Volume 10, Issue 3 (Autumn 2023)
DSME 2023, 10(3): 194-207 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Gilvari T, Arsalani N, Khajemirzaie F, Zabolypour S, Rafiee-Vardanjani L, Fallahi-Khoshknab M. Comparative Study of Critical Care Nursing Curricula for Postgraduate Courses in Iran and Australia. DSME 2023; 10 (3) :194-207
URL: http://dsme.hums.ac.ir/article-1-436-en.html
URL: http://dsme.hums.ac.ir/article-1-436-en.html
Tahereh Gilvari 
, Narges Arsalani , Faezeh Khajemirzaie , Soheila Zabolypour , Leila Rafiee-Vardanjani , Masoud Fallahi-Khoshknab
, Narges Arsalani , Faezeh Khajemirzaie , Soheila Zabolypour , Leila Rafiee-Vardanjani , Masoud Fallahi-Khoshknab
Department of Nursing, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Abstract: (1258 Views)
Background Comparative studies, as one of the best research methods in the fields of education and planning, are of interest to scholars, because the differences and similarities between educational systems can be investigated in order to discover their strengths and weaknesses. The present study aims to compare the critical care nursing curricula for postgraduate courses in Iran and Australia.
Methods This descriptive-comparative study was conducted in 2022. The latest critical care nursing curricula for postgraduate courses were obtained from the official website of the Iranian Ministry of Health and Medical Education and the website of Monash University in Australia. The data was analyzed using Bereday’s model for comparative studies in four steps: description, interpretation, juxtaposition and comparison.
Results Despite the many commonalities in the mission, vision and goals, and the roles of the students in the two critical care nursing curricula for postgraduate students in Iran and Australia, differences were also revealed. Conditions and methods of admission to the postgraduate course, the type of presentation of the project at the end of the course, and the way of offering the course (full-time or part-time) were among the differences. Also, the lessons of this course in Australia were presented based on clinical evidence and an emphasis on nurses’ critical thinking.
Conclusion To improve the quality of the critical care nursing curriculum for postgraduate courses in Iran, its differences with the curriculum presented in Monash University should be considered. The type of presentation of the project at the end of the course should be chosen by the students. Offering part-time courses for students, in addition to full-time courses, should also be considered. The curriculum for this course should emphasize promoting clinical reasoning and critical thinking in nurses and their use of clinical evidence as much as possible.
Methods This descriptive-comparative study was conducted in 2022. The latest critical care nursing curricula for postgraduate courses were obtained from the official website of the Iranian Ministry of Health and Medical Education and the website of Monash University in Australia. The data was analyzed using Bereday’s model for comparative studies in four steps: description, interpretation, juxtaposition and comparison.
Results Despite the many commonalities in the mission, vision and goals, and the roles of the students in the two critical care nursing curricula for postgraduate students in Iran and Australia, differences were also revealed. Conditions and methods of admission to the postgraduate course, the type of presentation of the project at the end of the course, and the way of offering the course (full-time or part-time) were among the differences. Also, the lessons of this course in Australia were presented based on clinical evidence and an emphasis on nurses’ critical thinking.
Conclusion To improve the quality of the critical care nursing curriculum for postgraduate courses in Iran, its differences with the curriculum presented in Monash University should be considered. The type of presentation of the project at the end of the course should be chosen by the students. Offering part-time courses for students, in addition to full-time courses, should also be considered. The curriculum for this course should emphasize promoting clinical reasoning and critical thinking in nurses and their use of clinical evidence as much as possible.
Type of Study: Review |
Subject:
Special
Received: 2023/02/10 | Accepted: 2023/03/10 | Published: 2024/09/30
Received: 2023/02/10 | Accepted: 2023/03/10 | Published: 2024/09/30
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
This is an open access article distributed under the terms of the Creative Commons Attribution License (CC-By-NC), which permits use, distribution, and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Contact Information
© 2015 All Rights Reserved | Development Strategies in Medical Education
Designed & Developed by : Yektaweb
Development Strategies in Medical Education by http://dsme.hums.ac.ir/ is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.