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Document Type : Letter to Editor
Abstract
Introduction: Traditional health education approaches are two-dimensional, focusing on facts and skills, and only superficially covering content, which leads to cognitive overload in learners. As a result, they fail to foster deep understanding and critical thinking. Therefore, there is an emphasis on shifting the curriculum from traditional approaches to concept-based curricula that support the development of thinking skills. Concept-based curricula focus on the core concepts of the discipline, facilitating meaningful learning and establishing cognitive connections between newly acquired knowledge and existing knowledge. To implement concept-based teaching, it is necessary for nursing educators to modify their teaching methods by incorporating active learning activities such as case studies, group discussions, and role-playing. In concept-based learning, students relate facts and indicators using active learning processes such as case studies, questions, and problem-solving activities and are encouraged to practice thinking critically.
Despite the advantages and positive educational effects of concept-based curricula, many nursing educators resist adopting this approach due to potential challenges and difficulties. Exploring the perceptions and perspectives of educators regarding the benefits, barriers, and challenges of implementing concept-based teaching in undergraduate nursing courses seems essential.
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