Education and Ethics In Nursing ISSN: 2322-5300

Comparison of the Master's Degree Program in Internal Medicine - Surgery in Iran and Manchester, England: A Comparative Study

10.22034/ethic.2026.2085510.1224
Volume 15, Issue 1
June 2026
Pages 87-96
Education and Ethics In Nursing ISSN: 2322-5300

Document Type : Review Article

Authors

Fatemeh Ranjbar Noei 1
Gholamreza Mahmoodi-Shan 2
hamideh mancherri 3
Leila Jouybari 4

1 Ph.D Candidate of Nursing, Student Research Committee, Faculty of Nursing and Midwifery, Golestan Univer‌sity of Medical Sciences, Gorgan, Iran

2 Associate Professor, Faculty of Nursing and Midwifery, Golestan University of Medical Sciences, Gorgan, Iran

3 Professor, Nursing Research Center, Faculty of Nursing and Midwifery, Golestan University of Medical Sciences, Gorgan, Iran

4 . Professor, Faculty of Nursing and Midwifery, Golestan University of Medical Sciences, Gorgan, Iran

Abstract
Introduction: In light of ongoing developments in healthcare systems and the necessity of revising nursing education curricula, this study aimed to conduct a comparative analysis of the Master of Science program in Internal-Surgical Nursing between Iranian universities and the University of Manchester, UK. The primary objective was to identify the strengths, weaknesses, and potential areas for improvement within both educational programs.
Methods: This descriptive-comparative study was conducted using Bereday's four-stage model (description, interpretation, juxtaposition, and comparison). Data were extracted from official educational documents of Iranian universities (2021) and the University of Manchester (2025) and were analyzed across nine key dimensions, including program objectives, admission criteria, course structure, teaching and evaluation methodologies, tuition costs, and graduate roles.
Results: The findings revealed distinct philosophical and structural differences. The Iranian program emphasized cultural values, face-to-face instruction, and diverse professional roles, including caregiving, counseling, and entrepreneurship. In contrast, the Manchester program prioritized flexible (blended) learning, competency-based admissions (interviews and work experience), and the development of clinical leadership. Both programs shared a common emphasis on research and advanced clinical skills.
Conclusion: While the Iranian program demonstrates notable strengths in community orientation and role diversity, it requires curricular updates, including the integration of hybrid teaching methods and reforms in the admission process (e.g., incorporating interviews and experiential assessments). Adopting Manchester's approach to international standardization and leadership development could significantly enhance the quality of nursing education in Iran.

Keywords

Keywords: Internal-Surgical Nursing
Higher Nursing Education
Comparative Comparison
Curriculum
Iran and Manchester
Subjects
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