A Comparative Study of the Curriculum of Undergraduate Nursing Education in Iran and Selected Renowned Universities in the World


Esmat Nouhi 1 , Leila Ghorbani-Gharani 2 , * , Abbas Abbaszadeh 3


1 Ph.D. in Nursing Education, Assistant Professor, Department of Internal-Surgical Nursing, Razi School of Nursing and Midwifery, Kerman University of Medical Sciences, Kerman, Iran, Iran

2 M.Sc. in Medical Education, Medical Education Development Center, Kerman University of Medical Sciences, Kerman, Iran, Iran

3 Ph.D. in Nursing Education, Professor, Department of Internal-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran, Iran


Strides in Development of Medical Education: 12 (3); e58693
Published Online: August 28, 2015
Article Type: Research Article
Received: July 25, 2017
Accepted: November 23, 2014




Background & Objective: In order to achieve more success in the Bachelor of Science in the discipline of nursing education in Iran and identify its weaknesses and strengths, comparative studies and utilization of successful universities’ strategies and experiences are necessary. The present research compares the curricula of undergraduate nursing education in Iran and 8 selected universities from America, Europe, Australia, and Asia. The universities were compared in terms of student selection methods, mission and objective, general structure, program length, educational content, teaching and learning methods, educational strategies, role of graduates, and evaluation methodologies.

Methods: This was a descriptive-comparative study. In the present study, 8 renowned and innovative nursing schools were selected through purposeful sampling method. The important components and indices of nursing curricula of the 8 nursing schools in America, Europe, Australia, and Asia were analyzed. Then, each studied item was compared between the selected nursing schools and nursing schools of Iran. Practical suggestions were made to improve the quality of the nursing curriculum in Iran in terms of improvement of each studied item. The research model used in this study was the Beredy model that identified the 4 stages of description, interpretation, proximity, and comparison in comparative studies.

Results: The general objectives and educational contents in all curricula of the examined nursing schools were to some extent similar. However, the establishment and development of the contents and the method, extent, and type of addressing them were different. These differences created different contents. Moreover, despite the many similarities in training and evaluation techniques, many differences depending on the level and purpose of the program were observed.

Conclusion: It seems that although the nursing curriculum in Iran does not hold a dissatisfactory position in comparison with the other studied curricula, in order to resolve the flaws, items like goals selection, student selection methods, research, teaching and evaluation (theory and performance) methodologies need to be reviewed and revised.


Comparative study Curriculum component Nursing Bachelor of Science Beredy model

© 2015, Strides in Development of Medical Education. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/) which permits copy and redistribute the material just in noncommercial usages, provided the original work is properly cited.


  • 1. Reference is available in pdf