A comparative analysis of Iran’s doctoral nursing program and three U.S. nursing colleges: “Michigan, Arizona, and Rutgers”

The World Health Organization stresses the importance of improving standards for newly graduated nurses, highlighting the need to assess nursing education development. Continuous evaluation of doctoral nursing programs, as the highest academic level, is vital for advancing nursing science and practice. Identifying strengths and weaknesses through comparative studies, while considering the cultural, political, and social contexts of other countries, is essential. This study compares Iran’s doctoral nursing program with the selected PhD nursing programs at Michigan State University, Rutgers University, and the University of Arizona. This descriptive-comparative study was conducted based on the Bereday’s model, encompassing four stages: description, interpretation, juxtaposition, and comparison. After identifying the issues, the factors related to the educational systems of both countries were examined. Considering the similarities and differences among the Iranian curriculum and the selected U.S. doctoral nursing programs, as well as their respective strengths and limitations, recommendations and potential strategies were proposed in light of the specific educational and contextual conditions of each country. The doctoral nursing program in Iran shares several characteristics with the three selected U.S. doctoral nursing programs, including aspects of program structure, preparation of nursing professionals, and emphasis on research. However, significant differences are evident in areas including the mission and overarching goals, student admission processes, course content and its alignment with community needs, the allocation of credits to research and theoretical courses, classroom delivery methods, and attention to clinical doctoral nursing education. The doctoral nursing program in Iran faces challenges such as lack of alignment between its mission and objectives and the actual needs of the community. An excessive focus on theory and research, coupled with insufficient attention to clinical education, is a primary issue within this program. Additionally, weaknesses in enhancing teaching skills and empowering students to fulfill the expected roles within the curriculum may negatively impact the future of the nursing profession in the country. To address these issues, it is recommended that the curriculum be aligned with the practical and clinical needs of the community. Establishing a balance between theory and clinical training, revising course syllabi with an emphasis on teaching skills, developing professional roles, selectively adapting relevant curricular practices identified in the selected U.S. programs, and fostering broader international collaborations can contribute to strengthening the program.