The impact of a competency-based curriculum on nursing graduates' readiness for practice in National Open University of Nigeria, Abuja
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Background of the Study
A competency-based curriculum (CBC) in nursing education focuses on ensuring that graduates possess the necessary knowledge, skills, and attitudes to provide safe, effective, and evidence-based care in clinical settings. Unlike traditional curricula that are often time-bound and subject-based, a CBC is designed to allow students to progress based on their ability to demonstrate specific competencies (Hughes et al., 2023). This approach has been increasingly adopted in nursing education to better align with the demands of modern healthcare systems, where competency and patient-centered care are central to nursing practice (Simpson et al., 2023).
In the context of the National Open University of Nigeria (NOUN) in Abuja, the introduction of a competency-based curriculum is aimed at improving the readiness of nursing graduates for practice by ensuring that they are fully prepared to meet the complex demands of healthcare environments. The CBC framework provides students with the opportunity to develop practical, real-world competencies while simultaneously emphasizing critical thinking, clinical decision-making, and ethical considerations in patient care (Akinyemi et al., 2024). This curriculum model emphasizes both theoretical knowledge and practical application, with the goal of producing nursing graduates who are confident, competent, and capable of adapting to evolving healthcare challenges. Despite the benefits of a competency-based approach, there is limited research on how this curriculum impacts the readiness of nursing graduates at NOUN. This study will assess the effectiveness of the CBC in enhancing nursing graduates' preparedness for clinical practice.
Statement of the Problem
While the competency-based curriculum has been touted as an effective method for enhancing nursing education, its impact on nursing graduates' readiness for practice, particularly at the National Open University of Nigeria in Abuja, remains insufficiently explored. This study aims to investigate how the adoption of a CBC impacts nursing graduates' preparedness for clinical practice, examining whether the approach results in more competent, confident, and effective healthcare professionals.
Objectives of the Study
1. To evaluate the impact of the competency-based curriculum on nursing graduates' readiness for practice at the National Open University of Nigeria, Abuja.
2. To assess how well nursing graduates demonstrate the competencies required for practice after completing the CBC program.
3. To explore the factors that contribute to nursing graduates' successful transition into practice after completing the CBC program.
Research Questions
1. How does the competency-based curriculum impact nursing graduates' readiness for practice at NOUN?
2. To what extent do nursing graduates demonstrate the competencies required for effective nursing practice after completing the CBC program?
3. What factors contribute to the successful transition of nursing graduates from the competency-based curriculum into clinical practice?
Research Hypotheses
1. Nursing graduates from the competency-based curriculum demonstrate higher levels of readiness for practice than those from traditional curricula.
2. There is a significant relationship between the competency-based curriculum and nursing graduates' clinical competencies.
3. The competency-based curriculum positively influences nursing graduates' transition into clinical practice.
Scope and Limitations of the Study
This study will focus on nursing graduates from the National Open University of Nigeria (NOUN) in Abuja who have completed the competency-based curriculum. The study will assess their preparedness for practice and their ability to demonstrate required competencies. Limitations include potential biases in self-reported outcomes and challenges in measuring long-term clinical performance.
Definitions of Terms
1. Competency-Based Curriculum: An educational approach where students progress based on their ability to demonstrate specific competencies, rather than solely on completing coursework or time spent in the program.
2. Readiness for Practice: The preparedness of nursing graduates to enter clinical practice, demonstrating the necessary knowledge, skills, and attitudes for effective patient care.
3. Competencies: The specific skills, knowledge, and behaviors that nursing graduates must possess to provide safe and effective patient care in clinical settings.
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