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A Comparative Study of the Specialized Master’s Degree Curriculum in Medical–Surgical Nursing in Iran and the General MSN Program in Pakistan
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Akbar Javadi    , Fatemeh Ghasemi , Sajjad Yarahmadi * |
| Cardiovascular Research Center, Shahid Rahimi Hospital, School of Nursing and Midwifery, Lorestan University of Medical Sciences, Khorramabad, Iran , Yarahmadi.s@lums.ac.ir |
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Abstract: (5 Views) |
Background and Aim: Nursing education is a cornerstone of health systems, directly impacting care quality and professional development. While both Iran and Pakistan offer master’s level nursing education, their structural approaches differ significantly. This study aims to compare Iran’s specialized Master’s degree curriculum in medical–surgical nursing with Pakistan’s generalist Master of Science in Nursing (MSN) program to identify strengths and provide evidence-based insights for curriculum reform. Materials and Methods: A descriptive–comparative design was employed, utilizing Bereday’s four-step model (description, interpretation, juxtaposition, and comparison). As a documentary analysis, data were retrieved from official documents issued by the Iranian Ministry of Health and Medical Education, the Pakistan Nursing and Midwifery Council, the Higher Education Commission of Pakistan, and selected university websites. The university websites were located in both Iran and Pakistan. The analysis of websites focused on a functional equivalence framework to compare specialized and generalist tracks across program objectives, structure, educational philosophy, admission criteria, teaching strategies, and evaluation methods. Results: Both curricula share the overarching goal of preparing competent and ethically committed nurses but differ in structural orientation. The Iranian curriculum was highly specialized, emphasizing on clinical expertise in medical-surgical care, research, and endogenous cultural knowledge development. In contrast, the Pakistani MSN was a unified generalist program that prioritized competency-based education, leadership skills, interprofessional collaboration, and blended learning. Admission in Iran is centralized and examination-driven, focusing on academic merit, while Pakistan emphasizes on professional registration and clinical experience. Assessment in Iran relies heavily on written examinations and research theses, whereas Pakistan adopts more performance-oriented and applied project-based evaluations. Conclusion: Both systems advance nursing professionalization through distinct pathways: Iran through clinical specialization and Pakistan through a leadership-oriented generalist framework. Integrating Iran’s intensive clinical and ethical focus with Pakistan’s flexible, competency-based, and technology-enhanced learning approach could produce a comprehensive model for curriculum reform, aligning regional programs with evolving global health standards.
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| Keywords: Nursing education, curriculum, medical-surgical nursing, competency-based education, comparative study. |
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Full-Text [PDF 448 kb]
(4 Downloads)
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Type of Study: Research |
Subject:
Special
Received: 2026/04/29 | Accepted: 2024/06/21 | Published: 2024/06/21
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