Concept based curriculum (need of future)
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This document discusses the need for and benefits of concept-based nursing curricula over traditional topic-based curricula. It argues that concept-based curricula focus on foundational principles and concepts that can be applied across settings rather than just facts and skills. This requires learner-centered teaching approaches where students construct meaning to develop deep conceptual understanding. Benefits include promoting critical thinking skills, cultural understanding, motivation for learning, and language fluency to better prepare nursing students for practice. The key challenges are developing the curriculum around concepts and training faculty in conceptual teaching methods.
Concept based curriculum (need of future)
- 1. CONCEPT BASED CURRICULUM (NEED OF FUTURE) YASHWANT RAMAWAT RAK COLLEGE OF NURSING
- 2. INTRODUCTION : The concept-based nursing curriculum focuses on the foundational principles, or concepts, that can be applied across patient settings, the life span, and the health-illness continuum. Concept-based curriculum is contrasted with the traditional topic-based curriculum which focuses on factual content and skills with assumed rather than deliberate attention to the development of conceptual understanding and the transfer of knowledge.
- 3. CONCEPTUAL TEACHING A LEARNER- CENTERED APPROACH Conceptual teaching requires an active, learner-centered approach. The nursing literature has long called for a shift from teacher- centered teaching to student- centered learning. The connections students need to make in a concept-based curriculum must be supported by teaching approaches that allow students to construct deep meaning and understanding; this is not the typical outcome of a teacher- centered approach
- 4. FOCUS OF CURRICULUM Tradition curriculum focus on facts and skills with the goals of content coverage, analysis and the memorization of information. Concept based curriculum focus on concepts, principles and generalizations, using related facts and skills as tools to gain deeper understanding of disciplinary content, trans-disciplinary themes and interdisciplinary issues, and to facilitate conceptual transfer through time, across cultures and across situations.
- 5. GOAL OF CONCEPT BASED CURRICULUM : A corollary goal of concept-based curriculum that is seldom stated overtly is development of the intellect. . In a concept-based curriculum teachers use the facts in concert with concepts and generalizations to effect higher order, synergistic thinking. Facts provide the foundation and support for deeper, conceptual thinking and understanding. Concept based curriculum value student inquiry and constructivist learning to support personal meaning- making
- 6. CONCEPTUAL LEARNING PROCESS Process by which students learn how to organize information in logical mental structures Focuses on learning organizing principles – cubby holes in which mind organizes facts into ideas The difference between concept and content focused learning is… “the difference between facts of the oil spill and an understanding of the importance of environmental sustainability”
- 7. CONTINUED …!! . Moving faculty from a content-focused, teacher- centered learning environment to conceptual teaching approaches may be the greatest challenge faced by nursing programs wishing to adopt a concept-based curriculum. A comprehensive faculty development plan that includes consultants and faculty mentoring is necessary to successfully implement such a curriculum. Directing faculty to literature addressing conceptual learning and teaching strategies may also be helpful. Because the nursing literature is somewhat limited in this area, broadening a search to other disciplines, particularly education, is suggested
- 8. BENEFITS TO A CONCEPT-BASED CURRICULUM THINKING—It requires thinking students who draw on critical, creative, reflective and conceptual thinking abilities. INTERCULTURAL UNDERSTANDING—It develops intercultural understanding and international- mindedness through conceptual transfer MOTIVATION FOR LEARNING—It recognizes that intellectual and emotional engagement are essential to the motivation for learning. FLUENCY WITH LANGUAGE—It increases fluency with the languages of cultures and the disciplines.
- 9. CONCEPTS AND CONCEPTUAL LEARNING EXPLAINED AS: Concepts, broadly defined, are the building blocks used to organize the key competencies, skills, and knowledge areas in nursing education. These may include patient profile concepts (such as culture, development, or functional ability), health and illness concepts (such as perfusion, inflammation, or gas exchange), and/or professional concepts (such as leadership, ethics, or care coordination). For example, in a concept-based curriculum, a course may focus on the concept of infection control.
- 10. UNDERSTANDING OF CONCEPT-BASED, THREE-DIMENSIONAL MODEL 1.Curriculum development Quality teaching is supported by quality curriculums. The curriculum must be concept-based to meet the goals of transfer of knowledge, deep conceptual understanding, synergistic thinking, intercultural understanding and person 2.Teacher training This challenge is critical to the success of a concept- based model. If teachers do not understand the concept-based model and required shifts in pedagogy they will fall back on traditional teaching methods and fail to effect transfer of knowledge and deep understanding. al intellectual engagement
- 11. CONTINUED…!! 3.Assessment The challenge here is to assess to the conceptual level of understanding, rather than just to the factual level. The design of the classroom assessments must be part of the teacher training programme.
- 12. CONCEPTUAL BASED CURRICULUM AND NURSING PRACTICE Rescuing nursing education from content saturation requires a major paradigm shift: a shift away from the practice orientation that emphasizes content toward conceptual pedagogy that emphasizes concepts across environmental settings, the life span, and the health-illness continuum. Concepts provide the organizational framework and structure for the curriculum and are the foci within courses.
- 13. CONCLUSIONS : The nursing program supports international-mindedness and understanding of other cultures. Identifying key and related concepts and framing critical subject area content with a central idea and additional “supporting ideas” (which will be introduced later in this paper) can strengthen the transfer of knowledge across global contexts as new examples of previously learned concepts arise. Concept-based curriculums can support teachers in moving deliberately to idea-centred instruction. I know that DP teachers value deeper conceptual thinking and understanding. An idea-centred curriculum of important conceptual understandings supported by relevant content would help teachers meet these goals.
- 14. THANK YOU !!