Original Article

A Comparative Study of the Undergraduate Nursing Curriculum in Iran and at the University of Washington, USA

Please cite this article as follows: Moghadari Koosha M, Borzou SR, Hasan Tehrani T. A comparative study of the undergraduate nursing curriculum in Iran and at the University of Washington, USA. Avicenna J Care Health Oper Room. 2025;3(1):1-10. doi:10.34172/ajchor.79

Introduction

Universities, as the most important educational institutions, are responsible for training the specialists needed by the country, creating and producing new knowledge, and advancing the frontiers of science and knowledge. Every educational institution must educate and develop the students who enter it. In the university education system, education implies creating appropriate and increasing changes in the product of this system, that is, graduates (1). The prerequisite for sustainable and comprehensive development of the higher education system is balanced and proportional growth in both quantitative and qualitative dimensions. Attention to quantitative growth and neglect of qualitative growth will have adverse consequences, such as academic decline, scientific dependency, lack of creativity and entrepreneurship, brain drain, and weak scientific production for this system (2). Among them, nursing education, as part of the higher education system, has special importance and a particular position due to its close connection with public health (3). Examining the status and position of nurses in the service delivery system worldwide indicates that they must have appropriate scientific and practical capabilities with up-to-date knowledge to provide educational, health, treatment, preventive, supportive, and rehabilitative services because the quality of health and medical care largely depends on how they provide services. In addition, identifying existing issues in nursing education and taking action to address and correct them will improve the achievement of educational goals and the training of skilled individuals and enhance the quality of healthcare services at the national level (4).

In recent decades, although nursing education has made considerable progress worldwide, challenges in the competence of graduates, the quality of education, and the core nursing curriculum have been observed as well (5). To improve nursing education, quantitative and traditional methods and curricula are no longer sufficient, and the nursing curriculum must be continuously reviewed (6,7). Various studies in the nursing education system have emphasized the need for continuous changes, the need for analysis, and continuous updating of services to identify problems and challenges to optimize the quality of education and prepare a comprehensive and coordinated program with the health needs of the community (8,9). Changes in the content and curriculum planning should be based on the expansion and improvement of content-based, inquiry-driven education using new educational technologies (10). The dynamism of healthcare has created challenges for nursing educators who must think about developing nursing education programs to prepare nurses for new roles and responsibilities in line with the changes in healthcare systems. Additionally, external factors, such as the globalization of education and competition among universities, can be important and necessitate changes in nursing education programs for nursing educators (11). Extensive evidence has mentioned the growing phenomena of globalization and intercultural nursing as challenges in nursing service delivery (12). Examining strengths and weaknesses, identifying opportunities and threats, and striving to improve the desired situation and achieve a superior position are among the most important tasks of organizations, including universities (13). Therefore, educational institutions must regularly review and revise their curricula and appropriately respond to external changes to provide effective curricula. To this end, most countries have utilized comparative education research (3). Today, comparative studies (the most dynamic modern educational methods) are among the best research methods used for educational affairs and planning to examine the differences and similarities of educational systems to discover strengths and weaknesses (3,14,15), which can thus identify the reasons for the success and failure of these systems and use their experiences to advance and develop them (16).

George Bereday, a Polish researcher and professor at Columbia University (1964), presented a model for the comparative analysis of educational systems. According to Bereday’s model, researchers who wish to conduct studies with a comparative approach to educational systems must familiarize themselves with the cultures of the countries being compared and avoid cultural biases (17). Bereday’s goal in creating the comparative view of educational systems was to develop a theory for comparing entire higher education systems (18). Some studies indicate that nursing education systems also use the comparative method (10,13,19).

Conducting comparative research and comparing different educational systems lead to the identification of similarities and differences, strengths and weaknesses of educational systems and, consequently, the enhancement of the content and quality of educational programs. In addition, by utilizing the experiences of international universities in various educational fields while considering the cultural, political, economic, and social context of Iran, it is possible to take steps toward addressing existing difficulties, empowering and improving curricula, and significantly assisting the developers of nursing education programs in Iran. This will enable them to develop or modify educational programs and select more appropriate objectives, content, teaching methods, and evaluation techniques with a broader perspective (20). Therefore, the present study aims to compare the structure of the undergraduate nursing curriculum at the University of Washington, USA, with the current educational program in Iran. The reason for choosing the University of Washington for comparison was that it is one of the top research universities, ranked ninth among the top 100 universities in the USA, and is one of the oldest public universities in the country. According to U.S. News and World Report, the School of Nursing at this university is also ranked first among public schools with doctoral nursing programs, as well as master’s and Bachelor of Science in Nursing (BSN) programs. This comparison will help identify the status and shortcomings of the curriculum in Iran, providing a basis for reviewing the current curriculum and incorporating appropriate elements into it.

