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

William H. Deane, Marilyn Asselin


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.

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Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

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