A concept-based curriculum is ideal for overcoming content saturation in nursing education by categorizing and organizing information into broader principles, or concepts. For students, this means going beyond simply memorizing facts to understanding the larger patterns and relationships that define patient care and patient illness.
Using Jean Giddens’ Concepts for Nursing Practice, Kathy Frum’s program experienced tremendous success after transitioning to a concept-based curriculum. The first cohort to graduate from the concept-based curriculum earned a 100% NCLEX® pass rate – something Frum had never witnessed in her 15 years of teaching at the university. Here, she shares a few key points to help you choose the best exemplars for your program.
A concept-based curriculum is ideal for overcoming content saturation by categorizing and organizing information into broader principles, or concepts. So how do you begin teaching conceptually in a way that blends theory, lab, and clinical teaching while ensuring students feel like they have ownership of their work? In this engaging, comprehensive webinar, Tammy Pleasant presents conceptual teaching ideas and strategies you can instantly implement in the classroom, lab, and clinical environment.
The Importance of Flipping the Classroom and Student-Centered Classrooms in a Concept-Based Curriculum
Teaching conceptually, or in a concept-based curriculum focuses on several key principles. Many of these principles relate to student-centered classrooms, engaging activities in the classroom, and spending valuable class time helping students with higher-level learning. Elsevier Digital Product Educator Tammy Pleasant explains how these activities teaches students to think like nurses.
Nurse Educator Rachel Thompson discusses her school's transition to a concept-based curriculum.
Nurse educator Amy M. Hall shares her personal experiences with concept-based learning, and discusses what goes into implementing a new curriculum.
Are you considering a change to a concept-based nursing curriculum or are you in the process of developing and implementing a concept-based curriculum? Tammy Pleasant shares the common things that come to light as both challenges and triumphs when faculty discuss their implementation, and the strategies for facing these.
The use of a Concept-Based Curriculum (CBC) has caught the attention of nurse educators who are searching for a way to not only prepare students to be successful on the NCLEX examination, but also to more effectively care for patients at the time of graduation. Dr. Susan Sportsman explains the reasons for making the change to a Concept Based Curriculum and how that change can really make a difference.
The poster presentations at Elsevier’s Concept-Based Curriculum Symposium are a great way for educators to network, exchange ideas, and share CBC implementation strategies and resulting outcomes. Here’s your chance to check out the 2016 posters.
There is so much “buzz” in the nursing education community regarding the potential of a concept-based curriculum to improve student outcomes. However, there is little documentation regarding the number of nursing programs currently implementing this type of curriculum or the effectiveness of such programs. In April 2013, Elsevier Education partnered with Hanover Research to launch a nationwide study on concept-based curriculum in nursing.
A concept-based curriculum promotes higher-level thinking and lifelong learning as students explore the concepts and related exemplars using a learner-centered approach. Rather than memorizing content, students learn the concepts and their application to common disorders. There are numerous benefits to using a concept-based curriculum, but the transition takes a great deal of planning and effort to be carried out.
We live in the age of instability, which escalates change across many environments. The potential for change raises a variety of responses. Dr. Susan Sportsman discusses how faculty must think of change in a different way