F.A. Davis Moving to a Concept-Based Curriculum

Advantages of a Concept-Based Curriculum

Barriers Associated with Implementing a Concept-Based Curriculum 2. A Concept-Based Curriculum provides a number of benefits to the preparation of nursing students. In a review of the literature regarding the use of a conceptual approach in nursing education, Repsha et al . (2020) identified several positive outcomes of a CBC. For example, students’ critical-thinking scores trended upward as graduation drew closer and students described feeling empowered and having a sense of increased autonomy after completing their education with a CBC. Although NCLEX-RN® pass rates initially dropped for several schools implementing a CBC, the pass rates surpassed the national average in subsequent years. Despite the advantages associated with a Concept-Based Curriculum, barriers to implementation do exist. Table A outlines the prevalent barriers, because planning for implementation of a CBC requires these barriers be addressed. Typical barriers include:

Table A: Barriers to Implementing a Concept-Based Curriculum

During the Decision to Move to a CBC

When Developing and Implementing a CBC

Planning the Evaluation of a CBC

Fear of the unknown and lack of knowledge about conceptual learning

Amount of time and administrative work to develop a CBC

Difficulty in determining evidence-based markers that effectively measure the impact of a CBC

Dread of change

Disagreement regarding what concepts to include in the curriculum, what the definitions should be, and what the exemplars (examples) of each concept should be

Fear of not being the “expert”

Lack of knowledge regarding conceptual learning

Resistance to changing beliefs regarding the role of faculty and what students need to know

Adapting clinical experiences to a CBC approach

Fear of first-time pass rate dropping if a CBC is implemented

Concern that textbooks built on the systems approach to nursing may not be sufficient

(Adapted from Giddens, et al . 2021; Patterson, et al . 2016; Deane, 2017; Duncan & Schulz, 2014; Sportsman & Pleasant, 2017; Hendricks, and Wangerin, 2017; Decker, et al . 2017; Hensel, 2017)