Investigating Nursing Faculty and Student Expectations and Knowledge regarding Concept-Based Learning and Health Literacy
Abstract
Concept-based curriculum improves critical thinking, clinical reasoning, and decision making through knowledge attainment, concept-development, and clinical application. Concept-based curriculum bridges the gap between nursing education and application to clinical practice. Health literacy is a major healthcare concern impacting patient care and increasing providers knowledge will improve patient health outcomes. This is an exploratory study to understand student and faculty expectations and knowledge of concept-based learning and health literacy. A recorded educational presentation with a pre-test and post-test investigated the faculty and student barriers to concept-based curriculum, perception of faculty and student collaboration, and understanding of health literacy. After the educational intervention, students and faculty had a greater understanding of concept-based curriculum, health literacy, and the importance of collaboration.
Subject Area
Nursing|Curriculum development|Health education|Instructional Design
Recommended Citation
Krampen, Olivia E, "Investigating Nursing Faculty and Student Expectations and Knowledge regarding Concept-Based Learning and Health Literacy" (2021). Doctoral Dissertations. AAI28491689.
https://digitalcommons.salve.edu/dissertations/AAI28491689
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