Implications of nursing models for nursing curriculu

This study investigates four groups of nursing models (needs, interaction, systems, existentialism) and their implications for nursing curriculum, using exploratory, descriptive, and analytic inquiry. Each group of nursing models is explored for their historical and theoretical backgrounds, and for common underlying assumptions based on four key concepts--person, health, nursing, and environment.;After this, the models of each curriculum phase are explored. In the curriculum orientation, five curriculum orientations (technology, subject/discipline, cognitive, social, humanistic) are explored for their implications for nursing curricula, which are based on nursing models. In the practice part, the author proposes one approach for effective professional nursing education, and describes how this can be done.;In the curriculum development phase, five major curriculum development approaches (the academic-rationale, the rationale-technology, the dialogue, the practical-eclectic, and the Miller-Seller) are explored for their implications for nursing curricula based on nursing models. In the practice part, curriculum development practices based upon the needs and the systems nursing models, using the proposed method, are demonstrated.;In the teaching implementation phase, four major teaching model groups (behavioral, cognitive, social, and personal) are explored for their implications for nursing curricula based on nursing models. For the practical aspect, the author describes and demonstrates how faculty could teach using an approach that consistently integrates curriculum orientations, curriculum development models, nursing models, and teaching models. In the third part, three major implementation models (Hall & Loucks, Fullan, Leithwood) and their implications for curricula based on nursing models are explored.;In the curriculum evaluation phase, two major evaluation approaches are explored for their nursing curriculum implications: (1) evaluation models (e.g., Stake's Countenance, Stufflebeam's Decision-Making, and Provus' Discrepancy models); (2) qualitative evaluation models (e.g., Stake's Responsive, Hamilton & Parlett's Illumination, and Eisner's Educational Criticism). In the practice part, five evaluation designs are constructed to provide materials that could bridge the gap between understanding evaluation theory and evaluation practice.;The study deals with all the curriculum phases comprehensively and systematically to draw both theoretical and practical implications, and thus the usability of produced knowledge and information seems promising. The study also seems to enhance its significance by two additional accomplishments. First, the study proposes an approach for integrating curriculum orientations effectively for professional education; second, the study also suggests method to implement the proposed approach within the nursing curriculum context.