Nurses play a crucial role in addressing the healthcare needs of the Filipino people. To ensure nurses are well-equipped to fulfill this role, the Philippine government has enacted laws to maintain the relevance and global competitiveness of nursing education in the country (CHED, 2001). Since the early 1900s, nursing education in the Philippines has undergone significant changes, beginning with the establishment of the first nursing school at Iloilo Mission Hospital in 1906 by the Baptist Foreign Mission Society. Initially, there were no standardized requirements for entry into the profession, as the curriculum primarily focused on basic literacy, arithmetic, and nursing skills (Giron-Tupas, 1952).
Over time, the increasing incidence of epidemics in the Philippines created a demand for more nurses, leading to the establishment of government-sponsored nursing schools. Entry requirements became more structured, requiring students to complete the 7th grade and pass a comprehensive examination. Nursing courses were expanded to include subjects such as Anatomy, Physiology, Psychology, and Medical & Surgical Nursing, with instruction provided by foreign and Filipino nurses. By 1946, the Filipino Nurses Association successfully advocated for the integration of nursing into university-level education, resulting in the establishment of the College of Nursing at the University of the Philippines (Giron-Tupas, 1952).
As the healthcare needs of the Filipino population evolved, so did the curriculum. Laws were enacted to standardize nursing education and ensure that Filipino nurses met global standards. The Philippines has since gained a reputation as the largest global provider of nurses, with Filipino nurses employed in over 50 countries worldwide (Global Trade Magazine, 2020).
Curriculum Changes and Adaptations
The Philippine Nursing Curriculum has evolved in response to both global and domestic needs. While studies on the curriculum itself are limited, research shows that migration has influenced its development. Ortiga (2014) argues that Philippine nursing schools prepare students not only for domestic healthcare but also for international employers. This focus on global competitiveness, however, presents challenges in aligning ideal standards with the realities of clinical practice in local settings.
In a 2018 study, Reblando analyzed nursing curricula across multiple countries, highlighting the strengths of the Philippine system in terms of international standards, teaching strategies, and assessment methods. He concluded that the curriculum equips nurses with the basic skills needed for career advancement (Reblando, 2018). Ramirez (2001) similarly praised the inclusion of general education courses grounded in liberal arts, which enhance the character and values of Filipino nurses. However, both studies also pointed to areas in need of improvement, such as research training, with Ramirez suggesting the introduction of a research practicum to strengthen evidence-based practice.
The Philippine Nursing Curriculum: Current Framework
The Philippine Nursing Act of 2002 (RA 9173) outlines the requirements for nursing practice, mandating the completion of a Bachelor of Science in Nursing (BSN) and the passing of the Nurse Licensure Exam. The Commission on Higher Education (CHED) is tasked with establishing policies and standards for nursing education. In 2017, CHED issued Memorandum Order No. 15, Series of 2017, which shifted from competency-based to outcomes-based education. This approach focuses on student-centered learning, allowing nursing schools to tailor their curricula while ensuring students meet national professional nursing outcomes (CHED, 2017).
Key Features of the Philippine Nursing Curriculum
- Outcomes-Based Education (OBE): The curriculum uses an outcomes-based education model, where student progress is assessed based on their ability to demonstrate the required competencies at each stage of their education. This shift from a traditional competency-based model to OBE provides students with clearer expectations and offers educators more flexibility in teaching and assessment methods (CHED, 2017).
- Core Competencies: CHED’s policies emphasize that the curriculum must equip nurses with competencies in client care, leadership and management, and research. These core areas ensure that Filipino nurses are well-prepared for both local and global healthcare environments (CHED, 2001).
- Related Learning Experience (RLE): Professional nursing subjects are accompanied by RLEs, which give students the opportunity to apply their theoretical knowledge in clinical settings. This hands-on experience is crucial for developing practical skills and preparing students for the challenges of real-world healthcare.
Global Competitiveness of Filipino Nurses
The Philippine Nursing Curriculum’s alignment with international standards is a major factor in the country’s reputation as a global leader in nursing. CHED’s mandate to promote globally competitive education has led to the incorporation of topics relevant in countries like the United States and other first-world nations (Eder, 2016). The Philippine Development Plan (2017-2022) emphasizes education as a key driver of human development and global competitiveness, with internationalization being a priority for higher education institutions (CHED, n.d.).
