Croatian Nursing Journal, Vol. 9 No. 1, 2025.
Original scientific paper
https://doi.org/10.24141/2/9/1/4
Comparison of Nursing Curricula in Croatia and Turkey: Analysis Using the SPICES Model
Snježana Čukljek
; University of Applied Health Sciences, Zagreb, Croatia
Rukiye Akarsu Höbek
; Yozgat Bozok University, Yozgat Merkez/Yozgat, Turkey
Biserka Sedić
; University of Applied Health Sciences, Zagreb, Croatia
Biljana Filipović
orcid.org/0000-0001-9669-9829
; University of Applied Health Sciences, Zagreb, Croatia
*
Betül Ünsal
; Yozgat Bozok University, Yozgat Merkez/Yozgat, Turkey
* Corresponding author.
Abstract
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.
Keywords
nursing curriculum, Croatia, Turkey, SPICES model, comparative analysis, nursing education
Hrčak ID:
330952
URI
Publication date:
20.5.2025.
Visits: 322 *