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. 2025 Aug 25;24:1111. doi: 10.1186/s12912-025-03319-y

Transitioning to competency-based education in nursing: a scoping review of curriculum review and revision strategies

Zakaria Ahmed Mani 1,✉
PMCID: PMC12379336  PMID: 40855546

Abstract

Aim

This scoping review synthesizes strategies for curriculum review and revision that support the implementation of CBE in nursing programs.

Background

As the demands of modern healthcare systems evolve, nursing education must adapt to ensure that graduates possess the competencies required for effective, patient-centered care. Competency-based education (CBE) offers a robust framework to guide such transformation.

Methods

Following the JBI methodology and PRISMA-ScR guidelines, a scoping review was conducted across five databases. Studies were screened based on inclusion criteria aligned with the Population–Concept–Context (PCC) framework. Peer-reviewed research and reviews were included, while commentaries, editorials, and gray literature were excluded. Data were extracted using a structured form and analyzed thematically using NVivo 15.

Findings

A total of 37 peer-reviewed studies were included, spanning a range of international settings and methodological designs. Key strategies identified were thematically categorized into three domains: curriculum design, teaching methods, and assessment. Implementation challenges involved faculty resistance and resource limitations, addressed through stakeholder engagement, faculty development, and technology integration. The findings demonstrate CBE’s potential to transform nursing education when supported by systemic strategies.

Conclusion

The findings underscores the importance of a systemic approach to CBE integration, involving curriculum redesign, innovative teaching methods, and robust assessment frameworks. The findings provide actionable insights for nursing educators and institutions to enhance workforce readiness and align education with contemporary healthcare demands. By addressing challenges and leveraging evidence-based strategies, nursing programs can successfully transition to CBE and better prepare graduates for the complexities of modern practice.

Supplementary information

The online version contains supplementary material available at 10.1186/s12912-025-03319-y.

Keywords: Competency-based education, Nursing curriculum, Curriculum revision, Curriculum design, Teaching methods, Assessment strategies

Introduction

The healthcare landscape is in constant flux, influenced by advancements in technology, evolving patient demographics, and increasing emphasis on patient safety and quality outcomes. These changes necessitate a shift in nursing education to equips future nurses with the necessary clinical skills and provides them with a strong foundation in critical thinking, leadership, and evidence-based practice [1, 2]. CBE focuses on demonstrable skills and knowledge application rather than solely on theoretical understanding. CBE focuses on demonstrating mastery of specific competencies rather than accumulating credit hours [3]. This model aims to better prepare graduates for the realities of clinical practice by ensuring they possess the necessary competencies to deliver safe and effective care [3].

The transition to CBE requires a comprehensive review and revision of existing nursing curricula. Several frameworks and guidelines exist to support this process. Notably, the [4] provides a foundational framework for curriculum design, outlining key domains, competencies, and concepts for nursing programs. However, curriculum revision is not merely about implementing change; it’s a complex process of transition [3, 5] that involves addressing faculty resistance, resource limitations, and workload considerations.

While resources like the American Association of Colleges of Nursing and other works discussing curriculum reform [6] exist, a noticeable gap persists in the literature regarding specific strategies for transitioning existing nursing curricula to a fully implemented CBE model. Although various aspects of CBE, such as assessment strategies (Alkhaledi et al., 2024) [7] and competency development [3, 8], have been examined, a comprehensive overview and synthesis of practical strategies for curriculum review and revision within the context of CBE remains lacking. This scoping review aims to fill this gap by identifying, evaluating, and synthesizing practical strategies for curriculum review and revision that facilitate a successful transition to CBE in nursing education. It also will explore how institutions can effectively manage the transition process, addressing potential challenges and capitalizing on opportunities presented by technology integration and stakeholder engagement.

