An in-depth examination of geriatric nursing master's programs: A comparative analysis between Iran and Canada

Abstract

This study was undertaken with the explicit objective of comparing the educational curriculum of the Master's program in Geriatrics in Iran with that of the Alberta Nursing School in Canada. This comparative descriptive study employed George F. Bradley's 4-step method, involving the stages of description and proximity analysis. Data were sourced from internal databases, including Magiran and Scientific Information Database, supplemented by external databases such as Google Scholar, PubMed, and Scopus. The geriatric nursing master's program in Alberta is characterized by a longer duration and a more established history. The delineation of roles for graduates in this context is more specific compared to the situation in Iran. The admission criteria in Alberta are more stringent, emphasizing the quality of candidates through a comprehensive evaluation of general and professional factors. Conversely, the admission process for nursing master's students in Iran considers a broader set of criteria. Furthermore, a substantial disparity exists between the course topics in Iran and the pressing societal and clinical needs. The inadequacy of clinical space and the scarcity of experienced professors emerge as significant challenges within the training program in Iran. The formulation of the curriculum for the geriatric nursing master's program should adhere to a systematic and comprehensive framework that aligns with societal needs. Graduates of the program should possess a well-defined professional position within the healthcare landscape. The educational process should involve the utilization of accomplished professors and a dynamic clinical environment to effectively train students.