Introduction

Traditional lecture-focused curricular designs are failing to produce new graduates who can make the transition to safe and competent nurses. Although contemporary practice requirements are increasing, many novice nurses struggle with the ability to effectively critically think when making clinical decisions (Perez et al., 2015; Victor-Chmil, 2013). Today’s nurse is responsible for managing an escalating census composed of patients with multifaceted health care problems, all while navigating convoluted technology platforms in a hurried and outcome-driven environment (Benner, Sutphen, Leonard, & Day, 2010; Fero, Witsberger, Wesmiller, Zullo, & Hoffman, 2009; Missen, McKenna, & Beauchamp, 2015). Considering the intricacies associated with today’s health care arena, less than desirable traits of novice nurses, and demands of the nursing workforce, a revamp of nursing education is in high demand (Accreditation Commission for Education in Nursing [ACEN], 2013; Benner et al., 2010; Institute of Medicine [IOM], 2011; National League for Nursing [NLN], 2008). Utilizing innovative nursing curricula designs, whereby students are engaged in the learning process through methods that challenge their ability to process complex clinical scenarios, is more likely to prepare them for the challenges inherent in a 21st century health care setting (Benner et al., 2010). One curricular model possessing these qualities is a conceptbased curriculum. According to Erickson and Lanning (2014), a concept-based curriculum consolidates information by focusing on key exemplars. An essential component to a concept-based curriculum is the use of active teaching–learning strategies (Giddens, Caputi, & Rodgers, 2015), such as case studies, concept maps, problem-based learning, and simulation. Through the use of active teaching–learning strategies, students can formulate connections with information, leading to learning comprehension, critical thinking development, and the ability to decipher similar material when faced with a new experience (Erickson & Lanning, 2014). For example, a nurse educator in a beginning course may develop a case study regarding the concept of oxygenation when teaching students about the exemplar, pneumonia. As students progress through the nursing program, another nurse educator could reinforce the concept of oxygenation by assigning students to care for a simulated patient diagnosed with the exemplar, respiratory failure. Although different exemplars, both are supported by the concept of oxygenation and require similar nursing care. A conceptual approach to teaching has been applied to prelicensure nursing education for almost a decade and continues to expand in use. However, there remains a dearth of literature analyzing outcomes related to a concept-based curriculum. This study was developed in an attempt to address this gap in the literature and support research priorities created by the IOM (2011) and NLN (2013) regarding the evaluation of innovative nursing curricular designs. The purpose of this study was to evaluate critical thinking skills and National Council Licensure Examination for Registered Nurses (NCLEX-RN) pass rates among associate degree nursing (ADN) students completing a concept-based curriculum. Also assessed in this study were the pass rate prediction test scores for the NCLEX-RN.