In nursing and the health sciences, there is a growing need for curricula that can adapt to the demands and rapid changes in the healthcare delivery system, changes within professional legislation and regulation, and learners' needs. The rapid expansion of health and professional knowledge and our rapidly changing societies have made managing curricular content in nursing, medicine and other health professions challenging. These changes have made it difficult to determine essential knowledge and skills, which has resulted in "overly crowded curricula" (Institute of Medicine, 2003, p.38) in health professions education. The literature suggests that the resulting content saturation delivered with traditional teacher-centred curricula has frustrated and overwhelmed students with excessive reading assignments, content processing, and memorization.

In response to these challenges, conceptual learning (CL) has emerged as a viable alternative to traditional approaches. CL empowers students to deeply understand the main concepts behind topics, facts, and skills. Unlike mere memorization, this approach fosters the comprehension of fundamental principles and their interrelationships, thereby enhancing knowledge transfer in diverse situations. In the conceptual learning approach, instruction deliberately focuses on developing conceptual understanding and the ability to transfer by using factual content and skills. Conceptual learning is rooted in the science of learning, specifically, neuroplasticity – the brain's ability to reorganize itself by forming new connections in response to learning.

While CL has gained traction in curricula that are delivered face-to-face, there is a notable lack of research and scholarly work about developing and implementing concept-based curricula in online program delivery. This presentation bridges that gap by exploring the process of designing and implementing a CBC in an asynchronous online nursing program in Ontario, Canada. It focuses on strategies for aligning curriculum objectives with the unique needs of diverse learners in virtual environments. It will address challenges such as faculty preparation, technological integration, and maintaining student engagement without real-time interaction. Furthermore, it highlights the lessons from this transition, offering practical solutions for overcoming common pitfalls, including fragmented course alignment, unclear concept mapping, and faculty resistance. Attendees will gain actionable insights based on tried and true approaches and strategies for creating cohesive, student-centered, and concept-driven curricula.

Keywords: Conceptual learning, asynchronous Online learning, curriculum development.