Acceptability of the Proposed Competency-Based Curriculum and Instruction Model to Further Improve the Quality of Nursing Education

Abstract

Nursing education in the 21st century faces several challenges, including a changing healthcare environment and rapid advances in medical knowledge and technology. To keep pace with these challenges, the researchers offer the Competency-Based Model Nursing Curriculum and Instruction Model to enhance the teaching and learning of nursing education. This study aims to determine the acceptability of this Model among nursing educators after identifying the issues and concerns they encountered in implementing the current nursing education curriculum. The study is a combination of a descriptive and normative study since it used the curriculum content and instructional approach analysis in nursing education as the focal point of the academic investigation where the sixteen (16) college administrators and sixty-three (63) clinical instructors were made participants in the study. Both groups of respondents perceived a high level of acceptability of the proposed competency-based nursing curriculum and instruction, as evidenced by the obtained composite means of X = 4.44 (college administrators) and X = 4.21 (clinical instructors) or an overall composite value of X = 4.32, indicating a high level of acceptance. Predominantly, both expressed significant differences in assessing the acceptability of the proposed Model. However, they strongly agreed that the work-setting scenario (z = -0.144), identification of student competencies (z = 1.480), and designing evaluation tools (z = -1.034) were addressed and given much focus in the proposed Model.