Issues and challenges of curriculum reform to competency‐based curricula in Africa: A meta‐synthesis

Abstract Although in recent decades reforms to undergraduate nursing and midwifery education have increasingly been guided by the concept of competency‐based curriculum in a drive to produce competent graduates in the African context, the topic remains poorly researched in‐depth. The related issues and challenges need to be explored in the interest of evidence‐based practice. This article stems from a systematic review of qualitative literature on the design and implementation of competency‐based curriculum. Data was inductively analyzed using constant comparison. The two categories that emerged were: (i) the need for a paradigm shift to competency‐based curriculum; and (ii) the associated issues and challenges, such as a shift from informative to transformative learning, lack or limited of involvement of key stakeholders in curriculum development, focus on hospital‐oriented education, lack of preparation of educators, and inappropriate resources. While ongoing reform of nursing and midwifery education continues, much still needs to be done – in particular, extensive financial investment to increase the capacity of educators, mentors and infrastructure, and the development of collaborative frameworks between nursing and midwifery and higher educational councils.