Methods

A scoping review methodology was employed, adhering to the framework outlined by [9] and guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews and the PRISMA [10] statement for reporting systematic reviews [11]. A scoping review was chosen to provide a broad overview of the existing literature on nursing curriculum review and revision, mapping key concepts, types of evidence, and research gaps [12, 13]. A scoping review is particularly well-suited to the purpose as it allows for the inclusion of a wide range of study designs and methodologies, offering a comprehensive landscape of the current state of knowledge [14, 12]. Lastly, a scoping review is crucial for identifying areas where further research is needed and informing the development of effective strategies for curriculum enhancement [13].

Review question

What strategies guide curriculum review and revision for integrating competency-based education in nursing programs

Inclusion criteria

This scoping review considered studies that addressed nursing curriculum review and revision, focusing on CBE, interprofessional education, and their integration within nursing programs. The Population, Concept, and Context (PCC) framework for scoping reviews was followed:

Population: Nursing students, nursing and healthcare providers who collaborate with nurses (e.g., physicians, or healthcare providers), and other stakeholders involved in nursing education.

Concept: Nursing curriculum review and revision, encompassing: transitioning from traditional content based to CBE; implementing and assessment CBE; integrating interprofessional education and collaboration; assessing student outcomes in CBE and IPE; and faculty development for CBE and IPE.

Context: Nursing education programs and other healthcare professional programs that involve interprofessional collaboration or interdisciplinary teamwork with nurses.

Types of studies

This scoping review included all relevant studies, regardless of publication date, to provide a comprehensive overview of the existing literature. A variety of study designs were considered, including but not limited to: quantitative research (e.g., experimental, quasi-experimental, correlational studies), qualitative research (e.g., grounded theory, phenomenology, ethnography), and mixed-methods studies. Commentaries, editorials, conference abstracts, dissertations, and theses were excluded. The review focused on peer-reviewed original research and review studies published in scholarly journals.

Search strategies

A systematic approach was used to identify relevant keywords and subject headings related to the PCC of the research. A preliminary search in Ovid Medline helped determine these terms, which were then documented. The keywords and subject heading terms identified were illustrated in PCC concepts map (Supplementary File). These terms were then used to systematically search five databases: CINAHL, Ovid Medline, Embase, PsycINFO, and ERIC. Boolean operators refined these searches. Reference lists of selected studies were also identified through hand-searching and ancestry searching.

Literature identification

Systematic database searches resulted 1412 records across the databases (432 from Ovid Medline, 327 from CINAHL, 554 from Embase, 46 from PsycINFO, and 53 from ERIC). After removing 807 duplicates, 605 unique records remained. Titles and abstracts of these records were screened for relevance, resulting in 215 records for full-text review. Ultimately, 37 records met the inclusion criteria and were included in the scoping review. The search strategy was rigorously checked, and its results are presented in Fig. 1.

Fig. 1.

Fig. 1

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Flow diagram of search results [15]

Data extraction process

A structured data extraction process was conducted by the author using a pre-developed form that was piloted and refined to ensure consistency. The form captured key study information including author(s), year, country, study design, sample size, curriculum strategies discussed, key findings, and implications for curriculum development. This structured approach ensured comprehensive and comparable data across all included studies.

A total of 37 studies were included, and the extracted data have been compiled into a detailed data extraction sheet, which is provided as a supplementary file. Qualitative data from the included studies were analyzed thematically. Coding was conducted systematically using NVivo 15 software, and a detailed codebook was developed and iteratively refined to enhance consistency and transparency throughout the analysis. The final themes were synthesized narratively, providing a comprehensive understanding of the implementation and impact of competency-based education across diverse contexts.

Quality evaluation of the selected studies

A streamlined quality assessment of the included studies was conducted, focusing on relevance to the review question as the primary criterion [16]. A pragmatic approach was adopted due to time constraints and the diverse nature of included literature. Study design and sample size were not used as quality indicators, as they were not directly aligned with the aim of the scoping review. This relevance-focused appraisal allowed for efficient yet meaningful evaluation of the evidence base, while acknowledging the dynamic and evolving context of competency-based education.

