An Advanced Placement Program for Registered Nurses

Each of these concepts is divided into sub-concepts. Since most of the subconcepts are introduced in the sophomore year, this taxonomy of behaviors is a useful guide for describing the practice of nursing, and for evaluation purposes. Since the concepts, subconcepts and the taxonomy of behaviors for...

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Bibliographic Details
Published inThe Journal of nursing education Vol. 20; no. 5; pp. 2 - 6
Main Authors Borgman, Mary Frances, Ostrow, C Lynne
Format Journal Article
LanguageEnglish
Published Thorofare SLACK INCORPORATED 01.05.1981
Subjects
Advanced Placement Programs
Behavior
Curricula
Learning
Learning Processes
Nurses
Nursing education
Nursing schools
Philosophy
Prerequisites (Education)
Role models
Science Curriculum
Students
Taxonomy
Teaching Methods
West Virginia
United States > US
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Summary:Each of these concepts is divided into sub-concepts. Since most of the subconcepts are introduced in the sophomore year, this taxonomy of behaviors is a useful guide for describing the practice of nursing, and for evaluation purposes. Since the concepts, subconcepts and the taxonomy of behaviors for the practice of nursing has been outlined, evaluation becomes a simple matter for students and faculty. [...]in order to clarify minimal standards for sophomore, junior and senior achievements, academic unit objectives were developed for each main concept, i.e., NurseMan, Client-Man, Health, Process and Environment. The faculty was particularly interested in the ideas that former registered nurse students had about their experience in obtaining a baccalaureate degree in nursing. Since students constantly use the conceptual framework and taxonomy of behaviors in order to identify their own strengths and weaknesses, they provide continuous data on the soundness of the framework.
ISSN:0148-4834
1938-2421
DOI:10.3928/0148-4834-19810501-03