Methods

This study is applied research of a descriptive-comparative type based on Bereday’s model, aimed at performing a descriptive-comparative analysis of the undergraduate nursing education program at the University of Washington, USA, and Iran in 2022-2023. Bereday (1964) referred to a four-stage method for the field of comparative education, which was also implemented in this study; “description” is the first stage of comparative studies. In this stage, systematic data collection was conducted using primary, secondary, and auxiliary sources. Researchers searched for sets of educational information about each country. Information related to the University of Washington, USA, was obtained through the university’s electronic website, and information on the undergraduate nursing program was obtained from valid and available documents. The undergraduate nursing education program in Iran, approved by the Supreme Council for Medical Sciences Planning (2014), was obtained from the Ministry of Health, Treatment, and Medical Education website. Additionally, for both countries, a comprehensive search was performed on PubMed, Scopus, ScienceDirect, Google Scholar, Magiran, and SID databases using several keywords, such as nursing education, undergraduate nursing, the undergraduate nursing curriculum in Washington and Iran, comparative studies, and Bereday’s method (2000–2022). Relevant and eligible articles were reviewed. The second stage is “Interpretation”, which follows the “Description” stage. In this stage, the researcher placed all the data collected in the first stage within larger social contexts, as there are close interrelationships between education and society. The third stage is “juxtaposition”. The comparative study essentially begins with the third stage. Its goal is to generalize and summarize aspects that are comparable across regions or countries. In this stage, the data were examined considering themes and then summarized with a hypothesis, and a summary of the comparative analysis was presented accordingly. To discuss the comparison of the studied phenomena, they had to be placed side by side. Finally, the fourth stage is “Comparison”. The aspects juxtaposed in the previous stage were analyzed and compared in this stage (18,21).

Results

After conducting a study on factors influencing educational systems, including history, geographical location, political system, culture and language, and economy in both Iran and the USA, the researcher examined the educational history, structure of education, educational goals, educational levels, grading system, examinations, extracurricular activities, higher education, and academic degrees in both countries. Ultimately, the necessary information regarding the elements of the undergraduate nursing curriculum was obtained by comparing the School of Nursing at the University of Washington and universities in Iran. The related data included philosophy, mission, vision, goals, roles of graduates, admission conditions and procedures, course characteristics and structure, educational program implementation strategies, program evaluation methods, and academic progress (Tables 1 and 2).

The start time of nursing education in both universities was almost the same, with the difference that the University of Washington offered a bachelor’s degree 50 years earlier than Iran. The duration of the bachelor’s program at the University of Washington was shorter due to the absence of summer vacations for students and the offering of one academic term per season. In addition, students who had previously obtained a bachelor’s degree could complete this program in one and a half years (Accelerated Bachelor of Science in Nursing, ABSN), whereas this opportunity did not exist in Iranian universities. The admission conditions also differed between the two universities (Table 1).

The philosophy of the undergraduate nursing program was fully articulated in Iran and at the University of Washington. At the University of Washington, the emphasis was on interdisciplinary knowledge, research-based knowledge, social justice, support and lifelong learning, critical thinking, analysis, communication, and cultural diversity. In Iran, the philosophical statement was written in 18 broad points, but the specific belief or emphasized value was unclear. In terms of being comprehensible and based on a specific theory, the philosophy of the University of Washington was understandable and rooted in superior values, societal diversity, social justice, integrity, and creativity (Table 2). It refers to awareness in various fields of knowledge. Pluralism is somewhat tangible in it. It also refers to action based on theory and research, indicating a belief in the philosophy of scientific realism. In Iran, the philosophy of the undergraduate nursing program is also understandable and based on systemic, interactive, and holistic theories. For example, it states that we should have a systemic and holistic view of patient care, address the biological, spiritual, social, and cultural needs of patients, and use an interactive and feedback approach in education.

