Evaluation of the Bachelor of Science in Nursing Curriculum of a Private Higher Education Institution in the Philippines

Abstract

Introduction: In an era of rapid change in healthcare and education, nursing programs must evolve to remain relevant and responsive. The Commission on Higher Education (CHED) in the Philippines mandates the implementation of Outcomes-Based Education (OBE) to foster learner-centred, competency-driven instruction. Aim:   This study assessed the Bachelor of Science in Nursing (BSN) curriculum of a Private Higher Educational Institution, a pioneering institution in Central Luzon, Philippines, to determine key areas for outcomes-based enhancement. Amidst national reforms and global standards in nursing education, the research aimed to offer evidence-based recommendations to strengthen curriculum delivery, faculty competency, and student outcomes. Methods: Conducted in three phases, the study began with a SWOT analysis involving 21 stakeholders, followed by a modified Delphi process with 12 experts purposively to validate curricular priorities, and concluded with a synthesis of enhancement strategies and implementation timelines. Statistical tools, including the Shapiro-Wilk test, Wilcoxon signed-rank test, stability indices, content validity ratios (CVR), and intraclass correlation coefficients (ICC), were utilized, along with measures of central tendency and variation such as medians, interquartile ranges (IQR), and coefficients of variation (CV). Results: The results revealed that outcomes-based education (OBE) integration showed declining mean scores (4.167 to 3.667) and increasing variability (CV: 16.49% to 32.14%), suggesting a need for clearer implementation strategies and deeper faculty and institutional engagement. The Wilcoxon Signed-Rank Test revealed that only Internationalization showed a statistically significant shift (p = 0.047), indicating growing recognition of global frameworks and competencies in the BS Nursing curriculum. Moreover, the findings identified eight curriculum enhancement areas: OBE integration, faculty training, RLE-theory alignment, assessment policy, LMS utilization, community engagement, gender mainstreaming, and internationalization. High-priority items were scheduled for action within one year, ensuring immediate impact on instructional practices. Conclusions: The study concluded that a data-driven, participatory approach to curriculum review fosters meaningful and sustainable reforms. Its outcomes provide a blueprint not only for the institution under study but also for other nursing schools aiming for accreditation, global alignment, and instructional excellence.