This study shows the relationship of a theoretically based nursing curriculum and the integration of the specific conceptual model by students as a technique for thinking and/or delivering care. A descriptive correlational design was used to evaluate the integration of the Neuman Systems Model into a baccalaureate nursing program and measures the degree of student integrated learning. This summative evaluation identifies baseline data on ten baccalaureate nursing programs and the degree of model integration into the philosophy of the program, course objectives, course syllabi, classroom and clinical areas, and teaching-learning activities such as student papers and nursing care plans. Ten baccalaureate nursing programs and 94 senior nursing students from the eastern and midwestern United States participated in the study. Schools were selected because of model use. All participant programs claimed the use of the Neuman Systems Model as the theoretical framework of the nursing program. National League for Nursing Self-Study reports were reviewed and scored as to degree of integration on the Neuman Systems Model Integration Grid. Results of this study confirm a positive relationship between an integrated nursing curriculum and integrated student learning. A direct correlation between program score of levels of model integration and student scores from written papers and nursing care plans was observed.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-2685 |
| Date | 01 January 1992 |
| Creators | Fulton, Barbara Jean |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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