جستجوی مقالات مرتبط با کلیدواژه « مطالعه تطبیقی » 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.

In light of the increasing elderly population worldwide, the need for specialized and skilled nurses is felt more than ever. The Master's program in Geriatric Nursing is a novel field in Iran, where program evaluation stands out as one of the most essential strategies for its improvement.The present study was conducted with the aim of performing a comparative analysis of the Master's program in Geriatric Nursing offered by medical universities in Iran and the University of Oslo,Norway.

In this descriptive-comparative study, data related to the Master's Degree Program in Geriatric Nursing were collected in 2023 using keywords such as comparative study, curriculum, master's degree, geriatric nursing, Iran, and the University of Oslo. The information was analyzed using Bereday's model in four stages: description, interpretation, juxtaposition, and comparison.

The findings showed that in Iran and Norway, geriatric nursing is presented in a similar manner with a combination of both types of care in one program. Unlike most universities in Iran, the University of Oslo employs specialized professors in the field of geriatrics for teaching and has centers for direct student engagement with healthy and sick elderly individuals. Student admission at the University of Oslo includes having two years of clinical work experience and obtaining a minimum grade of C in the undergraduate degree, while in Iran, the entrance exam is the only criterion for admission. Occupational positions in the University of Oslo are specific to the field of specialization, whereas graduates in Iran do not have specific job positions.

The use of multiple criteria and having clinical experience for student admission, having an appropriate clinical environment, utilizing specialized geriatrics professors, paying attention to cultural aspects, emphasizing English language proficiency to enhance students' research skills, and defining suitable job positions are suggested to improve the Master's Degree Program in Geriatric Nursing in Iran.

The purpose of this study is to compare the policies and strategies of the Social Security Organization as the second provider of social insurance and treatment in Iran with 5 other countries.

Methodos: 

This research is a comparative study with a qualitative approach that was conducted in 1401, the sampling was purposeful and the five countries of Japan, Costa Rica, Egypt, Greece and Mexico in the components of policies and strategies, including treatment management and administration, social components, provision Financial and insurance, legal, policy making and strategic plan were compared with Iran. In this study, an authentic database was used and the data were analyzed using the comparative education model in the four stages of description, interpretation, juxtaposition and comparison, and compared in the form of a comparative table.

The results indicate the impact of the components of health and treatment management, financing and insurance, social, legal, policy making and strategic plan on the policies and strategies of the treatment deputy of the Social Security Organization; The social component with an average of 92.8% had the highest frequency observed among the accepted documents and the strategic plan component had the lowest frequency observed among the accepted documents with an average of 65.5%.

Paying attention to the growing elderly population, paying attention to the financial stability of the social security organization, the correct implementation of the insurance and medical policies and the correct and scientific formulation of the strategic plan can lead to an improvement in the provision of medical services and an improvement in the management of expenses and resources of the organization. ; Therefore, it is necessary to review and modify the policies and strategies of the deputy of social security treatment.

The geriatric nursing master's program was established to provide care to the elderly. The evaluation of the educational program is one of the most important ways to improve it. Therefore, the current study was carried out with the aim of comparison of the master's program of geriatric nursing in Iran and Duke University.

This comparative descriptive study was performed in 2022. Data were analyzed using Bereday model in four stages of description, interpretation, proximity and comparison. The Master of Pediatric Nursing Education Program of the University of Duck, and Iran was evaluated in terms of admission, philosophy, mission, graduates' job positions, course content and evaluation, analysis, and strengths and weaknesses.

The results showed that due to the scope of elderly care, Duke University offers nursing master's degree in both acute and primary care, but in Iran, it is offered as a single program. Philosophy, mission, and vision are written specifically in Iran, but at Duke University, they are the same for all master's programs. The admission of students to Duke University is checked by various criteria, but in Iran, entrance exam is the only admission criteria. The courses offered in Iran are appropriate to the existing conditions of the country, but it seems necessary to pay attention to other subjects in nursing. Unlike Duke University, the job status of graduates in Iran is clearly stated. Also, teaching and evaluation methods in Iran are very diverse.

