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Concept-Based Learning Institute

Concept-Based Learning Institute

Curriculum for the 21st Century...

February 3-4, 2018  •   Orlando, Florida


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Building Quality and Passion in Nurse Educators

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If you are thinking about changing to a concept-based curriculum (CBC), revising your current CBC, or just wondering what it is, the Concept-Based Learning Institute (CBLI) is for you. Come and share two full days with your colleagues in sunny Orlando, Florida. NurseTim has constructed an interactive two-day workshop on concept-based curriculum. Learn all the aspects of this delivery method, such as identifying concepts and exemplars to match your curricular needs, active-learning strategies in the classroom/clinical setting, and instruction in integrating simulation into students’ learning. Grab your hard hat and come prepared to have fun as we construct together!

I recently attended the Concept-Based Learning Institute Conference in Orlando. THANK YOU SO MUCH! It was very helpful, and I brought back such valuable information and tips. I have already started applying some of it in my classroom.

Amy G.
2017 participant

Target Audience

This conference is designed for clinical instructors, faculty, preceptors, graduate students, and administrators in PN/VN, ADN, diploma, and BSN programs. Because of the active-learning focus, other health care educators will benefit as well. Due to the hands-on nature of this conference, all should come ready to be engaged.

Overall Conference Objectives

Participants will:

  • Explore the benefits and challenges of moving to conceptual learning.
  • Identify the processes and strategies that support the successful adoption of a concept-based curriculum.
  • Participate in developing content and learning activities that support deeper learning of concepts.
  • Discuss the impact of moving to a concept-based curriculum on program design and key stakeholders, including faculty, students, accreditors, and employers.

If you are planning to implement CBC or currently in the middle of this transition, this is the conference for you. You will start from the ground up by having a lot of great ideas of how to select the correct concepts for your program. There was something for everyone to learn and take back to your program for growth and new strategies of delivery for the 21st-century learner and educator methodologies.

Cindy T.
2017 participant

Nursing Contact Hours

12 hours of nursing continuing education will be awarded upon completion of CE criteria (6 hours for one day only).

NurseTim, Inc. is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. CE completion criteria includes: payment of conference fee, attendance of the entire session, and ANCC Provider Logo submission of a completed evaluation tool. All faculty and planners at nursing continuing education activities are required to disclose to the audience (1) any significant financial relationships with the manufacturer(s) of any commercial products, goods or services and (2) any unlabeled/unapproved uses of drugs or devices discussed in their presentations. Such disclosures will be made in writing in the course presentation materials.

Registration Deadline

Register early!
January 22, 2018 is the registration deadline. You will want to register early since this conference tends to sell out! Register by December 15, 2017 to receive a discount.

Discounts Available

Group Discount
Three or more faculty registrations will qualify your group for a discount. Registrations must be mailed or completed online together with fees paid prior to the conference registration deadline (January 22, 2018). Group discounts will be applied automatically.

Subscriber Discount
NurseTim webinar subscribers receive a special discount on their conference registration! Email or call for more information: or 866.861.2896 opt. 2.

Cancellation Policy

An administrative fee of $100 will be charged for registration changes (cancellations/refunds) prior to January 22, 2018. No refunds will be issued after January 22, 2018.

More Conference Information


We reserve the right to photograph/record attendees for promotional use.


Business–casual attire is appropriate for the conference. Please note that the temperature in the meeting rooms varies; dress in layers to ensure your comfort.

Venue Information

This conference is located at Seminole State College Altamonte Springs Campus. All conference activities will be held in the Seminole State facilities. Free shuttles to and from the conference will be provided for hotel block participants only. More information will be provided upon registration. This event is not affiliated with Seminole State College of Florida.


Tablets and laptops are not required, but many examples will be available for you to try first-hand. However, if you do not bring your tablet/laptop, you can try all these activities at a later time. In an effort to be eco-friendly, we will make all handouts and activities available online.

Featured Speakers

Tim J. Bristol, PhD, RN, CNE, ANEF

Tim J. Bristol, PhD, RN, CNE, ANEF

Dr. Bristol is an internationally known nurse educator and curricular consultant teaching at all levels of nursing in both public and private institutions. He consults with the healthcare industry through public health, global health, acute care, long-term care, and professional trade organizations. Sharing his expertise through a number of written works on conceptual learning, instructional design, curricular innovation, and faculty development, he is known for a practical, straightforward approach to academic success. Dr. Bristol is the owner of NurseTim, Inc. and a faculty member at Walden University. He also serves on the board of directors for Health eVillages and the FSIL Nursing School in Léogane, Haiti.