While the curriculum’s global focus has produced highly skilled nurses, it has also led to issues such as brain drain. The proliferation of privately-run nursing schools has contributed to an oversupply of nurses relative to domestic job opportunities, resulting in many nurses seeking employment abroad (Battistella & Sun Liao, 2014).
Moreover, foreign policies have influenced the curriculum. For example, the inclusion of Nihongo language proficiency following a 2009 agreement between Japan and the Philippines exemplifies how international agreements can shape nursing education. While this benefits nurses seeking overseas employment, it also underscores the tension between catering to global needs and addressing local healthcare challenges.
Evolving Healthcare Needs and Curriculum Development
The Philippine Nursing Curriculum has continually evolved to meet the changing healthcare needs of the population. The passage of RA 9173 (Philippine Nursing Act of 2002) emphasizes the need for a more responsive nursing profession, while legislative efforts like Senate Bill No. 916 (though rejected) sought to improve the quality of healthcare delivery through comprehensive nursing reforms (Senate Bill No. 916, 2019).
Curriculum revisions are driven by new healthcare challenges and advancements in medical knowledge. This dynamic approach ensures that nurses are equipped to provide high-quality care in diverse settings, whether locally or internationally. However, there remains a need for more research on how well the curriculum prepares nurses for domestic practice, especially in resource-constrained environments.
Effectiveness of the Philippine Nursing Curriculum
To assess the effectiveness of the curriculum, one must look beyond licensure examination pass rates. While the Nurse Licensure Examination (NLE) is an important measure, with pass rates averaging around 41-51% from 2014 to 2018, it provides only a partial picture of how well graduates are prepared for professional practice. Analyzing the job performance of entry-level nurses during their first year in healthcare settings would offer a more comprehensive evaluation of the curriculum’s impact.
| Year | Examinees | Passers | Passing Rate |
| 2018 | 21,906 | 9,137 | 41.71% |
| 2017 | 24,045 | 9,757 | 40.58% |
| 2016 | 28,506 | 13,019 | 45.67% |
| 2015 | 36,391 | 18,821 | 51.72% |
| 2014 | 55,878 | 26,517 | 47.46% |
Given that almost half of the examinees pass the NLE, this suggests that many nursing graduates are competent in the core areas of nursing. However, a deeper analysis of how these graduates perform in their first year on the job—especially in local healthcare settings—would provide better insight into the curriculum’s effectiveness in bridging theoretical knowledge with practical skills.
Conclusion and Future Directions
This review highlights the Philippine Nursing Curriculum’s strong foundation in outcomes-based education and its alignment with international standards, which has led to the global competitiveness of Filipino nurses. However, there are notable challenges, particularly in balancing global competitiveness with domestic healthcare needs. While the Nurse Licensure Examination provides a useful metric for evaluating nursing education, it is insufficient on its own. Future research should focus on entry-level nurses’ job performance and how well they can apply their training in real-world healthcare settings. Such studies would help identify gaps in the curriculum and ensure it remains relevant and effective, both locally and globally.
References
- Senate Bill No. 916. (2019). An Act Amending the Philippine Nursing Act of 2002. Republic of the Philippines.
- Battistella, G., & Sun Liao, K. (2014). “Brain drain or brain circulation?” in The international mobility of skilled workers. Asian and Pacific Migration Journal, 23(3), 299-327.
- CHED. (2001). Implementing Rules and Regulations (IRR) of the Philippine Nursing Act of 2002. Commission on Higher Education.
- CHED. (2017). CHED Memorandum Order No. 15, s. 2017. Commission on Higher Education.
- Eder, M. D. (2016). Philippine Nursing Education: What lies ahead. Journal of Nursing Education and Practice, 6(12), 32-39.
- Giron-Tupas, E. (1952). A historical survey of nursing education in the Philippines. Journal of Nursing Education, 21(2), 15-23.
- Global Trade Magazine. (2020). Why Filipino nurses are so highly sought after around the world. Retrieved from https://www.globaltrademag.com/why-filipino-nurses-are-so-highly-sought-after-around-the-world/
- Ortiga, Y. Y. (2014). “The flexible Filipino: Overseas migration and the discipline of the Filipino nurse.” Critical Studies in Education, 55(1), 51-67.
- Ramirez, R. (2001). “Enhancing nursing education through liberal arts.” Philippine Journal of Nursing, 70(1), 10-16.
- Reblando, J. R. (2018). Comparative analysis of nursing curricula across Asia. International Journal of Nursing, 7(2), 99-105.
