Development Strategies in Medical Education

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Mohammadi Kalaveh S, Arsalani N, Motie M, Mortezanasab M, Jenabi Ghods M, Fallahi-Khoshknab M. A comparative study of Iran’s national MSc curriculum in critical care nursing and the program at the national University of Singapore. DSME 2026; 13 (1) :7-18
URL: http://dsme.hums.ac.ir/article-1-525-en.html

Introduction: Postgraduate critical care nursing curricula require periodic review in response to changing health-system and professional needs. Comparative studies can identify features that may inform such reviews. This study compared Iran’s national MSc curriculum in Critical Care Nursing with the program offered by the National University of Singapore (NUS).
Methods: This descriptive-comparative study was conducted in 2025 using Bereday’s four stages of description, interpretation, juxtaposition, and comparison. Information on the Iranian program was obtained from the national curriculum approved by the Ministry of Health, and information on the NUS program was obtained from publicly available official documents and webpages. The programs were compared in terms of history, philosophy, mission, vision, objectives, admission criteria, structure, content, competencies, and expected graduate roles.
Results:  Both programs emphasized advanced nursing competence and improved care for critically ill patients. The Iranian program was a two-year, full-time curriculum with 32 credits, a thesis, and 655 clinical hours, with greater emphasis on direct care and clinical placement. The NUS program was delivered part-time over two to three years, included 40 credits, a capstone project, and 650 clinical hours, and made leadership, evidence-informed inquiry, and interprofessional collaboration more explicit. Admission in Iran was based on a national examination, whereas NUS also considered work experience, English-language proficiency, and an interview.
Discussion: The observed differences reflect the distinct contexts, policy levels, and priorities of the two curricula and should not be interpreted as evidence of the overall superiority of either program. Selected features of the NUS program, including broader admission criteria, flexible delivery, explicit leadership preparation, and an applied capstone, may be considered in future reviews of the Iranian curriculum after assessment of local needs and feasibility.