Nurse educators’ experience in implementing concept-based curriculum: a phenomenology study
Bibliographic record
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.
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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 | 0.008 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
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".