Abstract:

Background:
A concept-based curriculum positively addresses today’s virtually unlimited access to knowledge, by helping students to organise complex information through logical cognitive connections, whist facilitating deep learning and higher order thinking. Concept-based curricula have been utilised for many years but mainly in the context of primary and some secondary-level education settings. At university level, it is largely the nursing profession who have developed concept-based curricula. A motivating factor has been that, in an age of information abundance and continuous technological advances, nursing education has reached content saturation. In addition, there is a growing need to prepare nursing graduates to comprehensively manage an ever-changing health care system where the emphasis has moved from a focus on disease to illness prevention and health promotion.

In nursing education, as in many other subject areas, information has traditionally been presented as facts which are memorised for use in particular situations. A concept-based model, on the other hand, helps students create a mental bridge between factual information and concepts, the understanding of which can then be applied to many different situations. A conceptual framework builds links between items of knowledge, resulting in deeper and broader levels of understanding.

For educators, teaching through concepts may present a challenge, requiring movement from traditional ways of approaching teaching via lecture to an active, learner-centred approach. Interactive methods of learning and teaching such as the flipped classroom, which focus on promoting student thinking and engagement are necessary for concept-based learning.

Aim/Objective:
The aim of the presentation is to demonstrate how a concept-based curriculum works. The objective of outlining a conceptual framework using practical examples is to inform and inspire those interested, whatever their field, to consider the potential of concept-based curricula in higher education.

Methods:
The practicalities of a concept-based curriculum in promoting the transference of learning whilst also facilitating deep learning will be demonstrated.
The presenter will provide a synopsis of a concept-based curriculum and will elaborate upon one concept as an example. The relationship of the concept to other concepts will be discussed, showing how transferrable learning to new situations is facilitated.
The implications for educators in creating educational methods which support and promote student conceptual thinking are also addressed. The presentation will be visually stimulating and incorporates a small video.

Conclusions/Evaluation:
The efficacy of using a concept-based curriculum will be discussed. There are advantages and challenges to using a concept-based approach, which will be briefly examined. In conclusion, key points in the evaluation of a concept-based curriculum as discussed in the literature will be highlighted.

Keywords:

Concept-based curriculum, concept teaching, conceptual learning, transferrable learning, nursing education.