Amy Hall, RN, PhD, CNE

Amy Hall, PhD, RN, CNE

Dr. Hall has been a nursing educator for 20 years. She co-authored Fundamentals of Nursing and has expertise in curricular design and program evaluation. Dr. Hall is the White Family Endowed Professor and chair of the Dunigan Family Department of Nursing and Health Sciences at the University of Evansville in Evansville, Indiana. She is currently leading her faculty through curricular revisions, which include implementing a conceptual approach in the baccalaureate nursing program. She provides continuing education and consults with other nursing educators nationally to help them implement conceptual-based learning in their programs.

Susan Hendricks, EdD, RN, CNE

Susan Hendricks, EdD, RN, CNE

Dr. Hendricks has been a nurse since 1983, receiving a BSN from the University of North Dakota and, with an MSN from the University of Wisconsin, and has specialized in community mental health nursing. As an IU faculty member, Dr. Hendricks has focused her academic career on curriculum, evaluation, student success, and the study of innovation in nursing education. In recent years, she has taken on increasing leadership roles, including evaluation director, assistant dean, and chair of the IU statewide curriculum committee that developed the RN to BSN curriculum. Currently the associate dean for undergraduate programs at IUPUI, Dr. Hendricks has engaged faculty in planning and implementing an exciting new concept- and competency-based curriculum.

L. Jane Rosati, EdD, MSN, RN-BC

L. Jane Rosati, EdD, MSN, RN, ANEF

Dr. Rosati has been a registered nurse for 38 years, working in the areas of acute care, surgical, long-term care, pharmaceutical research, and the medical office setting. She has been teaching at the associate degree level for almost 10 years. Because of her success with the concept-based curriculum in her own program, Dr. Rosati has done presentations on concept-based curriculum and active learning techniques for national and international audiences. She has a BSN from Neumann University in Aston, Pennsylvania, as well as a master’s in education, master of science in nursing, and a doctorate in education from the University of Phoenix.

Virginia Wangerin, PhD, MSN, RN, CNE

Virginia Wangerin, PhD, MSN, RN, CNE

Dr. Wangerin (Ginny) is an educator, consultant, and speaker with over 30 years’ experience in nursing. She has also taught at the PN, ADN, BSN, and graduate level. Currently, Dr. Wangerin is the director of nursing education at Iowa State University and provides faculty/staff development. Her primary areas of expertise are curriculum development and evaluation, including teaching and evaluation strategies and accreditation success. Dr. Wangerin has served on numerous committees and boards advocating for others, including nursing professionals, the elderly, and at-risk populations. In October 2011, she was honored by the Iowa Nurses Association with the Edith Ruppert Award, in recognition of having contributed significantly to the improvement of nursing and the professional organization.


The complete agenda can be downloaded and printed out from the brochure. For descriptions of each session please click on the Sessions button on the right.


Sheraton Hotel Sheraton lobby room Sheraton room

Sheraton Orlando North Hotel

600 North Lake Destiny Drive
Maitland, FL 32751

located 2.21 miles and 4 minutes from the college

Special reservation information coming soon.

starting at $129/night (single/double) + 12.5% tax
Special rate expires: 1/03/2018
Group rate code: NurseTim, Inc.
Rates are available for Feb. 2-4

View Online or call toll-free 407·660·9000
Tell them you are with the NurseTim, Inc. conference when you call.


  • wireless in all sleeping rooms and lobby
  • refrigerator in all rooms
  • pool and hot tub


Sessions Menu

Day 1 (Feb. 3)

Constructing a Concept-Based Curriculum:
Lessons Learned for Success

Panel Discussion—Setting the Stage
Presentation team will share lessons learned from their experiences in moving to a concept-based curriculum. The audience will be engaged in identifying the forces that drive curriculum change, challenges and barriers encountered, and, ultimately, the benefits.

Learning Outcomes:

  • Participants will discuss the process, challenges, and advantages of moving to a new curriculum model.
  • Participants will appreciate the variety of experiences and approaches educators have in the curriculum-change process.
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Best Practices in the Concept-Based World:
Making the Evidence Base Real for Faculty
10:30 – 12:00

Explore best practices from faculty around the country. This plenary session will focus on multiple angles of concept-based learning and the concept-based curriculum. Oral presentations from select poster presenters will be combined with hands-on activities for faculty from all levels of experience with the CBC.

