Res Dev Med Educ. 2019;8(1):24-30.
doi: 10.15171/rdme.2019.005
  Abstract View: 23
  PDF Download: 32

Original Research

Perspectives of educational sciences experts and nursing professionals on task-based curriculum components

Najibe Ebadi 1 ORCiD, Shahram Ranjdoust 1 * ORCiD, Mohamad Azimi 2 ORCiD

1 Department of Curriculum Planning, Marand Branch, Islamic Azad University, Marand, Iran
2 Department Educational Science, Faculty of Psychological and Educational Science, Farhangian University, Tabriz, Iran

Abstract

Background: Task-based curriculum is a new educational approach which is accepted in many medical universities as a suitable teaching and learning method. It is a comprehensive system across various disciplines that emphasizes one set of tasks. The objective of this study was to consider educational and nursing professionals’ perspectives on task-based curriculum components in the nursing field.

Methods: This qualitative study follows a phenomenological approach and was conducted in the summer of 2018 with 12 educational experts and nursing professionals through purposeful sampling up to saturation of the data; confidentiality of information was observed; and participants could leave the study at any time. The method used for data collection was conducted through in-depth and semi-structured interviews. Data was analyzed using the seven-levels Colaizzi method.

Results: After analyzing and integrating the main components, six main components were identified and 32 subcomponents were extracted. The main components encompass taskbased curriculum features, effective factors of task-based curriculum in designing task-based curriculum, procedures of task-based curriculum, and gaps in procedure of task-based curriculum, required skills in curriculum, and effective forces on designing of curriculum

Conclusion: Results showed that the task-based curriculum approach is an active educational method that requires active student participation. It emphasizes the creation of knowledge by the individual. Individuals learn knowledge and gain skills in clinical settings. With this approach, theory and clinical performance are measured together.

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Submitted: 09 Mar 2019
Accepted: 07 May 2019
First published online: 30 Jun 2019
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