A comparative study of Iran’s doctoral nursing curriculum with the American Association of Colleges of Nursing (AACN) based on the SPICES model: integrating artificial intelligence into analysis

Abstract

INTRODUCTION: Understanding the differences and similarities between the different curricula enhances global nursing education practices. AIM: This study aimed to explore the doctoral nursing curriculum in Iran and its alignment with the standards set forth by the American Association of Colleges of Nursing (AACN) using the SPICES model, which emphasizes student-centered, problem-based, integration, community-based, elective, and systematic approaches. MATERIALS AND METHODS: This comparative study was conducted using the Bereday's model in 2025. To compare two curricula based on the SPICES model, in addition to researcher analysis, data analysis using ChatGPT artificial intelligence was also used. FINDINGS: This study reveals that both curricula highlight the SPICES model; however, the Iranian program tends to adopt a more conventional teaching style, potentially limiting the cultivation of critical thinking and adaptive abilities needed in contemporary healthcare environments. The AACN places a greater emphasis on student-centered, experiential, inquiry-driven, and problem-solving learning compared to Iran. The AACN incorporates clinical, systems, and population health extensively, while Iran demonstrates a moderate level of integration, primarily within health-related fields. The emphasis on community is moderate in both cases, but AACN tends to prioritize public health more. AACN provides greater flexibility in its curriculum, while Iran adheres to a standardized national framework. Both adhere to a systematic approach, with Iran being somewhat more structured. CONCLUSION: Iran may benefit from adopting elements of the SPICES model, particularly in enhancing collaborative learning opportunities and incorporating technology, while the United States could strengthen its cultural competency training to better prepare nurses for diverse patient populations. This mutual learning could significantly enhance nursing education efficacy in both countries.

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