From vision to reality

Shaping future nurses through co-design and programmatic assessment

Abstract

The University of Western Australia aims to launch its first undergraduate nursing degree in 2026, co-designed from inception and underpinned by programmatic assessment for learning. This course was developed in direct response to sector-wide disruptions, including generative artificial intelligence, workforce challenges, assessment reform, and evolving healthcare demands. Instead of adapting existing models, we created a curriculum intentionally designed to equip students to navigate and thrive in complex environments. This paper traces our design journey, from co-design with clinicians, educators, nursing alumni, and community partners to the creation of a cohesive, feedback-rich assessment system. Key features include low-stakes assessments, structured academic mentorship, course portfolios, case-based vivas, and holistic progression panels. These components empower students to integrate feedback, track their development, and build professional identity over time. We also address the policy tensions encountered, particularly the misalignment between course-level progression and traditional unit-based governance. Through adaptive moderation processes and strategic alignment with institutional frameworks, we established a robust model that balances innovation with compliance. This case study offers a scalable, future-focused approach to curriculum reform for professionally accredited programs, one that prioritises student growth, industry alignment, and sustainable practice in an era of ongoing change.