Innovative Implementation of Social Determinants of Health in a New Concept-Based Curriculum

Decker, Kim; Hensel, Desirée; Kühn, Thomas; Priest, Chad

doi:10.1097/nne.0000000000000330

Cited by 8 publications

(1 citation statement)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Students must be encouraged to focus their attention on key elements in a simulation and then explain what happened. This causes students to question understanding of the concept, leading to an evolved understanding of the event [13].…”

Section: Concept-based Curricula Backgroundmentioning

confidence: 99%

Concept-based Curriculum Development, Implementation, and Evaluation: A Systematic Review

Lee¹,

Willson²

2018

Int J Nurs Clin Pract

View full text Add to dashboard Cite

Background: Concept-based curriculum (CBC) is a teaching method that enhances learning by eliminating information overload and memorization; allowing students to think critically by linking knowledge gained in the didactic setting or from previous experiences to apply to clinical practice. CBC is currently implemented in some nursing education programs across the United States. The content-laden curriculum found in traditional nursing education programs, often grounded in the systems approach, has created an environment where faculty are challenged to address current practice competency content while students struggle to gain and retain information. Often students resort to memorization of nursing knowledge and skills rather than understand scientific processes or evidence-based rationale.Methods: A systematic search of the literature was conducted to determine the state of the science of concept-based curriculum's implementation in nursing education. Academic Search Complete, ProQuest Nursing, CINAHL, and PubMed databases were searched using nursing, education, concept(s), conceptbased, and nursing education as search terms. Inclusion criteria was limited to English, peer-reviewed academic and research publications for the years 1990-2017.Results: Sixty-four reports were retrieved, 32 met eligibility and are included in the qualitative synthesis of the strengths, weaknesses, opportunities, and threats (SWOT) to CBC. The SWOT analysis is reported by CBC development, implementation into the curriculum, and evaluation of the implementation. Conclusion:Programmatic implementation strategies are described and outcome metrics are identified that may serve as benchmarks for programs and regulators. Concept-based curricular approaches were found to promote higher levels of thinking, such as evaluating, analyzing, and processing; and to improve critical thinking and clinical judgment as students apply new knowledge within the frame of the concept and analyze information.

show abstract

Section: Concept-based Curricula Backgroundmentioning

confidence: 99%