Transitioning to Concept-Based Teaching: A Qualitative Descriptive Study From the Nurse Educator's Perspective
Teaching and Learning in Nursing Volume 12, Number 4, ISSN 1557-3087 Publisher: Elsevier Ltd
The purpose of this study was to describe the experience of faculty in associate degree nursing programs who transitioned from traditional pedagogy to teaching in a concept-based curriculum. The transition experience of nurse educators is not well documented in the literature. Nineteen faculty from across the United States were interviewed. Five themes emerged during data analysis: recognizing fears, facing conflict, working out of one's comfort zone, seeing successes, and self-talk and questioning self. The results of this study can benefit programs that are contemplating or have already adopted a concept-based curriculum.
Deane, W.H. (2017). Transitioning to Concept-Based Teaching: A Qualitative Descriptive Study From the Nurse Educator's Perspective. Teaching and Learning in Nursing, 12(4), 237-241. Elsevier Ltd.