Developing a Conceptual Framework

Abstract

In 1968, the University of Toronto Faculty of Nursing introduced a curriculum having as its major premise the notion of a central core of nursing (Wilson, 1973). At that time core was defined as "that body of nursing knowledge and skills which can be applied in any nursing situation" (Wilson, 1973). This approach to nursing was reflected in a curriculum structure which focused on nursing and its practice rather than on the different clinical divisions. As the curriculum was implemented it became apparent that the general approach was workable, that there were particular areas of strength, such as the teaching and research threads, but that the major component, the assessing, planning, giving, and evaluating thread was presenting difficulties. Faculty were expressing concerns in a variety of ways. Among the problems identified were the following: Core content was topical rather than consisting of key concepts which were pervasive throughout the four years; and various definitions and interpretations of core were serving as guides to the teaching of nursing. As a result of these two major difficulties the notion of a central core of nursing with clinical application was never quite perfected.