The Lived Experience of Practical Nursing Faculty Who Have Transitioned to a Concept-Based Curriculum as Required by the North Carolina Nursing Curriculum Revision Project
School of Education
Doctor of Education in Educational Leadership (EdD)
Kenneth R. Tierce
Concept-based Curriculum, Faculty Role Satisfaction, Lived Experience, Meaning, Transition, Phenomenological Study, Qualitative Studies
Education | Nursing
Bartlett, Lora Poole, "The Lived Experience of Practical Nursing Faculty Who Have Transitioned to a Concept-Based Curriculum as Required by the North Carolina Nursing Curriculum Revision Project" (2019). Doctoral Dissertations and Projects. 2257.
The purpose of this hermeneutic phenomenological qualitative study was to understand the lived experience of practical nursing (PN) faculty who have transitioned from a systems-based curriculum to a concept-based curriculum (CBC) as required by the North Carolina nursing revision project. In recent years, nursing education transformation has been a topic of interest among government organizations, the healthcare system, nursing leaders and organizations, and faculty of nursing programs. However, literature specifically on how faculty perceive and transition into these new innovative methods of teaching is minimal. The participants in the study were PN faculty employed by North Carolina community colleges and members of the North Carolina Council of Practical Nurse Educators (NCCPNE). The design used van Manens’s hermeneutic phenomenological approach to gain an understanding of the lived experiences of nurse faculty who have transitioned from a systems-based curriculum to a CBC. Additionally, Schlossberg’s transition theory was used to describe the experience of nurse faculty during the transition to a CBC. Data collection included individual interviews, a focus group interview, and self-reflective journaling. Data analysis consisted of reading and re-reading each of the transcripts and journal documents to discover the codes, themes, and categories. The results of this research emerged from the experiences of 12 PN faculty who transitioned to a CBC. The primary factor that facilitated the transition was support from peers and coworkers. Faculty often depended on others who had experienced the transition for affirmation and coworkers for involvement and support in the process.