NR 524 Week 4 Framework Concepts and Program Outcomes Paper

Student Name

Chamberlain University

NR-524: Curriculum Development

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Date

Identification of Framework Concepts

Nursing Metaparadigm

The nursing metaparadigm is composed of essential concepts that underpin nursing practice and theory development. These concepts—person, nursing, environment, and health—are interrelated and serve as the foundation for creating effective nursing frameworks (Bender, 2018). The purpose of this paper is to develop a nursing framework by integrating these metaparadigm concepts with program outcomes aligned with the NLN core competencies in an associate nursing degree program. The metaparadigm concepts guide the understanding of the relationships between nursing practice and the environment in which care occurs.

Nursing Metaparadigm Concepts

Person

In the nursing metaparadigm, the concept of “person” refers to individuals who are recipients of care. This encompasses their physical, emotional, and psychological aspects, as well as their spirituality, behavior, and energy (Kalogirou, Olson, & Davidson, 2020). A person is viewed as an open system with physical, intellectual, sociocultural, spiritual, and psychological dimensions, all of which evolve over time and are influenced by the environment (Bender, 2018). The person is central to the nursing framework, with other metaparadigm concepts surrounding this individual. These dynamic aspects, along with environmental influences, significantly contribute to a person’s health and well-being (Lindahl, 2018).

Environment

The environment, within the nursing metaparadigm, includes both internal and external factors that impact a person’s experience and development. These factors encompass the physical surroundings, social interactions, and broader geographical, cultural, and societal influences a person encounters (Deliktas, Korukcu, Aydin, & Kabukcuoglu, 2019). The environment is considered an energy field that interacts with the person, affecting their health, well-being, and development (Kalogirou, Olson, & Davidson, 2020). Environmental changes—whether external or internal—directly influence the person’s health and are intricately connected to the process of nursing care.

Health

Health, as described in the nursing metaparadigm, is a dynamic process of well-being that continually changes due to a combination of physiological, psychological, social, and environmental factors (Thet & Akbar, 2019). The degree of health determines the care required and reflects the impact of nursing on the individual. For instance, the human body’s response to external factors, such as viruses like COVID-19, illustrates how health is shaped by environmental influences. This demonstrates the interconnectedness of the metaparadigm concepts of nursing, person, environment, and health (Kalogirou, Olson, & Davidson, 2020).

Nursing

Nursing involves a set of actions and services designed to promote the holistic well-being of individuals. It encompasses a dynamic process of care that adapts to the changing needs of a person’s health and environment (Lindahl, 2018). Nursing includes ethical practice, professional behavior, and the application of evidence-based care, all crucial for delivering high-quality care (Kalogirou, Olson, & Davidson, 2020). The discipline integrates knowledge from health, the person, and the environment to enhance care and maintain health.

Program Outcomes for School or Staff Development Department

The NLN core competencies for associate degree graduates were employed to guide the development of program outcomes for staff development in the nursing department. These competencies, which emphasize human flourishing, nursing judgment, professional identity, and the spirit of inquiry, shaped the following program outcomes (Fitzgerald, McNelis, & Billings, 2020):

Program Outcome	NLN Competency
Demonstrate an advanced understanding of nursing, humanities, health sciences, and community to improve nursing.	NLN Competency – 1
Promote, improve, and exhibit quality care through advocacy, collaboration, and shared decision-making.	NLN Competency – 1
Implement evidence-based practice and translate research into sustainable practice.	NLN Competency – 3
Understand the nursing concept and demonstrate teaching effectiveness through lifelong learning.	NLN Competency – 4
Empower patients to make decisions through advocacy, communication, and support.	NLN Competency – 1
Demonstrate self-management and self-reflection to maintain competence.	NLN Competency – 1
Resolve education, practice, and nursing problems by incorporating research and knowledge.	NLN Competency – 1, 3
Demonstrate effective inter- and intra-professional collaborative relationships to improve health care.	NLN Competency – 4
Utilize technology to enhance the learning-teaching process and care delivery.	NLN Competency – 2, 4
Promote ethical practices, fulfill responsibilities, and reflect integrity in nursing.	NLN Competency – 1, 3
Demonstrate community-based, patient-centered care to improve quality, safety, and health outcomes.	NLN Competency – 2, 3, 4
Create integrated and lifelong learning experiences through cognitive, psychomotor, and professional development.	NLN Competency – 2
Approach nursing with innovation, critique, and evaluation to drive improvements.	NLN Competency – 4

Influence of Peer Collaboration

Peer collaboration significantly contributed to refining the nursing framework and enhancing the understanding of metaparadigm concepts. Through discussions, the recognition of the person as an open system, integrating spiritual and cultural dimensions, became clearer. It was also emphasized that health and nursing should be considered as central concepts in various contexts, with the person being the core focus. Peer feedback encouraged the use of peer-reviewed nursing journals, improving the credibility and accuracy of the work. Additionally, this collaboration helped differentiate between the competencies and identify those most relevant to the framework.

The peer collaboration led to several changes in approach. First, viewing the person as an open system highlighted the dynamic internal and external factors influencing health. Second, focusing on using only peer-reviewed journals ensured that the framework was evidence-based. Lastly, incorporating the four NLN core competencies into the program outcomes allowed for the development of measurable, action-oriented outcomes that guide future nursing practice (Stamps, Cockerell, & Opton, 2020).

Conclusion

The nursing metaparadigm provides a comprehensive structure for developing frameworks in nursing education. The person, environment, health, and nursing concepts are interrelated, with the person at the center of the framework. The NLN core competencies were used to develop program outcomes that emphasize human flourishing, nursing judgment, professional identity, and the spirit of inquiry. Peer collaboration played an essential role in refining the framework, ensuring that the program outcomes reflect the core competencies and skills necessary for nursing graduates. These program outcomes are measurable, action-oriented, and designed to enhance the knowledge and skills of nursing professionals.

References

Bender, M. (2018). Re-conceptualizing the nursing metaparadigm: Articulating the philosophical ontology of the nursing discipline that orients inquiry and practice. Nursing Inquiry, 25(3), e12243. https://doi.org/10.1111/nin.12243

Deliktas, A., Korukcu, O., Aydin, R., & Kabukcuoglu, K. (2019). Nursing students’ perceptions of nursing metaparadigms. Journal Of Nursing Research, 27(5), e45. https://doi.org/10.1097/jnr.0000000000000311

Fitzgerald, A., McNelis, A., & Billings, D. (2020). NLN core competencies for nurse educators. Nursing Education Perspectives, 41(1), 4-9. https://doi.org/10.1097/01.nep.0000000000000530

Kalogirou, M., Olson, J., & Davidson, S. (2020). Nursing’s metaparadigm, climate change and planetary health. Nursing Inquiry, 27(3). https://doi.org/10.1111/nin.12356

Lindahl, B. (2018). On locating the metaparadigm concept environment within caring science. Scandinavian Journal Of Caring Sciences, 32(3), 997-998. https://doi.org/10.1111/scs.12620