Concept-based nursing curriculums have become a trend in nursing programs looking to answer the call for change within nursing education. These programs use concepts to organize curriculums by taking the specific concepts, such as oxygenation or circulation, and applying them across the lifespan. A qualitative action phase I research study was conducted to explore the barriers and facilitators to implementing concept-based nursing curriculums. Four faculty members with at least two years of nursing education experience, along with a role in implementing the concept-based curriculums, were interviewed. The barriers identified were time, difficulty defining concepts, and the complexity of making changes. Strengths identified included the faculty team's dedication and motivation for change in education. This presentation will identify the resulting action plan of researching changes within nursing education.
