Date of Conferral

5-7-2024

Date of Award

May 2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Chue Vang

Abstract

Nursing curriculum that focuses on lectures and non-learner-centered approaches may not prepare students for the level of nursing care needed to address the needs of patients. To address this issue, one community college in the southern United States integrated a new concept-based curriculum (CBC) called the outcome logic model into their nursing curriculum. The purpose of this basic qualitative study was to examine nursing students’ perceptions of CBC within the context of their nursing program to determine how the revised curriculum influenced students’ perceived learning and preparedness for the nursing licensure examination (i.e., the National Council Licensure Examination [NCLEX]). Benner’s novice-to-expert model served as the conceptual framework. The research questions guiding this study addressed the perceptions of nursing students on how the CBC prepared them for nursing assessments and practice as well as how it affected their preparedness for the NCLEX. Using a purposeful sampling process, data were collected from individual, semistructured interviews with 12 full-time, senior nursing students. Data were thematically analyzed, resulting in four themes: perceptions of CBC, perceptions of learning, improvement in learning, and CBC increased NCLEX-RN preparedness. The findings reflected CBC as being important in improving patient care through increasing nursing students’ knowledge of nursing and critical-thinking abilities. A 3-day professional development training was designed based on the study findings to support the implementation of CBC among nursing faculty. This study can promote positive social change by initiating changes at the curricular level to improve the overall quality of the U.S. health care system, leading to improved access of patients to quality health care.

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