Nurse educators’ experience in implementing concept-based curriculum: a phenomenology study

Yasin M. Yasin; Areej Al-Hamad; Ihab Safi; Aalaa Salman

doi:10.1515/ijnes-2024-0074

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Nurse educators’ experience in implementing concept-based curriculum: a phenomenology study

Yasin M. Yasin , Areej Al-Hamad , Ihab Safi und Aalaa Salman

Veröffentlicht/Copyright: 5. März 2025

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Aus der Zeitschrift International Journal of Nursing Education Scholarship Band 22 Heft 1

Abstract

Objectives

This study explores the experiences of nurse educators in Qatar implementing the Concept-Based Curriculum (CBC), identifying barriers and facilitators to improve strategies and support.

Methods

A phenomenological approach based on Van Manen was used. Data from semi-structured interviews with 18 nurse educators were transcribed and analyzed using Colaizzi’s method with NVivo software.

Results

Three key themes emerged: Challenges in CBC Implementation, Institutional Support, and Practical Integration and Adaptation. Educators encountered obstacles such as insufficient training, transition difficulties, and resistance to change. However, strong leadership and collaboration eased the transition. Over time, resistance diminished as educators observed enhanced critical thinking and clinical judgment in students.

Conclusions

Effective CBC implementation requires comprehensive training and strong institutional support. Continuous adaptation of teaching methods to meet diverse student needs is essential. These findings provide valuable insights for future curriculum reforms and emphasize the importance of strategic educational approaches to improve CBC outcomes.

Keywords: nursing education; phenomenology; qualitative research; Middle East; concept-based curriculum

Corresponding author: Yasin M. Yasin, PhD, Assistant Professor, Faculty of Nursing, University of New Brunswick, P.O. Box 4400, 33 Dineen Drive, Fredericton, NB, E3B 5A3, Canada, E-mail: yasin.yasin@unb.ca

Research ethics: Ethical approval was obtained from Primary Health Care Corporation Institutional Review Board (BUHOOTH-D-24-00007) and Calgary University Conjoint Health Research Ethics Board (REB24-0345). All procedures were conducted in compliance with relevant guidelines and regulations, such as the Declaration of Helsinki. The study’s purpose and procedures were clearly explained to all participants. Written informed consent was obtained from all participants. Participants were assured of the anonymity and confidentiality of their information and audio files, and they were informed of their right to withdraw from the study at any time.
Informed consent: Informed consent was obtained from all individuals included in this study.
Author contributions: Yasin M. Yasin: Conceptualization (lead); writing – original draft (lead); formal analysis (equal); writing – review and editing (equal). Areej Al-Hamad: Methodology (lead); formal analysis (lead), writing – review and editing (equal). Ihab Safi: Investigation (lead), writing – review and editing (equal). Aalaa Salman: Writing – original draft (supporting); Writing – review and editing (equal).
Use of Large Language Models, AI and Machine Learning Tools: The authors utilized ChatGPT-4o to enhance the language of this work. Following its use, they thoroughly reviewed and edited the content as necessary and assume full responsibility for the final published article.
Conflict of interest: Authors state no conflict of interest.
Research funding: This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.
Data availability: The datasets utilized and/or analyzed in the current study can be obtained from the corresponding author upon reasonable request.

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Received: 2024-08-17

Accepted: 2025-02-14

Published Online: 2025-03-05

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Artikel in diesem Heft

https://doi.org/10.1515/ijnes-2024-0074

Schlagwörter für diesen Artikel

nursing education; phenomenology; qualitative research; Middle East; concept-based curriculum