The geriatric nursing master's curriculum in Iran has many strengths, but in order to improve the program, attention should be paid to things such as entrance interviews, professional qualification tests, distance and online learning, and consideration of evidence-based practices and transitions Professionalism also seems necessary.

Considering the importance of a community health nursing master's program in providing effective health services and promoting community health, it is necessary to compare educational programs to examine and identify the strengths and weaknesses of educational programs in nursing. Therefore, the present study was conducted to compare the educational program of the master's degree program in community health nursing at the nursing school of Iran and the University of California, San Francisco (UCSF).

This comparative descriptive study was conducted at Shahid Beheshti University of Medical Sciences in 2023. The educational program for the master's degree in community health nursing approved by the Iranian Ministry of Health, Treatment, and Medical Education and UCSF University were extracted from the relevant sites and described, interpreted, compared, and analyzed using the Bereday four-stage model.

The community health nursing degree at UCSF was offered in two sub-fields (health policy and advanced community health nursing). The strategies, educational techniques, and students' roles were similar in Iran and UCSF. The definition of the major, the way of admission, philosophy, vision, mission, objectives, and titles of the courses were different.

The master's degree in community health nursing has been presented more fully and follows society's needs according to the university's mission and goal in the U.S.A. One of the most important strengths of the program at USCF was the training of leaders through the roles of the graduates to make policies and lead programs to promote and maintain health, equality, justice, and part-time educational conditions. Therefore, we should strengthen the strengths and correct the weaknesses based on the experiences of developed countries and the context of our country's society.

Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA.

The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison.

The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses.

this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.

Considering the impact of curriculum in fulfilling roles and duties, it is necessary to conduct research to identify the strengths and weaknesses of the curriculum. Comparative studies are one of the strategies to improve the quality and validation of educational systems. This study was conducted with the aim of comparative comparison of Nursing PhD in Iran and McMaster Canada.

The present study was conducted based on descriptive-comparative approach and using Bereday's model in 2023. The main components and important indicators of the desired curriculum were analyzed based on the four stages of description, interpretation, juxtaposition, and comparison.

The basis of nursing PhD in Iran and McMaster's nursing school includes education, research and thesis, but there are differences in the philosophy, mission, vision and goals, student admission, and the structure of the programs.

Iran's nursing PhD, the expectations of the graduates of this course are not clear and on the other hand, it has not responded effectively to the health needs of the society, so it is necessary to review the program and specialize this course based on the planned goals.

In all societies, educational goals have many similarities. However, educational planning to achieve the goals varies according to the needs of the communities. Comparing different educational programs in nursing can improve the content and quality of the educational program and respond to the needs of the community to train and provide a skilled nursing staff. Therefore, this comparative study was conducted to identify more similarities and differences between the two curricula.

In this descriptive-comparative study operated in 2021, the required data in relation to the Master of Pediatric Nursing Education Program was gathered using the following keyword search: The comparative study, Curriculum, Master, Pediatric Nursing, America, Iran. Moreover, a review of the history and details of the curriculum of the master's degree program in pediatric nursing in Iran and Duke University were searched and collected. Then the data were analyzed using Bereday model in four stages of description, interpretation, proximity and comparison.

The Master of Pediatric Nursing program in Iran and Duke University were similar in terms of philosophy and perspective, the role of students after graduation, and educational strategies and teaching methods. However, it differs in terms of admission conditions (in the case of decentralized admission, a formal work permit (RN) and one year of pediatric care experience are required), the nature of the field (in Duke, it focuses on field and clinical education, in contrast, it is mostly based on education, research, and research dissertation in Iran). Moreover, the mission of the field (In Iran it focuses on family-centered care and at Duke University it focuses on cultural issues) as well as the perspective of the field (in Iran, the position of
pediatric nursing education is in line with international standards and in Duke university is focused on training transformational leaders in the future) were evaluated.

