Transitioning to Concept-Based Teaching: A Qualitative Descriptive Study From the Nurse Educator's Perspective

The purpose of this study was to describe the experience of faculty in associate degree nursing programs who transitioned from traditional pedagogy to teaching in a concept-based curriculum. The transition experience of nurse educators is not well documented in the literature. Nineteen faculty from across the United States were interviewed. Five themes emerged during data analysis: recognizing fears, facing conflict, working out of one's comfort zone, seeing successes, and self-talk and questioning self. The results of this study can benefit programs that are contemplating or have already adopted a concept-based curriculum.