Evaluation of Outcome-Based Education (OBE) Curriculum in Professional Nurse Education Program on the Fulfillment of National Nursing Competency Standards: A Mixed Methods Study
DOI:
https://doi.org/10.31004/joecy.v6i1.8645Keywords:
Curriculum Evaluation; Outcome-Based Education; Nursing Competency Standards; Professional Nurse Education; Mixed Methods Research; IndonesiaAbstract
Background and Purpose: The transition to Outcome-Based Education (OBE) in professional nurse education programs represents a pivotal shift in health sciences pedagogy. However, evidence on whether OBE curricula in Indonesian nursing institutions adequately fulfill the National Nursing Competency Standards (Standar Kompetensi Perawat Nasional/SKPNI) remains limited. This study aimed to evaluate the implementation of the OBE curriculum in the Professional Nurse Education Program (Profesi Ners) at Universitas Bunda Thamrin, Medan, with respect to the fulfillment of SKPNI.
Methods: An explanatory sequential mixed-methods design was employed, guided by the Creswell and Plano Clark framework. The quantitative strand involved 105 nursing graduates and 42 clinical supervisors selected by stratified random sampling, using validated questionnaires measuring competency attainment across five SKPNI domains. Descriptive statistics, paired t-tests, and logistic regression were performed using SPSS version 26. The qualitative strand comprised in-depth interviews with 15 purposively selected informants (graduates, clinical supervisors, and curriculum coordinators), analyzed through Braun and Clarke's six-phase thematic analysis using NVivo 14. Ethical clearance was obtained from the Institutional Review Board of Universitas Bunda Thamrin (No. 047/KEPK-UBT/2024).
Results: Quantitatively, 78.1% of graduates demonstrated competency attainment scores ≥80% across SKPNI domains. Logistic regression revealed that OBE curriculum alignment (OR = 4.23; 95% CI: 2.11–8.47; p < 0.001) and clinical exposure hours (OR = 3.17; 95% CI: 1.58–6.34; p = 0.001) were significant predictors of competency fulfillment. Three overarching themes emerged qualitatively: (1) Empowering Student-Centered Learning, (2) Gaps between Curriculum Design and Clinical Reality, and (3) Institutional Support as a Catalyst for Competency Achievement. Joint display analysis revealed convergence between quantitative competency scores and qualitative accounts of OBE effectiveness.
Conclusion: The OBE curriculum at Universitas Bunda Thamrin substantially fulfills SKPNI, yet gaps persist particularly in community nursing and mental health competency domains. Strengthening curriculum-clinical alignment, expanding supervised clinical practice hours, and enhancing faculty development programs are recommended to achieve full competency standard compliance.
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