Thoughts About Nursing Curricula: Dark Clouds and Bright Lights

Author:

Turkel Marian C.1,Fawcett Jacqueline2ORCID,Amankwaa Linda3,Clarke Pamela N.4,Dee Vivien5,Eustace Rosemary6,Hansell Phyllis Shanley7,Jones Dorothy A.8,Smith Marlaine C.9,Zahourek Rothlyn10

Affiliation:

1. Associate Professor, Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL, USA

2. Professor, Department of Nursing, University of Massachusetts, Boston, MA, USA

3. Associate Professor, Nursing, Albany State University, Albany, GA, USA

4. Professor/Executive Nurse Leader Fellow, University of Wyoming Fay W. Whitney School of Nursing, Laramie, WY, USA

5. Professor, Doctoral Nursing Programs, School of Nursing, Azusa Pacific University, Azusa, CA, USA

6. Associate Professor, College of Nursing and Health, Wright State University, Dayton, OH, USA

7. Professor, Seton Hall University, South Orange, NJ, USA

8. Professor of Nursing, Boston College, Director Emerita and Senior Nurse Scientist, Yvonne L. Munn Center for Nursing Research, William F. Connell School of Nursing, Chestnut Hill, MA, USA

9. Dean and Helen K. Persson Eminent Scholar, Christine E. Lynn College of Nursing, Florida Atlantic University, Boca Raton, FL, USA

10. Belchertown, MA, USA

Abstract

In this essay, several nurse scholars who are particularly concerned about the contemporary state of nursing science present their concerns about the inclusion of nursing conceptual models and theories in the curricula of nursing programs (dark clouds) and ways in which the concerns have been addressed (bright lights). This essay is the second of two essays that were catalyzed by Barrett’s paper, “Again, What Is Nursing Science?” The first essay was published in the previous issue of Nursing Science Quarterly.

Publisher

SAGE Publications

Subject

General Nursing

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