The Master's program in Pediatric Nursing in Iran has many similarities with the similar program at Duke University, but to improve the quality of this field in Iran, its differences with the Duke curriculum such as work experience requirement for accepting volunteers, conducting interviews to assess psychological characteristics Before entering the course and also focusing on teaching clinical skills and paying attention to cultural issues in family-centered care should be further examined and considered in the program review.

Identifying the strengths and weaknesses of the academic program and dealing with comparative studies can provide practical suggestions to the compilers of the educational programs so that they can develop or modify the educational program with a broader perspective. This study has been done with the purpose of descriptive and comparative comparison of the undergraduate nursing curriculum in Iran and the University of Copenhagen, Denmark and to provide suggestions for completing and improving the quality of the program.

In this descriptive-adaptive study, two educational programs were described, interpreted, juxtaposed, compared, and analyzed using Bereday's four-stage model.

Nursing education in Iran has a long history. The nursing bachelor's program in Copenhagen, Denmark, is shorter than in Iran. The overall structure of the educational program of both courses is theoretical and clinical. In the educational program of Copenhagen, Denmark, to create a positive learning environment to acquire the cultural competence necessary to work in this profession, interprofessional interaction, internationalization, the ability to make independent clinical decisions in different situations, teamwork, and the development of nursing profession with a focus on technological developments has received more attention. Due to health tourism programs and the diversity of different ethnicities in Iran, less attention has been paid to preparing graduates to provide healthcare services for a multicultural society in order to provide appropriate community services.

Knowledge of the strengths and educational experiences of Copenhagen University in Denmark can be helpful in improving the quality of nursing education in Iran. As a result, in this regard, it is suggested to pay attention to cultural competence, interprofessional interaction, group work, and educational development in line with technological developments, while reviewing the curriculum in terms of content.

Quality assurance of higher education, especially philosophiae doctor (PhD) education, is one of the concerns and priorities of higher education planning planners. Comparing educational systems can help to improve the quality of nursing programe. The purpose of this study was to compare the educational system of Nursing Ph.D in Iran with The University of Pennsylvania, Johns Hopkins University and Duke University.

This descriptive-comparative study was conducted in 2021. The four-stage Beredy model of description, interpretation, neighborhood, and comparison was used to compare the Iranian nursing education system with the top three nursing schools in the world in 2020. Data were collected by the reputable websites of the universities. Then, the data were compared according to the aim of the research.

the structure of nursing Ph.D program in Iran and the top three nursing schools in the world are approximately similar to each. But, there are differences in the mission, general purpose, the content of courses and their relevance to the needs of society, the allocation of units to research and theoretical courses, training approaches and perspectives on clinical nursing.

Given the comparisons and curriculum advantages of the top three Universities, it is appropriate for Iranian nursing education planners to makefundamental changes to the curriculum of this section in terms of mission, goals, courses, and pay attention to student’s critical thinking, educational needs, and competencies of the graduates.

In the health service system, nurses with specialized skills and up-to-date knowledge in providing cost-effective and quality services are essential components of the care team. The knowledge and skills of clinical specialist nurses are influential in the quality of care that patients receive, and this makes them vital members of the health service system. In order to make optimal use of the funds available in the country, educational systems must have detailed plans in the field of training specialized human resources, which will provide the development, progress, prosperity and scientific and cultural authority of the society. The existence of evaluation in the educational program is one of the most important ways to improve the field. Conducting comparative studies by identifying the weak and strong points is an effective method. The present study was conducted with the aim of conducting a comparative study of the special care nursing master's program in Iran and the University of Wolverhampton, England.

In this descriptive-comparative study in 1401, information related to the master's degree program in critical care nursing was searched using the keywords of comparative study, curriculum, master's degree, critical care nursing, Iran, University of Wolverhampton, England. The information was analyzed using the Bereday model in four stages: description, interpretation, juxtaposition and comparison.

