TY - JOUR
T1 - Transitioning from a Traditional to a Concept-Based Curriculum
T2 - Faculty's Experience
AU - Wilhelm, Susan
AU - Rodehorst-Weber, T. Kim
AU - Longoria, Alexa
N1 - Funding Information:
About 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. The authors declare no conflicts of interest.
Publisher Copyright:
© Lippincott Williams & Wilkins.
PY - 2020/11/1
Y1 - 2020/11/1
N2 - Nursing education is transforming from traditional systems paradigms to concept-based curricula. We explored how this change impacts faculty using focus groups with questions adapted from Bridges' transitions model. Results revealed that many faculty did not feel there was a clear vision for the transition and felt inadequately prepared for the change. Uncertainty about their new role led some to feel displaced. To ease future transitions, we suggest that leadership clearly communicate the rationale for the change, ensure that there is a shared vision, provide an appropriate timeline for the transition, and support faculty as their roles are redefined.
AB - Nursing education is transforming from traditional systems paradigms to concept-based curricula. We explored how this change impacts faculty using focus groups with questions adapted from Bridges' transitions model. Results revealed that many faculty did not feel there was a clear vision for the transition and felt inadequately prepared for the change. Uncertainty about their new role led some to feel displaced. To ease future transitions, we suggest that leadership clearly communicate the rationale for the change, ensure that there is a shared vision, provide an appropriate timeline for the transition, and support faculty as their roles are redefined.
KW - Concept-Based Teaching
KW - Nursing Curriculum
KW - Nursing Education
UR - http://www.scopus.com/inward/record.url?scp=85094221713&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85094221713&partnerID=8YFLogxK
U2 - 10.1097/01.NEP.0000000000000562
DO - 10.1097/01.NEP.0000000000000562
M3 - Article
C2 - 31498217
AN - SCOPUS:85094221713
SN - 1536-5026
VL - 41
SP - 355
EP - 357
JO - Nursing Education Perspectives
JF - Nursing Education Perspectives
IS - 6
ER -