Introduction
Determining student achievements at the end of an academic program is essential in outcomes-based education (OBE). In the Philippines, significant reforms, including the Philippine Qualifications Framework and the Enhanced Basic Education Act of 2013, have transformed the Bachelor of Science in Nursing (BSN) program into an OBE curriculum. This research evaluates the alignment of the current Policies, Standards, and Guidelines for the BSN Program (CMO 15, s. 2017) with transformative OBE principles. The analysis focuses on key elements of the BSN program, comparing them against the seven attributes of transformative OBE and the curriculum development process. The findings reveal that while CMO 15, s. 2017 generally aligns with the OBE framework, it does not fully incorporate the principles of transformative OBE. Consequently, the objectives of OBE are only partially achieved, indicating that the current CMO's adherence to OBE is inadequate. For stakeholders to realize the full benefits of an OBE approach, a more responsive and adaptable CMO is essential. Such adaptations could significantly enhance educational outcomes and the relevance of the BSN program, ultimately benefiting students and the healthcare system. Strengthening the alignment with transformative OBE principles is crucial for developing a more effective educational framework. By doing so, nursing graduates will be better equipped to address the evolving challenges within the healthcare sector. This research underscores the importance of continuous evaluation and reform in nursing education, advocating for policies that not only meet current standards but also anticipate future needs in healthcare delivery. Enhancing the curriculum in alignment with transformative OBE principles can lead to a more competent and responsive nursing workforce, ultimately improving patient care and health outcomes in the community.
