Comparison of Nursing Curricula in Croatia and Turkey

Introduction. The SPICES model promotes a moderneducational framework through Student-centeredlearning, Problem-based learning, Integrated teaching,Community-based education, Elective studies,and Systematic approaches. This model is pivotalfor adapting nursing education to evolving globalhealthcare demands.Aim. To perform a comparative analysis of the nursingcurricula in the Republic of Croatia and the Republicof Turkey using the SPICES model.Methods. A cross-national comparative study focusingon the undergraduate nursing programs at designateduniversities in Croatia and Turkey. Official curriculumdocuments, course descriptions, and relevantliterature from both countries were collected andanalyzed according to the six domains of the SPICESmodel. A comparative table was constructed to elucidatethe adherence to and deviations from the modelin each curriculum.Results. Both countries’ curricula reflect elements ofthe SPICES model, but are predominantly influencedby traditional educational practices. The Croatian curriculumshows greater interdisciplinary integration, inline with EU directives, whereas Turkey’s curriculumis progressing towards better compliance with internationalstandards through ongoing accreditationefforts. Variations were particularly noted in the extentof elective course offerings and problem-basedlearning applications.Conclusions. The study concludes that updatingthe nursing curricula in Croatia and Turkey to moreclosely follow the SPICES model could significantlyimprove the quality of nursing education. Such enhancementsare likely to equip nursing professionalswith better skills and knowledge, ultimately leadingto improved patient care outcomes. The anticipatedfurther accreditation in Turkey could foster the adoptionof innovative educational strategies in line withthe SPICES model.