Based on the findings (Table 2), the mission of the University of Washington was to meet local, national, and global needs through producing knowledge and preparing future leaders, while that of Iranian universities was to meet the need for care from prevention to rehabilitation, relying on up-to-date knowledge, skill, and efficiency, faith and commitment, compassion and kindness, professional ethics, and effective professional communication. The mission of the University of Washington was to address local, national, and global needs. In Iran, the goal of the field was to provide nursing care services to all people, from prevention to rehabilitation. The mission of the University of Washington took into account the work of the field to be the advancement of nursing science and practice, and its services in the present and future included producing knowledge and preparing future leaders. The mission of Iranian universities considered the work of the field to be the training of graduates based on up-to-date knowledge, skill and efficiency, faith and commitment, compassion and kindness, professional ethics, and effective professional communication, and its services in the present and future encompassed the self-directed nature of the curriculum and the acquisition of up-to-date knowledge by graduates. The data (Table 2) revealed that both visions are concise, understandable, and clear. Furthermore, they are inspiring and challenging, idealistic, and encouraging for clients. Moreover, they align with the mission and define an ideal state. Additionally, they are realistic, achievable, flexible, and accompanied by creativity in practice. Regarding the point of agreement among the clients, the vision of the University of Washington refers to the promotion of health and healthcare, while in Iran, it refers to the advancement of the health level of the entire society and the improvement of the quality of life of clients. Regarding the description of the level of services in the future, the vision of the University of Washington only refers to the promotion of health and healthcare, but in Iran, it is clearly stated that within the next ten years, the undergraduate nursing program will be aligned with the changing needs of societies.

The findings further demonstrated that the goals of the undergraduate nursing program in both universities are clearly and understandably stated, general, based on mission, vision, and philosophy, and are measurable and relatively achievable (Table 3). They are also related to the critical factors of the organization. For example, the goals of the undergraduate nursing program at the University of Washington emphasize the value foundations of professional behaviors, ensuring patient safety, and improving the quality of care through high-quality services. In Iran, providing care and meeting the health needs of the clients are related to the critical factors of the organization. In Washington, the goals are simple and understandable and comprehensively encompass the organization’s performance, but in Iran, they are simple and understandable but do not encompass all organizational performance. For example, there is no goal written about peer education or activities in the faculty or no mention of ethical and professional issues, critical thinking, clinical decision-making, and equitable health measures.

According to the obtained information, most of the implementation strategies in both universities are similar, with only a few differences. One difference is the allocation of nursing grants to healthcare professionals, which is not mentioned in Iran, and the other is collaboration with other organizations to improve the quality of community health. Regarding teaching methods, it can be mentioned that at the University of Washington, more attention is paid to critical thinking and teaching styles based on awareness of learners’ learning methods compared to Iran; however, they are almost similar in other aspects.

According to Table 4, there are significant differences between the course units of the two universities in terms of both the number of units and their types. Students at the University of Washington needed to complete 50 more units than Iranian students to obtain a bachelor’s degree, despite their program being two years long and graduating two years earlier than Iranian students. The differences in units will be further explained in the Discussion section.

Based on the data in Table 5, the School of Nursing at the University of Washington has a special committee and a clear and transparent program for both program evaluation and student evaluation, which can greatly contribute to the empowerment of graduates in this field. Unfortunately, these aspects are not found in the undergraduate nursing program in Iran.

Discussion

The present study compared the undergraduate nursing curriculum at the University of Washington, USA, with the common educational program in Iran. Based on the comparison, in the undergraduate nursing curriculum at the University of Washington, the philosophy has been clearly stated, and the field, history, student admission process, and goals have also been clearly defined. However, the vision, mission, and roles of graduates have not been clearly mentioned and are either very general or can be inferred from other parts of the program. The content of the program aligns with the philosophy and goals. The evaluation methods have been clearly stated. In addition, the presence of precise program evaluations, theoretical units, and detailed clinical evaluations, as well as a coordination committee to monitor students’ progress in acquiring skills and maintaining patient safety, is highly important. Interestingly, there is also the possibility of counseling and private tutoring for weak students (22).

