theories, application of evidence based knowledge and emphasis on research, use of new digital strategies and simulation methods in education, explanation of perspectives specializing in nursing, improving nursing management for the growth and excellence of professional values can pave the way for the promotion of the nursing profession and consequently improve the role of nurses in improving the quality of nursing services in various fields at the community level and achieving better quality of life for clients. The studies performed by comparative method using Berdy model were considered as inclusion criteria. Editorial letters, review and unspecified implementation studies, articles whose full text was not available, and abstracts of congresses were excluded from the study. Thus, 15 related studies were selected from 16,300 studies including Turkey, Jordan, China, South Korea, Singapore, Japan, Malaysia, India, Lebanon, United Arab Emirates, United Kingdom, Scotland, United States, Canada and Australia.

Although based on a review according to the Brady model Iranchr('39')s nursing education program has a relatively favorable position compared to other countries in the world, but the review of philosophy, educational strategies and policies in the countrychr('39')s health system should be reviewed to address weaknesses so that solving problems to meet the needs of society with maximum productivity and efficiency of nurses.

Curriculum is the heart of any educational program and the key elements of higher education for transferring knowledge, attitude, and skills to students. Comparing different educational systems will improve the content and quality of the educational program and will help to improve it .The aim of this study was to compare nursing program in Iran and Alice Lee University in Singapore.

This descriptive-comparative study was conducted at Semnan University of Medical Sciences in 2020, in which the main elements and important indicators of Iranian nursing school and Alice Lee University in Singapore were purposefully selected and analyzed based on the Beredy model.

According to the research findings, there are differences in student admission conditions, different levels of nurse training, curriculum content, techniques used in the assessment. The Alice Lee University of Singapore is ahead of Iran in terms of starting modern education and establishing a bachelorchr('39')s degree in nursing. Nursing in Iran is four years, but in Singapore, nursing is a three-year full-time course, and only students with good performance have the opportunity to achieve Nursing Honors in the fourth year.

Utilizing the strengths and educational experiences of the Alice Lee University of Singapore and emphasizing the existing strengths in Iran, will improve and enhance the quality of nursing education in Iran. As a result, in this regard, it is suggested, while examining the curriculum in terms of content, to pay attention to the training of nurses in different educational levels as a solution to solve the problem of shortage of nursing staff.

Curriculum is one of the key elements of higher education for transferring knowledge, attitude and skills to students, which requires constant analysis and review. The world is witnessing the institutionalization of an efficient system, so this study aimed to compare the Nursing Program in Iran, England and Canada with practical suggestions for improving its quality.

In this comparative descriptive-comparative study, the main elements and important indicators of the Nursing Schools of Iran, England and Canada that were purposefully selected and analyzed based on Beredy model.

According to the findings, the overall goals and educational content of the study programs were somewhat similar, but the organization and formulation of the contents on one hand and on the other, the amount and type of content varied, which eventually created a totally different content. Also, despite numerous similarities in the techniques used in teaching and evaluation, various differences were observed depending on the level and objectives of the program.

It seems that although the educational curriculum of Iran is not in a bad position compared to the educational programs studied, in order to eliminate its shortcomings, such as objective selection, student evaluation, research, teaching methods and evaluation theory and practice need to be seriously reviewed and refined.

The comparative study of university program, by identifying the similarities and differences, it offers new approaches to competition between universities and quality Assurance. The purpose of this study was to comparative study of undergraduate nursing program in national university of Singapore and Iran.

This descriptive study was carried out Beredaychr('39')s comparative education model in 2019. The latest undergraduate nursing program was obtained from the official website of the Ministry of Health and Medical Education of Iran and the National University of Singapore website. Data were analyzed using the Beredaychr('39')s comparative education model in four stages of description, interpretation, Juxtaposition and comparison.

The nursing undergraduate program at the National University of Singapore and Iran has similarities in the basic principles of educational planning and full-time, face-to-face and educational strategies, but there are differences in the details, include: course length, number of units, basic courses, specialized courses, student recruitment, inter-professional communication and internationalization.

The flexibility and dynamics of the undergraduate nursing education program have made Singapore National University one of the top universities in the world. Considering the experiences of the worldchr('39')s top universities can bring Iranchr('39')s undergraduate nursing program closer to international standards.

The Covid-19 virus pandemic has posed great challenges in all areas of education around the world, including nursing education in Iran. Today, most nursing schools around the world, including Iran, have excluded nursing students from clinical education in order to control disease and maintain health. But the need to train qualified nurses has not only not diminished, it has become more pronounced and the task of nursing schools is to resolve this contradiction and fill the gap. Due to the educational experience gained after several months of the spread of Covid- 19 virus on the one hand and the uncertainty of the end time of this crisis as well as the possibility of a pandemic or similar epidemics and changes in peoplechr(chr('39')39chr('39'))s health needs, On the other, revisions and incorporation of the teachings of the Covid -19 pandemic into the undergraduate nursing curriculum are inevitable.

There have been made lots of attempts to design curricula based on conceptual frameworks. The aim of this study was to reform the bachelor nursing curriculum on the concept of caring in education.

 This study was done in 5 parts based on Leana Uys

1. Establishing the context and foundations which consists of two steps: In the first step (i.e. designing the framework), the concept of caring in nursing education was analyzed with principle-based concept analysis methodology introduced by Hupcey & Penrod (2005). Then, the caring experience of the faculty and students in Nursing Faculty of Mashhad were analyzed by content analysis. Finally, the findings of two studies (concept analysis and content analysis) were integrated and an advanced theoretical definition of the caring concept in nursing education was introduced, using Template Comparison methodology introduced by Penrod and Hupcey (2003). In the second step (i.e. designing the context) the situation of Nursing Faculty of Mashhad was analyzed. 2- Defining the curriculum vision and mission based on the concept of caring in nursing education. 3- Developing a macro-curriculum and the curriculum outcomes. 4- Developing an instance of a micro curriculum. 5- Planning for curriculum evaluation.

 An integrative and advanced definition of the concept of caring in nursing education was presented. Then in macro and micro-curriculum parts, proposal and comparative courses were suggested and described, and finally the internal and external evaluation for assessing the curriculum were recommended.

The bachelor nursing curriculum has been designed and revised based on the concept of caring in nursing education and the results of the conceptual and situational analysis. Integration of the concept of caring in education is recommended for designing and reforming all courses and levels of nursing.

Considering the world’s most successful educational systems is an indication for the institutionalization of an effective system and comparing different educational systems will promote the content and quality of the curriculum.

The aim of this study was to conduct a comparative study of nursing Bachelor’s Education Program in Iran and University of California, Los Angeles (UCLA).

This descriptive-comparative study was performed in 2018, data were collected by googling the key words of nursing, nursing education, curriculum, California UCLA and Iran, and a review of the history and details of the nursing Bachelor’s education program in Iran and UCLA and analyzed using Bereday’s four-stage model including description, interpretation, juxtaposition and comparison.

The goals, missions and structures of both programs are similar. Considering the characteristics and cultural diversity of patients, the patient-centered approach, caring for the high quality and safe care are the goals of the UCLA Nursing Faculty to the, which is less common in Iran. There are some differences in the pre-requisite courses.. In UCLA Nursing School, clinical education is done in the simulator lab equipped with the most updated educational technology, but in Iran, it is conducted in a clinical setting, using modern educational approaches is less common in Iran. Graduates at UCLA are not allowed to work until getting RN (Registered Nurse) license, but they start working in Iran after graduation.
Discussion and

Considering that the program of nursing undergraduate studies in Iran was revised in 2014, performing descriptive studies on acquired competencies and program content can help to improve the program by problem solving.