Nursing Science Based Curriculum 1 NURSING SCIENCE BASED CURRICULUM – WHY NOT NOW? ITS SIGNIFICANCE FOR THE DISCIPLINE AND THE PROFESSION

The purpose of this project was to carry out a comprehensive literature review of nursing science, with the goal of making recommendations for incorporation of a nursing science based curriculum. The literature review revealed nursing science, knowledge created within the discipline of nursing, distinguishes what is unique about nursing. It is imperative that nursing, —not other disciplines or agencies—defines nursing when many changes are happening within health care and nursing education that threaten the future of nursing. This definition is established by the art of nursing expressing the science of nursing. Nursing education is a key element in the understanding of and utilization of nursing science. The report concludes that now is the time to incorporate a nursing science based curriculum. Four recommendations are made to facilitate incorporation of a nursing science based curriculum: integrate nursing science into nursing courses; utilize the language of nursing science; facilitate nursing faculty development; and reframe the current CAEN foundational perspectives to reflect nursing science. Nursing Science Based Curriculum 5 Bevis and Watson (1989) claim curriculum is the most important influence in the practice of nurses because they believe it shapes the way nurses view their work. In fact, they go so far as to assert there has not been anything else that has guided the path of nursing. In reviewing some of the literature on curriculum foundations, it is apparent others agree with Bevis and Watson that curriculum is an important influence in how learners view their world (Pinar, Reynolds, Slattery & Taubman, 2004; Pinar, 1998). Curriculum is more than content, courses, and texts. There are a variety of definitions of curriculum: a program of study, a plan for learning, all the experiences one is subjected to while in school, for example (Bevis & Watson, 1989, p. 68-69). Sumara & Davis (1998) have an interesting notion they refer to as “unskinning curriculum”, in which identity and identification—the principle substances of curriculum—are a constant removing and imposing of boundaries (p. 76). They propose identities come from within us and from “gazes of those who observe (identify us), that they are located in the constellation of events and artifacts that they carry” (p. 79). Nursing carries many events and artifacts that shape how we know ourselves. Curriculum is a noteworthy event, one that plays a significant part in shaping our identity through the boundaries setting out its purpose. My intention is to explore the influence of a nursing science based curriculum and the possibility of shaping nursing in a different way. The Purpose of the Project The purpose of the project is to produce a synthesis of selected literature on nursing science, supporting an argument for a nursing science based curriculum. The approach used is a literature review, utilizing descriptive and critical analysis. The first section of the document will explain the origins of thinking about nursing curriculum based on nursing science, why this particular topic is of personal interest to me, and why I feel this is an important project to Nursing Science Based Curriculum 6 undertake. The meaning of science and in particular nursing science will be described, highlighting the similarities and differences between the two. The next section of the document will look at the significance of nursing science for the profession and the discipline. It is my view that science frames our thinking, which informs our practice. In the final aspect, I will clarify the significance of conceptualizing nursing science as a science for curriculum development. My recommendations to the Collaboration for Academic Education in Nursing (CAEN) curriculum committee will be based on synthesis of this material.