Learning Outcomes:

  • Participants will be able to discuss the differences between concept-based and traditional curriculum designs.
  • Participants will recognize the rationale for moving to a concept-based curriculum.
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From Curriculum to Learning (Part 1)

Bring your syllabus.
This session will guide participants through an in-depth exploration of the process for developing and enhancing a concept-based curriculum. The process of moving from decision to delivery of a concept-based curriculum will be demonstrated. Strategies for identifying concepts, developing concepts into courses, and choosing key exemplars will be explored.

Learning Outcomes:

  • Participants will be able to describe the process for designing a concept-based curriculum.
  • Participants will be able to list strategies for identifying concepts and developing courses.
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From Curriculum to Learning (Part 2)

Continued from part 1
Bring your syllabus.
We will develop plans for your courses to help bring a concept to life in class, lab, and clinical. Understanding that the conceptual-learning experience enhances the concept-based curriculum (or any curriculum), you will explore strategies to begin your journey today. You will be able to apply these strategies and principles to classes that you are currently creating and teaching.

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Day 2 (Feb. 4)

Breakout Session 1

Bringing Concepts to Life:
Selecting Exemplars to Support Your Concept-Based Curriculum


Choosing the right exemplars can make the difference between success and failure for a nursing program. Exemplars are used to expand and define the concept, as they are illustrations of the concept being taught. Carefully selected exemplars bring all aspects of the curriculum together and enhance learning.

Learning Outcomes:

  • Discuss the difference between concepts and exemplars.
  • Explore the creation of exemplars that expand the concepts.
  • Discuss the unique contribution that exemplars bring to the curriculum design.

Meeting Standards of Student Learning Outcomes


Whether implementing a new curriculum or evaluating the effectiveness of an existing curriculum, measuring student learning outcomes can be a difficult process. This session will focus on the importance of assessing student learning, how to avoid common pitfalls in the evaluation plan, determining the effectiveness of the curriculum in achieving student learning and meeting the requirements of external accrediting bodies.

Learning Outcomes:

  • Develop a meaningful, effective and realistic plan to assess and evaluate student learning outcomes
  • Discuss the balance between formative and summative evaluation in assessing and evaluating student learning

Mental Health and Family Concepts


Concept​-based teaching and learning fits for more than physiological concepts alone​;​ these methods are effective for mental health and family health learning​ as​ well! Engage in a lively​,​ hands-on​ ​session overflowing with interactive teaching​ and​ learning strategies specifically designed for teaching mental health and family nursing.

Learning Outcomes:

  • Identify conceptual and active​-​learning techniques for teaching mental health and family nursing concepts.
  • Examine ways to incorporate conceptual teaching and learning into the mental health/family health learning environment.

Addressing NCLEX® Pass Rates in the Established Concept-Based Curriculum


Many programs have reported that changing to the CBC has caused the NCLEX® Pass Rates to drop. The correlation of that assertion has yet to be proven. However, acknowledging the need for effective learning and assessment is universal and must be addressed in the CBC. This session will walk faculty through important strategies that help to promote optimal outcomes in the CBC. Participants will have the opportunity for a hands-on experience and are encouraged to bring their syllabi and evaluation tools.

Learning Outcomes:

  • Describe a learning strategy for the CBC that will promote success on the NCLEX®.
  • Identify threats to NCLEX® success in the CBC.
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Breakout Session 2

Active Learning


Share strategies for creating and implementing a curriculum development timeline and task list using project management principles and stakeholder engagement.

Learning Outcomes:

  • Describe the difference between pedagogy and andragogy learning principles.
  • Identify active-learning techniques for the classroom and clinical setting.
  • Remodel present-day classrooms into active-learning areas.

Technology Tools for the Concept-Based Curriculum
Using Technology Effectively to Teach Concepts and Engage Your Learners


Teaching in a concept-based curriculum requires active and collaborative learning. This interactive, hands-on session will introduce a variety of different types of innovative technologies and ways you can use them to engage your students and stimulate collaborative learning.

Learning Outcomes:

  • Discuss current evidence that supports active and collaborative learning in the classroom.
  • Identify effective ways to evaluate the use of various technologies in the classroom.
  • Experience the use of innovative technologies to determine application in the classroom.

Test-Item Writing in the Concept-Based Curriculum


Testing is a key component of assessing student learning in a nursing curriculum. Constructing NCLEX® style test items that provide valid and reliable measurement of student learning outcomes is an important skill. This session will focus on writing items that assess conceptual learning at the application and analysis level.

