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Volume 17, Issue 53 (2024)
JMED 2024, 17(53): 91-100 |
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Navab E, Hoseini Azizi T, Darvish A. Comparative study of master's degree curricula in nursing informatics at Tehran University of Medical Sciences and the University of Maryland. JMED 2024; 17 (53) :91-100
URL: http://edujournal.zums.ac.ir/article-1-1685-en.html
URL: http://edujournal.zums.ac.ir/article-1-1685-en.html
Lecturer, North Khorasan University of Medical Sciences, Khorasan, Iran.
Abstract: (950 Views)
Background & Objective: As the healthcare landscape undergoes transformation and information technology and digital health continue to advance, the significance of nursing informatics has come to the forefront. This has emphasized the need to enhance the quality of the curriculum, required competencies, and to draw comparisons with successful programs globally. The study aimed to compare the master's curriculum in nursing informatics at Tehran University of Medical Sciences with that of the University of Maryland.
Materials & Methods: Conducted in 2022, this comparative study utilized the Bereday model across four stages: description, interpretation, juxtaposition, comparison. The University of Maryland was selected for comparison due to its global reputation as a leading institution in nursing informatics. The study encompassed an examination of the overall structure, curriculum, mission, professional roles, and admission conditions.
Results: The curricula of both universities exhibited substantial similarities in more than half of the cases. Consistencies were observed in mission-vision statements and student acceptance criteria. However, variations between the two institutions emerged in terms of class types, details regarding the number of courses, and the definition of professional roles.
Conclusion: Recognizing the critical role of nursing informatics training, suggested reforms to enhance professional roles, course content, and planning for flexibility, including diverse teaching methods both in non-attendance (e-learning) and face-to-face formats, can contribute to the enhancement of the curriculum in Tehran. Given the extensive history of this specialized field globally, there is a pressing need to enhance university education in nursing schools in Iran. It is recommended that, in addition to the master's degree in Iran, the program development in the form of short-term courses should be considered—either one year or fellowships—tailored to current needs.
Materials & Methods: Conducted in 2022, this comparative study utilized the Bereday model across four stages: description, interpretation, juxtaposition, comparison. The University of Maryland was selected for comparison due to its global reputation as a leading institution in nursing informatics. The study encompassed an examination of the overall structure, curriculum, mission, professional roles, and admission conditions.
Results: The curricula of both universities exhibited substantial similarities in more than half of the cases. Consistencies were observed in mission-vision statements and student acceptance criteria. However, variations between the two institutions emerged in terms of class types, details regarding the number of courses, and the definition of professional roles.
Conclusion: Recognizing the critical role of nursing informatics training, suggested reforms to enhance professional roles, course content, and planning for flexibility, including diverse teaching methods both in non-attendance (e-learning) and face-to-face formats, can contribute to the enhancement of the curriculum in Tehran. Given the extensive history of this specialized field globally, there is a pressing need to enhance university education in nursing schools in Iran. It is recommended that, in addition to the master's degree in Iran, the program development in the form of short-term courses should be considered—either one year or fellowships—tailored to current needs.
Article Type : Review |
Subject:
Medical Education
Received: 2022/08/24 | Accepted: 2023/12/8 | Published: 2024/04/16
Received: 2022/08/24 | Accepted: 2023/12/8 | Published: 2024/04/16
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