Conceptual Frameworks in Undergraduate Nursing Curricula: Report of a National Survey

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Abstract
A national survey was conducted to analyze the components of conceptual frameworks to assess how they are being used to organize the curricula of nursing programs and to determine whether there was a difference among types of programs (i.e., baccalaureate degree, associate degree, diploma). A stratified, random sample of 300 National League for Nursing Accrediting Committeeaccredited schools of nursing was selected based on percentages of each type of program. Questionnaires were returned from 160 programs. The survey found that the conceptual frameworks of most nursing programs were eclectic and that the nursing process was the most commonly cited component for all types of programs. Significant differences were identified among the three types of programs in their use of simpleto-complex organization, the medical model, and the nursing process. Significant differences also were identified among the three types of programs in incorporation of the metaparadigm concepts of nursing, person, health, and environment, and the emphasis placed on critical thinking, problem solving, and therapeutic nursing interventions.

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