Introduction: In the university system, the purpose of education is to make appropriate changes in the graduates. Almost in all societies, educational goals are similar to each other, but planning relate to the traditions and cultures of each society. Comparing different educational systems will enhance the content and quality of the curriculum. The aim of this study was to compare master of nursing curriculum in Iran, Turkey and Jordan.
Methods: This descriptive-comparative study was conducted in 2017. Iran Health Ministry website and the site of several nursing schools in Iran, Jordan, and Turkey were used to reach the full details of the curriculum and the list of curriculum items. To obtain some required information, a search of Persian and English literatures was performed in 2007-2017 by using Master of Science in nursing, nursing education, curriculum, Quality of education, Iran, Turkey and Jordan keywords. Required information was collected and compared using Bereday’s four-stage model: description, interpretation, juxta position and comparison. Comparison was made in the areas of the time of the beginning of academic education, the mission of the faculties, and the purpose of educating learners, entry conditions, and number of units, trends and the role of faculty members.
Result: The Master's programs in each country have special mission, goals, and job responsibilities. Entry requirements in Iran and Turkey include bachelor's degree in nursing and admission to the entrance exam; an interview is also take place in Turkey. But in Jordan, volunteers must control the conditions, priorities, admission capacity and plans at the faculty site and, if they are available, they can study at this course. In Turkey, it is also possible to pass this course as part time and evening shifts.
Conclusion: Comparing the educational systems of the three countries, the educational program in Iran has weaknesses and strengths. So, it is suggested that to improve the quality of education in Iran, pay attention to clinical experience, conduct interviews before entering the course, organize part-time courses and add some orientations according to the needs of the community.