Chapter 21

Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins
Chapter 21
Application of Theory in
Nursing Education

Theory in Nursing Education
• The theoretical base of a program provides the
framework that helps nursing students define
professional philosophies and values.
• A program’s theoretical base identifies and describes
essential concepts and significant problems.
• A program’s theoretical base influences the ways in which
material is presented and learning evaluated.

Theory in Nursing Education—(cont.)
• In nursing education, theory strongly contributes to:
– Content and structure of the curriculum (curricular
framework)
– Instructional processes and strategies used to
teach students

Theory and Nursing Curricula
• Curriculum refers to the content and processes within a
given school or program by which learners gain
knowledge and understanding, develop skills, and alter
attitudes and values.

Theory and Nursing Curricula—(cont.)
• Components of a nursing curriculum
– Philosophy or mission statement
– Organizing framework
– Outcomes, competencies, and/or objectives
– Content and sequencing strategy

• Components of a nursing curriculum—(cont.)
– Educational activities to facilitate learning
– Resources that will be used
– Responsibilities of the teacher and learner
– How and where learning takes place
– Methods of evaluation

• The curricula of most nursing programs are based on
the Tyler Curriculum Development Model.
– Use of the Tyler model began in the 1950s.
– Focuses on organization of the material in a logical
manner
– Uses instructional objectives
– Evaluation of behaviors to determine if objects
have been met

Question
Which of the following is NOT a component of the Tyler
Curriculum Development Model?
A. Methods of evaluation
B. Organizing framework
C. Outcomes, competencies, and/or objectives
D. Philosophy or mission statement
E. Simulation protocols

Answer
E. Simulation protocols
Rationale: The Tyler Curriculum Model is comprehensive
and requires planned, sequential curriculum based on a
program’s mission and philosophy using an
organizational framework. Goals and objectives are
defined, and methods for evaluation are predetermined.

• The Tyler Model was fundamental in setting criteria for:
– Certification organizations (NLN, CCNE)
– State boards of nursing
• It determined rules and regulations that covered areas
such as:
– Minimum hours in clinical settings
– Competencies or skills needed by students

• One component of the curricula is a curricular framework.
– In the 1960–1980s, the work of nursing theorists
(e.g., Roy, Orem, Rogers, Neuman) served as the
curricular framework.
– During this time, nursing education promoted theory
development in searching for an “ideal” way to
structure curricula.

• The theoretical framework criteria for accreditation lead
to confusion.
• Since the mid-1980s, guidelines became more flexible.
– NLN—”Curriculum . . . has an organizing framework
from which course objectives and learning activities
flow in logical progression.”

• The theoretical framework for a nursing program
– Discusses the knowledge essential to nursing
(concepts, principles, skills, and theories) and how it
should be linked with other knowledge
– Facilitates the sequencing and prioritization of the
knowledge
– Gives students organized, consistent, and cohesive
learning experiences

• Study of nursing program curricular frameworks by
McEwen and Brown (2002)
– Nursing process—55% of programs
– Simple to complex—37% of programs
– Biopsychosocial model—36% of programs
– Nursing theorists—33% of programs
• Orem
• Roy
• Watson
• Neuman

• Components of the curricular framework
– Curriculum concepts—major concepts that will
play an important role in their curriculum
– Curriculum sequencing—organization of
information and learning experiences designed to
allow students to achieve educational goals

• Curriculum concepts
– May relate to the metaparadigm
– Many curricula have additional major concepts that
are “threaded” throughout the program (e.g., caring,
culture, health promotion)

• Curriculum sequencing
– Based on metaparadigm concepts
– Attributes of the person (individual, family,
community)
– Activities of the student (observer, participant in
care, practitioner)
– Complexity—few variables (minor health
problems), several variables (mid-level health
problems), complex care

• Diagram or model
– Many (most) nursing programs will have a
diagram or model depicting the relationships
between the major concepts.
– They may help order the structure or sequencing
of the material covered in the program.

Theory and Nursing Instruction
• Nursing instruction involves three main
components:
– Learning cognitive content
– Acquiring psychomotor skills
– Application of content/skills in practice

Theory and Nursing Instruction—(cont.)
• Cognitive content is conveyed through:
– Lectures
– Discussions
– Programmed learning
– Reading assignments

• Skills are taught through:
– Demonstration
– Return demonstration

• Practice application
– Application of content in clinical situation
– Demonstration of skills in a clinical situation

Theory–Based Teaching Strategies
• Dialectic learning—uses questioning to lead students to
develop and expand their thoughts on a subject
– In nursing education—often used in clinical settings
and postclinical conferences to prompt students to
think through situations

Question
Tell whether the following statement is true or false:
Dialectic learning involves a teacher imparting knowledge
through a lecture format.

Answer
False
Rationale: Dialectic learning is a technique that uses
questioning to lead students to develop and expand their
thoughts on a subject.

Theory–Based Teaching Strategies—
(cont.)
• Problematic teaching strategy
– Requires students to solve problems—often uses a
case study approach
– In nursing education, students develop a
comprehensive plan of care to resolve multiple or
complex problems.

Question
Which is the best example of use of problematic teaching
strategies in nursing education?
A.A clinical instructor questions a student on the process
of insertion of a Foley catheter.
B.A simulation lab faculty gives a group of four students a
complex case study and instructs them to develop a
comprehensive care plan.
C.An instructor teaches a class on fluid and electrolyte
balance using PowerPoint slides.

Answer
B. A simulation lab faculty gives a group of four students a
complex case study and instructs them to develop a
comprehensive care plan.
Rationale: Problem-based learning techniques help
students develop problem solving skills when working—
often in groups—to develop action plans for complex
cases.

Theory–Based Teaching Strategies—
(cont.)
• Operational teaching strategy
– Present various perspectives related to an issue—
frequently a symposium or panel/group discussion
– Techniques that are used to make learning more
interesting and interactive

Chapter 21

More Related Content

What's hot

Viewers also liked

Similar to Chapter 21

More from stanbridge

Recently uploaded

Chapter 21