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Should the concepts chosen to guide concept-based curricula be threshold concepts?
Kim M Mitchell1, Marnie Kramer1
1College of Nursing, Rady Faculty of Health Sciences, University of Manitoba, 89 Curry Place, Winnipeg, Manitoba R3T 2N2, Canada.
Nurse Education Today
|November 5, 2022
Summary
This study proposes using threshold concepts in nursing education curricula. These concepts can transform learning and professional identity, overcoming challenges in current concept-based designs.
Area of Science:
- Nursing Education
- Curriculum Design
Background:
- Current concept-based curricula in nursing may inadvertently emphasize content over deeper understanding.
- Threshold concept theory is not widely integrated into discussions of nursing curricula.
Purpose of the Study:
- To propose threshold knowledge concepts as the guiding principles for concept-based nursing curricula.
- To address challenges in current concept-based curriculum design.
Main Methods:
- Literature review and theoretical analysis of threshold concept theory.
- Discussion of potential application in nursing education.
Main Results:
- Threshold concepts offer a transformative approach to knowledge acquisition and professional identity development.
- They differ from core concepts by acting as portals and possessing transformative potential.
Conclusions:
- Integrating threshold concepts can enhance the transfer of learning in nursing courses.
- This approach may reduce faculty resistance to concept-based curriculum reform.
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