A case study: perspectives on a self-care deficit nursing theory-based curriculum.

Area of Science:

• Nursing Education
• Curriculum Development
• Nursing Theory Application

Background:

• Orem's Self-Care Deficit Nursing Theory (SCDNT) is widely used in nursing education.
• A gap exists in studies analyzing its implementation and satisfaction within baccalaureate programs.
• Curriculum is viewed through the Curriculum Model for the Study of Schooling.

Purpose of the Study:

• To analyze administrative, faculty, and student perspectives on the use of and satisfaction with SCDNT in baccalaureate nursing curriculum elements.
• To compare these perspectives against an ideal implementation based on Orem's theory and scholarly literature.
• To identify inconsistencies and implications for nursing education.

Main Methods:

• A descriptive case study approach was employed.
• Data were collected via structured personal interviews with administrators, faculty, and students.
• Document review and investigator-developed criteria based on Orem's theory were used for analysis.

Main Results:

• Faculty perspectives most closely aligned with the ideal implementation of SCDNT; administrative perspectives were least aligned.
• Student and faculty perceptions of SCDNT use were highly similar.
• All three groups (administration, faculty, students) showed near agreement on SCDNT's application in goals, content, and evaluation, but varied interpretations of the nursing process were noted.

Conclusions:

• SCDNT is generally well-integrated into curriculum goals, content, and evaluation, particularly from faculty and student viewpoints.
• Significant variation exists in the understanding and application of the nursing process across administrative, faculty, and student groups.
• Implications for nursing education include the need for consistent conceptualization of the nursing process when implementing SCDNT.