A COMPARATIVE STUDY ON THE NEONATAL NURSING CURRICULUM IN IRAN AND IN MCMASTER UNIVERSITY OF CANADA

Valizadeh, L and Rezagolifam, A and Soheili, A and Zamanzadeh, V and Mansouri Arani, M.R (2018) A COMPARATIVE STUDY ON THE NEONATAL NURSING CURRICULUM IN IRAN AND IN MCMASTER UNIVERSITY OF CANADA. The J Urmia Nurs Midwifery Fac, 16 (7). pp. 475-483.

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Abstract

The nursing master degree programs should prepare graduate nurses to integrate advanced theoretical, research-based, and clinical knowledge into clinical nursing practice. Since comparing the nursing master degree programs in different universities is of key importance in identifying their strengths and weaknesses and utilizing successful strategies and experiences, this study aimed to compare Iranian neonatal nursing curriculum with the neonatal nursing curriculum of the McMaster University of Canada. Materials & Methods: This descriptive comparative study was conducted in 2018 using the Beredy model in four steps of description, interpretation, proximity, and comparison. The comparative elements included the philosophy, mission, vision, value, goals and objectives, Graduates' roles, entry requirements, duration and courses, executive strategies, teaching and evaluation methods, and accreditation. Results: The values and goals of both master programs were based on the beliefs and values of the community and their mission was clear. In the Iranian program, the role of neonatal nurses included the supportive, educational, research, and management while the Canadian program did not mention the future roles of their neonatal nurses. Also, the McMaster University provided more comprehensive and more relevant admission requirements and postgraduate courses for the neonatal nursing program than the similar Iranian program. Conclusion: The results showed that the Iranian neonatal nursing program, compared to the Canadian one in McMaster University, has mainly focused on research and has had executive failures in organizing robust entry requirements for student admission, enriching the students’ competencies in specialized neonatal nursing skills, and providing and securing a better position for the graduates in the clinical settings. Therefore, we should address these deficiencies in the Iranian neonatal nursing program to improve our curriculum and achieve better outcomes and high-quality care in the field of nursing practice.

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