Educational transformations for intersectional competence integration in nursing: Perspectives from clinical and academic stakeholders in Catalonia (Spain)

Aim To explore the educational transformations required to integrate intersectional competence into nursing curricula, based on the situated experiences and proposals of nursing professionals. Background Contemporary healthcare requires nurses to develop equity-oriented competencies. While intersectionality is increasingly recognised as a valuable framework, its integration into nursing education remains limited and requires structural analysis. Design This study, underpinned by a critical research paradigm and the theoretical framework of intersectionality, adopts a descriptive qualitative design. While part of a larger Grounded Theory project, this paper focuses on a descriptive lens to systematise pedagogical transformations. The Standards for Reporting Qualitative Research guidelines were followed for reporting. Methods Conducted in Catalonia, Spain (2022–2023), the study involved 26 participants selected through theoretical sampling. Data were collected through 17 semistructured interviews and 2 focus groups. Data were analysed following Braun and Clarke's six-phase recursive thematic analysis. Results Four interrelated themes emerged: (i) preparedness gap and diverging visions of competence; (ii) restructuring education, including curriculum and pedagogy; (iii) challenges related to educator multiplicity and pedagogical alignment; and (iv) institutional culture and organisational coherence. Conclusions The findings from this specific context suggest that integrating intersectional competence entails a systemic shift beyond curriculum changes, including a rethink of teaching methodologies and institutional frameworks. While situated within the Spanish nursing system, these insights offer a transformative perspective that may be transferable to other nursing education settings aiming to embed equity and social justice.