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Sustaining a Concept-Based Curriculum: Beyond the Launch
Karen Solheim1, Karen Mittelstadt, Rebecca Muehrer
1Author Affiliations: Clinical Professor (Dr Solheim), Clinical Associate Professor (Dr Muehrer), and Interim Associate Dean for Academic Affairs (Dr Pinekenstein), School of Nursing, and Academic Planner (Ms Mittelstadt), Academic Planning and Institutional Research, University of Wisconsin-Madison; and Dean and Professor (Dr Willis), Trudy Busch Valentine School of Nursing, Saint Louis University, Missouri.
Background:
Many schools of nursing are transitioning to a concept-based curriculum (CBC) to better prepare students to practice across complex practice settings.
Problem:
Current literature focused on transitioning to a CBC lacks discussion on how to sustain a CBC once it is implemented.
Approach:
In this article, the authors emphasize the importance of intentionally sustaining a dynamic CBC and provide strategies to accomplish this aspect of the curriculum trajectory.
Conclusion:
The authors recommend a multipronged approach to sustainability that takes into account the dynamic nature of curricular change, implementation, and evaluation. Strategies are centered around themes of promoting effective use of a dynamic curricular model, stakeholder engagement, and leadership.
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