ReviewNursing research and practice2026
Navigating Curriculum Changes: Evidence-Based Literature for Nurse Educators.
Review in Nursing research and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Effectiveness of game-based learning in mental health nursing education on self-directed learning and academic self-efficacy among nursing students.BMC medical education · 2026Article
- Navigating Curriculum Changes: Evidence-Based Literature for Nurse Educators.Nursing research and practice · 2026Review
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Innovation in nursing education curricula is essential to support the evolving challenges of contemporary nursing practice and the difficulties of healthcare systems. However, transitioning to a new curriculum presents significant challenges for nurse educators, who must rapidly adjust to content revision, teaching methods, and assessment strategies, often in the context of limited institutional support. Aim: To identify the best available evidence for nurse educators transitioning from one curriculum to another in nursing education institutions (NEIs). Methods: Whittemore and Knafl's five-stage framework was used to conduct an integrative literature review: problem identification, literature search, data evaluation, data synthesis, and data presentation. A structured search was performed across CINAHL, EBSCOhost, Google Scholar, Medline, and Scopus. Eligible studies were published in English between 2010 and 2024, available in full text. No geographical limitations were applied to ensure a global perspective. Studies published before 2010 and those not aligned with the research objective were excluded. The selection process was reported in accordance with the preferred reporting items for systematic reviews and meta-syntheses guidelines, and Covidence software was used to facilitate systematic screening and appraisal, following the critical appraisal skills program guidelines. Results: Analysis of 22 articles yielded five themes: leadership influence and change management; lack of quality assurance in NEIs; inadequate resources to implement a new curriculum; stakeholder engagement, ownership, and collaboration; and faculty capacity development and training needs for curriculum implementation. Conclusion: This review concludes that meaningful and sustainable curriculum change in NEIs demands a whole-system, strategically led approach characterized by inclusive leadership, institutional readiness, coordinated resourcing, faculty development, and stakeholder engagement to overcome historical challenges and effectively prepare competent, adaptable graduates for the complexities of 21st-century healthcare.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.