A case study: perspectives on a self-care deficit nursing theory-based curriculum

Abstract

This case study provides a descriptive analysis of administrative, faculty and student perspectives on use of and satisfaction with Orem's Self-Care Deficit Nursing Theory (SCDNT) in one baccalaureate nursing programme's curriculum elements of (a) goals and objectives, (b) materials, (c) content, (d) nursing foci, and (e) evaluation. The need for such an analysis is indicated by the wide acceptance and use of the SCDNT in education and the absence of any similar study. Curriculum is conceptualized in the context of the Curriculum Model for the Study of Schooling, USA. Administrative representatives included the dean of nursing, the director of the nursing programme, the two curriculum chairpersons and the programme co-ordinator. The faculty and students from two specific courses provided the instructional and experiential perspectives. Data collection included structured personal interviews and document review. The investigator developed from the ideal perspective of the literature (Orem and related scholars) criteria for judging if the SCDNT indeed was implemented in the curriculum elements and the satisfaction with the theory. The faculty perspective was the most similar to the ideal, and the administration's was the least similar. Student and faculty perceptions were extremely similar. All three perspectives were in near agreement with the ideal on the use of the SCDNT in: goals and objectives, content and evaluation. A major inconsistency was found. Each perspective expressed varying interpretations of the nursing process. Pronounced patterns were examined, and implications for nursing education were stated.