Basis of curriculum setting: American nursing colleges have great autonomy in curriculum setting, and the basis for formulating curriculum setting mainly includes: ① educational concept, in fact, understanding and positioning the relationship between social needs and personal development; (2) The characteristics of graduates, each school's efforts to train its own students are different; ③ Theory model: Schools in Central and South America generally choose a nursing theory model as the basis of curriculum setting, while there are often many complementary models in the eastern and western regions; ④ School resources. The basis of curriculum setting in China is basically based on the educational objectives and training objectives of nursing majors at all levels stipulated by the state.

The teaching plan of American Nursing College is attached with the overall goal of the teaching plan and the goal of grading and dividing the semester to control the quality of the teaching plan. The target system embodies a strong sense of ability training. For example, the goal system of undergraduate nursing teaching plan of Massachusetts University emphasizes many abilities such as using nursing procedures, implementing nursing intervention, effective communication and cooperation, information utilization, critical thinking, independent decision-making, cross-cultural nursing, autonomous learning and so on. Each goal summarizes a set of corresponding courses and the teaching achievements that the courses must achieve. However, the goal of nursing teaching in China is generally general, which often emphasizes the traditional "double basics" and is less aware of the ability structure of nursing professionals that needs to be cultivated in contemporary society.

There is no compulsory national unified teaching material for nursing education in the United States. The use cycle of textbooks is very short, and many schools use textbooks published that year. It is up to the teacher to decide what teaching materials to use in the course, but students must be guaranteed to reach the prescribed level of educational preparation. In order to cope with some unified examinations, domestic schools often choose unified or planned textbooks stipulated by the competent authorities. These textbooks are often used for a long time.

The classroom teaching of beauty is very flexible, which fully embodies the educational concept of taking students as the main body. Students can raise their hands at any time to ask questions, supplement and question what the teacher said. Teachers should try their best to involve students in the teaching process. Classroom facilities also fully consider the needs of teacher-student interaction, which is convenient for organizing activities in class. The teaching and assessment of nursing technology emphasize students' ability of clinical decision-making and solving practical problems, ignoring the unity of operating steps and procedures. In recent years, the organizational form of classroom teaching in China pays attention to mobilizing students' participation, but on the whole it is still the traditional form of teachers telling students to listen. Students basically don't ask questions, and teachers are limited to completing a lot of teaching content, so classes are often full. Our country attaches great importance to nursing operation technology, emphasizing the standardization of operation steps and procedures, which is almost rigid.

The evaluation of American nursing education is carried out by the Education Evaluation Committee of American Nursing Union (NLNAC). The agency and its mission and task have been recognized and financially supported by the government education department, thus ensuring the authority of the agency's evaluation results. NLNAC attaches great importance to the particularity of nursing specialty, and most of the participants in the evaluation are nursing professionals. The purpose, task and method of evaluation fully reflect the characteristics of nursing specialty, so as to ensure that the evaluation standard and index system accurately reflect the needs of nursing professional personnel training and professional development. However, the evaluation of medical education in China is under the unified responsibility of the Ministry of Education or the Ministry of Health, and nursing education is not listed separately. Medical education and nursing education lack specialty uniqueness, which brings disadvantages: they can't fully reflect the needs of nursing professional education and practical development, and measure different majors with the same ruler, which leads to the lack of professional characteristics of nursing professional education plan, which is essentially attached to medical education and follows the curriculum framework and teaching mode of medical education, which ultimately limits the professional development of nursing education and the systematization of nursing knowledge.