Ethical considerations

This scoping review adhered to ethical research practices, prioritizing honesty and academic integrity. All sources were appropriately cited in accordance with academic conventions to prevent plagiarism. Data extracted from the studies were carefully managed and double-checked for accuracy to ensure responsible handling of published materials.

Methodological Rigor

To support methodological rigor, the study included transparent reporting of the search strategy, inclusion/exclusion criteria, and data extraction process, ensuring replicability. Findings were interpreted objectively, avoiding misrepresentation or selective reporting of data. A rigorous thematic analysis using NVivo 15 software was conducted to minimize bias during data synthesis.

Findings

This scoping review included 37 studies published between 2011 and 2024, representing a broad international scope. The geographic distributions include 15 studies originated from the Global North (including the USA, Canada, Australia, and Germany), 11 from the Global South (such as India, Iran, Saudi Arabia, and Thailand), and the remaining studies were global or conceptual reviews not tied to a specific country. The majority employed descriptive and cross-sectional designs, while others used quasi-experimental, pretest-posttest, systematic reviews, concept analyses, and curriculum development approaches. These comprised 12 review papers (systematic, scoping, or narrative), 7 cross-sectional surveys, 4 quasi-experimental or pretest-posttest studies, 3 descriptive studies, 3 concept or literature analyses, and 8 other studies, including pilot programs, practice updates, and curriculum development initiatives. Sample sizes varied significantly, ranging from small groups to large-scale studies involving over 25,000 participants.

The studies addressed key themes such as competency framework development, evidence-based practice integration, simulation and technology in teaching, peer-assisted learning, cultural competence, and curriculum reform. Together, they provide a comprehensive view of how CBE is implemented and evaluated in nursing.

The components of CBE emerged in three aligned domains that included the following: Curriculum Design, Teaching methods, and Assessment. CBE is grounded in predefined competencies derived from real-world job requirements and professional standards. These competencies include a broad spectrum of abilities, encompassing not only clinical skills but also critical thinking, decision-making, ethical practice, and communication [17]. By orienting the educational process around these competencies, programs ensure that theoretical knowledge is seamlessly integrated with clinical practice. The components of CBE emerged in three aligned domains that included the following.

Curriculum design

Curriculum design in competency-based education (CBE) is grounded in the systematic development of measurable, practice-based competencies that align with the realities of clinical practice and healthcare delivery. Unlike traditional education models that emphasize subject content, CBE shifts the focus toward the end capabilities of graduates—what students must know and be able to do upon program completion [17, 18]. These competencies span a broad range of domains, including clinical proficiency, critical thinking, professional ethics, interprofessional collaboration, and cultural competence.

As illustrated in Fig. 2, curriculum design in CBE follows a backward design model [19], where the end goals (competencies) are defined first. The learning experiences, teaching strategies, and assessments are then aligned to ensure students acquire those specific competencies. This approach guarantees that every educational element is purposefully crafted to support the final outcomes expected from graduates [20, 18].

Fig. 2.

Fig. 2

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Items for curriculum design developments

The curriculum is often organized into modular units, each representing a specific cluster of competencies. This modular structure not only enables focused instruction and precise assessment but also supports personalized learning—allowing students to progress at their own pace based on demonstrated mastery [21, 22]. It enhances flexibility and responsiveness to individual learning needs.

Incorporating active and applied learning opportunities is a core feature of CBE curriculum design. Simulations, practicums, role-playing, and project-based learning are embedded to ensure students engage directly with real-life clinical contexts [20]. This experiential approach strengthens skill acquisition, decision-making, and situational awareness.

To ensure relevance and rigor, the curriculum must align with professional and accreditation standards, ensuring that graduates meet regulatory and workforce expectations [20]. Additionally, lifelong learning is a built-in principle in CBE curriculum design. It encourages students to adapt continuously, pursue ongoing professional development, and remain current in their competencies across their careers [23, 22].

