Concept-Based Curricula: A National Study of Critical Concepts

Area of Science:

• Nursing Education
• Curriculum Development
• Clinical Reasoning

Background:

• Nursing education faces challenges adapting to healthcare changes and curriculum demands.
• Concept-based curricula (CBCs) are increasingly adopted to improve clinical reasoning skills.
• Developing a robust CBC framework can be a significant challenge for nursing programs.

Purpose of the Study:

• To address challenges in CBC implementation by developing a representative list of core concepts and exemplars.
• To expand on previous research by proposing a structured, leveled approach for integrating exemplars into nursing curricula.
• To provide a foundational resource for nursing programs transitioning to or refining their CBC frameworks.

Main Methods:

• A national study was conducted to identify and validate key concepts and exemplars for nursing education.
• The study involved a representative sample to ensure broad applicability across diverse nursing programs.
• A leveled approach was developed for sequencing exemplars within the curriculum.

Main Results:

• A comprehensive, representative list of essential concepts and exemplars for nursing education was generated.
• A novel, leveled framework for the curricular sequencing of these exemplars was proposed.
• The findings offer a practical solution to a common barrier in CBC development.

Conclusions:

• The developed list of concepts and exemplars, along with the leveled sequencing approach, can facilitate the effective implementation of CBCs.
• This initiative provides a valuable tool for nursing programs seeking to enhance clinical reasoning through concept-based learning.
• Further research can explore the impact of this framework on student learning outcomes and curriculum effectiveness.