Evaluating the Outcomes of a Concept-Based Curriculum in an Associate Degree Nursing Program

Abstract

A complete overhaul of nursing education has been commanded due to concerns regarding the proficiency of novice nurses and the clinical care they provide in today’s increasingly complex health care environment. Novice nurses are struggling to utilize effective critical thinking skills in order to practice at minimal competency levels. Delivering nursing education using a concept-based curriculum may provide the opportunity to prepare novice nurses to practice in a twenty-first century health care environment. However, limited literature exists examining the outcomes of a concept based curriculum. The purpose of this study was to evaluate critical thinking scores, National Council Licensure Examination for Registered Nurses (NCLEX-RN) pass rate prediction scores, and NCLEX-RN pass rates in associate degree nursing (ADN) students completing a concept-based curriculum. The theoretical framework for this study was founded on the experiential learning theory, which postulates students learn through experience, reflection, and by actively participating in the learning process. A retrospective, descriptive, correlational design was utilized to evaluate secondary data from a convenience sample of ADN students (N = 258) from one college of nursing, located in a Midwestern state. Data analysis revealed critical thinking program exit score was significantly higher than critical thinking program entry score (p <0.001). Statistically significant results were found in the ability of the dependent variable, first time pass success on the NCLEX-RN, to be predicted by both independent variables, critical thinking program exit score (p = 0.009) and probability of pass score (p = 0.012). The mean probability of pass score for first time pass success on the NCLEX-RN was 73.7, which is higher than the program’s established benchmark score.