As the demand for competent and skilled nurses continues to grow, it becomes imperative to develop nursing practice and education through evidence-based practice (EBP).
In the Philippines, the Commission on Higher Education (CHED) serves as the governing body for Higher Education Institutions (HEIs) in the country. The provisions of R.A. 7722, otherwise known as the “Higher Education Act of 1994” gave the commission the power and authority to set the minimum requirement for specific academic programs, general education distribution requirements, and specific professional courses.
Consistent with the Republic Act (RA) No. 7722, otherwise known as the “Higher Education Act of 1994” and in compliance with the outcomes-based quality assurance system advocated under the Commission on Higher Education Memorandum Order (CMO) No. 46 s.2012, CHED issued CMO No.15 s.2017 to implement the “shift from competency-based standards to outcomes-based education and to specify the “core competencies’ expected of Bachelor of Science (BS) in Nursing graduates.
In pursuit of a “globally-competitive” curriculum, foreign hospital policies shaped the Philippine Nursing Curriculum (Ortiga, 2018). The curriculum was constantly revised in such a way that the competencies of Filipino nurses are not limited to the Philippine Healthcare system.