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Transitioning to Concept-Based Teaching: A Qualitative Descriptive Study From the Nurse Educator's Perspective
ARTICLE

Teaching and Learning in Nursing Volume 12, Number 4, ISSN 1557-3087 Publisher: Elsevier Ltd

Abstract

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.

Citation

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. Retrieved January 24, 2020 from .

This record was imported from Teaching and Learning in Nursing on January 29, 2019. Teaching and Learning in Nursing is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.teln.2017.06.006

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