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CCSU Curriculum Philosophy Paper
Serena Neeley
Clayton State University
NURS 3301 Health Promotions
February 11, 2014
CCSU Curriculum Philosophy Paper
The Clayton State University School of Nursing Conceptual Curriculum Model is a framework implemented to provide nursing students with the knowledge and skills needed to help patients achieve good outcomes during key transitional phases including health-illness and development. The CCSU BSN Conceptual model is adapted from Schumacher, K.L. and Meleis, A.I. (1994). “Transitions: A Central Concept in Nursing.” “Meleis (1975; 1985; 1986; 1991) has proposed that transition is one of the concepts central to the discipline of nursing” (Schumacher, 1994, p. 119). The current model highlights three types of transitions which are health-illness, developmental, and organizational, and the curriculum concepts or program outcomes that are achieved during the process of transition.
The health-illness transition concept is illustrated in a variety of situations. This transition is unique to each nurse-client relationship and situation. Some examples of this type of transition include progression of a chronic disease or illness to death, recovery from a major health event such as a cerebral vascular accident, or recovering from mental or illness or drug dependency. In each of these transitional periods the ability of the nurse to use caring, communication skills, and critical thinking to improve nursing therapeutics is key to improving the client outcome whether that is faster recovery or improving psychological coping with a new reality. With good communication skills and a caring and compassionate attitude the nurse will establish a relationship with a patient that includes ...
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...tion, and cultural understanding to facilitate nursing care. I feel that creating trust and openness will allow greater disclosure from the client and will allow me to have a more comprehensive information base to make nursing diagnoses, interventions, and goals. I view the nurse-client relationship as reciprocal and the amount of energy, time, and compassion that I extend will enable me to achieve the best results possible.
References
Murphy, S. A. (1990). Human responses to transitions: A holistic nursing perspective. Holsitic Nursing Practice, 1-7.
Schumacher, K. L. (1994). Transitions: A Central Concept in Nursing. Journal of Nursing Scholarship, 119-127.
Taylor, C. R., Lillis, C., LeMone, P., & Lynn, P. (2011). Fundamental of Nursing: The Art and Science of Nursing Care. Philadelphia: Wolters Kluwer Health|Lippincott Williams & Wilkins.