Transforming Nursing Pedagogy: The Journey to Concept-Based Learning at the University of Calgary in Qatar
Bibliographic record
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.012 | 0.006 |
| Scholarly communication | 0.007 | 0.002 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".