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Implementing a concept-based curriculum in nursing education addresses content overload. This article identifies faculty barriers and provides strategies for successful curriculum change, enhancing teaching and learning.

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Area of Science:

  • Nursing Education
  • Curriculum Development
  • Pedagogy

Background:

  • Nursing curricula face content saturation, prompting exploration of alternative pedagogical approaches.
  • Concept-based curricula with active learning strategies are considered to improve educational outcomes.
  • Faculty resistance presents significant barriers to implementing curriculum changes in nursing education.

Purpose of the Study:

  • To identify and clarify common barriers faced by nursing faculty when considering concept-based curriculum implementation.
  • To offer practical strategies to overcome these barriers and facilitate successful curriculum change in nursing education.

Main Methods:

  • The study involved a review of existing literature and faculty experiences regarding concept-based curriculum implementation.
  • Barriers were analyzed, categorized, and addressed through practical, evidence-based strategies.
  • The focus was on faculty concerns such as loss of control, role changes, and fear of failure.

Main Results:

  • Key barriers identified include faculty concerns about loss of control, evolving faculty roles and identity, and fear of failure.
  • Practical strategies are proposed to support faculty through the transition, fostering a positive environment for change.
  • Successful implementation requires addressing faculty anxieties and providing adequate support systems.

Conclusions:

  • Concept-based curricula offer a viable solution to content saturation in nursing education.
  • Overcoming faculty-related barriers through targeted strategies is crucial for successful curriculum reform.
  • This approach can enhance the quality of nursing education and prepare students more effectively.