A Strategy to Ensure Faculty Engagement When Assessing a Concept-Based Curriculum
Abstract
Background:
The faculty of an undergraduate nursing program decided to undertake a major curriculum overhaul, transitioning from a curriculum based on the biomedical model to a concept-based curriculum. However, shortly after the new curriculum was implemented, faculty identified many issues with how and when the concepts were being taught.
Method:
In response to the early implementation issues, a conceptual grid was developed to guide assessment of the new curriculum.
Results:
The conceptual grid provided a framework for assessment of the new concept-based curriculum. By using this approach, the faculty was able to identify and correct curricular issues that impeded student learning.
Conclusion:
The conceptual grid has been extremely useful in the assessment of a newly implemented concept-based curriculum. [J Nurs Educ. 2016;55(8):467–470.]
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