Bachelor of Science in Nursing Conceptual Framework
Kristi Burns, Felicia Coleman, Stephanie Crowe, and Tracy Nash
Master of Science Nursing Students
The University of Texas at Tyler - College of Nursing and Health Sciences
INTRODUCTION
A conceptual framework is described as a
group of concepts broadly defined and
systematically organized to provide a focus,
rationale, and tool for the integration and
interpretation of ideas. In academia, a
conceptual framework will serve as a
foundation for designing educational plans.
The conceptual framework displayed in this
4 year BSN curriculum outlines the core
competencies students are expected to
achieve as they progress through the
nursing program.
CONCEPTUAL FRAMEWORK
The conceptual framework adopted by this
4 year college of nursing was developed by
4 master of science nursing students to:
• Serve as a model to delineate
requisite core competencies
• Integrate nursing theory ideas
beneficial to student learning
• Identify curriculum’s scope & depth
• Provide guidance for educators &
students
PILLARS OF THE FRAMEWORK
Based on nurses’ levels of experience
(Benner, 1982), nurses’ interactions with the
environment (Bandura, 1977), and the cycle
of learning (Frye & Kolb, 1975) this
conceptual framework maintains 6 pillars of
competency:
♦ Novice Learner
• beginning learners
• learn general rules to perform
tasks
• rules applied universally
• modeling & observational learning
♦ Advanced Beginner
• has prior experience
• retention & imitation of skills
• demonstrates performance
♦ Competent Learner
• perspective from planning own
actions
• concrete experience
♦ Proficient Learner
• reflects, perceives, & understands
situations as whole parts
• ability to modify plans
♦ Advanced Learner
• determines own actions
• performance is fluid & flexible
• formation of abstract concepts
♦ Expert Practitioner
• intuitive & highly proficient
• ability to test new concepts.
CURRICULUM THREADS
Topics embedded within this conceptual framework:
♦ Critical thinking
• skillful reasoning, thinking systematically
& logically, questions & reflects
• moving from novice to expert (Benner,
1982), uses concrete experiences &
reflection (Kolb & Frye, 1975 ) to hone skills
♦ Evidence-based practice
• integration of best research evidence
with clinical expertise
• knowledge gained through personal
practice (Benner, 1982) & development
of self-efficacy (Bandura, 1977)
♦ Communication
• effective communication facilitates
change & trusting relationships
• develops students’ confidence
♦ Nursing Process
• systematic, cyclic, develops & implements
nursing interventions
• 5 steps: assessing, analyzing, planning,
implementing, & evaluating
♦ Professionalism
• growth through lifelong learning
• advocates quality health care & leadership
• from novice to expert (Benner, 1982)
♦ Caring
• integration of knowledge, skills, growth,
compassion, encouragement, & sensitivity
• interaction between environment, behavior,
& personal factors (Bandura, 1977)
DISCUSSION
Benner’s (1982) Novice to Expert Theory
offers a means to measure progress as
nursing students learn and apply new
concepts in the BSN program. Students are
given opportunities to participate in selfassessments and witness their progression
from novice to advanced learners.
Bandura's (1977) Social Learning Theory
recognizes that learning is a social process
and a continuous interaction among
behavioral, cognitive, and environmental
influences, which are all influential in
assimilating knowledge. Kolb and Frye’s
(1975) Experiential Learning Model affirms
the value of concrete experience,
observation and reflection, formation of
abstract concepts from reflective
experiences, and the testing of new
concepts in the learning process. These 3
learning theories are synthesized to
represent the academic focus of this 4 year
curriculum. They serve as the conceptual
underpinning of the BSN program, as they
integrate ideas that are evidenced to
produce positive learning outcomes.
References
Benner, P. (1982). From novice to expert. American Journal of Nursing, 82(3), 402-407.
Benner’s stages of clinical competence. (2011). Retrieved June 20, 2014, from
http://www.health.nsw.gov.au/nursing/projects/Documents/novice-expert-benner.pdf
Calson, L., Crawford, N., & Contrades, S. (1989). Nursing student novice to expert - Benner’s
research applied to education. Journal of Nursing Education, 28(4), 188-190.
Conceptual framework. (2008). Retrieved June 20, 2014, from
http://chhs.georgiasouthern.edu/nursing/conceptual-framework/
Conceptual framework. (2009). Retrieved June 20, 2014, from
http://www.uco.edu/cms/nursing/about-us/conceptual-framework.asp
Conceptual framework. (2014). In Wikipedia. Retrieved June 19, 2014, from http://en.wikipedia.org/wiki/Conceptual_framework
Critical thinking in nursing. (2013). Retrieved June 20, 2014, from
www.criticalthinking.org/pages/critical-thinking-and-nursing/834.
Imenda, S. (2014). Is there a conceptual difference between theoretical and conceptual
frameworks? Journal of Social Sciences, 38(2), 185-195.
Majid, S., Foo, S., & Mokhtar, I. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge,
and barriers. Journal of the Medical Library Association, 99(3), 229-236.
References
Oermann, M. H. (2015). Teaching in nursing and the role of the educator: The complete guide to best practice in teaching, evaluation,
and curriculum development. New York, NY: Springer Publishing Company.
Self-efficacy theory. (2012). Retrieved June 20, 2014, from http://nursingplanet.com/theory/self_efficacy_theory.html
Social learning theory. (n.d.). Retrieved June 19, 2014, from http://www.learning-theories.com/social-learning-theory-bandura.html