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This paper describes a study which investigated the perceived similarities and differences of a selection of baccalaureate nursing degrees from different continents An international research team was formed, and by using a modified version of the Delphi process and nominal group techniques the group undertook a qualitative analysis of curriculum documents The major areas of analysis were aims, content, methods and assessment Under these headings the group produced a list of key issues supported by a number of indicative statements by collating the independent analyses undertaken by each of the team members Examples of findings are that critical thinking and personal development are most obvious in aims but that the progression of curricula may not achieve this there are differences in ‘westren’ and ‘asian’ orientations to the concept of personal autonomy Sciences are valued more than arts or humanities. The lecture method as well as practice placement dominate the teaching methods. Transcultural nursing is not significant except where there are two therapeutic ideologies in existence Assessment methods are largely summative. The findings have application in the development of credit transfer and international exchange schemes. The conclusions highlight areas of special consideration when designing such schemes.