Abstract
Purpose: The aim of this work is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum.
Data sources: Empirical and theoretical literature studies were reviewed to define the framework rationale and its components.
Data synthesis: A deductive/inductive collaborative expert-informed approach was undertaken to develop this evidence-based codesigned framework. Its mission, along with unique components, implementation strategies, and outcomes, were successively integrated into the framework to guide nursing knowledge, learning, and curriculum development. A hermeneutic collaborative process of circular reflection was used in the development process.
Conclusions: The NEF contains central guiding principles and concepts that are intended to provide structural consistency across its included programs from a humanistic person/family-centered approach.
Implications for nursing practice: This comprehensive theory-guided framework allows educators to suggest specific directions for nursing practice within the nursing discipline and articulate nursing’s unique and specialized approach to promoting excellent patient care outcomes. It can assist students to develop critical lens from a person/family centered relationship-based practice approach.
Notes
References:
- Flanagan, J. (2019). Nursing knowledge development: Making the implicit, explicit. International Journal of Nursing Knowledge, 30(2), 67. https://doi. org/10.1111/2047-3095.12245
- Gengo, R., & Jones, D. A. (2021). An integrative review of comprehensive nursing assessment tools developed based on Gordon’s Eleven Functional Health Patterns. International Journal of Nursing Knowledge, 32(4), 294–307. https://doi.org/10.1111/2047-3095.12321
- Grace, P., Willis, D., Roy, C., & Jones, D. (2016). Professions at the crossroads: A dialog concerning the preparation of nurse scholars and leaders. Nursing Outlook, 64, 61–70
- Jones, D. A., Flanagan, J., Fawcett, J., Sousa, K., Willis, D., Wolf, Z., Turkel, M., & Smith, M. (2023). The American Academy of Nursing 50th anniversary of the Nursing Theory Guided Practice Expert Panel (NTGPEP): Exploring the past—Re-envisioning the future. Nursing Science Quarterly, 36(1),
- McCormack, B., & McCance, T. (2021). Person-centred Practice in Nursing and Health Care: Theory and Practice (2nd edn.). Wiley-Blackwell.
- Newman, M., Smith, M., Pharris, M., & Jones, D. (2008). The focus of the discipline of nursing revisited. Advances Nursing Science, 31, 16–27
- Osacar, E. (2018). Traducción, adaptación cultural y validación de la escala Patients’ Perceptions of Feeling Known by their Nurses (PPFKNS). Unpublished Doctoral Dissertation. University of Navarra. P-Diez-Del-Corral, M. (2013). El significado del respeto en la relación entre la enfermera y la persona enferma. Unpublished Doctoral Dissertation. University of Navarra.
- Rumeu-Casares, C., Oroviogoicoechea, C., Jones, D. A., & Saracíbar-Razquin, M. (2017). Modelo de Practica Profesional de Enfermería Clínica Universidad de Navarra: Marco para el desarrollo de la práctica enfermera. Tesela, 22, 1–8
- Saracíbar-Razquin, M. (2009). Acerca de la naturaleza de la relación entre la enfermera y la persona enferma. Comprender su significado [Unpublished dissertation]. University of Navarra
Sigma Membership
Alpha Gamma Alpha
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Translational Research/Evidence-based Practice
Keywords:
Curriculum Development, Continuing Education, Teaching and Learning Strategies, Nursing Education, Advances in Education, Nursing Educational Framework
Recommended Citation
Choperena, Ana; La Rosa-Salas, Virginia; Esandi-Larramendi, Nuria; Pérez-Díez del Corral, Mercedes; Errasti-Ibarrondo, Begoña; Martín-Pérez, Sonsoles; Cabrera-Moreno, Clara; and Jones, Dorothy, "Integrating Standardized Nursing Terminologies into a Nursing Curriculum Conceptual Framework" (2025). Biennial Convention (CONV). 160.
https://www.sigmarepository.org/convention/2025/presentations_2025/160
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-12-04
Integrating Standardized Nursing Terminologies into a Nursing Curriculum Conceptual Framework
Indianapolis, Indiana, USA
Purpose: The aim of this work is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum.
Data sources: Empirical and theoretical literature studies were reviewed to define the framework rationale and its components.
Data synthesis: A deductive/inductive collaborative expert-informed approach was undertaken to develop this evidence-based codesigned framework. Its mission, along with unique components, implementation strategies, and outcomes, were successively integrated into the framework to guide nursing knowledge, learning, and curriculum development. A hermeneutic collaborative process of circular reflection was used in the development process.
Conclusions: The NEF contains central guiding principles and concepts that are intended to provide structural consistency across its included programs from a humanistic person/family-centered approach.
Implications for nursing practice: This comprehensive theory-guided framework allows educators to suggest specific directions for nursing practice within the nursing discipline and articulate nursing’s unique and specialized approach to promoting excellent patient care outcomes. It can assist students to develop critical lens from a person/family centered relationship-based practice approach.
Description
The aim of this work is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum.