The implementation of a competency-based nursing curriculum in a developing country: A qualitative descriptive study

Abstract

Background: Competency-based nursing curricula prepare nurse graduates with the required competencies to function effectively in a rapidly changing and increasingly complex healthcare environment. Implementation of a competency-based curriculum requires considerable investment in time and resources, and this process has not been described in Vietnam, a developing country. This research explores nurse educators' experiences from six Vietnamese nursing schools regarding implementing a competency-based nursing curriculum through the lens of McGrath’s Input-Process-Output model. Methods: A qualitative descriptive method was used. A total of 11 participants were nurse academics purposively chosen from six nursing schools where a competency-based nursing curriculum has been implemented, and 11 in-depth interviews were conducted. Results: Participants identified various issues in implementing a competency-based nursing curriculum, including the need for curriculum redesign, required improvements in teaching and learning, and resistance from teaching staff. Adequate human resources and the availability of infrastructure facilitated the process. Simultaneously, barriers to implementation included nurse educators with poor preparation for a new curriculum, inadequate infrastructure, limited equipment, and no policies that support a competency-based curriculum. Conclusions: The study findings describe the process of moving to a competency-based nursing curriculum implementation in a low to the middle-income country from the perspective of nurse educators and indicate critical success factors in facilitating the process in similar environments.