Toward a Universal Nursing Curriculum: A Systematic Review of Policy Frameworks Across ASEAN and the EU Author

Toward a Universal Nursing Curriculum: A Systematic Review of Policy Frameworks Across ASEAN and the EU Author Fernan N. Torreno Affiliation: St. Paul University Manila, Philippines Email: [e-mail] ORCID: 0009-0006-3884-0840 Corresponding Author Famiela N. Torreno Affiliation: Unibersidad De Dagupan, Philippines Email: [e-mail] ORCID: 0009-0003-3808-3286 Abstract Background: Diverse nursing education models, competency frameworks, and regulatory systems across ASEAN and the EU limit professional mobility, mutual recognition, and health workforce integration. A universal curriculum—grounded in shared core competencies—could support harmonization, quality, and cross-border mobility. Objective: To synthesize policy frameworks, competency standards, and curricular models across ASEAN and the EU; identify gaps, convergence, and barriers; and propose actionable recommendations for a universal nursing curriculum. Methods: We conducted a systematic review of peer-reviewed literature and official policy documents, mapping national curricula, regulatory requirements, and competency frameworks. We compared ASEAN country standards and EU-wide mandates (e.g., Directive 2005/36/EC on professional qualifications) ² and analyzed findings through thematic synthesis and benchmarking. Results: Significant heterogeneity exists in entry-level qualifications (diploma vs bachelor), clinical hours required, competency domains emphasized (clinical care, leadership, research, informatics), assessment modalities, and accreditation practices. Some convergence is seen in ASEAN’s Mutual Recognition Arrangement (MRA) on Nursing Services¹. In the EU, the directive mandates certain minimum training hours and facilitates mobility². Cross-cutting issues include fragmented regulatory oversight, resource constraints, language/literacy barriers, and inconsistent standards. Policy Implications: A universal curriculum should include a common core module set, modular electives for local adaptation, shared assessment tools, and regulatory alignment (CHED, PRC, ASEAN MRA, EU authorities). Implementation demands phased rollout, capacity-building, policy harmonization, and bilateral support mechanisms. Conclusion: The path toward a universal nursing curriculum is complex but feasible. Strategic alignment across ASEAN and the EU, supported by institutional commitment and policy coordination, can improve nurse mobility, education quality, and regional health workforce resilience. Keywords: nursing curriculum; competency harmonization; ASEAN; EU directive; mutual recognition; regulatory alignment迈向通用护理课程：东盟与欧盟政策框架系统综述 作者：Fernan N. Torreno 所属机构：菲律宾马尼拉圣保罗大学 电子邮箱：[e-mail] 开放研究者与贡献者身份码（Open Researcher and Contributor ID, ORCID）：0009-0006-3884-0840 通讯作者：Famiela N. Torreno 所属机构：菲律宾达古潘大学 电子邮箱：[e-mail] 开放研究者与贡献者身份码（Open Researcher and Contributor ID, ORCID）：0009-0003-3808-3286 摘要 背景：东盟与欧盟范围内存在多样化的护理教育模式、能力框架与监管体系，这制约了职业流动、相互认可以及卫生人力整合。以共享核心能力为基础的通用课程，可助力协调统一、提升质量并促进跨境职业流动。 研究目的：综合梳理东盟与欧盟的政策框架、能力标准及课程模式，识别现存差距、趋同点与阻碍因素，并为通用护理课程提出可落地的建议。 研究方法：本研究对同行评议文献与官方政策文件开展系统综述，对各国课程、监管要求及能力框架进行映射分析。对比东盟各国标准与欧盟全域指令（如《2005/36/EC职业资格指令》²），并通过主题综合与标杆分析对研究结果进行解析。 研究结果：入门级资质（文凭与学士学位）、所需临床时长、侧重的能力领域（临床护理、领导力、研究、信息学）、评估方式以及认证实践均存在显著异质性。东盟护理服务相互认可安排（Mutual Recognition Arrangement, MRA）¹体现出一定的趋同性；欧盟相关指令则规定了最低培训时长要求并助力职业流动²。跨领域共性问题包括监管碎片化、资源约束、语言/读写障碍以及标准不一致。 政策启示：通用课程应包含通用核心模块集、供本地适配的模块化选修课程、统一评估工具以及监管协调（高等教育委员会（Commission on Higher Education, CHED）、专业监管委员会（Professional Regulation Commission, PRC）、东盟MRA、欧盟监管机构）。课程实施需分阶段推进、开展能力建设、推动政策协调并建立双边支持机制。 研究结论：迈向通用护理课程的路径虽复杂但具备可行性。通过东盟与欧盟之间的战略协调，辅以机构承诺与政策协同，可提升护士职业流动水平、教育质量以及区域卫生人力韧性。 关键词：护理课程；能力协调统一；东盟；欧盟指令；相互认可；监管协调