The philosophy, vision, and mission have been clearly mentioned in the undergraduate nursing curriculum in Iran. However, the philosophy pays less attention to aspects such as cultural diversity, social justice, nursing actions derived from research and theory, evidence-based practice, and collaboration with other organizations and units. Regarding the mission, while attention is given to the mentioned aspects, more focus should be placed on knowledge production to advance nursing science and practice, and international needs should be considered in addition to local and national needs. The vision of the program is well articulated, considering the available resources. Moreover, the field, history, program goals, and roles of graduates and professional roles have been clearly defined. However, the goals pay less attention to aspects such as value foundations and professional behaviors (i.e., altruism, autonomy, social justice, cultural diversity, critical thinking, and clinical decision-making). The professional roles also pay less attention to the research role. Regarding evaluation, sufficient information is not provided and needs improvement (23).

Regarding the course units at Washington, it has been observed that special attention is given to the health assessment course, with ten units dedicated to this subject, indicating the importance of assessment in identifying patient problems. When an individual has the skill of examination and assessment, they will undoubtedly provide more comprehensive and accurate care to their patients. However, this subject is highly underemphasized in the Iranian nursing curriculum, with only one unit dedicated to it. Perhaps one of the reasons for the lack of nursing care based on the nursing process in Iran is this issue, as the first step in the nursing process is patient assessment. The underemphasis on assessment in the nursing curriculum of Iran may be due to the overlap of their roles with physicians, which seems illogical. Another notable aspect of the undergraduate nursing curriculum at Washington is the special attention to cultural diversity, with two units allocated to this subject. In the context of Iranian society, cultural diversity is also extremely high and evident, but this aspect is not included in the curriculum of the universities of Iran. Nurses familiar with different cultures will provide more effective care to their patients, which is particularly essential given the current discussions on the globalization of nursing. In Washington, 15 units have also been offered to individuals and communities, suitable for providing care services to people from different communities and aligned with the cultural diversity unit. Another notable unit is nursing research, with six units dedicated to this subject in the Washington curriculum, which can significantly impact evidence-based practice, whereas, in the curriculum of Iran, only 1.5 units are allocated to this subject. Both universities have paid attention to nursing ethics, but the University of Washington has also addressed legal issues alongside ethics. Despite the increase in complaints and legal problems for nurses in Iran, legal and regulatory issues for clinical work have not been addressed. Considering the aging population, both universities have paid attention to geriatric nursing. A highly notable subject in the Washington curriculum is a course entitled “Transition to Professional Practice”, with nine theoretical and three practical units dedicated to it, but it has not been addressed in Iran. Nurses need preparation to enter the clinical field and may experience stress in this regard, requiring specific training. Attention to this subject will help them move toward professional practice and enter the workforce more prepared. The Washington curriculum places more emphasis on English language proficiency, with ten units allocated to English writing skills and prerequisite units, despite English being their official language. In Iran, only three units have been devoted to this subject, and considering that English is essentially the scientific language and an international language, it should receive more attention. Another aspect is the greater emphasis on problem-solving, with eight units devoted to this area, which can help in patient care, nursing diagnoses, problem-solving, and the development of critical thinking. The curriculum of the universities of Iran does not pay special attention to critical thinking. Given the importance of critical thinking in nursing students, more measures need to be taken in this regard. In Washington, 15 units have also been allocated to visual, literary, and performing arts, which, considering that nursing is a blend of science and art, is suitable for enriching the spirit and providing better services. However, some subjects have also received more attention in the curriculum of the universities of Iran, such as critical care, where students seem to gain sufficient readiness for these care areas based on the number of units they take. Our curriculum has also placed more emphasis on Islamic culture and spirituality, which is increasingly important in spiritual care today (22,23).

Comparison of the Two Universities Regarding Tuition Costs

The comparison of these two universities regarding tuition costs revealed that in Iran, free education is available, which is a significant advantage. However, at the University of Washington, students need to pay approximately $26 000 for tuition, books, room, transportation, and personal expenses (with $17 000 for tuition alone). The University of Washington believes that no one should be unable to realize their potential due to financial difficulties and annually awards over 100 scholarships to American students who have demonstrated financial need and submitted a Free Application for Federal Student Aid (FAFSA) application. This university does not offer scholarships to international undergraduate students. There is a $10 000 scholarship awarded by the president to outstanding students for each academic year. Another scholarship, named Purple and Gold, is awarded to non-American students who hold U.S. citizenship, with the amount varying based on the student’s circumstances. Another scholarship, funded by private businesses and donors, amounts to $10 000 and is awarded to students with the greatest financial need who have achieved high grades in high school (23).

