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Showing 3 results for Hasan Tehrani
Seyyed Reza Borzuo, Dr Tayebeh Hasan Tehrani, Ahmad Nooreddini,
Volume 10, Issue 3 (August-September 2021)
Abstract
Introduction: Comparative comparison of university educational programs, by identifying similarities and differences, offers new approaches to competition between universities and quality assurance. The aim of this study was to compare Australian and Iranian monks.
Methods: The present descriptive study was performed in 2020 using the Brady comparative training model in the Hamadan university medical science. The latest educational program for the undergraduate course in nursing was received from the official website of the Ministry of Health and Medical Education of Iran and the website of Monash University in Australia. Data were analyzed using four-way adaptive training model in four stages: description, interpretation, proximity and comparison.
Results: The results of this study indicate that the use of clinical proficiency tests as well as international clinical evaluation programs is one of the strengths of the Australian Curriculum. A review and comparison of expected job positions for nursing professionals shows that in Australia, in addition to employing nurses in hospitals, they have more specialized perspectives on employing nursing graduates, as well as social nursing such as school nurse, home care nurse or the clinical coordinator nurse has found her place. The establishment of human relations, health care units for the multicultural community, clinical analysis and reasoning is also evident in the Australian Nursing Education Program.
Conclusions: Comparison of Iran-Australia Nursing Bachelor's Degree Program shows that the Australian Educational Curriculum has advantages over Iran. Vertical integration of knowledge and logical connection between the courses offered, placement of courses to empower students in the areas of creative and critical thinking, human relations, working in different communities, as well as conducting interviews to assess communication skills and interest levels of people before Entering nursing is one of the strengths of the Australian curriculum.
Seyed Reza Borzou, Shima Farrokhi, Ahmad Nooreddini, Tayebeh Hasan Tehrani,
Volume 11, Issue 6 (February-March 2022)
Abstract
Introduction: All over the world, all governments have set their sights on preserving and promoting the health of their citizens. Client care education is a basic need that nurses of all communities are in their position as the "backbone" and the main force of the main health services in different countries. This study was conducted with the aim of comparative comparison of undergraduate nursing education program in the United Arab Emirates and Iran.
Methods: An applied descriptive-comparative study based on the Brady model was conducted in 1399 to compare the structure of the UAE nursing education program with Iran. Internet search with the keywords "Nursing education, nursing bachelor, UAE and Iran curriculum, comparative studies and range method" was conducted in Persian and English databases until 2020.
Results: Among the important differences between the two countries' education as advantages of the UAE, special attention to international languages such as English and the inclusion of a valid English language degree as a criterion for acceptance in the field of nursing for all native and non-native students, In addition to the entrance exam, the interview is an equivalent course that is an incentive to improve knowledge for those who do not have the opportunity to attend regular courses. Also in the subjects, paying attention to the courses related to ethics, innovation and leadership, paying attention to the familiarity with different cultures in the UAE, teaching some basic science courses in a combined way for more understanding and durability and using the latest technologies in the world, including It is a virtual patient that causes students to have more contact with the clinical environment and patients from the first years. Among the problems of nursing in the UAE are the lack of scientific resources in Arabic, the lack of native nurses to implement culture-based nursing, the shortage of male nurses and the country's cultural restrictions on encouraging female students to study nursing. One of the advantages of Iran's curriculum is the complete, clear and detailed mention of all curriculum elements. Also, early presence of students in bed for internship units is usually a very important advantage from the second semester.
Conclusions: There are many similarities between education in both countries, which of course raises common challenges: What is the level of quality assurance due to the shortage of nurses due to the aging population that has led to an increase in the number of admissions to universities? Is the presence of a student in the final year in clinical centers in the interest of the hospital or the student?
Sajjad Ebrahimi, Seyyed Reza Borzuo, Tayebeh Hasan Tehrani,
Volume 12, Issue 1 (March-April 2023)
Abstract
Introduction: Improving the quality and dynamism of higher education programs in the field of nursing, which is parallel practice and knowledge, requires continuous quantitative and qualitative surveys and comparative studies to improve the translation of knowledge in that field. Therefore, this study was carried out with the aim of a comparative study of the educational system of master's degrees in Psychiatric Nursing in Iran and Vanderbilt University in America.
Methods: The present study is a comparative descriptive study that was performed using Bereday's four-step model including description, interpretation, proximity, and comparison. The details provided from the Iranian master of degree in Psychiatric Nursing curricula are taken from the website of the Ministry in Iran and the University of Vanderbilt.
Findings: Comparing the characteristics and structure of the master's degree in Psychiatric Nursing, both environments have similarities and differences. Education in Iran's Psychiatric Nursing master's degree is full-time, c entirely face-to-face, and often free of charge, and the student's acceptance is done only through a national exam, In contrast, in the American university, education is both full-time and half-time with the use of advanced technologies. Distance education and training are provided and student recruitment is done independently by the university itself and there is no emphasis on the thesis.
Conclusion: The new curriculum of Iran's Psychiatric Nursing Program has been modified towards a more social perspective, but in practice, the provision of social and public services by Psychiatric Nurses due to the limited scope of responsibilities and also the lack of definition of these services is more limited than that of Vanderbilt University in America, and there is a need to improve its content.
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