Background Innovation in nursing education curricula is essential to support the evolving challenges of contemporary nursing practice and the difficulties of healthcare systems. However, transitioning to a new curriculum presents significant challenges for nurse educators, who must rapidly adjust to content revision, teaching methods, and assessment strategies, often in the context of limited institutional support. Aim To identify the best available evidence for nurse educators transitioning from one curriculum to another in nursing education institutions (NEIs). Methods Whittemore and Knafl’s five‐stage framework was used to conduct an integrative literature review: problem identification, literature search, data evaluation, data synthesis, and data presentation. A structured search was performed across CINAHL, EBSCOhost, Google Scholar, Medline, and Scopus. Eligible studies were published in English between 2010 and 2024, available in full text. No geographical limitations were applied to ensure a global perspective. Studies published before 2010 and those not aligned with the research objective were excluded. The selection process was reported in accordance with the preferred reporting items for systematic reviews and meta‐syntheses guidelines, and Covidence software was used to facilitate systematic screening and appraisal, following the critical appraisal skills program guidelines. Results Analysis of 22 articles yielded five themes: leadership influence and change management; lack of quality assurance in NEIs; inadequate resources to implement a new curriculum; stakeholder engagement, ownership, and collaboration; and faculty capacity development and training needs for curriculum implementation. Conclusion This review concludes that meaningful and sustainable curriculum change in NEIs demands a whole‐system, strategically led approach characterized by inclusive leadership, institutional readiness, coordinated resourcing, faculty development, and stakeholder engagement to overcome historical challenges and effectively prepare competent, adaptable graduates for the complexities of 21st‐century healthcare.
Luzipo et al. (2026) studied this question.