Akademik Veri Yönetim Sistemi
Croatian Nursing Journal, cilt.9, sa.1, ss.45-56, 2025 (Scopus)
Introduction. The SPICES model promotes a modern educational framework through Student-centered learning, Problem-based learning, Integrated teaching, Community-based education, Elective studies, and Systematic approaches. This model is pivotal for adapting nursing education to evolving global healthcare demands. Aim. To perform a comparative analysis of the nursing curricula in the Republic of Croatia and the Republic of Turkey using the SPICES model. Methods. A cross-national comparative study focusing on the undergraduate nursing programs at designated universities in Croatia and Turkey. Official curriculum documents, course descriptions, and relevant literature from both countries were collected and analyzed according to the six domains of the SPICES model. A comparative table was constructed to elucidate the adherence to and deviations from the model in each curriculum. Results. Both countries’ curricula reflect elements of the SPICES model, but are predominantly influenced by traditional educational practices. The Croatian curriculum shows greater interdisciplinary integration, in line with EU directives, whereas Turkey’s curriculum is progressing towards better compliance with international standards through ongoing accreditation efforts. Variations were particularly noted in the extent of elective course offerings and problem-based learning applications. Conclusions. The study concludes that updating the nursing curricula in Croatia and Turkey to more closely follow the SPICES model could significantly improve the quality of nursing education. Such enhancements are likely to equip nursing professionals with better skills and knowledge, ultimately leading to improved patient care outcomes. The anticipated further accreditation in Turkey could foster the adoption of innovative educational strategies in line with the SPICES model.