Clinical Practice
Faculty and Curriculum
Teaching Strategies
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Lab & Clinical Education
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Concept-based Curriculum from the Ground Up, Part 3
featuring Tim Bristol, PhD, RN, CNE, ANEF, FAADN
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- Description
- Objectives
- Presenters
Using conceptual learning is crucial to successful implementation of the concept-based curriculum. The paradigm shift for faculty and students is significant and can be a challenge. Creating effective learning and assessment activities is as important as the curriculum revision. Creating activities that help the learner "learn how to learn" will be reviewed. Emphasis on developing habits of "compare and contrast" with everything from life-span to pharmacology will be addressed. Helping faculty better understand the crossover from class-time to lab to clinical will be explored.
This is an update of the 'ABC's of Concept-based Curriculum' series.
This is an update of the 'ABC's of Concept-based Curriculum' series.
Objectives
- Critique a learning activity based on the principles of compare and contrast.
- Critique a learning activity that can be used in class and clinical.
- Analyze student retention and success strategies to promote efficacy in the concept-based curriculum.
Presenters
Tim Bristol, PhD, RN, CNE, ANEF, FAADN
Tim Bristol is a faculty development and curriculum design specialist. He has taught at all levels of nursing to include LPN, ADN, BSN, MSN, and PhD. Developing new programs, innovations in learning, and helping programs internationally, he is an expert in bringing the evidence-base of nursing, healthcare, and education to students and faculty at all levels. Through consultations, writing, and mentoring, Dr. Bristol assists faculty in identifying the competencies needed to effectively enhance programs for optimal student outcomes. He has certification as a nurse educator, is a fellow in the Academy of Nursing Education, and is internationally known for bringing excitement through success to his colleagues and students. His motto: "Today we will learn how to learn."
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