Aim: To review the history of nursing education development, its limitations, and the necessity of transitioning to a modern model of continuing professional development (CPD). Materials and Methods: A systematic, focused review of the literature (2010–2025) was conducted using PubMed, Scopus, Web of Science, Google Scholar, and legislative portals, applying MeSH-compliant terms and a subsequent two-stage filtration process. We included original research, high-quality systematic reviews, meta-analyses, as well as binding legislative and regulatory documents (in English or Ukrainian) that provided empirical data or analytical frameworks regarding nursing education reform, CPD models, or professional competence standards. Conclusions: The historical model of nursing education, predominantly focused on technical skills and passive learning, no longer meets the modern require ments of the healthcare system, which demands autonomy and critical thinking from nursing professionals. The evolution of the nurse’s role, particularly in primary care and emergency settings, necessitates the immediate integration of contemporary educational standards and continuous skill enhancement. CPD is recognised as a key prerequisite for quality nursing practice in the 21st century. Effective CPD should prioritise digital competencies, evidence-based practice, and specialised simulation training. It serves as a fundamental mechanism for maintaining competence, ensuring patient safety, and promoting the professional mobility of nursing personnel through flexibility and rapid knowledge acquisition.