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

Challenges/Barriers

Strategies to Overcome Challenges/Barriers

Lack of knowledge regarding conceptual learning

§ Even if faculty have the opportunity to study conceptual learning as part of making the decision to move to a CBC, as the curriculum is being developed, faculty may find they really do not know how to structure classes and clinicals. Further education (reading the literature, presentations, etc.) may be necessary to connect the theory with practical application. § Engage faculty in experiences that demonstrate the power of CBC coupled with active learning. § Show faculty how the understanding of deep conceptual principles leads to application across situations. § Use CBC champions (faculty who understand the process) to help those who have less experience in this approach. § Emphasize continuous improvement; do not blame if a new learning episode is not successful during the first implementation. § Review literature and presentations and interact with experienced colleagues. § Provide an opportunity for clinical partners to be introduced to the principles of conceptual learning. § Ask selected clinical partners to assist in the development of clinical experiences. § While textbooks and related learning activities play a crucial role in students’ education, faculty have the flexibility to assign specialized content designed to align with specific concepts and exemplars being presented. It is not mandatory for students to read the material in the order presented in the text.

Adapting clinical experiences to a CBC approach

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

Table D: Evaluating the Curriculum

Challenges/Barriers

Strategies to Overcome Challenges/Barriers

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

§ Continue to review the literature and talk to colleagues to determine what markers they are using. § Use the continuous quality improvement process to focus on evaluation markers that 1) are required by regulators AND 2) add areas in which students as an aggregate demonstrate difficulty.