1. A conceptual framework is described as a group of concepts broadly defined and systematically organized to provide a focus, rationale, and tool for the integration and interpretation of ideas. In academia, a conceptual framework will serve as a foundation for designing educational plans. The conceptual framework displayed in this 4 year BSN curriculum outlines the core competencies students are expected to achieve as they progress through the nursing program. INTRODUCTION PILLARS OF THE FRAMEWORK CURRICULUM THREADS The conceptual framework adopted by this 4 year college of nursing was developed by 4 master of science nursing students to: Serve as a model to delineate requisite core competencies Integrate nursing theory ideas beneficial to student learning Identify curriculum’s scope & depth Provide guidance for educators & students Based on nurses’ levels of experience (Benner, 1982), nurses’ interactions with the environment (Bandura, 1977), and the cycle of learning (Frye & Kolb, 1975) this conceptual framework maintains 6 pillars of competency: ♦ Novice Learner beginning learners learn general rules to perform tasks rules applied universally modeling & observational learning ♦ Advanced Beginner has prior experience retention & imitation of skills demonstrates performance ♦ Competent Learner perspective from planning own actions concrete experience ♦ Proficient Learner reflects, perceives, & understands situations as whole parts ability to modify plans ♦ Advanced Learner determines own actions performance is fluid & flexible formation of abstract concepts ♦ Expert Practitioner intuitive & highly proficient ability to test new concepts. Benner’s (1982) Novice to Expert Theory offers a means to measure progress as nursing students learn and apply new concepts in the BSN program. Students are given opportunities to participate in self- assessments and witness their progression from novice to advanced learners. Bandura's (1977) Social Learning Theory recognizes that learning is a social process and a continuous interaction among behavioral, cognitive, and environmental influences, which are all influential in assimilating knowledge. Kolb and Frye’s (1975) Experiential Learning Model affirms the value of concrete experience, observation and reflection, formation of abstract concepts from reflective experiences, and the testing of new concepts in the learning process. These 3 learning theories are synthesized to represent the academic focus of this 4 year curriculum. They serve as the conceptual underpinning of the BSN program, as they integrate ideas that are evidenced to produce positive learning outcomes. CONCEPTUAL FRAMEWORK Bachelor of Science in Nursing Conceptual Framework Kristi Burns, Felicia Coleman, Stephanie Crowe, and Tracy Nash Master of Science Nursing Students The University of Texas at Tyler - College of Nursing and Health Sciences Bachelor of Science in Nursing Conceptual Framework Kristi Burns, Felicia Coleman, Stephanie Crowe, and Tracy Nash Master of Science Nursing Students The University of Texas at Tyler - College of Nursing and Health Sciences Topics embedded within this conceptual framework: ♦ Critical thinking skillful reasoning, thinking systematically & logically, questions & reflects moving from novice to expert (Benner, 1982), uses concrete experiences & reflection (Kolb & Frye, 1975 ) to hone skills ♦ Evidence-based practice integration of best research evidence with clinical expertise knowledge gained through personal practice (Benner, 1982) & development of self-efficacy (Bandura, 1977) ♦ Communication effective communication facilitates change & trusting relationships develops students’ confidence ♦ Nursing Process systematic, cyclic, develops & implements nursing interventions 5 steps: assessing, analyzing, planning, implementing, & evaluating ♦ Professionalism growth through lifelong learning advocates quality health care & leadership from novice to expert (Benner, 1982) ♦ Caring integration of knowledge, skills, growth, compassion, encouragement, & sensitivity interaction between environment, behavior, & personal factors (Bandura, 1977) DISCUSSION

2. References Benner, P. (1982). From novice to expert. American Journal of Nursing, 82(3), 402-407. Benner’s stages of clinical competence. (2011). Retrieved June 20, 2014, from http://www.health.nsw.gov.au/nursing/projects/Documents/novice-expert-benner.pdf Calson, L., Crawford, N., & Contrades, S. (1989). Nursing student novice to expert - Benner’s research applied to education. Journal of Nursing Education, 28(4), 188-190. Conceptual framework. (2008). Retrieved June 20, 2014, from http://chhs.georgiasouthern.edu/nursing/conceptual-framework/ Conceptual framework. (2009). Retrieved June 20, 2014, from http://www.uco.edu/cms/nursing/about-us/conceptual-framework.asp Conceptual framework. (2014). In Wikipedia. Retrieved June 19, 2014, from http://en.wikipedia.org/wiki/Conceptual_framework Critical thinking in nursing. (2013). Retrieved June 20, 2014, from www.criticalthinking.org/pages/critical-thinking-and-nursing/834. Imenda, S. (2014). Is there a conceptual difference between theoretical and conceptual frameworks? Journal of Social Sciences, 38(2), 185-195. Majid, S., Foo, S., & Mokhtar, I. (2011). Adopting evidence-based practice in clinical decision making: Nurses’ perceptions, knowledge, and barriers. Journal of the Medical Library Association, 99(3), 229-236.

3. References Oermann, M. H. (2015). Teaching in nursing and the role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. New York, NY: Springer Publishing Company. Self-efficacy theory. (2012). Retrieved June 20, 2014, from http://nursingplanet.com/theory/self_efficacy_theory.html Social learning theory. (n.d.). Retrieved June 19, 2014, from http://www.learning-theories.com/social-learning-theory-bandura.html