Pedagogical change in nursing education: one instructor's experience

Area of Science:

• Nursing Education
• Pedagogical Innovation
• Curriculum Development

Background:

• Healthcare environments are rapidly evolving, increasing patient complexity and demands on nursing care.
• Traditional nursing curricula require adaptation to adequately prepare graduates for contemporary healthcare challenges.
• The Bachelor of Science in Nursing (BSN) program underwent significant revisions to address these educational needs.

Purpose of the Study:

• To explore the transition in nursing pedagogy from didactic to student-centered approaches.
• To examine the impact of curriculum revisions on preparing nursing graduates for modern healthcare.
• To illustrate an innovative teaching and learning strategy within nursing education.

Main Methods:

• A qualitative exploration of a pedagogical shift in a collaborative BSN program.
• Self-reflection on instructional methods by the author.
• Description of the Know-Be-Do (KBD) learning tool as a case example.

Main Results:

• A change in instructional method from content-driven to concept-based, student-centered learning.
• The Know-Be-Do (KBD) tool serves as a practical example of this innovative pedagogical approach.
• The revised curriculum aims to enhance graduate preparedness for complex nursing roles.

Conclusions:

• Student-centered, concept-based pedagogy is an effective strategy for modern nursing education.
• Innovative learning tools like KBD can facilitate this pedagogical shift.
• Curriculum reform is crucial for equipping nurses with the skills needed in evolving healthcare settings.