Table 1 Summary of the included descriptive-comparative studies on comparison of nursing education in Iran with developing or developed countries using the Beredy model

Ph.D

[35]

Comparison of nursing Ph.D. curriculum in Iran and Toronto (University of Toronto)

The curriculum in two countries has focused on professional values, promoting community health, social justice, innovation, and student-centeredness; however, in Iran the focus has been on Islamic values and scientific development, and in Toronto emphasis has been placed on cultural values and the ability of international leadership. In the Iranian curriculum, unlike Toronto, most of the content of the courses is theoretical, and there is no clear relationship between the courses and the health needs of the community and students' needs and abilities. Contrary to the strict policy of publishing an article from a doctoral dissertation in Iran, this is not the case at the University of Toronto

[34]

Comparison of nursing Ph.D. education program in Iran and Colombia School of Nursing

The curriculum in Iran has common points in course structure and characteristics with the curriculum in Colombia School of Nursing. Both programs are full-time and have a mission, perspective, and values base on strategic planning. Both curriculums have focused on researches and loser attention have paid to clinical education. In Colombia school of nursing, interview and research background are more important in the entrance exam

[25]

Comparison of nursing Ph.D. education system and curriculum in Iran and Alberta School of Nursing

The program of both universities is based on the principles of strategic planning with mission, vision, and values. The curriculum in Iran coincides with the syllabus of the doctoral program of Alberta School of Nursing in some parts such as the profile and structure of the course. In Iran, student admission is subject to a master's degree but applications for admission to the University of Alberta are for individuals with a postgraduate degree in nursing and a degree in research statistics

[43]

Comparison of nursing Ph.D. education system and curriculum in Iran and Toronto (University of Toronto)

Both programs are full-time, in-person, and student-centered. There are structural differences between the programs; but there are similarities during the educational period and the content of some courses such as research education, research proposals, and critique studies in Toronto, with the methodology of quantitative–qualitative research and critique of papers in Iran. Students' proposal writing course faces similar challenges. Toronto does not focus on the article extracted from the dissertation, but in Iran, it is considered necessary

[38]

Comparison of nursing Ph.D. programs in Iran and Canada (universities of Alberta, McMaster, McGill, Ontario, and Victoria)

Both the countries have significant differences in fundamental elements of their curriculum, including mission, vision, aim, objectives, roles, and tasks of graduates. Also, academic units, final comprehensive exams, and research courses are different

[30]

Comparison of nursing Ph.D. curriculum in Iran, Turkey, and Jordan (University of Jordan)

Regarding the characteristics and structure of the course among the three countries, there were many similarities. The only difference was that in Turkey, there were different branches in nursing and the possibility to enter the Ph.D. from the bachelor's degree. None of the countries uses advanced educational and telemedicine technologies

[32]

Comparison of nursing Ph.D. education system and curriculum in Iran and John Hopkins School of Nursing

In John Hopkins Nursing School, educational plans are more various and students can choose the course units based on their need, thesis title, and supervisor's recommendation. Also, a significant relationship exists between the mission and goals of the curriculum in John Hopkins Nursing School. Some suggested that Iranian educational planners should be more careful in communicating the goals and structure of teaching in nursing Ph.D. education system

[42]

Comparison of nursing Ph.D. curriculum in Iran and Widener University

The Widener University’s curriculum does not emphasize on writing papers as a course requirement; while it is obligatory in Iran to publish papers based on dissertations. In Iran’s nursing Ph.D. curriculum, the relationship between Islamic and professional values, and learners’ needs and capabilities are not clear. Also, the content of some courses is very abstract and emphasizes on theoretical issues. Courses are presented in both in-person and virtual classes at Widener University; however, they are presented only in in-person classes in Iran

[36]

Comparison of the executive process of Iranian and British nursing doctoral dissertation

The Ph.D. dissertation in Iran mostly conduct in qualitative research and few researchers select mixed-method research; whereas in most British Universities, the dissertation is a quantitative research relevant to clinical settings. In both countries, it was mandatory to pass qualitative and quantitative research methods before obtaining a dissertation. Also, written and oral presentations of the project and its publication are similar

Master

[40]

Comparison of curriculum of masters of nursing management in Iranian universities and UC Davis University of California

Both programs showed similar approaches to theoretical and clinical teaching, except that peer learning, distance learning, and preceptorship were found at UC Davis University. The job duties mentioned for graduates in the US Davis Master's Degree Programs also indicate that the "Management- Leadership" tasks are similar in both programs, but given the educational content, the Iranian program was more practical and its main focus is management, leadership, and policymaking in clinical settings. However, at UC Davis University, nurses are prepared for leadership roles in the care system and faculty at colleges and specialist nurses in community

[26]

Comparison of the education system and curriculum of masters of pediatric nursing in Iran and Toronto (University of Toronto)

The curriculum in both faculties is full-time, in-person, and emphasis on student-centered principal. At the nursing faculty of Toronto, more emphasis is placed on students’ creativity and students’ participation in education, and also evidence-based education and research are among the core elements of their curriculum. Many differences regard the structure of the course and admission conditions, but there are similarities in goals, roles, and abilities

[46]

Comparison of education program of masters of emergency nursing in Iran and Australia (Flinders University)

Both countries have a mission, vision, and philosophy under the basic principles of strategic planning. The admission of the applicants in Australia is based on the individual's interest and attention to the individual's employment in the emergency department instead of exam which is important in Iran

[28]