CBE curricula increasingly emphasize interprofessional education (IPE), allowing learners to collaborate across disciplines. IPE builds communication, respect, and coordination in healthcare teams, ultimately improving patient outcomes [24, 25]. Moreover, quality assurance mechanisms—such as periodic curriculum reviews and stakeholder feedback—help ensure continuous alignment with healthcare innovations and evolving practice environments [26]. See Fig. 2: Key Components of Curriculum Design in CBE

Teaching methods

The success of competency-based education depends not only on what is taught but also how it is taught. CBE employs a wide range of learner-centered and outcomes-focused teaching methods that promote deep learning, critical thinking, and skill mastery. As illustrated in Fig. 3, these methods are selected and structured to ensure alignment with competency outcomes [27].

Fig. 3.

Fig. 3

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Teaching methods for CBE

Simulation-based learning is a hallmark strategy in CBE. It immerses students in realistic clinical scenarios using high- or low-fidelity mannequins and digital tools, allowing them to practice skills, make decisions, and learn from mistakes in a risk-free environment. Simulations enhance student competence, confidence, and readiness for clinical settings [28]. Similarly, case-based learning (CBL) enables students to solve patient care problems by applying theoretical knowledge to complex, real-world scenarios. This method promotes critical thinking and clinical reasoning [29].

Project-based learning (PjBL) facilitates the integration of multiple competencies over time. Students engage in extended, often interdisciplinary tasks that simulate professional challenges and require collaboration, problem-solving, and reflective thinking [30]. Peer-assisted learning supports mutual learning through group discussions, peer teaching, and collaborative problem-solving, enhancing interpersonal and teamwork skills [25].

To bridge the gap between theory and practice, work-based learning (e.g., internships and practicums) places students in authentic healthcare environments under professional supervision. These experiences allow students to apply competencies in real-time and receive direct feedback from preceptors [31].

Recognizing the diverse needs of learners, CBE also incorporates personalized learning plans, which adapt learning pathways to students’ prior knowledge, learning styles, and individual goals [32, 33]. Mastery learning ensures students fully understand and demonstrate competencies before progressing to the next stage. This supports learning depth, minimizes gaps, and fosters a strong foundation for clinical practice [34].

Technology-enhanced learning, including e-learning platforms, digital simulations, and mobile apps, extends access and flexibility, allowing learners to engage with content at their own pace [35]. Supplementing these are workshops and skills labs, which offer targeted instruction on specialized clinical techniques and procedures [36].

Effective CBE teaching also relies on formative assessment and feedback mechanisms. Continuous feedback loops support improvement, reinforce learning, and align with the principles of transparency and self-directed development [37, 38]. (See Fig. 3: Teaching Strategies Supporting CBE Implementation)

Assessment

Assessment is a critical component of CBE, as it serves to verify whether learners have achieved the intended competencies in meaningful and measurable ways. Unlike traditional education, which may rely heavily on exams, CBE utilizes performance-based, continuous, and multidimensional assessment strategies [27]. Figure 4 outlines key methods used to evaluate student competence in CBE programs.

Fig. 4.

Fig. 4

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Assessment used for CBE

Formative assessments are used throughout the educational journey to monitor progress and provide real-time feedback. These may include quizzes, reflective writing, skill checklists, and verbal feedback during practical tasks. The goal is to guide improvement without contributing heavily to final grades [38]. Summative assessments, on the other hand, are conducted at the end of a learning cycle to determine whether students have mastered required competencies.

Performance-based assessments are central to CBE and include direct observation, clinical simulations, and real-world tasks. These assessments measure how students apply their knowledge and skills in authentic or simulated contexts [39]. One widely used method is the Objective Structured Clinical Examination (OSCE), which requires students to complete a series of timed stations demonstrating different clinical skills. OSCEs offer structured, consistent, and observable measures of student performance.

