Conclusions
In an attempt to address concerns regarding the preparedness of novice nurses, several prominent organizations have recommended a transformation of nursing education (ACEN, 2013; Benner et al., 2010; IOM, 2011; NLN, 2008). One suggestion is the use of innovative curricular models that can stimulate nursing students' critical thinking skills. While a concept-based curriculum is gaining popularity in nursing education, little empirical data exist evaluating the outcomes associated with this leading-edge curricular model. Thus, this study was created to deliver evidence regarding the outcomes of a concept-based curriculum.
Nurse educators have a duty to do all they can to adequately prepare students for first-time pass success on the NCLEX-RN. Results of this study can assist nurse educators in identifying students who are at risk for failing the NCLEX-RN on the first attempt. Findings from this study also provide hope that nursing students' critical thinking skills can be enhanced following exposure to a concept-based curriculum. Due to the substantial gap between nursing education and contemporary nursing practice, it is essential that nurse educators take swift action to better equip novice nurses in meeting the demands of today's health care arena. A passive approach to undertaking an educational redesign in nursing education may lead to grave patient outcomes.
