Concepts included in and critical to nursing curricula: an analysis.

Abstract

This study was designed as a first step toward concept clarification in nursing education, to stimulate educators' thinking about the clarity of the concepts critical to nursing curricula. The sample included 70 baccalaureate and 67 associate degree programs randomly selected from each of the six regional accrediting areas. Respondents to a mailed questionnaire identified concepts included in their curricula and those they viewed as critical to a nursing curriculum. Results suggest that (a) BSN program faculty agree on concepts included in and critical to nursing curricula, (b) ADN program faculty agree on critical concepts but agree less about concepts included in their curricula, and (c) both groups noted that process-oriented concepts were included in their curricula more frequently than were content-oriented concepts. The variability of responses raises questions about the clarity of concepts used in nursing curricula and the meaning behind those concepts. We recommend further research related to the meaning, nature, and use of concepts in nursing curricula.

Cite this paper

@article{Valiga1994ConceptsII, title={Concepts included in and critical to nursing curricula: an analysis.}, author={Theresa M Terry Valiga and Elizabeth Bruderle}, journal={The Journal of nursing education}, year={1994}, volume={33 3}, pages={118-24} }