The complexity of health care today requires nursing graduates to use high-level thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, high-level thinking, and the ability to transfer knowledge to a variety of situations – requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. The specific aims of this study explored the educators’ behaviors and their perceptions of the change, teaching practices, and the teaching-learning process.
