Perspectives of educational sciences experts and nursing professionals on taskbased curriculum components

Background: Taskbased 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 taskbased 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 indepth and semistructured interviews. Data was analyzed using the sevenlevels 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 taskbased curriculum in designing taskbased curriculum, procedures of taskbased curriculum, and gaps in procedure of taskbased curriculum, required skills in curriculum, and effective forces on designing of curriculum Conclusion: Results showed that the taskbased 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.