Conceptual Model for BSN Nursing Curriculum

Ciara Bradshaw, Julie Gest, Jaime Lamborn, Melissa

Neathery

PhD in Nursing Students

The University of Texas at Tyler - College of Nursing
and Health
Sciences
DRIVING
FORCES
EDUCATIONAL THEORY

NURSING THEORY
Dr. Patricia Benners Theory, Novice to Expert, is based on
planned knowledge and skill acquisition that leads to
mastery. The ability to integrate thought, process, and
experience is paramount to BSN curriculum.
Novice: Taught general rules. Task-focused
Advanced Beginner: Some experience. Applies
principles.
Competent: Analytic thinking. Efficient organization
Proficient: Holistic understanding
Expert: Intuitive grasp. Result of experience and lifelong
learning (Benner, n.d.).

NURSING EDUCATION THEORY

In response to content saturation, concept-based
curriculum focuses on teaching concepts rather than
specific facts. This eliminates the teaching of
mundane information solely for students to memorize.
Instead, concept-based teaching allows students to
think in terms of concepts and link ideas to relatable
topics. Each concept has exemplars or models that
the instructor presents (Allen, 2013).

Concept-based Curric.
Planning Lead
Implem
ersh
entatio
ip
n
Res
ear
ch
Communication
Cult
Technology &
ural
C
omp
Informatics
Quality of
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t
e
n
n
c
o
e
i
Practice
t
a
r
o
b
C
a
l
Ethics
l
o
E
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o
v
r
C
d
alu
inat
Serv
a ti
ion
Ana
ice
on
of C
lysi
are
s
t
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e
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s
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e
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s
A

NOVICE

ADV
BEGINNER COMPETENT PROFICIENT

Lifelong Learning

Kurt Lewin, a social psychologist, recognized that a variety of

forces influence the process of change.
Driving forces are phenomena that positively facilitate
change.
Restraining forces are phenomena that hinder or dissuade
the process of change.
Kurt Lewins Change Theory is utilized in nursing education.
Prior knowledge of a subject, or poorly informed thought, is
systematically rejected and subsequently replaced by new
learning via curriculum and learning environment (Kristonis,
2004).

Mentoring, Social Support, Evidence-Based Teaching Strategies,

Culture of Caring, Academic Services, Stress Management

ANA- Scope & Standards IOM- Recommendation BON- Licensure

ACEN, CCNE- Accreditation
QSEN, NLN- Competencies

RESTRAINING FORCES
Alienation, Learning Styles not Considered, Paternalistic Culture,
Unmanaged Stress, Lack of Social/ Academic Support
REFERENCES: Allen, P. (2013). Preparing nurses for tomorrows healthcare system. American Nurse Today, 8(5), 46-50.
Benner, P. E. (n.d.). From Novice to Expert. In Nursing Theories. Retrieved from http/currentnursing.com/nursing_theory/html.
Kristonis, A. (2004). Comparison of change theories. International Journal of Scholarly Academic Intellectual Diversity, 8(1), 1-7.