Structure of undergraduate adult health nursing course syllabi in selected universities from Jordan, Saudi Arabia, and the Palestinian Territories: An exploratory quantitative study

IF 2.5 Q2 NURSING

Teaching and Learning in Nursing Pub Date : 2026-10-01 Epub Date: 2026-07-01 DOI:10.1016/j.teln.2026.06.002

Belal Hijji

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引用次数: 0

Abstract

Background

Course syllabi are essential tools in undergraduate nursing education, yet their structure is rarely studied.

Aim

This study examined syllabus structure, the wording and number of learning objectives, and the originality of course descriptions.

Methods

In this descriptive study, 36 online syllabi from 7 universities in Jordan, Saudi Arabia, and the Palestinian Territories were reviewed for 7 components and 50 subcomponents. Learning objectives were examined for number and for the inclusion of vague terms. Course-description originality was assessed using iThenticate, and descriptive statistics and cross-tabulations were conducted using SPSS v27.

Results

Course information (69.8%), instructor information (50%), and instructional approach (50.4%) were most frequently included, whereas grading information, policy information, and student-support resources appeared in fewer than 20% of syllabi. Skills for studying and learning were absent. Learning objectives in 49% of syllabi included vague terms (e.g., critical thinking; understanding) and were frequently excessive (13–45 per syllabus). Nonoriginal course descriptions affected 90% of syllabi.

Conclusions

Nursing syllabi demonstrated notable structural and pedagogical deficiencies, highlighting the need for evidence-based syllabus development and stronger institutional oversight.

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约旦、沙特阿拉伯和巴勒斯坦地区大学本科成人保健护理课程教学大纲结构：一项探索性定量研究

课程教学大纲是本科护理教育的重要工具，但其结构却很少被研究。目的本研究考察教学大纲的结构、学习目标的措辞和数量，以及课程描述的独创性。方法在本描述性研究中，对来自约旦、沙特阿拉伯和巴勒斯坦领土的7所大学的36个在线教学大纲进行了7个组成部分和50个子部分的审查。研究了学习目标的数量和是否包含模糊的术语。使用iThenticate评估课程描述的原创性，使用SPSS v27进行描述性统计和交叉制表。结果课程信息（69.8%）、教师信息（50%）和教学方法（50.4%）在教学大纲中出现的频率最高，评分信息、政策信息和学生支持资源在教学大纲中出现的频率不到20%。缺乏学习和学习的技能。49%的教学大纲中的学习目标包括模糊的术语（例如，批判性思维；理解），并且经常过多（每个教学大纲13-45个）。非原创课程描述影响了90%的教学大纲。结论护理教学大纲存在明显的结构和教学缺陷，需要循证教学大纲的制定和加强制度监督。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Teaching and Learning in Nursing NURSING-

CiteScore

2.60

自引率

10.50%

发文量

119

审稿时长

37 days

期刊介绍： Teaching and Learning in Nursing is the Official Journal of the National Organization of Associate Degree Nursing. The journal is dedicated to the advancement of Associate Degree Nursing education and practice, and promotes collaboration in charting the future of health care education and delivery. Topics include: - Managing Different Learning Styles - New Faculty Mentoring - Legal Issues - Research - Legislative Issues - Instructional Design Strategies - Leadership, Management Roles - Unique Funding for Programs and Faculty