A Theory-Driven Integrative Process/Outcome Evaluation of a Concept-Based Nursing Curriculum

The current trend in curriculum revision in nursing education is concept-based learning, but little research has been done on concept-based curricula in nursing education.  The study used a theory-driven integrative process/outcome evaluation. Embedded in this theory-driven integrative process/outcome evaluation was a causal comparative nonexperimental study. The study evaluated the effects of concept-based learning on American Technologies Institute (ATI) scores by looking at the difference in ATI scores between students exposed to the traditional curriculum and students exposed to the concept-based curriculum. The study examined the moderating variable, method of instruction, and the mediating variables, critical thinking and motivation. T-test for independent means was used for data analysis to compare ATI scores for students in the concept-based curriculum and students in the traditional curriculum. ANCOVA was performed for the cumulative grade point average and critical thinking entrance exam in order to increase precision of the comparison between the concept-based curriculum and the traditional curriculum. The results of the study indicate there was no evidence to support that students in the concept-based curriculum had a different ATI score compared to those in the traditional curriculum. Instructional practices were not congruent with program theory. The teaching-style was predominantly teacher-centered rather than student-centered as called for by the theories supporting the concept-based curriculum. Students neither agreed nor disagreed that they were engaged in critical thinking, but students tended to agree with the statements about motivation indicating they were motivated to learn in a concept-based curriculum. Generalization of the findings is limited due to the causal comparative nonexperimental design.