TASK-BASED CURRICULUM FROM THE NURSING EDUCATION EXPERTS' VIEWPOINT: A PHENOMENOLOGICAL STUDY

One of the new educational approaches adopted by many medical schools around the world as a suitable method for teaching and learning is the task-based curriculum developed by Harden et al. (1996) in the medical education curricula. The purpose of the present study was to identify the characteristics and methods of teaching and learning task-based curriculum in nursing education.

This qualitative study was based on an interpretive model and it was implemented using phenomenological method. Data was collected using semi-structured interviews with 12 nursing educators who met the inclusion criteria. Colaizzi method was used to analyze the interview data.

Two main components including task-based curriculum teaching and learning features and methods and the 9 sub-components including problem-centered, learner-centered, flexibility and adaptability at macro and micro level, applicability and practicality, laboratory methodology, simulation, problem-solving, integrated methods, and collaborative learning were extracted after analyzing and integrating the findings.

The results showed that among the subcomponents obtained from the analysis of the responses of nursing educators, the most important component in identifying task-based curriculum features was applicability and practicality and using integrated methods was important in the main component of the method Teaching and learning.