Zeydani Arezoo, Atashzadeh-Shoorideh Foroozan, Hosseini Meimanat, Zohari-Anboohi Sima
Assistant Professor, Department of Community Health Nursing, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
Department of Psychiatric Nursing and Management, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
J Educ Health Promot. 2024 Jul 5;13:194. doi: 10.4103/jehp.jehp_56_23. eCollection 2024.
Revising UCBNC using successful education systems in the world to guarantee the quality of the curriculum is necessary. This study aimed to compare the undergraduate community-based nursing curriculum at Shahid Beheshti University of Medical Sciences, School of Nursing, and Linfield School of Nursing.
The present comparative descriptive study was conducted using Beredy's four-step approach (description, interpretation, juxtaposition, and comparison) in 2022 and searched the required data using keywords. The fundamental elements of the community-based nursing curriculum were collected and analyzed from the website and internal and external databases.
The findings of this study showed that there are main differences in the curriculum of the two schools. All dimensions of the Linfield School of Nursing curriculum are designed based on the community-based nursing education model focusing on communication, community, cultural diversity, health, social justice, stakeholder engagement, evidence-based practice, and responding to community needs. Still, the attention and emphasis on the mentioned items in Iran's curriculum are fragile.
The nursing curriculum in Iran should be revised based on the community-based nursing education model, and according to the local conditions, background, and community needs so that can be achieved to the maximum productivity and efficiency of nurses using meet the community needs.
借鉴世界上成功的教育体系修订社区护理本科课程标准以确保课程质量很有必要。本研究旨在比较设拉子医科大学护理学院与林菲尔德护理学院的本科社区护理课程。
本比较描述性研究于2022年采用贝雷迪四步法（描述、解释、并列和比较）进行，并使用关键词搜索所需数据。从网站以及内部和外部数据库收集并分析社区护理课程的基本要素。
本研究结果表明，两所学校的课程存在主要差异。林菲尔德护理学院课程的所有维度均基于社区护理教育模式设计，重点关注沟通、社区、文化多样性、健康、社会正义、利益相关者参与、循证实践以及满足社区需求。然而，伊朗课程中对上述项目的关注和重视较为薄弱。
伊朗的护理课程应基于社区护理教育模式，并根据当地情况、背景和社区需求进行修订，以便通过满足社区需求实现护士的最大生产力和效率。
