Abstract
Introduction: In 2010 Benner et al.’s seminal work called for stronger connections between classroom teaching and nursing practice. Prior to Fall 2024, lectures were still a frequent teaching method in an accelerated pre-licensure nursing program.
Background: This project combined active and concept-based learning, using generative artificial intelligence (AI) to create activities. Active learning is well-received, enhances student engagement, and supports the application of didactic content (Ghasemi et al., 2020; Kalu et al., 2023). Concept-based learning enhances problem-solving, engagement, and clinical readiness, preparing nurses for care in complex settings (Al-Omari et al., 2024). AI can efficiently generate complex patient cases and assist with educational tasks (Abou Hashish et al., 2025).
Purpose: The purpose of this poster is to describe the creation, implementation, and evaluation of “Concept-Based Care (CBC) Labs” in a medical-surgical nursing course.
Methods: Following medical-surgical lectures, students rotated through lab case scenarios aligned with classroom content. Faculty, using AI and clinical experience, designed concept-based cases. Each case presented variations of a single concept and encouraged students to recognize similarities and differences. Students demonstrated clinical judgment by answering questions, then debriefed.
Outcomes/Results: A survey of learners is planned for December 2025 and these results will be presented in the poster. Open-ended course feedback revealed unsolicited student comments on the CBC Labs' impact. Students appreciated the integration of lectures and labs, describing lab as engaging. Some preferred the lab work, noting that lectures previously felt rushed due to the volume of content. These insights suggest the CBC Labs may enhance student engagement while reducing cognitive overload. Faculty also found that using AI to create scenarios allowed for flexible, interconnected teaching of concepts and enabled the quick creation of realistic clinical contexts.
Discussion: The concept-based care labs were feasible. Students demonstrated the ability to apply didactic content in a real-world context. Moving forward, the faculty would like to plan additional time for debriefing.
Recommendations: Nurse educators may adopt CBC Labs in their settings but should ensure AI-generated content is thoroughly reviewed for accuracy. Including a post-lab reflection assignment may enhance student learning.
Notes
References:
Abou Hashish, E. A., Alsayed, S. A., & Abdel Razek, N. M. F. (2025). Embracing AI in academia: A mixed methods study of nursing students' and educators' perspectives on using ChatGPT. PloS one, 20(7), e0327981. https://doi.org/10.1371/journal.pone.0327981
Al-Omari, E., Dorri, R., Blanco, M., & Al-Hassan, M. (2024). Innovative curriculum development: Embracing the concept-based approach in nursing education. Teaching and Learning in Nursing, 19(4), 324-333. https://doi.org/10.1016/j.teln.2024.04.018
Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses: A call for radical transformation. John Wiley & Sons.
Ghasemi, M. R., Moonaghi, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: A narrative review. Korean Journal of Medical Education, 32(2), 103-117. doi:10.3946/kjme.2020.159
Kalu, F., Wolsey, C., & Enghiad, P. (2023). Undergraduate nursing students' perceptions of active learning strategies: A focus group study. Nurse Education Today, 131, 105986. https://doi.org/10.1016/j.nedt.2023.105986
Sigma Membership
Iota Phi at-Large
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Mixed/Multi Method Research
Keywords:
Teaching and Learning Strategies, Advances in Education, Nursing Education, Nursing Students, Surgical Nursing, Nursing Care Plans, Teaching Methods, Learning Strategies, Active Learning, Clinical Competence
Recommended Citation
Malatesta, Thin; Amoah, Rita K.; and Cornine, Amanda, "Bridging Knowledge and Practice: Concept-Based Care Labs in a Medical-Surgical Nursing Course" (2026). International Nursing Research Congress (INRC). 99.
https://www.sigmarepository.org/inrc/2026/posters_2026/99
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-06
Bridging Knowledge and Practice: Concept-Based Care Labs in a Medical-Surgical Nursing Course
Toronto, Ontario, Canada
Introduction: In 2010 Benner et al.’s seminal work called for stronger connections between classroom teaching and nursing practice. Prior to Fall 2024, lectures were still a frequent teaching method in an accelerated pre-licensure nursing program.
Background: This project combined active and concept-based learning, using generative artificial intelligence (AI) to create activities. Active learning is well-received, enhances student engagement, and supports the application of didactic content (Ghasemi et al., 2020; Kalu et al., 2023). Concept-based learning enhances problem-solving, engagement, and clinical readiness, preparing nurses for care in complex settings (Al-Omari et al., 2024). AI can efficiently generate complex patient cases and assist with educational tasks (Abou Hashish et al., 2025).
Purpose: The purpose of this poster is to describe the creation, implementation, and evaluation of “Concept-Based Care (CBC) Labs” in a medical-surgical nursing course.
Methods: Following medical-surgical lectures, students rotated through lab case scenarios aligned with classroom content. Faculty, using AI and clinical experience, designed concept-based cases. Each case presented variations of a single concept and encouraged students to recognize similarities and differences. Students demonstrated clinical judgment by answering questions, then debriefed.
Outcomes/Results: A survey of learners is planned for December 2025 and these results will be presented in the poster. Open-ended course feedback revealed unsolicited student comments on the CBC Labs' impact. Students appreciated the integration of lectures and labs, describing lab as engaging. Some preferred the lab work, noting that lectures previously felt rushed due to the volume of content. These insights suggest the CBC Labs may enhance student engagement while reducing cognitive overload. Faculty also found that using AI to create scenarios allowed for flexible, interconnected teaching of concepts and enabled the quick creation of realistic clinical contexts.
Discussion: The concept-based care labs were feasible. Students demonstrated the ability to apply didactic content in a real-world context. Moving forward, the faculty would like to plan additional time for debriefing.
Recommendations: Nurse educators may adopt CBC Labs in their settings but should ensure AI-generated content is thoroughly reviewed for accuracy. Including a post-lab reflection assignment may enhance student learning.
Description
This poster describes the creation, implementation, and evaluation of “Concept Based Care Labs” in a medical-surgical nursing course. These labs allowed students to engage in active learning and apply classroom content, utilizing clinical judgment.