A Case for Learning-Centered Curricula

ABSTRACT Nurses must be able to anticipate and manage the care of patients with complex conditions in a rapidly changing, highly technological health care environment. Yet many of today's nursing programs are failing to provide curricula to meet the changing needs of students who will work in that environment. Typical teacher-centered programs are content heavy and focus on what faculty want to teach, not what students need to learn. Learning-centered education shifts the focus from teaching to student learning. Learning-centered programs identify student learning outcomes that are reflective of current nursing practice, use authentic assessment, and provide learning experiences that move students toward the achievement of outcomes. This article describes the major benefits of a learning-centered curriculum, and a model depicts the dynamic relationship among learning experiences, assessment, and student learning outcomes. We also offer suggestions for nursing faculty who are considering the move from teacher-centered to learning-centered curricula. AUTHORS Received: November 6, 2004 Accepted: May 5, 2005 Dr. Candela is Associate Professor and Chair, Psychosocial Nursing, and Coordinator, Graduate Nurse Educator Track, University of Nevada, Las Vegas, Nevada; Dr. Dalley is Associate Professor, Department of Nursing, Southern Utah University, Cedar City, Utah; and Dr. Benzel-Lindley is Assistant Professor, Department of Nursing, Nevada State College, Henderson, Nevada. Address correspondence to Lori Candela, EdD, APN, CNE, Associate Professor and Chair, Psychosocial Nursing, and Coordinator, Graduate Nurse Educator Track, University of Nevada, Las Vegas, 4505 Maryland Parkway, Las Vegas, NV 89154-3018; e-mail: lori.candela@unlv.edu.