The obtained results showed that the University of Wolverhampton, England offers a master's degree in intensive care nursing in 3 years and on a part-time basis. This course is offered full-time in Iran. Due to the important and significant role of evidence-based practice, 60 credits of the total course credits in the University of England are dedicated to the thesis, which is a significant difference compared to the country of Iran, where the thesis has 4 credits. In both universities, in order to enter the course, clinical work experience is important and is one of the requirements for admission to the course. In the University of Wolverhampton, the mission, vision and values ​​of the course have not been addressed, which is one of its weak points, and it is contrary to the country of Iran, which is fully defined and documented. The job status of people after graduation is not clear in Iran, but it is defined and unambiguous in the University of Wolverhampton.

The master's program in special care nursing in Iran is being successfully implemented by the universities. As a result of such things as determining the job status of graduates, changing the course to part-time, paying more attention to conducting research, producing knowledge and using the knowledge obtained in the clinical care environment can increase the motivation of applicants to study and provide services to critically ill patients by nurses.

Comparative educational systems to develop new policies in higher education on the rise, it is important opportunities to understand the vision, mission, values of the education other countries and Simultaneous evaluation of the Iran education system provides: The aim of this study was to compare the educational system of nursing PhD course in Iran and Faculty of Nursing, University of Jordan

The Iranian PhD nursing education system was compared with the Faculty of Nursing, University of Jordan. Data were collected by searching in internet with using of databases of the Ministry of Health and Medical Education in Iran and the Jordanian college of Nursing and other related databases. For comparing, the two educational systems have been used from Beredy pattern in four stages; Description, interpretation, proximity, and comparison were used and then the data were classified and compared based on the purpose of the research.

The structure of the course is very similar between the two countries. Both curriculums are full-time, face-to-face and with an emphasis on the student-centered principle, and the way students are admitted to the two universities is almost the same. But there are differences in principles of strategic mission planning, vision and values, the length of the research training course and the content of some courses and how students are evaluated.

Considering Iran's position in the world and progress in achieving health goals with a new, global, and overseas approach, pay attention to the mission and perspective PhD program in nursing

Spirituality is developing as the fourth dimension of human health. Comparative studies and exploiting the experiences of successful centers and countries are necessary to increase the quality of spiritual care and identify its strengths and weaknesses. The purpose of this study was to compare education courses of spiritual care in Iran, Canada, America, England, and Europe.

The study method was descriptive-comparative. The elements of spiritual care training courses were searched and selected among the sources of Iran, America, England, Canada, and Europe in Google Scholar, PubMed, SID, Magiran, and Science Direct databases. Matching and comparison of data was done using the model of George F. Brady (1969).

Differences in the objectives, target group, and content of spiritual care courses were observed in the 4 investigated regions. Care at the end of life as well as crisis intervention and screening and evaluation were among the most frequent educational keywords. In all countries, training in spiritual interventions for end-of-life and bereavement, description of the condition and initial screening, consideration of the theoretical foundations of spirituality, conflict resolution, and spiritual confrontations are carried out.

Designing a training course based on a native and cultural approach can improve the quality of providing spiritual care services and provide the basis for the creation of a specialized field of spiritual care in hospitals. Promoting the quality of spiritual care in Iran's health care system requires the formulation of a codified executive model and reforms in the objectives, target group, and content of existing courses in Iran.

The education and training of nursing PhD students is of great importance because they are expected to act as factors for the advancement of nursing science, professional counselors and future nursing researchers. In order to achieve more success in PhD course Nursing in Iran and identify its weaknesses and strengths, comparative studies and utilization of successful universities’ strategies and experiences are necessary. This study aimed to compare the curricula of nursing PhD programs in Pennsylvania University and Iran.

