CONCEPTUAL FRAMEWORK

The conceptual framework of the curriculum represents the beliefs of the faculty about the individual, family, community, health, and nursing.  The conceptual framework is based on a holistic approach in which man consists of biological, psychological, social, cultural, and spiritual needs. Man is a dynamic being in constant interaction with the internal and external environment. Equilibrium between man's internal and external environment must be achieved to maintain homeostasis and obtain optimum wellness. The nurse functions in varied roles utilizing the nursing process to assist the individual, family, and community in the maintenance and attainment of optimal health.  The framework of the curriculum provides for the selection of learning experiences in a sequence of increasing complexity.  These experiences are designed to meet the goals of the program and to assist the learner in achieving the behavioral outcomes required of the graduate nurse.

Structurally, the conceptual framework consists of eight major concepts: health, holism, health education, research/critical inquiry, communication/leadership, health promotion and disease prevention, and therapeutic interventions.  These concepts amplify the beliefs of the faculty about the individual, family, environment, health, and nursing.  These major concepts are presented throughout the program, and their application increases in complexity as the learner progresses.

In addition to these, four sub-concepts permeate the curriculum (biological, psychological, social, cultural, and spiritual influences on the human life cycle), nursing history and theories, legal/ethical accountability; and nursing process.  These are evident in all courses contained in the curriculum.

The student enters the program with specific prerequisite courses that support the curriculum design.  Identified college courses enhance the content provided in the nursing courses. The learner is introduced to the conceptual framework in Year I, and this framework continues in Year II.