Abstract
Abstract: Between 2015 and 2018, nurse faculty replaced a medical-based curriculum with a concept-based curriculum. NCLEX(R)-RN pass rates and a nontraditional program quality indicator assessed the association of different curricula on four dimensions of work readiness. Three cohorts of senior baccalaureate nursing students (N = 199), who enrolled in either the medical-based curriculum or the concept-based curriculum, completed the Walker et al. Work Readiness Survey for Graduate Nurses. Survey results revealed significant differences between the curriculum types but no differences in NCLEX-RN pass rates. Using nontraditional quality indicators may identify best practices that foster student readiness for practice.