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

Susan Wilhelm, T. Kim Rodehorst-Weber, Alexa Longoria

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)355-357
Number of pages3
JournalNursing Education Perspectives
Volume41
Issue number6
DOIs
StatePublished - Nov 1 2020

Keywords

  • Concept-Based Teaching
  • Nursing Curriculum
  • Nursing Education

ASJC Scopus subject areas

  • Nursing(all)
  • Education

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