Conceptual Framework for BSN Program Lynlee Gayle, Melissa Jones, Tiffany McClendon, Bethany Rudolph, Latonya Ruiz The University of Texas at Tyler - College of Nursing and Health Sciences INTRODUCTION This conceptual framework is directed toward KOLB AND FRY’S LEARNING MODEL Leadership the curriculum development of a BSN Degree Nursing Program. This programs curriculum has a basis in Caring and Constructivism influenced by Jean Watson’s Caring Theory and both David Kolb and Roger Fry’s Experiential Learning Model. The integration of ideas allows for and promotes critical thinking as well as holistic health practices through didactic knowledge and interpersonal growth and enlightenment (Pettigrew, 2015). CARING IN NURSING Caring is at the core of all aspects of nursing. There are ten clinical caritas processes that are key to Jean Watson's Theory of Human Caring, which brings light to everything in life being connected by energy and exchanges. They attribute ideal nursing to being able to know and care for oneself first, in order to holistically care for the patient (Sitzman, 2007). Another key element to Waton's caring theory is the transpersonal caring relationship. This ideal focuses internally on the self, and connecting with the other person in a present and caring way (Sitzman, 2007). This relationship seeks to validate the other person by acknowledging them as a whole person, and their connection to themselves and their surroundings. Watson's theory aims to promote caring as a "state of being", not an action. (p.10, Sitzman, 2007) Experimental Thinking Kolb’s and Fry’s learning theory defines experiential learning as: “the process whereby knowledge is created through the transformation of experience and is continuous” (Kolb 1984). This model portrays a cycle consisting of four stages including: concrete experience, reflective observation, abstract conceptualization, and active experimentation. (Oerman, 2015) This enables the learner to feel, reflect, think, and act. Although this is the order of the cycle, the learner is able to begin at any of the four parts of the process. The theory is ongoing and requires cognitive and affective behaviors, which are required in nursing education. The experience obtained from Kolb and Fry’s theory has proven to help graduates develop their social and human relation skills, and also helps to improve students career prospects following graduation. (Chan, 2012). Communication • • • • Constructivism Kolb and Fry’s Experiential Learning Model Experiencesclassroom/clinical Observations Reflection Meaningful Learning • Integration of Theories in Nursing and knowledge into a single curriculum base • The ability of students to link new information to existing knowledge facilitates critical thinking skills • “Promotion of transpersonal teaching- learning becomes engaging in genuine teachinglearning experience that attends to unity of being and meaning…” (Watson, 2014) Holistic Healthcare Critical Thinking Caring • Jean Watson’s Caring Theory • Promotes core values of health/health care such as: • Dignity • Self worth • Autonomy • Respect • Trust CONCLUSION Interaction, collaboration, cooperation, dialogue and discourse are key concepts in facilitating understanding of educational activities (Chabeli, 2010) A learning environment will be provided to promote understanding through interaction and experience while providing students tools to care holistically for patients and promote positive healing environments. Case studies Debates Simulations Field trips Create healing environments Positive Affirmations Mindfulness practices (Lachman, 2012) (Pettigrew, 2015) (Watson, 2014) References Chabeli, M. (2010). Concept-mapping as a teaching method to facilitate critical thinking in nursing education: a review of the literature. Health SA Gesondheid, 15(1), 70- 76. doi:10.4102/hsag.v15i1.432 Chan, C. Y. (2012). Exploring an experiential learning project through Kolb's Learning Theory using a qualitative research method. European Journal Of Engineering Education, 37(4), 405-415. Company.Watson, J. (2014). Jean Watson’s theory of human caring. In Section V: Grand theories about care or caring. Retrieved from http://watsonibb.erciyes.edu.tr/wpcontent/uploads/2015/01/3312_Ch18_31340.pdf Kolb, D.A., 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall. Lachman, V. (2012). Applying the ethics of care to your nursing practice, MEDSURG Nursing, 21(2), 112-114. Retrieved from http://www.nursingworld.org/MainMenuCategories/EthicsStandards/Resources/Applying-the-Ethics-of-Care-to-Your-Nursing-Practice.pdf Oermann, M. H. (2015). Learning and Students. In Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation and curriculum development (pp. 15-31). New York, NY: Springer Publishing Pettigrew, A. (2015). Learning and students. In M.H Oermann (Eds.), Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development (15-33). New York, NY: Spring Publishing Company. Sitzman, K. (2007). Teaching-learning professional caring based on Jean Watson’s Theory of Human Caring. International Journal for Human Caring, 11(4), 8–16.