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Selecting concepts for a concept-based curriculum: application of a benchmark approach
Jean Foret Giddens1, Mary Wright, Irene Gray
1College of Nursing, University of New Mexico, Albuquerque, NM 87131-0001, USA. jgiddens@salud.unm.edu
The Journal of Nursing Education
|August 2, 2012
Summary
Nurse educators are adopting concept-based curricula. This study details a benchmark approach to validate concept selection for statewide nursing programs, aiding others in curriculum development.
Area of Science:
- Nursing Education
- Curriculum Development
Background:
- Nursing education is undergoing significant transformation.
- A growing trend is the adoption of concept-based curricula in nursing programs.
- Concept-based curricula require careful selection of core concepts, competencies, and exemplars.
Purpose of the Study:
- To present a benchmark approach for validating concept selection in curriculum development.
- To guide nurse educators involved in or considering concept-based curriculum implementation.
- To inform the development of a statewide nursing consortium's concept-based curriculum.
Main Methods:
- A benchmark approach was utilized to validate and finalize concept selection.
- The process involved educators within a statewide nursing consortium.
- Focus was on selecting concepts, competencies, and exemplars for course development.
Main Results:
- A validated and finalized set of concepts for the curriculum was achieved.
- The benchmark approach provided a structured method for consensus among educators.
- The findings offer a practical model for concept selection in curriculum design.
Conclusions:
- The benchmark approach is effective for concept selection in concept-based nursing curricula.
- This methodology can be adapted by other nursing programs and consortia.
- Successful implementation requires collaborative validation of core curriculum components.
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