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

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