Nursing Roles: A Basis for Curriculum

Authors

  • Carolyn J. Pepler

Abstract

The focus in nursing curricula has indeed been changing over the years _ from the basic sciences and medical specialties through categories of illness to the patient with the illness, and recently, to a client in health or illness. With each step there has been more emphasis on the theory of nursing practice. Lindstrom describes a programme which uses Levine's holistic theory as an outline for nursing intervention. The curriculum is based on the client and his needs. Our faculty is presently involved in an effort to base a curriculum on what nursing is itself, or nursing roles, rather than on the client. The nursing roles offer a progressive, comprehensible pattern for learning. Also they help the student identify the role of the baccalaureate graduate compared with other levels of nursing personnel. The student-faculty curriculum committee defined to its satisfaction seven roles involved in nursing _ comforting, preventing trauma, providing therapy, teaching, counselling, collaborating and advocating. The students learn to nurse by practicing these roles in increasingly difficult situations as they progress through the programme. In view of the relevant theory, the numbers of people involved, and the usual circumstances the roles themselves become increasingly complex. Therefore, in the first year the emphasis is on learning to provide comfort and prevent trauma for individuals. The students expand their nursing in the second year to include the provision of therapy and some teaching of individuals and their families. Further knowledge of family dynamics and an introduction to group work form the basis for teaching and counselling in the third year. In the final year the roles of the nurse as collaborator and advocator are developed.

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Published

1975-04-13

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Section

Articles