Abstract

Nurse educators have identified oversaturated curriculum as a factor influencing adequate preparation of nursing students for beginning practice. The dynamic nature of healthcare contributed to content laden curriculum. As advances in knowledge, science, and technology emerged, nurse educators' added content to nursing education curriculum in an effort to prepare students sufficiently with the knowledge and skills needed as a new nurse. To address the issue of content saturation, the current trend in nursing education is to move from a traditional curriculum to a concept-based curriculum. The concept-based curriculum approach emphasizes student centered learning; student centered learning employs teaching strategies that rely on students taking an active role in their learning. The problem is student centered teaching strategies require students to recognize and adapt to their role in the learning process. The purpose of this qualitative, phenomenological design study was to explore Bachelor of Science in Nursing (BSN) student perceptions of their role (their lived experiences) in the learning process. Awareness of student perceptions of their role and the faculty role in learning will inform nursing education practice.

Author Details

Tracy Linn Booth, EdD, BSN, RN

Sigma Membership

Unknown

Type

Dissertation

Format Type

Text-based Document

Study Design/Type

Phenomenology

Research Approach

Qualitative Research

Keywords:

BSN Students, Student Nurse Role, Nurse Education Curriculum, Concept-based Curriculum

Advisor

Robert Rose

Second Advisor

Christie Bledsoe

Third Advisor

Margaret Prydun

Fourth Advisor

Marlene Zipperlen

Degree

Doctoral-Other

Degree Grantor

University of Mary Hardin-Baylor

Degree Year

2016

Rights Holder

All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.

All permission requests should be directed accordingly and not to the Sigma Repository.

All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.

Review Type

None: Degree-based Submission

Acquisition

Proxy-submission

Date of Issue

2018-05-10

Full Text of Presentation

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