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Masoud Fallahi-Khoshknab 
, Shirin Mohammadi kalaveh , Narges Arsalani , Mahdieh Motie , Maedeh Mortezanasab , Mariye Jenabi Ghods
, Shirin Mohammadi kalaveh , Narges Arsalani , Mahdieh Motie , Maedeh Mortezanasab , Mariye Jenabi Ghods
Abstract: (10 Views)
Background and Aims: Critical care nursing is a vital specialty that requires updated and efficient educational programs. To improve educational quality in Iran and align with international standards, this study compared the Master of Science in Critical Care Nursing curriculum in Iran and the National University of Singapore (NUS).
Materials and Methods: This descriptive-comparative study was conducted in 2025 using Bereday’s four-step model: description, interpretation, juxtaposition, and comparison. Curriculum data were collected from official sources and analyzed across philosophy, mission, vision, objectives, content, structure, admission, competencies, and roles.
Results: Both curricula aim to strengthen students’ professional competencies and train expert nurses for high-quality critical care. However, key differences emerged. Iran has taken a gradual and locally adapted approach, while Singapore follows a strategic, research-oriented model. Philosophically, Iran emphasizes humanistic and Islamic values with a focus on quality care, whereas Singapore prioritizes research, leadership, and global engagement. Structurally, Iran’s program is full-time and practicum-based, while Singapore’s is part-time and research-centered. Admission in Iran relies solely on a national exam, while Singapore considers work experience, language proficiency, and interviews.
Conclusion: These differences reflect distinct historical and educational philosophies. Iran’s approach responds to internal healthcare needs, while Singapore prepares global leaders. To align with international standards, Iran should revise its curriculum by shifting toward evidence-based and research-focused strategies, strengthening leadership training, and reforming admission policies. Greater integration across educational levels is also necessary to improve graduates’ career opportunities.
Materials and Methods: This descriptive-comparative study was conducted in 2025 using Bereday’s four-step model: description, interpretation, juxtaposition, and comparison. Curriculum data were collected from official sources and analyzed across philosophy, mission, vision, objectives, content, structure, admission, competencies, and roles.
Results: Both curricula aim to strengthen students’ professional competencies and train expert nurses for high-quality critical care. However, key differences emerged. Iran has taken a gradual and locally adapted approach, while Singapore follows a strategic, research-oriented model. Philosophically, Iran emphasizes humanistic and Islamic values with a focus on quality care, whereas Singapore prioritizes research, leadership, and global engagement. Structurally, Iran’s program is full-time and practicum-based, while Singapore’s is part-time and research-centered. Admission in Iran relies solely on a national exam, while Singapore considers work experience, language proficiency, and interviews.
Conclusion: These differences reflect distinct historical and educational philosophies. Iran’s approach responds to internal healthcare needs, while Singapore prepares global leaders. To align with international standards, Iran should revise its curriculum by shifting toward evidence-based and research-focused strategies, strengthening leadership training, and reforming admission policies. Greater integration across educational levels is also necessary to improve graduates’ career opportunities.
Keywords: Critical Care Nursing, Nursing Education, Curriculum, Comparative Analysis, Iran, Singapore
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