Abstract
Background: The complexity of healthcare delivery and concerns about graduate readiness have intensified calls for competency-based nursing education. The American Association of Colleges of Nursing’s The Essentials: Core Competencies for Professional Nursing Education (2021) and the Next Generation NCLEX (NGN) highlight the need for curricula that foster measurable competencies in clinical judgment, systems thinking, and interprofessional collaboration. A private higher education institution in the Midwest identified gaps in its existing Bachelor of Science in Nursing (BSN) curriculum, prompting a comprehensive redesign to align with these national imperatives.
Methods: A descriptive case study methodology was used to document the curriculum overhaul, drawing from institutional records, faculty retreat notes, and curriculum artifacts. The redesign process occurred in five phases: (1) strategic planning and governance, (2) concept development and curriculum mapping, (3) competency-based assessment design with behavioral indicators, (4) faculty engagement and professional development, and (5) integration of artificial intelligence (AI) to support efficiency and standardization.
Results: Key outcomes included the adoption of a concept-based curriculum framework, development of observable and measurable behavioral indicators, and creation of a Master Curriculum Map linking course-level competencies to program outcomes, AACN Essentials, and the NCLEX blueprint. Faculty engagement was facilitated through retreats, workshops, and communication tools such as newsletters. AI tools, including ChatGPT, supported the drafting of competencies and indicators, improving consistency, while faculty oversight ensured contextual accuracy. The implementation of HelioCampus further enabled real-time alignment of student performance data with program outcomes.
Discussion: The project highlighted that curriculum alignment with the AACN Essentials requires cultural as well as structural change. Faculty engagement, governance structures, and clear behavioral indicators were critical for ensuring shared ownership and practical application of competencies. AI proved valuable as a scaffolding tool, enhancing efficiency and standardization while maintaining the need for professional judgment.
Conclusion: This case study demonstrates how intentional planning, shared governance, and innovation can drive curriculum transformation in nursing education. While limited to a single institution and process-level outcomes, the initiative offers transferable insights for nursing programs seeking scalable strategies to prepare graduates for NGN success and meet evolving healthcare demands.