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Current issues with the identification of threshold concepts in nursing
Patrick A Crookes1, Peter A Lewis2, Fabienne C Else3
1School of Nursing and Midwifery, University of Canberra, Australia; University of Huddersfield, UK; University of Stavanger, Norway; University of Wollongong, Australia.
Nurse Education in Practice
|December 10, 2019
Summary
Identifying threshold concepts in nursing education requires clearer methods. This study examines current approaches and suggests improvements for better curriculum development and teaching in nursing.
Area of Science:
- Nursing Education
- Health Sciences
- Curriculum Development
Background:
- Growing literature on threshold concepts in health sciences.
- Lack of clarity on successful approaches and discourse nature.
- Specific challenges in nursing education literature regarding threshold concept identification.
Purpose of the Study:
- Illustrate issues in identifying threshold concepts in nursing education.
- Examine methods used to identify threshold concepts in nursing literature.
- Propose future directions for threshold concept analysis in nursing.
Main Methods:
- Brief examination of methods used in nursing education literature.
- Analysis of issues raised by current identification approaches.
- Consideration of future developments for threshold concept engagement.
Main Results:
- Identified a lack of transparent and rigorous processes for threshold concept identification in nursing education.
- Highlighted issues associated with current methods for identifying threshold concepts.
- Recognized the potential benefits of threshold concept analysis for nursing curriculum and teaching.
Conclusions:
- Emphasized the need for improved, transparent methods for identifying threshold concepts in nursing education.
- Suggested that refining identification processes can enhance curriculum development and teaching practices.
- Advocated for further development in threshold concept analysis to benefit nursing education.
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