The present descriptive-comparative study was performed in 2019. This study compared the Iranian Nursing Education PhD system with the American University of Pennsylvania using the Brady Model in four stages of description, interpretation, matching, and comparison.

The program of both universities is based on the principles of strategic planning with values and mission, vision. The philosophy of the Pennsylvania School of Nursing has included cultural and ethnic differences, while nursing care in Iran has not been given due attention to different cultures and ethnicities. Courses are presented in both in-person and virtual classes in Pennsylvania University. Educational plans are more various and Some of the units are optional and they are selected by the appropriateness of student's need, thesis title and supervisor's recommendation.

According to the results of this study, while considering the role and duties of nursing graduates and taking into account the complex and changing needs of society, it is suggested to make reviews in the content and methods of presentation and evaluation of this course.

The curriculum of Operating Room Master of Science in Iran is novel, so it requires constant evaluation as well as quality assurance and promotion. The present study aimed to comparing the curricula of Master of Science in Operating Room in Iran and Master of Perioperative Nursing in selected Australian universities.

Necessary data was collected through an extensive search in Websites of universities of Melbourne, Adelaide and Latrobe and correspondence with them, English and Persian databases between 2000 -2020. The four-step model of George Beredy was used to assessment the curriculum.

The most important characteristics of the Australian postgraduate Curricula were lack of entrance exams, full-time and part-time education, at least two years of nursing work experience in operating rooms as a licensed practical nurse. The number of courses was more with flexibility in choosing courses. While in Iran Taking the Iranian University Entrance Exam, non-consideration of operating room work experience, and not entering the orientation or specialization in the graduate encyclopedia, Full-time education were features of the senior operating room curriculum.

Comparing Iranian and Australian educational systems revealed a significant difference in programs and Curricula offered in both countries. In order to eliminate the shortcomings and promote the field in Iran, it is recommended to the planning officials, to pay attention to the clinical work experience, to use the capacity of the selective-specialized unit and the dissertation in order to become specialized, different research methods and to offer some special courses in virtual form.

Considering the importance of internationalization in medical education, adaptation of successful international and national models can help to promote it. This study aimed at explaining the achievement of the universities of medical sciences in internationalization of medical education in Iran.

This descriptive-adaptive study was conducted in the international relations office at Kerman University of Medical Sciences (KMU). At first, top three universities in England, Pakistan, Ireland, Cyprus, and Greece were selected based on The Times Higher Education World University Rankings. According to the land-use planning classification in Iran, KMU is the university to follow and assess the performance of higher education in these countries. Then, information about the policies of these universities in internationalization of higher education was obtained using their websites or by request. We also collected information of KMU as a representative of eight universities of medical sciences and its affiliated academic and research centers.

Data about the ownership of universities, student recruitment strategies, and internationalization policies of the universities were compared with those of KMU and the weaknesses and strengths of KMU were determined.

The universities of medical sciences in Iran are suggested to revise their missions, goals, and performance and aim to practice internationalization of higher education as an important strategy in their university prospects.

Because of the increasing number of people with disabilities and the lack of awareness of disability prevention methods in developing countries, creating a proper rehabilitation structure and providing appropriate services are among the important goals of every health system. Conducting comparative studies is one of the research methods for reviewing the structure of the rehabilitation system in the country’s health system. This study aimed to compare the rehabilitation structure in Iran with 5 other countries.

This research is a comparative study conducted in 2022. In this study, sampling was purposeful. Five countries of Germany, Japan, Canada, Turkey, and South Africa were compared in terms of organizational and health management, financial and legal components, and social policy components with Iran. Reliable databases and related resources in the rehabilitation structure were used to collect data. In this study, the obtained data were analyzed using the Bereday model containing four stages: Description, interpretation, proximity, and comparison. The findings were evaluated in a comparative table.

