Global Alignment of BSN Curriculum: Meta-Analysis of Philippine Nursing Education

This dataset accompanies the study “Global Alignment of BSN Curriculum: Meta-Analysis of Philippine Nursing Education” and provides the comprehensive evidence base for curriculum benchmarking, reform, and policy development. It consolidates one hundred extracted studies on nursing education in the Philippines (2000–2024), comparative analyses of international BSN curricula, and a proposed revised curriculum framework designed to align with global competencies while addressing local needs.

Table 1 presents 100 studies on Philippine nursing education extracted from peer-reviewed sources, government policy documents, and academic reports. Each entry details the study’s year, institution, curriculum focus, competency domains, gaps identified, and specific recommendations. These studies span Luzon, Visayas, and Mindanao, with emphasis on simulation, ethics, digital health, community immersion, and global health integration.

Table 2 provides a comparative matrix of BSN curricula across six countries—Philippines, UK, USA, Australia, Canada, and Israel. It outlines differences in duration, core competencies, simulation use, digital health integration, clinical hour requirements, and unique curricular features. This comparison situates the Philippine BSN within a global context, identifying strengths (e.g., strong community orientation) and gaps (e.g., uneven simulation access, minimal digital health integration).

Table 3 outlines a streamlined Proposed Revised BSN Curriculum that builds on K–12 foundations and progresses through advanced anatomy, ethics, communication, clinical immersion, disaster preparedness, global health, leadership, informatics, and capstone research projects. It highlights how each year synthesizes knowledge and skills to achieve policy-driven and practice-ready outcomes.

Table 4 provides the full semester-by-semester curriculum in CHED CMO 15 style, including course codes, lecture/lab/RLE distribution, units, and prerequisites. It integrates new courses (e.g., Digital Health, Disaster Nursing, Simulation in Critical Care, NCLEX/Board Exam Review) while retaining core medical-surgical, maternal, pediatric, community, and leadership strands. Summer terms include bridging electives and clinical immersions, ensuring vertical integration and scaffolding of competencies.

Figures accompanying the dataset include a PRISMA 2020 flow diagram of study selection and a conceptual framework illustrating curriculum alignment and competency progression.

This dataset is intended to support policymakers, educators, and researchers in advancing evidence-informed curriculum reform for nursing education in the Philippines. By aligning local curricula with international benchmarks while retaining contextual relevance, the dataset contributes to the preparation of globally competent, digitally literate, and ethically grounded Filipino nurses.