Mastering Concept-Based Teaching: A Guide for Nurse Educators

by Jean Foret Giddens PhD, RN, FAAN, Linda Caputi EdD, MSN, RN, ANEF, CNE, Beth L. Rodgers PhD, RN, FAAN

Overview

Get all the strategies and guidance you need successfully implement conceptual learning with Mastering Concept-Based Teaching, 2nd Edition. Written specifically for nursing faculty, renowned educators Dr. Jean Foret Giddens, Dr. Linda Caputi, and Dr. Beth Rodgers walk you through the background and benefits of using a concept-based learning approach; how to plan, develop, and deliver an effective concept-based course; and how to improve and evaluate student learning with concepts. This new second edition also features two new chapters — one on how to conduct concept-based clinical experiences and another chapter on the future of concept-based interprofessional learning. You’ll also find updated content and more of the highly helpful Misconceptions and Clarifications boxes. So whether you’re teaching in an LPN, ADN, BSN, or MSN program, this insightful book is here to ensure a smooth execution concept-based teaching.

• Framework for developing a concept-based curriculum provides guidance throughout the general steps associated with developing a CBC.
• Strong foundation in how to teach within a concept-based curriculum dives into the nature of concepts, their function in the process of learning, and the importance of being consistent in the selection and implementation of concepts.
• Balanced teaching strategies illustrate ways to enhance the conceptual approach through engaging learning activities and an open environment.
• Success evaluation criteria explains the importance of analyzing evaluation data to determine the effectiveness of a new curriculum on meeting program learning outcomes.

• NEW! Updated content reflects the latest research in the neuroscience of learning, insightful illustrations, and best practices in concept-based curriculum design and instruction.
• NEW! Expanded use of Misconceptions and Clarifications boxes also reflects the latest research in conceptual learning to help clarify important concepts.
• NEW! Added color improves teaching and learning value.
• UNIQUE! New chapter on concept-based clinical experiences includes simulation and lab experiences, "live" clinical experiences, and clinical learning activities for inpatient, outpatient, community, and health systems-level experiences.
• UNIQUE! New chapter on thinking conceptually and the future of concept-based interprofessional learning covers both the ways CBC is spreading beyond just nursing and how to encourage faculty to shift their thinking to develop reasoning and critical thinking skills in students versus rote learning of content.

Product Details

ISBN-13:	9780323570817
Publisher:	Elsevier Health Sciences
Publication date:	02/02/2019
Sold by:	Barnes & Noble
Format:	eBook
Pages:	176
File size:	18 MB
Note:	This product may take a few minutes to download.

About the Author

Dean, School of Nursing, University of Kansas, Kansas City, Kansas

Table of Contents

1. The Conceptual Approach: Background and Benefits
2. Concepts in the Discipline of Nursing
3. Developing Concepts for Concept-Based Teaching
4. Developing a Concept-Based Curriculum
5. Conceptual Learning
6. Conceptual Teaching Strategies for the Classroom Setting
7. Conceptual Teaching Strategies for Clinical Settings
8. Evaluation of Student Learning and Program Evaluation
9. Advancing the Conceptual Approach in Nursing Through Evidence, Professional Development, and Interprofessional Education
Appendix A: Clinical Activities Focusing on Concepts
Appendix B: Preparing a Concept for Concept-Based Teachings: Explanation and Template
Index

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From the Publisher

All the information you need to master concept-based teaching

Editorial Reviews

Reviewer: Kathleen D. Ambrose, MSN (DNP candidate)(St. John Hospital System/Ascension Health)
Description: A collaborative effort of three expert nurse educators, this book presents concepts of learning influences and the connections between information acquisition and knowledge structures that facilitate knowledge application.
Purpose: The authors' goal is to develop a resource for nurse educators that provides the foundation needed to create a satisfying and successful learning environment for students through concept rather than content teaching. The book meets this goal.
Audience: The authors target an audience of nursing faculty in both undergraduate and graduate nursing programs, and graduate nursing students who are preparing for a career in academia. In addition to those in academia, any nurse who teaches, whether patients, fellow nurses, or other healthcare providers, could use this book as a foundation for that teaching.
Features: Through seven interrelated chapters, beginning with a global introduction and ending with concrete methods and tools of application, this book provides a general overview of the conceptual approach in nursing education including background and benefits. Two chapters provide an in-depth look at concepts and understanding of concept-analysis, presenting theoretical and foundational underpinnings. Other chapters present practical applications in developing a concept-based curriculum including development of needed infrastructure. A unique chapter covers the neuroscientific basis for concept learning. The remaining chapters present a comparison of concept-based teaching to traditional content-based instruction, and an overview of evaluation strategies that faculty can use to determine student achievement. Each chapter includes easy-to-follow, topic-focused diagrams and tables, and a synopsis box, "Misconceptions and Clarifications."
Assessment: This book is concise, yet presents enough information for educators or student educators to get a firm foundation in the concept-based education process. Particularly pertinent are the chapter on teaching strategies that connect the theoretical to the practical needs of the educator and the appendixes that the educator can use in the actual teaching and evaluation of students. The chapter on the neuroscience of concept-based education is intriguing. This book is an excellent starting point for nurse educators in concept-based education.

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