Document Type : Original Article



BACKGROUND: Some nursing schools in Iran with the aim of training qualified nurses have set up
master’s degrees in emergency nursing. In any case, there are challenges in the implementation
of this discipline in academic nursing centers which prevent the fulfillment of goals and missions in
the curriculum.
MATERIALS AND METHODS: In this qualitative study, four graduates of the master of emergency
nursing and 13 undergraduate students were purposively recruited from the Nursing and Midwifery
Faculty in Qom, Iran. Data were collected through semi‑structured interviews and analyzed through
conventional content analysis.
RESULTS: Emergency nursing master’s program challenges consist of two categories: nonproductive
course design and unresolved infrastructure. The extracted subcategories were unfit curriculum,
inappropriate content, nonspecialized program, unclear roles, improper course planning, unskilled
human resources, and poor educational facilities.
CONCLUSION: Based on the experiences of nursing graduates, the curriculum of master of
emergency nursing in Iran needs to be substantially revised in terms of content and structure.


1. Committee CNPS. Practice standards for the emergency nursing
specialist. Australas Emerg Nurs J 2008;11:145‑50.
2. Innes K, Jackson D, Plummer V, Elliott D. Emergency department
waiting room nurse role: A key informant perspective. Australas
Emerg Nurs J 2017;20:6‑11.
3. Gross J. Nursing in the Emergency Department is Stimulating but
Challenging‑A Qualitative Inquiry into Registered General Nurses
Experiences in the Emergency Department‑A study of Selected
Hospitals in the Volta Region of Ghana: Faculty of Nursing and
Midwifery Department, Christian Service University; 2016.
4. Coyne I, Comiskey CM, Lalor JG, Higgins A, Elliott N, Begley C.
An exploration of clinical practice in sites with and without clinical
nurse or midwife specialists or advanced nurse practitioners, in
Ireland. BMC Health Serv Res 2016;16:151.
5. Wilson M, Sleutel M, Newcomb P, Behan D, Walsh J, Wells JN,
et al. Empowering nurses with evidence‑based practice
environments: Surveying Magnet®, Pathway to Excellence®,
and non‑magnet facilities in one healthcare system. Worldviews
Evid‑Based Nurs 2015;12:12‑21.
6. Curtis K, Ramsden C. Emergency and Trauma Care for Nurses
and Paramedics. Elsevier Health Sciences; 2015.
7. Bruce J, Schmollgruber S. A model for developing postgraduate
trauma and emergency nursing capacity in a resource‑constrained
setting. Int Emerg Nurs 2018;40:58‑61.
8. Biswas A, Rahman F, Maitz P, Baset KU, Hossain J, Mashreky SR.
An evaluation of Emergency Management of Severe Burn (EMSB)
course in Bangladesh: A strategic direction. Burns Trauma
9. Mitchell CJ, Kernohan WG, Higginson R. Are emergency care
nurses prepared for chemical, biological, radiological, nuclear
or explosive incidents? Int Emerg Nurs 2012;20:151‑61.
10. Hoyt KS, Evans DD, Wilbeck J, Ramirez E, Agan D, Tyler D, et al.
Appraisal of the emergency nurse practitioner specialty role. J Am
Assoc Nurse Pract 2018;30:551‑9.
11. Rudy S, Wilbeck J. Postgraduate emergency nurse practitioner
fellowships: Opportunities for specialty education. Adv Emerg
Nurs J 2017;39:224‑30.
12. Wilbeck J, Roberts E, Rudy S. Emergency nurse practitioner core
educational content. Adv Emerg Nurs J 2017;39:141‑51.
13. Alim S, Kawabata M, Nakazawa M. Evaluation of disaster
preparedness training and disaster drill for nursing students.
Nurse Educ Today 2015;35:25‑31.
14. Munari DB, Parada CM, Gelbcke Fde L, Silvino ZR, Ribeiro LC,
Scochi CG. Professional Master’s degree in nursing: Knowledge
production and challenges. Rev Lat Am Enfermagem
15. HavengaY, SenganeML. Challenges experienced by postgraduate
nursing students at a South African university. Health SA
16. Aghebati N, Mohammadi E, Ahmadi F. The experiences of
the lectures and nursing students in the implementation of
the curriculum for master students in Critical Care Nursing: A
qualitative research. J Nurs Educ 2015;4:48‑60.
17. Nikfarid L, Ashktorab T. Understanding of Neonatal Intensive
Care Nurse Practitioner Students of Situation of Their Profession
in Iran: A Qualitative Study. Iranian Journal of Nursing Research.
18. Dehghan Nayeri N, Shariat E, Tayebi Z, Ghorbanzadeh M.
Challenges of postgraduate critical care nursing program in Iran.
Med J Islam Repub Iran 2017;31:10.
19. Krippendorff K. Content Analysis: An Introduction to its
Methodology. Sage Publications; 2018.
20. Graneheim UH, Lundman B. Qualitative content analysis in
nursing research: Concepts, procedures and measures to achieve
trustworthiness. Nurse Educ Today 2004;24:105‑12.
21. Bagnasco A, Ghirotto L, Sasso L. Commentary on Cleary, M.,
Horsfall, J. and Hayter, M. (2014), Data collection and sampling
in qualitative research: Does size matter? Journal of Advanced
Nursing, 70:473‑475. J Adv Nurs 2014;70:2695‑6.
22. Lincoln Y. Guba EG. Naturalistic inquiry. Beverly Hills (Cal): Sage
Publications; 1985.
23. Arian M, Nobahar M, Babamohamadi H. Comparative study of
nursing Master’s education program in iran and john hopkins
school of nursing. J Nurs Educ 2018;7:34‑48.
24. Bell SA, Oteng R, Redman R, Lapham J, Bam V, Dzomecku V,
et al. Development of an emergency nursing training curriculum
in Ghana. Int Emerg Nurs 2014;22:202‑7.