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.

Disciplines

Medicine and Health Sciences | Nursing

First Advisor

Sharon Stager

Date of Award

1-1-2021

Document Type

Dissertation

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