Concept-Based Curriculum

Hendricks, Susan M.; Wangerin, Virginia

doi:10.1097/nne.0000000000000335

Cited by 23 publications

(32 citation statements)

References 19 publications

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“…Limited nursing literature exists regarding the processes of implementing a concept-based curriculum; therefore, grounded theory was used in the study, reflecting Charmaz’s methods [ 5 , 27 ]. The methods used finding the action in each segment or line.…”

Section: Methodsmentioning

confidence: 99%

“…“A concept is an organizing principle, or a classification of information” [ 4 ]. Faculty choose concepts that reflect nursing practice and organize the concepts in domains such as biophysical, psychosocial, health care systems, and professional practice [ 5 ]. An example of a concept in the biophysical domain is perfusion and is defined as “the flow of blood through arteries and capillaries delivering nutrients and oxygen to cells and removing cellular waste products” [ 4 ].…”

Section: Introductionmentioning

confidence: 99%

“…An example of a concept in the biophysical domain is perfusion and is defined as “the flow of blood through arteries and capillaries delivering nutrients and oxygen to cells and removing cellular waste products” [ 4 ]. After selection of the concept, faculty choose exemplars or examples to help students understand the concept [ 2 , 5 ]. The exemplars reflect essential clinical knowledge related to the concept.…”

Section: Introductionmentioning

confidence: 99%

“…In-depth understanding of the concept and exemplar support the ability for students to transfer understanding to new situations [ 2 , 4 ]. Conceptual learning requires the student to link facts and exemplars to concepts through an active process such as completing case studies, questions, or problem-solving activities—encouraging students to practice thinking [ 2 , 5 ]. Practice thinking in the classroom evolves from a teacher-centered learning to a student-centered learning environment, focusing on clinical practice.…”

Section: Introductionmentioning

confidence: 99%

“…However, faculty may voice concerns about the change, such as revising curriculum requires time in their already busy schedules, not recognizing the benefits of implementing a concept-based curriculum, and feeling unprepared in designing curricular and instructional designs. Minimal information exists concerning faculty concerns and potential barriers to implementing a concept-based curriculum [ 5 , 7 ]. Therefore, the following research study explores the perceptions of nurse educators who experienced the process of changing to concept-based curricula, including their insights of teaching practices and their views of the teaching-learning method [ 8 ].…”

Section: Introductionmentioning

confidence: 99%

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Changing to Concept-Based Curricula: The Process for Nurse Educators

Baron¹

2017

TONURSJ

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Background:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.Objective:The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs.Methods:The sample included eight educators from two institutions in one Western state using a grounded theory design.Results:The themes that emerged from participants’ experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process.Conclusion:Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Changing to Concept-Based Curricula: The Process for Nurse Educators

Baron¹

2017

TONURSJ

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Addressing the Perioperative Nursing Shortage Through Education: A Perioperative Imperative

Beitz¹

2019

AORN Journal

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Perioperative nurse leaders are facing an unprecedented nursing shortage. Very few baccalaureate nursing programs in the United States prepare graduates for perioperative nursing, and many current perioperative nurses are retiring from practice or leaving the field for other reasons. It is a challenge for nursing administrators to fill the vacant positions because it takes several months to orient a novice perioperative nurse and it involves significant costs. This article provides current information about perioperative nurse and leader shortages, discusses the effects of the shortages on patient safety and health care facility finances, and reviews the available literature about perioperative nursing education from both an academic and health care facility administrative perspective. In addition, this article presents strategies for addressing the nursing shortage and describes implications for clinical practice, education, and research.

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