Matters of Change: Nurse Educators’ Experiences Transitioning to a New Curriculum: A Qualitative Approach

Abstract

Background: Nurse educators’ transition to a concept-based curriculum requires organizational and administrative support as well as collaborative teamwork. Implementing curricular changes can be challenging. One-on-one interviews were conducted with nurse educators who shared their perspectives on transitioning from a traditional to a newly adopted concept-based baccalaureate nursing curriculum.

Objective: This study explores nurse educators’ perceptions of change as they transitioned from a traditional 4-year (eight-semester) baccalaureate nursing curriculum to a 3-year (eight-semester) concept-based curriculum.

Method: The researchers used a qualitative descriptive design. Six nurse educators were recruited using purposive sampling. The interviews were conducted by a nurse educator new to the baccalaureate nursing program. Ethical approval was sought and received from the university research ethics board. Interviews were recorded with consent. Data were transcribed verbatim and analyzed using thematic analysis.

Findings: Four main themes emerged: personal efficacy: finding confidence and belief in one’s ability to succeed through change; personal challenges: remaining committed while moving away from the familiar, progressing, hoping for positive results, and making adjustments as needed; personal learning: realizing the time needed for personal learning, to translate theory to practice, and to reorganize; and, finally, navigating the experience of change: knowing change is both exciting and daunting.