Transitioning to concept-based teaching: A discussion of strategies and the use of Bridges change model

Abstract

Nursing education literature is replete with anecdotal accounts of continual struggle with curriculum content saturation. Recent calls, however, for transformation of nursing education have challenged nurse educators to explore innovative pedagogies and consider sweeping changes in the way future nurses are educated. In order to meet the needs of todays health care consumer, nursing education must move away from teacher-centered learning environments to one where students have the primary responsibility and play an active role in their learning. Concept-based teaching (CBT) pedagogies are a novel approach to educating students. Grounded in a constructivist learning theory, CBT allows faculty to build upon students' prior experiences and acquired knowledge from previous educational endeavors. Concepts that are applicable to multiple care settings are introduced by faculty early in the nursing program and are reinforced with exemplars. The change to CBT is a change in the pedagogical approaches with which faculty are unfamiliar. With student centered learning environments, minimal lecturing, and the increase use of collaborate teamwork, faculty must begin the transition to CBT. The Bridges change model includes three phases that can be used as a framework for identifying strategies to successfully transition to CBT. The use of reflective teaching practice strategies may also enhance the transition to CBT.

Concept-based Curriculum Development, Implementation, and Evaluation: A Systematic Review

“…Extensive planning is needed as faculty and administrators must commit to the change, which involves additional responsibility, work, and resources [6]. Reasons to change to CBC are the complexity, settings, and management challenges of patients are increasingly complicated, necessitating today's nurses to think critically and make care decisions based on evidence-based practice [26]. Key issues for faculty to consider when transitioning to CBC are that faculty can build on students' prior experiences and knowledge.…”

Role of concept map in teaching general awareness and pharmacotherapy of HIV/AIDS among second professional medical students

“…[6] CMs hold great potential for the student in the formulation of new concepts as well as to evaluate the student in relation to learning. [7] Advantage of the CM in medical education courses is the possibility of integrating various frequently fragmented concepts in the cognitive compartments.…”