Selorm, Johnson Mensah SukahAsamoah-Atakorah, RebeccaOpare, DorotheaAsare, BismarckDanso, Kweku Owusu2024-09-252024-09-252024-09-03Selorm, J. M. S., Asamoah-Atakorah, R., Opare, D., Asare, B., & Danso, K. O. (2024). A Comparative Literature Review of Nursing Education Standards across Cultures: Focusing on Baccalaureate Transitions in Developing Nations. Ghana Journal of Nursing and Midwifery, 1(3), 53-81.3057-3602https://naconmspace.conahs.edu.gh/handle/123456789/39This article provides a comparative analysis of nursing education standards across cultures, particularly focusing on the transition to baccalaureate-level nursing in developing nations. It employs a systematic literature review methodology, analyzing 49 studies to identify common challenges such as outdated curricula, inadequate clinical training, limited technology integration, and workforce retention issues. Innovative solutions like problem-based learning, simulation-based training, and global health integration are highlighted. The analysis underscores the need for curriculum reform, better clinical education, technology integration, and stronger quality assurance mechanisms. The study emphasizes the importance of context-specific educational strategies that align with global standards while addressing local healthcare needs. Recommendations include investing in faculty development, improving regulatory frameworks, enhancing clinical experiences, and promoting international collaborations to improve nursing education in developing nations, particularly Ghana.This study aimed to conduct a comparative analysis of nursing education standards across cultures, focusing on baccalaureate transitions in developing nations. A systematic literature review methodology was employed, analyzing 49 studies from databases including Google Scholar, PubMed, and ResearchGate. The analysis revealed common challenges across developing nations, including outdated curricula, inadequate clinical education, limited technology integration, and workforce retention issues. However, it also identified innovative approaches such as problem-based learning, simulation-based training, and global health integration. Findings highlight the need for context-specific educational strategies that align with global standards while addressing local healthcare needs. The study concludes that improving nursing education in developing nations requires multi-faceted approaches, including curriculum modernization, enhanced clinical training, technology integration, and stronger quality assurance mechanisms. Recommendations include investing in faculty development, strengthening regulatory frameworks, and fostering international collaborations. This analysis is significant in providing a comprehensive overview of nursing education challenges and potential solutions in developing nations, informing policy and educational reform efforts.enNursing educationdeveloping nationsbaccalaureate transitioncultural competenceArticle