Other assessment strategies include self-assessment and reflective practice, which encourage learners to critically evaluate their progress and identify areas for growth. This enhances metacognition and promotes lifelong learning [40]. Peer assessments and 360-degree evaluations (involving peers, instructors, and sometimes patients) provide broader perspectives on student performance and encourage accountability and professionalism.

Portfolios serve as longitudinal records of learning and achievement, capturing clinical logs, case reports, skills checklists, and reflective narratives. These artifacts help track development over time and support holistic evaluation [40]. Increasingly, institutions are turning to digital competency-tracking systems that allow for real-time monitoring of learner progress, automated feedback, and integration with curricular goals [21].

To maintain fairness, transparency, and academic integrity, all assessment tools must be valid, reliable, and aligned with the defined competencies. Assessments should not only test what learners know but also how effectively they apply that knowledge in clinical or professional contexts. Well-structured assessments support both learning and accountability, ensuring that graduates are fully prepared to meet the demands of modern healthcare. (See Fig. 4: Assessment Methods in Competency-Based Education)

Advantages of competency-based education

CBE is specifically tailored to align with the needs of the healthcare sector, ensuring that healthcare professionals are competent to provide effective patient care and healthcare delivery (Cate et al., 2016). This educational approach offers several advantages, including preparing graduates more adequately for clinical practice due to demonstrable competence in necessary roles and tasks [27]. CBE also addresses the skill gaps often found between acquired education and real-world requirements, leading to a more capable health workforce (Cate et al., 2016). The efficiency of CBE programs is enhanced as they concentrate on essential competencies, avoiding irrelevant content and stressing core skills and knowledge acquisition. The flexibility of CBE supports personalised learning, allowing students to progress at their preferred pace and catering to unique learning needs. Assessment within CBE is more objective, with clear performance expectations that facilitate transparent assessment [27]. Moreover, CBE encourages lifelong learning, instilling a continuous cycle of competence assessment and improvement throughout professional careers (Cate et al., 2016). (See Fig. 5: The advantages of CBE)

Fig. 5.

Fig. 5

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Advantages of Competency-Based Education

Challenges to curriculum revision

Educational institutions pursuing curriculum enhancements in nursing face various resource limitations, where financial constraints and a deficiency of human capital commonly impede the ambit and profundity of potential improvements. [41] have pinpointed these scarcities as significant barriers to advancing educational objectives. Furthermore, an inherent resistance to change within institutions poses a formidable challenge, necessitating faculty development to address the hesitations and to foster an environment that is receptive to transformation, and it illustrates the friction between the demand for progress and an institution’s ability to adapt [42].

The workload associated with curriculum revision is substantial, creating time constraints for faculty members who must balance these efforts with their existing academic and administrative duties [41] Lastly, the integration of technology in nursing curricula presents its own set of challenges. [43] highlight the obstacles of assimilating digital tools, which extend to securing access, establishing appropriate training facilities, and ensuring ongoing support for both faculty and students to utilise new technologies effectively, all of which are essential for contemporary nursing education to progress.

Strategic recommendations

Based on the reviewed literature, the following strategic recommendations can be proposed for effective curriculum revision:

  • Stakeholder Engagement: Engaging stakeholders such as faculty, students, and healthcare industry partners is essential for a responsive curriculum that aligns with real-world needs [44, 45, 46].

  • Curriculum Reform Committees: Forming dedicated committees with broad representation can facilitate focused curriculum revision efforts and ensure diverse perspectives are considered [44, 46].

  • Needs Assessment: Conduct a comprehensive needs assessment to identify gaps, areas for improvement, and emerging trends in nursing education [47]. Conducting a thorough needs assessment, including input from stakeholders, can identify areas for improvement and guide curriculum revision priorities [47].

  • Continuous Evaluation and Feedback: Implementing a system for ongoing evaluation and feedback can ensure that the curriculum remains relevant and effectively addresses the learning objectives [45].

  • Flexible and Modular Curriculum Design: Adopting a flexible and modular curriculum design allows for easier updates and modifications in response to changing healthcare needs and advancements [48, 46].

