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Abstract

Purpose: This study systematically reviewed evidence (2019–2025) on Indonesian nursing education, focusing on accreditation, competency based curricula, and workforce readiness in relation to global standards

Methods: Following PRISMA 2020 guidelines, a systematic search was conducted across Scopus, PubMed/MEDLINE, DOAJ/PMC, and policy repositories. Eligible sources included peer reviewed studies, systematic reviews, and policy reports related to nursing education in Indonesia quality assurance, competency based learning, and workforce demand.

Results: Twelve studies and reports were included, producing three themes: accreditation and quality assurance, competency based education and curriculum innovation, and workforce readiness and global alignment. Accreditation reforms, particularly Indonesia’s 2025 outcomes based instrument, have advanced accountability and continuous improvement, yet disparities remain across institutions, especially among smaller or regional schools. Competency based education and innovative pedagogies, including simulation learning, reflective teaching, and integration of values based approaches, showed promise in strengthening graduate competencies; however, persistent challenges were noted in faculty capacity, assessment consistency, and technological infrastructure. Workforce readiness continues to demonstrate uneven distribution, with localized oversupply and simultaneous shortages in key areas. Global frameworks, such as WHO’s Strategic Directions for Nursing and Midwifery, emphasize the urgency of aligning educational outcomes with workforce needs and ensuring equitable preparation for both national service and international mobility.

Conclusion: Indonesian nursing education is evolving through accreditation reforms, competency based curricula, and workforce alignment, yet disparities persist; sustained progress requires investment in faculty, infrastructure, and evaluation to ensure consistent, equitable, and globally competitive graduates.

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