Diana Sanati

Rhodes State College, USA

Title: From Resignation to Resolution: An Evidence-Based Redesign of a Nursing Curriculum

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Biography

TBA

Abstract

Low course pass rates among nursing students remain a significant concern for many nursing education programs. A faculty root cause analysis at our institution identified inconsistent study habits and difficulty applying content learned through traditional lecture-based instruction as key factors contributing to poor student outcomes. Guided by these findings and the educational literature, we redesigned our nursing curriculum using Bloom’s Taxonomy as a framework to explicitly teach students how to learn, rather than simply what to learn. We incorporated structured pre-class preparation assignments (“tickets to class”), such as term definitions and NCLEX-style quizzes, to build foundational knowledge and promote self-assessment prior to class sessions. Interactive classroom sessions coupled with group problem-solving activities fostered collaborative learning and application of concepts. All assessments, including exams and quizzes, were intentionally varied to expose students to diverse question formats and levels of cognitive complexity while minimizing reliance on memorization. Students in similar interventions reported greater engagement and confidence in their learning process. Initial feedback from our students has mirrored these findings, with students reporting that they feel better equipped to manage rigorous coursework and prepare effectively for licensure. The transformation of our nursing program from resignation to resolution has been rooted in an evidence-based curriculum redesign. By explicitly teaching students how to learn through evidence-based study and metacognitive learning strategies, we have empowered our students to succeed academically while preparing them for professional nursing practice.