In Tanzania, the competency based curriculum was introduced in 2008. Despite the government efforts to ensure its effective implementation, there has been a public concern on graduate nurse's and midwives' competencies in providing quality nursing care in the country. This concern has influenced people to question the process of the implementation of competency based curriculum for nursing and midwifery programmes. This study describes experience of the nurse educators in implementing the

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... ency based curriculum for nursing and midwifery programmes in Tanzania. Methods: Convergent parallel mixed method approach was used to explore the experience of nurse educators implementing competency based curriculum. To enhance the validity of the findings, 240 nurse educators, out of 264, answered a questionnaire while the remaining 24 were interviewed. Further, a retrospective observation was done to triangulate the information obtained from the questionnaire and interviews. Results: The study found out that nurse educators struggle implementing the competency based curriculum and 92% of the participants could not clearly explain the concept of the approach itself. 234 of them used lecture discussion (97%) while simulation was used by 128 (53%). Challenges associated with employing participatory teaching and learning methods reported by most participants included time constraints (61; 25%), some method require special skills to teach(33; 13% and tutors needed training on the competency based curriculum to implement it (13; 5%). Conclusion: The results conclude that an understanding of the competency based