Learning Outcomes:

  • List guidelines for writing valid and reliable test items congruent with the NCLEX® writing guidelines.
  • Write test items that assess learning outcomes and are written at the application/analysis cognitive level.

Bringing New Faculty into an Established Concept-Based Curriculum


The realization of an effective concept-based curriculum depends in large part on faculty implementation—teaching the concepts planned for each course and the use of teaching/learning strategies that support conceptual learning. In this session, explore approaches for faculty onboarding and development that can help make your concept-based curriculum a lasting success.

Learning Outcomes:

  • Recognize the critical role that faculty development plays in achieving an effective concept-based curriculum.
  • Consider strategies for onboarding new full- and part-time faculty who will be teaching in a concept-based curriculum.
  • Apprehend the value of faculty understanding the organization of the curriculum, including concepts, exemplars, and evaluation strategies.
  • Examine ways to facilitate active teaching/learning for novice and experienced faculty.
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Breakout Session - Lunch & Learn

Planning Stages for the CBC


Share strategies for creating and implementing a curriculum development timeline and task list using project management principles and stakeholder engagement.

Learning Outcomes:

Beginning the CBC


Share strategies for launching a CBC that will enhance success and identify potential problems early, allowing for a smoother transition.

Learning Outcomes:

The Established CBC


Discuss lessons learned and next steps including effective application of program assessment and principles of continuous quality improvement.

Learning Outcomes:

Deans, Directors, and Chairs


Discuss strategies for motivating teams, addressing change and conflict and responding to the unique challenges of administration in nursing education.

Learning Outcomes:

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Breakout Session 3

Active Learning


Share strategies for creating and implementing a curriculum development timeline and task list using project management principles and stakeholder engagement.

Learning Outcomes:

  • Describe the difference between pedagogy and andragogy learning principles.
  • Identify active-learning techniques for the classroom and clinical setting.
  • Remodel present-day classrooms into active-learning areas.

Building the Faculty Team for Concept-Based Curriculum


Implementing a concept-based curriculum will involve change! This session introduces participants to tools that can be used to help faculty build an effective team and adapt to significant change. Positive responses to common breakdowns in faculty teams are addressed in this interactive, hands-on session.

Learning Outcomes:

  • Explore the dynamics of effective faculty teams.
  • Participate in team building activities that can be used to facilitate a positive curricular change process.
  • Increase skills in responding to common breakdowns in faculty teams that may occur during significant change.

Clinical, Simulation, and Lab


Learn to teach conceptually in the nursing lab, simulation lab, and clinical environment! Consider ways to convert learning situations/opportunities in these settings with concepts. Engage in hands​-​on strategies that effectively connect conceptual learning from the classroom to clinical, simulation, and lab settings.

Learning Outcomes:

  • Describe techniques for teaching conceptually in the clinical, simulation, and lab environments.​
  • Identify active​-​learning strategies that connect the classroom to the clinical.
  • Develop techniques for conceptually bridging the gap between the classroom, lab​,​ and clinical ​settings​.

Pharmacology in the Concept-Based Curriculum


Pharmacology is always a challenging topic in nursing education and a perfect example of how rapidly growing and changing information is difficult to manage in the traditional approach to curriculum development. Conceptual learning makes pharmacology content manageable and effectively develops knowledge application skills.

Learning Outcomes:

  • Discuss integration of pharmacology content in the concept-based curriculum.
  • Explore strategies for identifying key concepts and exemplars.
  • Describe learning activities that connect pharmacology concepts across the classroom, lab, and clinical settings.
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Bringing It All Together:
Become a Student in the CBC to Learn a Concept

Experience firsthand what it means to learn conceptually. We will have participants actually in a class where they explore concepts and exemplars as if they were students. This session will be a live demonstration of teaching in the CBC. This is a completely hands-on session.

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Submit by January 15, 2018

Consider submitting a poster related to teaching strategies, concept-based curriculum, change management, or evidence-based nursing education. Abstracts will be peer-reviewed and notification of acceptance will occur soon after this deadline. A limited number of posters will be accepted.

Presenters are expected to be available for questions and discussion with participants during posted exhibit/poster session hours. Handouts and your contact information are recommended for attendees but not required.

If approved, please bring a poster that can stand alone, as a table-top display.

Of the poster abstracts selected, some will be chosen for oral presentation.

Remember, if your abstract is accepted you must attend the conference and pay registration fees. Also, posters are to be attended during exhibit times.

Submit your abstract here

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You can also submit your abstract by email. Download guidelines here.