Asgari Parvaneh, Navab Elham, Bahramnezhad Fatemeh
Department of Critical Care Nursing, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran.
J Educ Health Promot. 2019 Jun 27;8:120. doi: 10.4103/jehp.jehp_392_18. eCollection 2019.
Innovation in the development and review of curriculums is one of the requirements of medical education in the present era. SPICES model has been taken into consideration by nursing faculties to promote quality of nursing education and to eliminate conventional curriculums. In Iran, for competency-based nursing education, review and development of curriculums are necessary.
The objectives of the present study were to determine the implementation of SPICES model in nursing curriculums of Tehran (Iran), Western (Canada), and Hacettepe (Turkey) nursing faculties and also to present recommendations to operationalize it in the nursing curriculum of Iran.
This study using comparative method with Brady's model was conducted in 2018. In this study, curriculums of nursing faculties of Tehran, Western Canada, and Hacettepe were compared. Data were extracted through texts and documents available at electronic pages of universities. Curriculums of these nursing faculties were compared from the perspective of SPICES model strategies (student-based, problem-based, integration, community-based, elective, and systematic) at four steps of description, interpretation, juxtaposition, and comparison.
The results showed that curriculums in Western Canada reside at the end of the innovative spectrum of SPICES model. Curriculums in Tehran and Hacettepe in most of the strategies of this model reside at the beginning of the spectrum, and in most cases, conventional methods were used.
According to successful experiences of Western Canada in the implementation of SPICES model's strategies and also considering this fact that still conventional approaches are prevalent in Iran, it is recommended to focus on experiences and, according to social conditions and facilities of the nursing community, to implement necessary changes in the curriculums based on this model.
课程开发与评审的创新是当代医学教育的要求之一。护理学院已考虑采用SPICES模型来提升护理教育质量并摒弃传统课程。在伊朗，基于能力的护理教育需要对课程进行评审与开发。
本研究的目的是确定SPICES模型在德黑兰（伊朗）、西安大略大学（加拿大）和哈杰泰佩大学（土耳其）护理学院护理课程中的实施情况，并就该模型在伊朗护理课程中的应用提出建议。
本研究于2018年采用与布雷迪模型对比的方法进行。在本研究中，对德黑兰、加拿大西安大略大学和哈杰泰佩大学护理学院的课程进行了比较。通过大学电子页面上的文本和文件提取数据。从SPICES模型策略（以学生为中心、基于问题、整合、基于社区、选修和系统性）的角度，在描述、解释、并列和比较四个步骤中对这些护理学院的课程进行了比较。
结果表明，加拿大西安大略大学的课程处于SPICES模型创新范围的末端。德黑兰和哈杰泰佩大学的课程在该模型的大多数策略上处于范围的起始端，并且在大多数情况下使用传统方法。
根据加拿大西安大略大学在实施SPICES模型策略方面的成功经验，同时考虑到伊朗仍然普遍采用传统方法这一事实，建议关注这些经验，并根据护理界的社会状况和设施，基于该模型对课程进行必要的改革。
