<h4>ABSTRACT</h4>
<P>Nursing education has been plagued with a saturation of content for many years. The multiple contributing factors underscore the complexity of the problem and validate the need for educational reform. The purpose of this article is to discuss various factors contributing to content saturation and propose a conceptual approach for curriculum development and teaching in nursing education.</P>
<h4>AUTHORS</h4>
<P>Received: April 18, 2005</P>
<P>Accepted: December 6, 2005</P>
<P>Dr. Giddens is Associate Professor and Dr. Brady is Assistant Professor, College of Nursing, University of New Mexico, Albuquerque, New Mexico.</P>
<P>Address correspondence to Jean F. Giddens, PhD, APRN-BC, Associate Professor, College of Nursing, MSC09 5350, University of New Mexico, Albuquerque, NM 87131-0001; e-mail: <a href="mailto:jgiddens@salud.unm.edu">jgiddens@salud.unm.edu</a>.</P>
In response to calls for nursing education reform, a content-based curriculum was changed to a concept-based curriculum, using Kanter's 7 skills for effective change model. The skills include tuning in to the environment, challenging the prevailing organizational wisdom, communicating a compelling aspiration, building coalitions, transferring ownership to a working team, learning to persevere, and making everyone a hero. The authors describe the steps taken to successfully accomplish this arduous task.
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