Competency-Based Nursing Education in the Philippines and the Global Community: A Systematic Review and Meta-Analysis
Description
Competency-Based Nursing Education in the Philippines and the Global Community: A Systematic Review and Meta-Analysis Lead Author: Fernan N. Torreno Affiliation: St. Paul University Manila Philippines Email: fernantorreno2@gmail.com ORCID: 0009-0006-3884-0840 Famiela N. Torreno (corresponding author) Affiliation: Unibersidad De Dagupan, Philippines Email: torrenofamiela@gmail.com ORCID: 0009-0003-3808-3286 Abstract Background: Competency-Based Nursing Education (CBNE) shifts from time-based curricula to demonstrable skills and practice readiness【1,2】. While widely implemented globally【1,2】, limited evidence synthesizes outcomes in the Philippines relative to international contexts. This review aimed to evaluate CBNE outcomes in the Philippines versus the global community. Methods: Following PRISMA 2020, we searched PubMed, CINAHL, Scopus, and Philippine databases (2010–2025). Eligible studies included RCTs, quasi-experiments, observational studies, and qualitative inquiries. Quantitative outcomes (e.g., clinical competence, OSCE, knowledge, communication) were pooled using random-effects models. Qualitative evidence was synthesized per ENTREQ. Risk of bias was assessed with RoB2 and ROBINS-I. Figure 1 shows the PRISMA flow. Results: Fifty-two studies met inclusion (Philippines = 14; Global = 38). ● Global evidence: Chen et al. reported improvements in clinical ability (SMD 1.52, 95% CI 0.13–2.90), critical thinking (SMD 0.69, CI 0.43–0.95), communication (SMD 0.74, CI 0.51–0.97), and professional development (SMD 1.92, CI 1.41–2.42)【1】. Cho et al. found VR-based CBNE yielded large competency gains (g 0.88, CI 0.47–1.29)【2】. ● Philippines evidence: Guerrero et al. demonstrated simulation training significantly outperformed traditional methods in OSCE performance (g 3.12, CI 2.58–3.66)【4】. Table 2 details outcomes by domain; Table 4 shows subgroup analysis (Philippines vs Global). Qualitative synthesis (Table 3) identified faculty readiness, simulation access, standardized assessment, and policy alignment as determinants【5–7】. Conclusions: CBNE improves competency outcomes across domains globally【1,2】. Philippine evidence confirms alignment with global frameworks but highlights resource gaps【4–6】. Investment in simulation, faculty development, and assessment fidelity is essential to maximize CBNE’s impact. Keywords Competency-Based Nursing Education; Systematic Review; Meta-Analysis; Philippines; Global Nursing Education; Simulation; OSCE; Faculty Development