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    Nursing education reform is crucial for preparing practice-ready graduates. A structured, theory-informed curriculum revision, involving faculty engagement and leadership support, ensures successful transformation.

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    Area of Science:

    • Nursing Education
    • Curriculum Development
    • Health Care Practice

    Background:

    • Evolving health care demands necessitate improved nursing graduate preparedness.
    • Nursing organizations recommend curriculum reform and competency-based education.
    • Current educational models require enhancement to produce practice-ready nurses.

    Purpose of the Study:

    • To describe a structured, theory-informed approach to nursing curriculum revision.
    • To share insights and practical implications for institutions undergoing similar curriculum changes.
    • To highlight the importance of faculty engagement and leadership support in educational reform.

    Main Methods:

    • Utilized the Bridges Transition Model and the Ottawa Model for Nursing Curriculum Renewal.
    • Implemented a structured, theory-informed process for curriculum revision.
    • Focused on fostering faculty engagement and collaboration throughout the revision process.

    Main Results:

    • The curriculum revision initiative provided valuable insights for other institutions.
    • Sustained faculty engagement and collaboration were fostered.
    • Faculty response to the revision process was overwhelmingly positive.

    Conclusions:

    • Successful nursing curriculum renewal requires meticulous planning, a strong theoretical basis, and early faculty involvement.
    • Establishing robust structures, clear processes, and cohesive teams is vital for systemic change in nursing education.
    • Leadership support and faculty buy-in are critical for effective curriculum transformation.