In a bid to develop a fairer education system and remove the Eurocentrism that permeates nursing education, educators are on a mission to decolonise the curriculum. Decolonising the nursing curriculum requires careful consideration and evidence-based strategies because of its complexity. Increasing recognition of the need to address Eurocentric views and historical biases entrenched in nursing education reinforces the urgency of this transformation process.1 This editorial examines the empirical foundations that support the decolonisation of the nursing curriculum, exploring its implications, challenges and potential impact on pedagogical outcomes.

Decolonisation is a process of examining colonial ideologies and systems that perpetuate oppression and maintain inequality and marginalisation. In relation to curricula, it is a fundamentally diverse set of practices designed to challenge and disrupt the prevailing power and knowledge structures within higher education.2 When applied to nursing education, this represents a paradigm shift that includes curricular revision to eliminate entrenched Eurocentric perspectives. It also involves infusing new insights from downplayed or disregarded cultural …