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Classroom Concepts in the Clinical Setting: Student Perceptions of Concept Cards.
Nurs Educ Perspect
April 2021
About the Authors Jessica E. Gay, MSN, RNC-MNN, and Christina J. Phillips, DNP, APRN, FNP-C, are clinical assistant professors, University of Kansas School of Nursing, Kansas City, Kansas. Funding for this research project was provided by the Jean Johnson Nursing Research Development Award, School of Nursing Office of Grants and Research, University of Kansas Endowment Association. For more information, contact Jessica E. Gay at
Concept-based curricula have been widely implemented to combat content oversaturation in undergraduate nursing education. While nursing programs have focused on changing the classroom environment, only a few have integrated conceptual learning into clinical education. This qualitative descriptive study measured student perceptions of the effectiveness of concept cards, a concept-based clinical learning activity, in maternity and medical-surgical clinical sites.
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