Refusing to Let the Dust Settle: Creative Evaluation of a Concept-Based Curriculum

Authors

Jeannette Kates, PhD, GNP-BC, RN, Thomas Jefferson UniversityFollow
Mary Hanson-Zalot, EdD, RN, Thomas Jefferson UniversityFollow
Julia Ward, PhD, RN, Thomas Jefferson UniversityFollow
Jamie Smith, MSN, RN, CCRN, Thomas Jefferson UniversityFollow
Valerie Clary-Muronda, PhD, MSN-Ed, RN, Thomas Jefferson UniversityFollow

Files

Description

Concept-based curricula are being implemented in nursing education as a means to shift the emphasis from content to an emphasis on concepts and conceptual learning (Giddens & Brady, 2007). This paradigm shift requires concomitant changes in how faculty teach and how students learn. In concept-based curricula, teachers use student-centered learning activities, such as case studies, questions, or problems to engage students in active learning (Giddens, Caputi, & Rodgers, 2015).

Publication Date

4-20-2018

Keywords

poster, poster presentation, nursing education, nursing, NCLEX, surveys, shared governance model, evaluation, concept-based curriculum

Disciplines

Curriculum and Instruction | Education | Nursing

Comments

Presented at Sigma Theta Tau International/National League for Nursing, Nursing Education Research Conference

Recommended Citation

Kates, PhD, GNP-BC, RN, Jeannette; Hanson-Zalot, EdD, RN, Mary; Ward, PhD, RN, Julia; Smith, MSN, RN, CCRN, Jamie; and Clary-Muronda, PhD, MSN-Ed, RN, Valerie, "Refusing to Let the Dust Settle: Creative Evaluation of a Concept-Based Curriculum" (2018). College of Nursing Posters. 17.
https://jdc.jefferson.edu/nursingposters/17