Transforming Nursing Pedagogy: The Journey to Concept-Based Learning at the University of Calgary in Qatar

Abstract

This study explores the transformative implementation of a Concept-Based Approach (CBA) in nursing education at the University of Calgary in Qatar (UCQ). Focusing on the Family in Transition Nursing course, the research examines how CBA, characterized by its emphasis on critical concepts and practical exemplars, bridges theoretical knowledge with clinical practice. Utilizing digital platforms like Desire to Learn (D2L) and tools like Padlet, the approach enhances student engagement and learning through real-world applications. The study highlights the shift from traditional teaching methods to CBA, aiming to produce skilled nursing graduates capable of managing the complexities of the Qatari healthcare system. It investigates the effectiveness of CBA in deepening learning, its application in real-life scenarios, and its impact on teaching practices. Results underscore the importance of content quality, concept-focused learning materials, and real-life case studies in nursing education. The research concludes with the CBA's significant role in UCQ's nursing program and addresses future research directions to further understand and develop concept-based teaching strategies in nursing and beyond.