title: A Strategy to Ensure Faculty Engagement When Assessing a Concept-Based Curriculum.
abstract: BACKGROUND
  The faculty of an undergraduate nursing program decided to undertake a major curriculum overhaul, transitioning from a curriculum based on the biomedical model to a concept-based curriculum. However, shortly after the new curriculum was implemented, faculty identified many issues with how and when the concepts were being taught.
  
  
  METHODS
  In response to the early implementation issues, a conceptual grid was developed to guide assessment of the new curriculum.
  
  
  RESULTS
  The conceptual grid provided a framework for assessment of the new concept-based curriculum. By using this approach, the faculty was able to identify and correct curricular issues that impeded student learning.
  
  
  CONCLUSIONS
  The conceptual grid has been extremely useful in the assessment of a newly implemented concept-based curriculum. [J Nurs Educ. 2016;55(8):467-470.].
authors.forename: LaDonia D
authors.initials: LD
authors.lastname: Patterson
authors.forename: J Michelle
authors.initials: JM
authors.lastname: Crager
authors.forename: Amy
authors.initials: A
authors.lastname: Farmer
authors.forename: Cynthia D
authors.initials: CD
authors.lastname: Epps
authors.forename: Jenny B
authors.initials: JB
authors.lastname: Schuessler
mesh_terms: D003210:Concept Formation; D003479:Curriculum; D004508:Education, Nursing, Baccalaureate; D005181:Faculty, Nursing; D006801:Humans; D015397:Program Evaluation