Volume 15, Issue 6 (September 2017)
Nursing and Midwifery Journal 2017, 15(6): 424-439 |
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Sahebihag M H, Khadivi A A, Soheili A, Moghbeli G, Khaje Goudari M, Valizadeh L. THE CHALLENGES OF NURSING DOCTORAL CURRICULUM IN IRAN: A CRITICAL LOOK BASED ON DELPHI TECHNIQUE. Nursing and Midwifery Journal 2017; 15 (6) :424-439
URL: http://unmf.umsu.ac.ir/article-1-3258-en.html
URL: http://unmf.umsu.ac.ir/article-1-3258-en.html
Mohammad Hasan Sahebihag1 
, Assad Allah Khadivi2 , Amin Soheili * 3, Golshan Moghbeli4 , Mohammad Khaje Goudari4 , Leyla Valizadeh4
, Assad Allah Khadivi2 , Amin Soheili * 3, Golshan Moghbeli4 , Mohammad Khaje Goudari4 , Leyla Valizadeh4
1- Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
2- Farhangian University, Tabriz, Iran
3- PhD Student in Nursing Education, School of Nursing & Midwifery, Student Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran (Corresponding Author) , soheili.a1991@gmail.com
4- Tabriz University of Medical Sciences, Tabriz, Iran
2- Farhangian University, Tabriz, Iran
3- PhD Student in Nursing Education, School of Nursing & Midwifery, Student Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran (Corresponding Author) , soheili.a1991@gmail.com
4- Tabriz University of Medical Sciences, Tabriz, Iran
Abstract: (5882 Views)
Background & Aims: Nursing Education in doctoral degree has many positive impacts for both the nursing profession and healthcare systems. However, due to the development of nursing education and the dynamic nature of community needs in terms of healthcare system, it is faced with challenges. Accordingly, this study aimed to determine the content and executive challenges of nursing doctoral curriculum based on Delphi technique.
Materials & Methods: This Delphi study was conducted in 3 rounds on 29 nursing doctoral students and 17 nursing faculty members in Tabriz University of Medical Sciences, Iran. Qualitative content analysis was applied to the data to summarize data, extract statements and identify main themes to develop the primary questionnaire in the first two rounds. In the third round, Data were quantified using descriptive statistics and data analysis was performed using the IBM SPSS software (version 24 SPSS, Chicago, IL).
Results: The findings of present study were classified in four categories: (1) education (2) research (3) clinical (4) administrative. The responsiveness of nursing doctoral curriculum to the needs of community, healthcare systems, nursing profession and even faculties/students themselves were considered as the biggest challenge. Moving away from the clinical environment and failure to improve the clinical competencies of nursing doctoral graduates were the other serious challenge of the nursing doctoral curriculum.
Conclusion: Major revision and reform of nursing doctoral curriculum were needed to fulfill the challenge of its responsiveness. Evidently, the officials of Iran board of nursing would benefit from taking into account the clinical issues and problems of current healthcare system, considering the underlying pitfalls of nursing doctoral programs and qualitative and quantitative evaluation of different levels of nursing education, particularly doctoral degree as the "prestigious pillar of profession".
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