Comparing the body-systems and conceptual approaches to nursing education

This study compared the teaching effectiveness of two approaches to curriculum organization-the body-systems approach (which organizes the nursing curriculum in terms of the different systems of the body) and the conceptual approach (which organizes the nursing curriculum in terms of overarching principles or concepts). It was hypothesized that the conceptual would be more effective than the body-systems approach to nursing education, as measured by National League for Nursing (NLN) achievement tests and state board examinations for nursing licensure. The study, conducted in a small three-year diploma program in San Francisco, compared the Classes of 1970, 1971, and 1972 (N equals 70), which were taught on a body-systems curriculum, with the Class of 1973 (N equals 26), which was taught on a concept-oriented curriculum. No statistically significant differences were found among graduates of the four classes on the basis of either entering I.Q. scores or high school grade point averages. Statistically significant differences were found, however, on later NLN achievement test and state board examination results. Although the Class of 1973 did not perform as well as the classes of the three preceding years, it was not possible to attribute the performance of the Class of 1973 to changes in curriculum. The results of the study, therefore, did not sustain the hypothesis, but were instead inconclusive.