Comparative study of nursing doctoral education system in Iran and Tennessee American universities

Introduction: Improving the quality and dynamism of nursing higher education programs requires continuous evaluation and quantitative and qualitative studies and applying the results of evaluation in practice. Neglecting the quality of higher education and the efficiency of graduates, especially doctoral education, is one of the major concerns of the health education system. Therefore, this study was conducted with the aim of comparative comparison of the Iranian nursing education system and the University of Tennessee. Methods: This descriptive-comparative study was conducted in 2019. Internet search was performed using Persian and English databases. The collected data were analyzed using Bereday four-step model including description, interpretation, proximity and comparison. Results: Although there were similarities in terms of course characteristics and structure, the comparison showed that at the University of Tennessee, lesson plans are tailored to the needs and problems of the community. It is possible to continue studying for a doctorate in different fields. The university offers three ways to enter the doctoral program DNP, BSN, MSN. The main focus of the PhD program is scientific research and theory development. The curriculum is offered full-time and part-time using advanced educational technologies and distance and close education, and student recruitment is done independently by the university, while in Iran this It is not possible and this course is only full time and student admission is done through an exam. Conclusion: Considering the importance of the role and duties of nursing PhD graduates in the development of the field and the complex and changing needs of society, it is suggested that the objectives, mission, content of the curriculum, executive approach and evaluation of this course be reviewed so that By strengthening the strengths and eliminating the weaknesses of nursing curricula, it increased the quality of education and, consequently, the quality of nursing doctoral graduates.