  • Emphasis on CBE: Shifting the curriculum towards a CBE approach can ensure that graduates possess the necessary knowledge, skills, and attitudes required for nursing practice [49, 27].

  • Faculty Development: Providing faculty with ongoing professional development opportunities, including training on curriculum design and teaching strategies, can enhance their capacity to effectively implement and sustaining them within the broader scope of nursing education [45, 50].

  • Integration of Technology: Incorporate digital tools, simulations, and virtual learning experiences to enhance student engagement and provide practical skills training [51]. A significant number of sudies emphasised the role of digital tools and simulations in enhancing the learning experience and offering students hands-on practice in a controlled environment [52].

  • Alignment with Accreditation Standards: Curriculum revisions must consider current accreditation requirements to maintain the quality and recognition of the nursing program [45]

  • Integrating cultural competence into nursing education is essential to ensure nurses can provide care with a deep understanding of the multitudinous cultural contexts they will work in [33, 24].

Discusion

This scoping review offers a comprehensive synthesis of strategies used to guide the transition of nursing curricula toward competency-based education (CBE). The findings consolidate evidence from 37 studies and highlight three core domains—curriculum design, teaching methods, and assessment—as central to effective CBE implementation. The emerged framewrk outlines the intricate relationship between what is taught, how it’s taught, and how it’s assessed, ensuring that education aligns with established competency standards (see Fig. 6). These domains collectively support a structured alignment between intended competencies, learning experiences, and performance evaluation, promoting coherence and continuity across the educational process.

Fig. 6.

Fig. 6

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The domains of competency-based education

A key insight from the review is the multifaceted nature of curriculum revision, which requires not only structural changes but also a cultural and pedagogical shift. Implementation of CBE must be understood through the lens of implementation science, which emphasizes the contextual, process-driven, and systemic nature of educational change [11]. Effective implementation involves stakeholder engagement, iterative feedback, and robust leadership support—factors consistently noted across the included studies.

In redesigning curricula, many programs adopt backward design models, where competencies are identified first and learning activities and assessments are developed accordingly [19]. This aligns closely with Kolb’s experiential learning theory, which emphasizes concrete experience, reflective observation, abstract conceptualization, and active experimentation as essential stages of learning [19]. CBE’s focus on real-world tasks and performance-based learning strongly resonates with this cyclical model, promoting deeper and more enduring learning outcomes.

Moreover, the application of Cognitive Load Theory [45] in the design of CBE curricula ensures that instructional strategies do not overwhelm learners’ working memory, especially in clinical environments where multitasking is common. Modular and personalized learning structures, as reported in several studies [32, 33], help mitigate cognitive overload by pacing learning according to individual progress and readiness.

While Bloom’s taxonomy has traditionally informed nursing education, the Structure of Observed Learning Outcomes (SOLO) taxonomy may offer a more nuanced framework for measuring the quality and depth of student learning. SOLO categorizes learning outcomes based on complexity—from prestructural to extended abstract levels—which aligns more naturally with CBE’s emphasis on progression and mastery [5]. Using SOLO can help educators more accurately track learners’ development from surface-level understanding to the synthesis and application of knowledge in clinical contexts.

In terms of pedagogy, this review affirms the value of constructivist approaches, where learners actively construct knowledge through authentic experiences. CBE’s reliance on simulation, peer learning, and work-based education reinforces the social and experiential dimensions of learning [29, 28]. These findings align with the broader body of literature advocating active learning strategies to cultivate clinical reasoning, communication, and decision-making skills essential for nursing practice [31, 30].

Additionally, feedback mechanisms—including formative, peer, and 360-degree feedback—are critical for supporting learning and competence development. This aligns with literature in feedback-focused medical education, which identifies feedback as a core driver of skill acquisition, motivation, and self-regulation [16, 31].

