Document Type : Original Article
Authors
1
Clinical Research Development Unit of Akbar Hospital, Faculty of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
2
Department of Medical Education, School of Medicine, Mashhad University of Medical Sciences, Mashhad, Iran
3
Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran
10.22038/fmej.2026.95244.1730
Abstract
Background: Universities play a crucial role in knowledge transfer and training skilled human resources, making continuous evaluation of educational quality essential. Assessing the quality of the undergraduate nursing curriculum from the perspectives of students and faculty members can enhance learning outcomes. This study aimed to evaluate the quality of the undergraduate nursing program.
Method: This descriptive cross-sectional study was conducted at the School of Nursing and Midwifery, Mashhad University of Medical Sciences, during the 2024-2025 academic year. The participants consisted of 214 nursing students and 17 faculty members. Data were collected using a researcher-made questionnaire to evaluate curriculum quality across four dimensions: objectives, content, teaching strategies, and evaluation methods. The data collection process was carried out through both online and in-person methods.
Results: Overall, the perceived curriculum quality scores (range: 17–85) were 47.77 ± 10.83 for faculty members and 52.54 ± 5.22 for students. Both groups assessed the quality as ‘relatively desirable’ (score range: 40–62), as well as across all four dimensions: objectives (p=0.028, g=0.54), content (p=0.004, g=0.56), teaching strategies (p=0.002, g=0.61), and assessment strategies (p<0.001, g=0.63).
Conclusions: Identifying the strengths and areas for improvement in the curriculum provides a practical basis for educational reform, paving the way for enhancing clinical competencies and the future quality of nursing care.
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