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Related Experiment Video

Updated: May 25, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Teaching the concept curricula: theory and method.

Pamela K Hardin¹, Stephanie J Richardson

¹College of Nursing, University of Utah, Salt Lake City, Utah 84112, USA. pamela.hardin@nurs.utah.edu

The Journal of Nursing Education

|January 31, 2012

Summary

Conceptual teaching in nursing education fosters lifelong learning and cognitive skills. This study introduces a semiotic framework and methods to enhance conceptual learning, moving beyond traditional curricula.

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Published on: November 15, 2024

Area of Science:

Nursing Education
Pedagogy

Background:

Traditional nursing curricula often focus on content delivery rather than conceptual understanding.
While active learning is encouraged, it doesn't inherently equate to conceptual learning.
There is a need for clear theoretical frameworks and methods for conceptual teaching in nursing.

Purpose of the Study:

To present a semiotic framework for conceptual teaching in nursing education.
To outline core components for developing conceptual learners.
To describe practical teaching methods for concept-based curricula.

Main Methods:

Development of a semiotic framework for conceptual teaching.
Identification of three core components: addressing misconceptions, developing enduring understandings, and acquiring metacognitive skills.
Description of five effective teaching methods applicable across nursing program levels.

Main Results:

A structured approach to conceptual teaching is proposed.
Key elements for fostering conceptual understanding in nursing students are identified.
Practical, adaptable teaching strategies are provided for educators.

Conclusions:

Conceptual teaching enhances cognitive skills and lifelong learning in nursing students.
The presented framework and methods support the transition to concept-based nursing education.
Educators can adapt active learning strategies to promote conceptual learning.