Abstract
Nursing professional significantly enhance patient care, and reduce the disease morbidity and mortality. Nursing faculty actively contribute to curriculum development, ensuring it encompasses all dimensions of health. During nursing education, nursing faculty provides structured curriculum through which students experience both academic and clinical skills under the supervision of nursing faculty.
Objectives: This study determined the barriers to effective curriculum implementation in nursing education perspectives of nursing faculty in Sindh, Pakistan.
Methodology: For this study analytical cross sectional research design was used and conducted from February to March, 2025 at three public nursing colleges of Sindh, Pakistan. Using purposive sample technique, 65 nursing faculty were enrolled.
Results: Among the total study participants, 37 (56.92%) were male and 28 (43.08%) were female. Among the respondents, 41 (63.1%) reported receiving additional responsibilities beyond their assigned subjects, a finding that was statistically significant (p = .001). Unfair distribution of subjects also showed a significant association (p = .04). Furthermore, the availability of skills laboratory facilities demonstrated a highly significant association (p = .001), indicating that inadequate skills lab resources represent a major barrier to effective curriculum implementation. In addition, issues such as poor curriculum interpretation, lack of interest due to personal factors, and communication gaps were noted. Poor lecturer preparation was reported by 22 (33.8%) participants, while 43 (66.2%) did not perceive this issue; this variable also showed a statistically significant association (p = .002).
Conclusion: The current study highlights the barriers faced by nursing faculty in implementing nursing curricula across selected three public nursing colleges in Sindh, Pakistan. In addition, these challenges require immediately intervention.