Impact of a Concept-Based Teaching Format on Student Satisfaction in an Associate Degree Maternal Newborn Nursing Course

Impact of a Concept-Based Teaching Format on Student Satisfaction in an Associate Degree Maternal Newborn Nursing Course

Concept-based learning activities (CBLA) were introduced in the nursing education realm by Heims and Boyd (1990). Their studies showed the use of CBLAs in nursing education had a positive impact on student learning, as well as the satisfaction of staff nurses who interacted with those students (Heims & Boyd, 1990). Achievement of learning outcomes, course and clinical satisfaction, as well as satisfaction of clinical partners are all important indicators for schools of nursing. This study evaluated what, if any, impact concept-based teaching had on student satisfaction within a maternal-newborn nursing course.