The term integrated curriculum refers to a way of teaching that blends different courses into a single, cohesive framework. Instead of teaching subjects separately, an integrated curriculum tries to give students learning experiences that are important and relevant and show how different subjects are related. An integrated curriculum aims to break down the artificial walls between courses and help students learn more by looking at how different concepts relate and can be used together. By putting different concepts together, students can see how ideas, skills, concepts, and themes from one area connect to and build on those from other areas (Drake & Reid, 2018). Nurses provide holistic care that requires them to draw on both scientific and theoretical expertise from different courses which is difficult and requires integration of theory into clinical practice. Currently in Pakistan, as per Pakistan Nursing Council (PNC) undergraduate curriculum, nursing and science courses are taught separately, with a focus on the individual courses learning outcomes rather than the integration of the concepts. Literature supports that the nursing students face challenges in integrating theoretical concepts into clinical practice if they are not taught and assessed in an integrated manner. This paper will provide a critical understanding regarding foundational processes undertaken for planning and administering a comprehensive integrated assessment, and future directions with the conceptual integrated teaching framework. Moreover, it will shed light on challenges and limitations faced, and student-faculty experiences.

In this digital era, the medical learning paradigm has been changing rapidly. Many medical universities use innovative, integrated, problem and competency-based learning approaches in their curricula (Telmesani et al., 2011). An integrated curriculum helps students to become deeper and lifelong learners. Also, it motivates students towards self-directedness and critical thinking and enables students to reflect on their clinical practice (Dick et al., 2007; Marreez et al., 2013). A curriculum that is taught in an integrated manner rather than a traditional way has better outcomes (Vijaya Lakshmi et al., 2016). An integrated curriculum is an organized form of learning that emphasizes integration while supporting principles of democracy; it includes integration of experiences, social integration, integration of knowledge, and integration as a curriculum design (Beane, 1993; Beane, 1997; Wall & Leckie, 2017). In our undergraduate nursing program, students apply their past knowledge and experiences of year one courses (Anatomy and Physiology, Fundamentals of Nursing courses) and integrate new learnings in current courses of second year (Adult health nursing, Health assessment, Pathophysiology, & Pharmacology). The student population is from diverse cultural backgrounds, as they come together to share their insights, and brings integration of social diversity in the learning journey. Integration of knowledge was ensured by connecting various concepts learned in different courses. In the form of a case study of a diabetic patient, students learned in pathophysiology about pancreatic disorders with a focus on hypoglycemia and hyperglycemia. The case was built upon by Health assessment faculty who taught client assessment of skin, eyes, and sensory nervous system. The client nursing management was taught in adult health nursing course and the antidiabetic drugs were covered in Pharmacology course. This highlights the integrated curriculum design where using a holistic integrated approach, students develop clinical concept maps for their client, exploring physiological as well as psychological and sociocultural aspects to provide comprehensive nursing care.