Nursing Conceptual Frameworks: A Content Analysis of Subconcepts and Themes Related to Man, Environment, Health and Nursing Used in Baccalaureate, Associate Degree, and Diploma Nursing Education in Maryland and Delaware
Nursing Conceptual Frameworks: A Content Analysis of Subconcepts and Themes Related to Man, Environment, Health and Nursing Used in Baccalaureate, Associate Degree, and Diploma Nursing Education in Maryland and Delaware
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Date
1987
Authors
Jopp, Margaret
Advisor
Milhollan, Frank
Citation
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Abstract
In contemporary nursing education, the conceptual
framework is the keystone and foundation upon which nursing
curricula are built. This study used a content analysis
approach to review conceptual framework documents within
nursing curricula to identify the extent to how the four
major concepts of "Man", "Environment", "Health", and
"Nursing" are defined and used.
Data used in this study were gathered from twenty-one
conceptual framework documents as well as six program
philosophy documents in instances where formal conceptual
frameworks had not been developed. This sample included
eight Baccalaureate Degree, fifteen Associate Degree, and
four diploma programs.
The content analysis consisted of identifying
subconcepts and themes provided in the documents which were
then categorized as falling into one of the major concepts
of "Man", "Environment", "Health" or "Nursing". For
example, the subconcept of illness was categorized under the
concept of "Health".
From an examination of the conceptual framework
documents, the following conclusions emerged:
1. Content analysis was an effective way to identify
the extent to which subconcepts fall into the
identified major concepts.
2. The three levels of nursing programs similarly
defined and used common subconcepts to describe the
four major concepts.
3. There were discernible differences in emphasis
found between the three levels. For example,
the baccalaureate models emphasized "Man" as an
adaptive behavioral system who has freedom of
choice and "Nursing" in which research and
leadership nursing roles were addressed.
On the other hand, associate degree and diploma
documents emphasized the needs of "Man" and
stressed the provider role of nursing care.
In light of the current controversy over differentiating
between the three levels of entry into practice, these
findings support the idea that similar subconcepts are used
by all three levels of nursing curricula. This study found
that baccalaureate, associate degree, and diploma programs
borrow from the same theoretical concepts and use these
concepts similarly in their conceptual framework documents.
Subconcepts and themes identified in this study could be
further examined to more clearly specify and define the
essential attributes of each concept for theory development
and clinical practice.