Abstract
The Neuman Systems Model (NSM) has guided care for diverse client systems in various settings for 50 years. According to the NSM, nursing care begins with wholistic assessment of the client system's five variables including the developmental variable. This paper examines the dynamic developmental variable of prelicensure associate degree nursing students as a group, and then suggests prevention-as-intervention strategies that match their developmental characteristics as the group progresses through their nursing education to registered nurse licensure. By utilizing appropriate prevention-as-intervention strategies based on the developmental characteristics of prelicensure students as a group, faculty optimize student learning in the nursing courses and facilitate matriculation of practice-ready nursing graduates. This progression of Neuman's developmental variable and transition of prevention-as-intervention strategies for success should be of interest not only to associate degree nursing students and faculty, but also to clinical staff interacting with a variety of prelicensure nursing students.
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