Bachelor of Science in Nursing Conceptual Framework Kristi

Bachelor of Science in Nursing Conceptual Framework Kristi Burns, Felicia Coleman, Stephanie Crowe, and Tracy Nash Master of Science Nursing Students The University of Texas at Tyler - College of Nursing and Health Sciences INTRODUCTION A conceptual framework is described as a group of concepts broadly defined and systematically organized to provide a focus, rationale, and tool for the integration and interpretation of ideas. In academia, a conceptual framework will serve as a foundation for designing educational plans. The conceptual framework displayed in this 4 year BSN curriculum outlines the core competencies students are expected to achieve as they progress through the nursing program. CONCEPTUAL FRAMEWORK The conceptual framework adopted by this 4 year college of nursing was developed by 4 master of science nursing students to: • Serve as a model to delineate requisite core competencies • Integrate nursing theory ideas beneficial to student learning • Identify curriculum’s scope & depth • Provide guidance for educators & students PILLARS OF THE FRAMEWORK Based on nurses’ levels of experience (Benner, 1982), nurses’ interactions with the environment (Bandura, 1977), and the cycle of learning (Frye & Kolb, 1975) this conceptual framework maintains 6 pillars of competency: ♦ Novice Learner • beginning learners • learn general rules to perform tasks • rules applied universally • modeling & observational learning ♦ Advanced Beginner • has prior experience • retention & imitation of skills • demonstrates performance ♦ Competent Learner • perspective from planning own actions • concrete experience ♦ Proficient Learner • reflects, perceives, & understands situations as whole parts • ability to modify plans ♦ Advanced Learner • determines own actions • performance is fluid & flexible • formation of abstract concepts ♦ Expert Practitioner • intuitive & highly proficient • ability to test new concepts. CURRICULUM THREADS Topics embedded within this conceptual framework: ♦ Critical thinking • skillful reasoning, thinking systematically & logically, questions & reflects • moving from novice to expert (Benner, 1982), uses concrete experiences & reflection (Kolb & Frye, 1975 ) to hone skills ♦ Evidence-based practice • integration of best research evidence with clinical expertise • knowledge gained through personal practice (Benner, 1982) & development of self-efficacy (Bandura, 1977) ♦ Communication • effective communication facilitates change & trusting relationships • develops students’ confidence ♦ Nursing Process • systematic, cyclic, develops & implements nursing interventions • 5 steps: assessing, analyzing, planning, implementing, & evaluating ♦ Professionalism • growth through lifelong learning • advocates quality health care & leadership • from novice to expert (Benner, 1982) ♦ Caring • integration of knowledge, skills, growth, compassion, encouragement, & sensitivity • interaction between environment, behavior, & personal factors (Bandura, 1977) DISCUSSION Benner’s (1982) Novice to Expert Theory offers a means to measure progress as nursing students learn and apply new concepts in the BSN program. Students are given opportunities to participate in selfassessments and witness their progression from novice to advanced learners. Bandura's (1977) Social Learning Theory recognizes that learning is a social process and a continuous interaction among behavioral, cognitive, and environmental influences, which are all influential in assimilating knowledge. Kolb and Frye’s (1975) Experiential Learning Model affirms the value of concrete experience, observation and reflection, formation of abstract concepts from reflective experiences, and the testing of new concepts in the learning process. These 3 learning theories are synthesized to represent the academic focus of this 4 year curriculum. They serve as the conceptual underpinning of the BSN program, as they integrate ideas that are evidenced to produce positive learning outcomes.

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