Volume 19, Issue 2 (March - April 2020)
Payesh 2020, 19(2): 145-158 |
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Ethics code: KhU.1395.134
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Riazi S, Dehghannayeri N, Hosseinikhah A, Aliasgari M. Understanding gaps and needs in the undergratue nursing curriculum in Iran: A prelude to design a competency-based curriculum model. Payesh 2020; 19 (2) :145-158
URL: http://payeshjournal.ir/article-1-1324-en.html
URL: http://payeshjournal.ir/article-1-1324-en.html
1- Faculty of Education & Psychology, Kharazmi University, Tehran, Iran
2- Faculty of Nursing & Midwifery, Tehran University of Medical Sciences (TUMS), Tehran, Iran
2- Faculty of Nursing & Midwifery, Tehran University of Medical Sciences (TUMS), Tehran, Iran
Abstract: (3907 Views)
Objective (s): The purpose of this study was to investigate the gaps and needs in the undergraduate nursing curriculum in Iran as a logical prelude to design a competency-based curriculum model.
Methods: The present study was a qualitative study consisting of two parts: needs assessment and comparative study. Delphi technique was used for the needs assessment and Bereday model was used for comparative study.
Results: After prioritizing the information obtained from the needs assessment, finally the 8 main axes of "student competencies", "content", "content organization", "Educational methods", "student assessment", "time", "community needs" and "overall curriculum" were extracted, each of which focused on the most important issues separately and a total of 35 statements as gaps and needs in the undergraduate nursing curriculum was considered. Also, according to the findings of the comparative study, the status of the undergraduate nursing curriculum in Iran compared to similar curricula in the top universities of the world, in addition to confirming some similarities, suggests significant differences in the curriculums. The main concern of the participants was the lack of skills of nursing graduates. They believed that, despite the efforts of nursing authorities, the curriculum could not motivate students and to provide graduates with the necessary understanding, attitude, and skills in their careers.
Conclusion: The present study explored the needs and gaps in the undergraduate-nursing curriculum of Iran and can be used by decision makers in nursing education in the country.
Methods: The present study was a qualitative study consisting of two parts: needs assessment and comparative study. Delphi technique was used for the needs assessment and Bereday model was used for comparative study.
Results: After prioritizing the information obtained from the needs assessment, finally the 8 main axes of "student competencies", "content", "content organization", "Educational methods", "student assessment", "time", "community needs" and "overall curriculum" were extracted, each of which focused on the most important issues separately and a total of 35 statements as gaps and needs in the undergraduate nursing curriculum was considered. Also, according to the findings of the comparative study, the status of the undergraduate nursing curriculum in Iran compared to similar curricula in the top universities of the world, in addition to confirming some similarities, suggests significant differences in the curriculums. The main concern of the participants was the lack of skills of nursing graduates. They believed that, despite the efforts of nursing authorities, the curriculum could not motivate students and to provide graduates with the necessary understanding, attitude, and skills in their careers.
Conclusion: The present study explored the needs and gaps in the undergraduate-nursing curriculum of Iran and can be used by decision makers in nursing education in the country.
type of study: Descriptive |
Received: 2019/09/29 | Accepted: 2020/04/15 | ePublished ahead of print: 2020/04/19 | Published: 2020/05/5
Received: 2019/09/29 | Accepted: 2020/04/15 | ePublished ahead of print: 2020/04/19 | Published: 2020/05/5
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