title: Student learning outcomes in response to concept-based teaching.
abstract: BACKGROUND
  Concept-based teaching (CBT) has been found to better facilitate students' meaningful learning than traditional pedagogy, but little research has been conducted in nursing education.
  
  
  METHODS
  This mixed-methods study investigated meaningful learning in nursing students. Quantitative data were extracted from archived records and analyzed through multiple regression to compare two groups: students who received CBT and students who received traditional teaching.
  
  
  RESULTS
  Students' pretest scores were the best predictor of meaningful learning gain (i.e., difference between pre- and post-test higher order thinking [HOT] scores). No significant between-group differences were noted. Qualitative data were collected from 22 CBT students, purposefully selected for their HOT scores, and analyzed through flow mapping. Integrative analysis found that students who verbalized a greater number of knowledge connections had higher HOT scores and a deeper understanding of nursing principles than did students with lower HOT scores.
  
  
  CONCLUSIONS
  CBT students' gain in HOT scores may become more apparent over several semesters.
authors.forename: Teresa J
authors.initials: TJ
authors.lastname: Getha-Eby
authors.forename: Theresa
authors.initials: T
authors.lastname: Beery
authors.forename: Beth
authors.initials: B
authors.lastname: O'Brien
authors.forename: Yin
authors.initials: Y
authors.lastname: Xu
mesh_terms: D000293:Adolescent; D000328:Adult; D004506:Education, Nursing / Q000379:methods*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D008875:Middle Aged; D013663:Teaching; D055815:Young Adult