Finally, the review emphasizes the importance of faculty development, without which even well-designed curricula may falter. Faculty members must be equipped not only with content expertise but also with the pedagogical skills to facilitate CBE effectively. Institutions must invest in ongoing faculty training, mentorship, and peer collaboration to support successful curriculum transformation [50, 45].

Implications for practice

The findings of this review have significant implications for nursing practice. By implementing the recommended strategies, nursing programs can better prepare graduates to meet the evolving demands of the healthcare landscape. A competency-based curriculum, combined with robust faculty development and the integration of technology, can equip future nurses with the skills and knowledge necessary to deliver safe, effective, and patient-centered care. Furthermore, fostering cultural competence and interprofessional collaboration enhances the quality of care delivered in diverse healthcare settings. The emphasis on continuous evaluation and feedback promotes a culture of lifelong learning and quality improvement within nursing practice.

Future research

Several areas warrant further investigation to build upon the findings of this review. Future research should explore the long-term impact of competency-based education on patient outcomes and nursing practice. Studies examining the effectiveness of various faculty development models in supporting curriculum revision are also needed. Furthermore, research is needed to identify effective strategies for overcoming barriers to curriculum reform, such as resource constraints and resistance to change within educational institutions. Exploring the role of technology in enhancing student learning and clinical practice is another promising area for future research. Lastly, developing and evaluating effective methods for integrating cultural competence training into nursing curricula is crucial for advancing health equity.

Limitations

This scoping review, while providing a broad overview of effective strategies for nursing curriculum revision, acknowledges the inherent limitations of this methodology. Scoping reviews do not typically involve a critical appraisal of the quality of included studies, which can limit the ability to draw definitive conclusions about the effectiveness of individual strategies [14, 12]. This approach, however, was deemed appropriate for this study given its primary aim of mapping the breadth of existing literature on this topic, identifying key themes and gaps, and informing future research, rather than evaluating the efficacy of specific interventions. The focus on summarizing and synthesizing the existing literature, rather than critically appraising individual studies, aligns with the overarching goal of this scoping review. Furthermore, the search was limited to peer-reviewed publications, potentially introducing a publication bias. The exclusion of gray literature may also represent a limitation, though our focus on peer-reviewed publications aimed to ensure a baseline level of quality in the included studies. Despite these limitations, this review provides a valuable foundation for future research and offers practical recommendations for nursing programs undertaking curriculum revisions.

Conclusion

This scoping review highlights the multifaceted strategies needed to transition nursing curricula toward competency-based education. The evidence synthesizes practical approaches across curriculum design, teaching, and assessment, demonstrating that CBE is not simply a pedagogical shift but a system-wide transformation. Successful implementation hinges on backward curriculum design, experiential learning, personalized pathways, robust assessment models, and the use of technology and simulation. Furthermore, faculty development, alignment with accreditation standards, and a commitment to continuous feedback are essential for sustaining reform.

The findings provide a roadmap for educators and institutions aiming to modernize nursing education. By adopting these strategies, programs can better equip graduates to deliver patient-centered, evidence-based, and collaborative care. As the healthcare landscape evolves, embracing CBE will be crucial in producing competent nurses who can meet future challenges with confidence, agility, and professionalism.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary Material 1 (15.7KB, docx)
Supplementary Material 2 (31.9KB, docx)

Acknowledgements

The authors gratefully acknowledges the funding of the Deanship of Graduate Studies and Scientific Research, Jazan University, Saudi Arabia, through Project number: (JU-20250277 -DGSSR- RP -2025).

Authors contributions

Mani made the entire work

Funding

The author declares that financial support was received for the research, authorship, and/or publication of this article. Deanship of Graduate Studies and Scientific Research, Jazan University, Saudi Arabia, through Project number: (JU-20250277 -DGSSR- RP -2025).

Data availability

No datasets were generated or analysed during the current study.

Declarations

Ethical approval and consent to participate

Not applicable

Consent for publication

Not applicable

Competing interests

The authors declare no competing interests.

Footnotes

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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