Another notable aspect of the nursing curriculum at Washington is the motivation for hard work in studies through awarding points for top seminars and research projects to outstanding students, which can enhance research efforts and the academic level of the faculty. In Washington, the promotion of research is supported through financial aid for students and the availability of international and additional learning and research opportunities. In Iran, this issue has also been addressed differently, with all students able to conduct research projects under the guidance of their professors (23).

The National Council Licensure Examination (NCLEX) exam in Washington is another significant issue, and graduates must pass it to enter the practical field, providing better preparation for entering the workforce. In Iran, there is no specific exam for entering the clinical field. However, a recently introduced exam called the Professional Competency Exam has not been clearly explained but could be a good substitute. Another topic is the value of time and its maximum utilization, avoiding unnecessary holidays, offering courses during the summer term, and obtaining a bachelor’s degree in two years in Washington, which allows students to graduate two years earlier compared to Iran.

Other studies have also compared the undergraduate nursing curriculum in Iran with those of other universities worldwide. For example, Baghaei and colleagues’ study compared Iran, Turkey, and Jordan (24). Despite significant similarities between these countries’ programs and cultures, it suggested that to improve the quality of education in Iran, attention should be paid to clinical backgrounds, conducting interviews before entering the program, offering part-time courses, and adding some specializations based on community needs. Payamani and colleagues’ comparison of the undergraduate nursing curriculum in Iran with Rajiv Gandhi University in India revealed that the nursing education systems in Iran and Rajiv Gandhi University have many similarities. The only suggestion was to pay more attention to group work and self-directed learning skills in Iran and hold a professional competency exam before employment (25). Other studies in this area believe that considering the experiences of top universities worldwide can bring the undergraduate nursing curriculum in Iran closer to international standards (2,26,27). Although Salehian and colleagues’ study aimed at revising the undergraduate nursing curriculum based on the concept of care in education, it emphasized that the presence of competent and caring faculty is essential for implementing the care curriculum (28). Therefore, the role of faculty cannot be overlooked.

Conclusion

Based on the results of the present study and considering the comparison made between the undergraduate nursing program in Iran and the curriculum of one of the world’s leading universities, several suggestions can be made to improve the undergraduate nursing curriculum in Iran:

• In addition to the previously mentioned points regarding philosophy, mission, vision, goals, and professional roles, it is recommended that, given the lack of interest and tendency to leave the profession among many nurses in our country—often due to insufficient awareness or personality mismatch with the profession—a specific test for personality compatibility and an interview for the assessment of the individual’s knowledge and interest should be conducted alongside the general entrance exam.

• Considering the increased interest in pursuing nursing studies in recent years and the fact that some graduates from other fields return to study nursing after obtaining a bachelor’s degree or higher, the existence of a program like ABSN would be highly beneficial for the faster graduation of graduates from other fields.

• In terms of teaching methods, considering the educational needs of learners, flexibility in teaching methods, a greater combination of student-centered approaches, and increased use of modern methods that foster critical and creative thinking (e.g., problem-solving and group discussions instead of lectures) can be advantageous.

• Alongside the previously suggested course units, it is recommended that in courses related to religious studies (e.g., Islamic teachings), a section on spiritual values and the religious dimensions of the nursing profession be included to motivate and emphasize spiritual values among learners.

• The presence of precise program evaluations, theoretical units, and detailed clinical evaluations in acquiring student skills and maintaining patient safety is extremely important. Given the inadequacy of many graduates, evaluations, especially clinical evaluations, need to be conducted with greater rigor and strictness. The existence of a coordination committee to monitor student progress is useful.

• Considering the importance of human lives and the inadequacy of some graduates, the existence of an exam like NCLEX, which assesses both theoretical and practical skills before starting the internship period, seems necessary.

Acknowledgments

This article has been derived from a research project approved by the Specialized Research Council of the Students’ Research Committee at Hamadan University of Medical Sciences (No. 14010220956 and ethics code IR.UMSHA.REC.1401.083). The researchers express their gratitude to the Research Deputy of Hamadan University of Medical Sciences and the Students’ Research Committee.

Competing Interests

The authors declare that there is no conflict of interests in this study.

Ethical Approval

The study was conducted in accordance with the Declaration of Helsinki and approved by the Ethics Committee of Hamadan University of Medical Sciences (ethical approval code: IR.UMSHA.REC.1401.083).

Funding

Financial support for this work was provided by the vice-chancellor of research and technology, Hamadan University of Medical Sciences, Hamadan, Iran. (Grant No.14010220956).

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