The findings indicated that in terms of organization and health management, the Ministry of Health should be responsible for health management and rehabilitation, but in Iran, in addition to the Ministry of Health, the Red Crescent, the Martyr Foundation, and Exceptional Education Organization are also involved in the management of rehabilitation. Financial issues and problems are significant barriers for people with disabilities to access rehabilitation services in these countries. In Iran, a large part of these costs is paid from the pockets of families. Regarding legal components in Iran, as in other countries, specific rules exist to provide services to people with disabilities. But sometimes, these rules are not properly implemented. From the sociodemographic perspective, Iran has an aging population, welcomes immigrants, and holds diverse cultures. The access of all people in need of rehabilitation in this diverse population to the services needed is limited. In terms of policy components, regulating national health policy requires review and, if necessary, changes in existing health system policies.

The existence of a specific position for rehabilitation in the Iranian health system, provision of services, and management of rehabilitation affairs by a single organization such as the Ministry of Health, as well as proper implementation of laws and policies, can lead to structural improvement and management of the health system and rehabilitation. Financial obstacles and problems to rehabilitation services should be reduced, and government and insurance must cover most of the costs of rehabilitation services. Also, a review of national health policies and legislation in the country should be done to improve the access of all people with disabilities to health and rehabilitation services. Therefore, it is necessary to fundamentally review and reform the structure, value, and process of providing rehabilitation services.

Improving the quality and dynamism of higher education programs in the field of nursing, which is parallel practice and knowledge, requires continuous quantitative and qualitative surveys and comparative studies to improve the translation of knowledge in that field. Therefore, this study was carried out with the aim of a comparative study of the educational system of master's degrees in Psychiatric Nursing in Iran and Vanderbilt University in America.

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 master of degree in Psychiatric Nursing curricula are taken from the website of the Ministry in Iran and the University of Vanderbilt.

Comparing the characteristics and structure of the master's degree in Psychiatric Nursing, both environments have similarities and differences. Education in Iran's Psychiatric Nursing master's degree is full-time, c entirely face-to-face, and often free of charge, and the student's acceptance is done only through a national exam, In contrast, in the American university, education is both full-time and half-time with the use of advanced technologies. Distance education and training are provided and student recruitment is done independently by the university itself and there is no emphasis on the thesis.

The new curriculum of Iran's Psychiatric Nursing Program has been modified towards a more social perspective, but in practice, the provision of social and public services by Psychiatric Nurses due to the limited scope of responsibilities and also the lack of definition of these services is more limited than that of Vanderbilt University in America, and there is a need to improve its content.

Paying attention to efficient policies in the field of nursing education and checking their quality will lead to the institutionalization of an efficient educational system in the field of nursing. For this purpose, a comparative study was conducted in this field with other countries in order to find out the existing strengths and gaps. This study was conducted with the aim of comparative comparison of nursing education policies in Iran, Canada, America, and Nepal.

The present article was carried out with a descriptive-analytical and comparative method in 2022. Searching texts without  a time limit with Farsi and English keywords: "Comparative comparison", "policy making", and "nursing education" in sites and databases related to nursing education policy.Google and Google Scholar search engines were used. 25 studies in Farsi or English were included in the study with full access to the text of the article. To make a comparative comparison, Bereday's Brady model was used in 4 stages description, interpretation, contiguity, and comparison.

The comparison of the policies of four countries showed that policymaking in Canada on nursing education was responsive according to the needs of the society and in the United States educational policies were based on law and activities. In Nepal, despite the evolution of educational policies, there are still deficiencies in this field. In Iran, the transformation and innovation program in medical science education has been developed with an eye on the future.

Based on the results, in order to promote and improve policymaking in the field of nursing education, the development of human resources and the support of the clinical, teaching, and student staff, as well as their participation in the formulation of policies, will increase its effectiveness and implementation capability. Periodic review and identification of required policies based on the needs of society and transfer of knowledge to the hospital by establishing a strong relationship between the nursing schools and hospitals will help the professionalization of the nursing force.

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.