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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Published on: September 11, 2021

Transitioning From a Traditional to a Concept-Based Curriculum: Faculty's Experience

Susan Wilhelm1, T Kim Rodehorst-Weber, Alexa Longoria

  • 1About the Authors Susan Wilhelm, PhD, RNC, is an assistant professor at the University of Nebraska Medical Center College of Nursing-West Nebraska Division, Scottsbluff, Nebraska. T. Kim Rodehorst-Weber, PhD, RNC, is an associate professor at the University of Nebraska Medical Center College of Nursing-West Nebraska Division. Alexa Longoria, RN, BSN, was an Honors Research Student at the University of Nebraska Medical Center College of Nursing-West Nebraska Division. The authors acknowledge the University of Nebraska Medical Center for support in funding this research through a Dean's Education Grant. In addition, the authors thank the faculty who shared their thoughts and feelings about the transition to concept-based curricula. For more information, contact Susan Wilhelm at slwilhel@unmc.edu.

Nursing Education Perspectives
|September 10, 2019
PubMed
Summary

Nursing faculty faced challenges transitioning to concept-based curricula, reporting a lack of clear vision and preparation. Improved communication and support are crucial for successful educational change.

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