Implementing Program Philosophy Through Curricular Decisions

Abstract

This article represents curriculum development in progress. It describes for the reader the rationale, implementation, and outcomes of the first clinical nursing experience for a different type of student in a different nursing program. The program in question is an innovative program in graduate nursing education (M.Sc.(A).) initiated at McGill University School of Nursing in September 1976. The program has certain unique features in that it draws baccalaureate graduates of arts and science who have no preparation in nursing. An emergent curriculum style closely adapted to the needs and characteristics of this new type of student would prepare the person according to a strongly valued model of nursing which itself has certain unique properties and emphases. The following is a description of the first clinical experience these students undertake upon entry into the program, the rationale behind it, some observations of its effect, and the implications these observations have for future curriculum development.