Comparison of education system of MSN in Iran and John Hopkins School of Nursing

The common aspects of the program in Iran and Johns Hopkins School of Nursing were attention to the needs of society, permanent changes, and diversity in nursing tendencies, choosing self-directed learning strategies, and pay attention to coverage and professional appearance. However, admission requirements, goals, philosophy, mission, vision, course content, the role of graduates, educational spaces, and administrative staff are different

[47]

Comparison of curriculum of masters of neonatal nursing in Iran and Mcmaster University of Canada

The values and goals of both master programs are based on the beliefs and values of the community, and their mission is clear. The role of neonatal nurses in the Iranian program is reported as supportive, educational, research, and management; while the Canadian program does not mention the future roles of their neonatal nurses. Also, the McMaster University provides more comprehensive and more relevant admission requirements and postgraduate courses

[29]

Comparison of MSN curriculum in Iran, Turkey (Florence Nightingale Faculty of Nursing), and Jordan (University of Jordan)

The programs in each country have special mission, goals, and job responsibilities. Admission requirements in Iran and Turkey include a BSN degree and admission to the entrance exam; an interview is also taking place in Turkey. However, 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

[17]

Comparison of MSN curriculum in Iran and Japan (Chiba and Oita universities)

The educational system in Japan has different in some aspects including: admission interviews, English language requirements for admission, versatility and flexibility of the educational curriculum to facilitate student employment during education, integration of research-based units in the curriculum, and attention to community-based and home care nursing

[44]

Comparison of curriculum of masters of geriatric nursing in Iran and Ireland (University of Dublin)

The main focus of program in Iran is on clinic, teaching, and research; and employment opportunities are too general. In addition, student admission is centralized and normative and tuition is free. In Ireland, job opportunities are more objective and proportionate to the objectives of the program; admission is done via a decentralized model and students should have selection criteria and tuition is not free

[33]

Comparison of curriculum of masters of pediatric nursing in Iran and United States (John Hopkins School of Nursing)

Iran’s curriculum has distinctive philosophy, values, position, and career duties. The required qualification to enter the course is included having a BSN degree and passing the test. In the United States, interview and presenting the scores, curriculum vitae, and working licensure were essential. Pediatric nursing course is delivered during 4 semesters in Iran. In the curriculum of the United States, it is also possible to pass the course as part-time. The content of both curriculums is similar

Bachelor

[31]

Comparison of BSN curriculum among nursing schools of McMaster University of Canada, Hacettepe University of Turkey, and Tehran University of Iran

In the curriculum of Tehran and Hacettepe universities, no correlation was found between contents and educational goals, while a significant conformity was found between the theoretical and clinical goals of courses offered in the curriculum of McMaster University. The ability to transfer leadership, management, communication, critical thinking, and clinical decision-making skills were formally ignored in the curriculum of University of Tehran, while the mentors act just as a role model. There were programs and workshops for practicing critical thinking at Hecettepe University and the evidence-based nursing and research in nursing were stressed in educational goals; while the points were disregarded in the curriculum of the University of Tehran

[24]

Comparison of BSN program in Iran and University of California, Los Angeles (UCLA)

The goals, missions, and structures of both programs are similar. Considering the characteristics and cultural diversity of patients, the patient-centered approach, caring for high quality and safe care are the goals of the UCLA Nursing School, which is less common in Iran. In UCLA Nursing School, clinical education is done in the simulator lab equipped with the most updated educational technology, but in Iran, it is conducted in a clinical setting, using modern educational approaches is less common in Iran. Graduates at UCLA may not work until getting a registered nurse license, but they work in Iran after graduation

[27]

Comparison of BSN program in Iran and the International Islamic University of Malaysia

The length, number, and the majority of courses at the University of Iran and Malaysia are similar. However, there are differences between two universities in the goals, mission, and vision, admission system, and style of syllabus arrangement. In Iran, student admission focus on no interviews with governmental and non-governmental educational system; but in Malaysia, student enrollment is decentralized, with an interview and a non-governmental education system, accompanied by a social service project and a final project at the end of the course

[39]

Comparison of systematic strategy in BSN of Iran and America (Johns Hopkins, Ohio, Seton Hall, Purdue, Chamberlain, Notre Dame universities), Canada (Western Ontario, Mount Royal universities), Australia (Queensland, Sydney universities)

A systematic strategy is more emphasized in American, Canadian, and Australian universities and using their experiences could help to promote the Iranian nursing education system in selecting students, effective teaching and learning process, and outcome

[37]

Comparison BSN in Iran and George Washington University

Undergraduate nursing education in George Washington University has a two-year program, and student admission regulations are formulated independently by each. In Iran, undergraduate nursing education is a four-year program and has a semester system. The students are selected from among the candidates of experimental sciences through a nationwide university entrance examination. In all universities across Iran, one curriculum is presented, and there is limited flexibility in the program due to environmental conditions

[45]

Comparison of BSN in Iran and Japan

Unlike Iran, the entrance to all levels in Japan is set by each university independently without passing the national test and admission criteria. Also, education programs in all levels and types and the number of units in Japan are selected by each university, whereas a similar program runs throughout Iran for all levels. Clinical training in Japan is presented by clinical educators, who are not affiliated with the School of Nursing, however, most nursing courses in Iran are taught by faculty of nursing

[41]

Comparison of the curriculum of BSN in Iran and selected renowned universities in the world (Pennsylvania, McMaster, Florence, Edinburgh, Queensland, Rafik Hariri, Ras Al Khaimah, and Manipal)

Despite the many similarities in training and evaluation techniques of the examined nursing schools, many differences are observed depending on the level and purpose of the program in establishment and development of the contents and the method, extent, and type of addressing them. These differences create different content. However, the general objectives and educational contents in all curriculums are to some extent similar