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

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.