Gorjian Zahra, Asadizaker Marziyeh, Zarea Kourosh, Irajpour Alireza, Ahmadi Fatemeh, Rokhafroz Dariush
Abadan University of Medical Sciences, Abadan, Iran.
Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran.
J Educ Health Promot. 2025 Feb 28;14:71. doi: 10.4103/jehp.jehp_1723_23. eCollection 2025.
Emerging and re-emerging infectious diseases, particularly lessons learned from the last coronavirus disease 2019 (COVID-19) pandemic, have highlighted the importance of infection prevention and control (IPC) plans to battle against these life-threatening diseases. As frontline care providers, nurses must receive specialized training and possess the necessary skills to provide high-quality care to patients in infectious units. For this reason, master's (MSc) degree programs in nursing should incorporate an IPC curriculum to train nurses in this area. This study aimed to compare the IPC curriculums offered by MSc degree programs across the globe and provide recommendations for developing an IPC curriculum in Iran.
A descriptive, cross-sectional, and comparative study was conducted to collect data on IPC-related curricula, in 2023. The data were obtained through a comprehensive literature search on scientific databases and websites of universities worldwide. All curricula that offered for IPC nursing MSc were included. Data were analyzed according to the Bereday model in four steps, including description, interpretation, juxtaposition, and comparison. The data collection instrument was a researcher-made checklist, which was used to extract data from the included curricula. This checklist consisted of items, which included course title; definition; objectives; implementation strategies; students' evaluation, conditions and admission process, curriculum structure, course length, and type/number of units; expected capabilities, roles, and professional's responsibility of graduates; and basic/optional units.
According to the Bereday model, in the descriptive step, 19 curricula were identified. After interpreting, juxtaposition, and the comparison of their data, three curricula were related to IPC nursing. In other curriculums, the nurses could participate in nursing care with other experts but the content of the programs was not specialized. Expected capabilities of the graduates dealing with five categories of educational abilities, leadership and management, research and data interpretation, knowledge, and executive of basic sciences. The content of the units was three sections, including basic and professional courses and theses. Educational strategies were different in person or virtual and courses were theoretical and practical.
Educational curricula for training IPC nurse specialists are rare in the world. Therefore, given the emergence of infectious diseases and their global burden, designing the IPC curriculum is vital. The curriculum designers of the IPC field in Iran should pay attention to Iran's social, economic, cultural, national, regional, geographical, and international situation.
新出现和再次出现的传染病，尤其是从2019年冠状病毒病（COVID-19）大流行中吸取的教训，凸显了感染预防与控制（IPC）计划对于抗击这些危及生命疾病的重要性。作为一线护理人员，护士必须接受专门培训并具备必要技能，以便为感染病房的患者提供高质量护理。因此，护理学硕士（MSc）学位课程应纳入IPC课程，以在该领域培训护士。本研究旨在比较全球范围内MSc学位课程提供的IPC课程，并为伊朗制定IPC课程提供建议。
2023年进行了一项描述性、横断面和比较性研究，以收集有关IPC相关课程的数据。数据通过对全球大学的科学数据库和网站进行全面文献检索获得。所有提供IPC护理MSc的课程均被纳入。数据根据贝雷迪模型分四个步骤进行分析，包括描述、解释、并列和比较。数据收集工具是研究人员编制的清单，用于从纳入的课程中提取数据。该清单包含的项目包括课程名称；定义；目标；实施策略；学生评估、条件和录取过程、课程结构、课程长度以及单元类型/数量；毕业生预期的能力、角色和专业责任；以及基础/选修单元。
根据贝雷迪模型，在描述步骤中，确定了19门课程。在对其数据进行解释、并列和比较后，有三门课程与IPC护理相关。在其他课程中，护士可以与其他专家一起参与护理，但课程内容并不专门。毕业生的预期能力涉及五类教育能力、领导与管理、研究与数据解读、知识以及基础科学的执行。单元内容分为三个部分，包括基础课程、专业课程和论文。教育策略在面授或虚拟形式上有所不同，课程包括理论和实践。
世界上培训IPC护士专家的教育课程很少。因此，鉴于传染病的出现及其全球负担，设计IPC课程至关重要。伊朗IPC领域的课程设计者应关注伊朗的社会、经济、文化、国家、地区、地理和国际形势。
