Conceptual Framework
The conceptual framework for the Trinity Nursing Program is grounded in a model of professional genesis. The process of becoming a nursing professional begins when the student enters the program of study, and brings with him/her a unique composite of knowledge, skills, values, meanings, and life experiences (KSVME). The student becomes immersed in the nursing curriculum, as well as the core curriculum of the university, providing an effective base of knowledge, attitudes, cognitive, and technical skills. The base of KSVME continues to expand and upon completion of the baccalaureate curriculum the student is prepared to assume the role and responsibilities of a novice professional nurse.
Nursing knowledge, nursing values, nursing skills, nursing meanings, and nursing experiences (KSVME) are the concepts which form the foundation of the nursing curriculum.
K: Nursing knowledge is the “cumulative, organized, and dynamic body of scientific and phenomenological information used to help identify, relate, understand, explain, influence and control nursing phenomena.” (Webber, 2002, pp. 17-20).
S: Skills are the “deliberate acts or activities in the cognitive and psychomotor domain that operationalize nursing knowledge, skills, values, meanings, and experiences.” The nurse selects and performs the appropriate skills for the clients in his/her care.
V: Values are the “enduring beliefs, attributes, and ideals that establish moral boundaries ....” Values develop over time and are reflected in the personal life and choices of the individual.
M: Meanings “define the context, purpose, and intent of language….”
E: Experience is “the unique and active process of defining, refining, and changing KSVME used in clinical reasoning as a result of actively engaging in nursing situations over time.”
The KSVME threads are interwoven with the components of the nursing process and courses in the social and physical sciences. The resulting network evolves into the foundation of professional practice which extends and matures as the student slowly assumes the role of patient advocate, coordinator, designer and manager of care for the client. The scope of nursing practice includes working with individual clients, families, and communities. The nurse designs, implements, and continually evaluates an appropriately comprehensive plan of care of the client which arises from the composite of KSVME of all coursework in the curriculum.
The conceptual framework of the nursing program reflects a global world view with the role of the nurse evolving to meet the health and wellness needs of an emerging and universal society. The values of altruism, autonomy, human dignity, integrity, and social justice are key elements of the practice of professional nursing and are fostered in an environment that encourages personal and professional development. Throughout the program there is mutual simultaneous interaction among fellow students, faculty, individual clients, and surrounding communities for a continuous evolution of the student’s professional identity with a commitment for life-long learning.
The Master of Science in Nursing Program further strengthens and develops the KSVME threads of baccalaureate education and integrates increasingly complex theoretical concepts from nursing, the physical, and the social sciences. Graduates of the program possess advanced skills in critical thinking and utilizing the nursing process for delivery of health services to a culturally and socio-economically diverse clientele. They are prepared to assume a leadership role for increasing the quality of health care delivery services for individuals, families, and communities in a global society.
Webber, P. B. (2002). A curriculum framework for nursing. Journal of Nursing Education, 41, 15-24.
From left to Right: Drs Sharon K. Mailey, Pamela B. Webber, Harriet A. Fields, and Rosemarie O. Berman