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Nursing diagnosis as content organizer.

C W Pearce, L Gelser, M Phillips

    Nurse Educator
    |January 1, 1990
    PubMed
    Summary
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    Reorganizing nursing curriculum around nursing diagnosis improved course logic and reduced repetition. This educational redesign significantly enhanced students' critical thinking and problem-solving abilities.

    Area of Science:

    • Nursing Education
    • Curriculum Development
    • Pedagogy

    Background:

    • Traditional nursing curricula can present content in a fragmented manner.
    • Integrating core concepts like the nursing process is crucial for effective learning.
    • Baccalaureate nursing programs require structured content delivery.

    Purpose of the Study:

    • To evaluate the impact of reorganizing baccalaureate nursing content around nursing diagnosis.
    • To assess the effectiveness of a revised curriculum on student learning outcomes.
    • To improve the logical sequencing and clarity of nursing coursework.

    Main Methods:

    • Faculty in a baccalaureate nursing program restructured junior year content.
    • The curriculum was reorganized with a central focus on nursing diagnosis.

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  • Qualitative feedback was gathered from students and faculty.

    • Main Results:

    • The reorganized curriculum enhanced the visibility of the nursing process.
    • Course sequencing became more logical, reducing redundancy.
    • The interrelationship between different classes was clarified.
    • Students and faculty reported enhanced analytical, synthetic, and problem-solving skills.

    Conclusions:

    • Organizing nursing content around nursing diagnosis offers significant pedagogical benefits.
    • This curriculum revision improves learning efficiency and critical thinking development.
    • The revised format positively impacts student and faculty perceptions of the program.