Part 5: Practical Ways Faculty Can Use the AACN Concepts in Curriculum & How to Tell if it’s Working

The real fun begins when faculty start translating those mapped concepts into actual learning experiences. Here is the next question:

How do faculty intentionally use these concepts to shape learning across the curriculum?

In my love of all things pathophysiology, I like to think of the AACN concepts as the ‘connective tissue’ of the curriculum. Concepts applied help link classroom learning, simulation, clinical experiences, reflection, and competency development into a more integrated learning experience for students.

Build Concept Progression Across Courses

Repetition alone, while important, will not get the job done. It’s important to ensure concepts progress rather than simply reappear throughout the curriculum. True progression occurs when students are expected to apply those concepts at increasingly deeper, more complex, and more independent levels. More on progression indicators later!

Here are some practical first steps for faculty teams:

• identify where concepts are introduced,

• where they are reinforced,

• where students begin applying them,

• and where competency is ultimately demonstrated.

For example: Consider Clinical Judgment Progression 

Early courses: Recognize cues and identify basic priorities 

Mid-program: Prioritize hypotheses and interventions 

Advanced courses: Manage competing priorities and evaluate outcomes 

Signs It Is Working

• Faculty can clearly describe increasing expectations across semesters.

• Students begin independently applying concepts without prompting.

• Assignments and clinical expectations become progressively more complex.

• Students use consistent conceptual language across courses.

Next in The Essential Series: Series Finale Part 6:Let Concepts Drive Assignments and Learning Activities