69-16,176

RANDALL, Joyce Lorraine, 1919A STUDY OF THE EMERGENCE AND DEVELOPMENT
OF AN ASSOCIATE DEGREE NURSING CURRICULUM
AT LANSING COMMUNITY COLLEGE, LANSING,
MICHIGAN.
Michigan State University, Ph. D ., 1969
Education, general

University Microfilms, Inc., Ann Arbor, Michigan

^
©

JOYCE LORRAINE RANDALL 1969
___________________________________

ALL RIGHTS RESERVED

ii

A STUDY O F THE EMERGENCE
AND DEVELOPM ENT OF AN
ASSOCIATE DEGREE NURSING CURRICULUM
AT LANSING COMMUNITY COLLEGE,
LANSING, MICHIGAN

By
Joyce L o rra in e R andall

A THESIS
Subm itted to
M ichigan State U n iv ersity
in p a r tia l fulfillm ent of th e req u irem en ts
fo r the d eg ree of
DOCTOR OF PHILOSOPHY
College of Education
1969

ABSTRACT
A STUDY OF THE EMERGENCE
AND DEVELOPM ENT OF AN
ASSOCIATE DEGREE NURSING CURRICULUM
AT LANSING COMMUNITY COLLEGE,
LANSING, MICHIGAN
By
Joyce L o rra in e R andall

The purpose of this study w as to co llect and analyze
e m p iric a l and d e sc rip tiv e evidence concerning th e planning phase of
a c u rric u lu m fo r an a sso c ia te d eg ree nursing p ro g ra m .

T his study

developed fro m a prev io u s study conducted by th e au th o r on the need
and feasib ility of estab lish in g a tw o -y e a r n u rsin g p ro g ram at the
L ansing Com m unity C ollege.
docum ented such a need.

The re s u lts of the f irs t study c le a rly

The study and recom m endations w ere

accepted by the B oard of T ru ste e s, the A d m in istratio n and faculty,
and the A dvisory C ouncil of the L ansing Com m unity College.
The p re se n t study is a com pilation of an account of the
em ergence and developm ent of the c u rric u lu m of the Lansing
Community C ollege A sso ciate D egree N ursing P ro g ra m .

T his study

was developed due to the encouragem ent given m e by m y doctoral

Joyce L orraine Randall
com m ittee and m y p ro fe ssio n a l colleagues to supplem ent the e a r l ie r
study by additional exploration, a n a ly sis, d esc rip tio n , and p ro p o sals.
It w as felt th a t th is study would benefit com m unity college a d m in is­
tr a to r s , faculty, and n u rse ed u cato rs contem plating the e s ta b lis h ­
m en t of an a s so c ia te d eg ree n u rsin g p ro g ra m .
L ite ra tu re w as review ed which p resen ted view s of g e n e ra l
and nu rsin g ed u cato rs which would contribute to the understanding
and background knowledge n e c e ss a ry fo r the planning of a new c u r­
ricu lu m .

The a r e a s included in the review w ere the function of

education, v alu es and b eliefs, the le arn in g p ro c e s s , cu rricu lu m
th e o ry , d eterm in atio n of educational o b jectiv es, guides to the s e le c ­
tion of le arn in g ex p e rien ce s, c h a ra c te ris tic s of a d iscip lin e, so cial
fo rc e s which contribute to the need fo r change in education, the
p ro c e s s of organizing content, the re-ed u ca tio n of te a c h e rs , c h a r­
a c te r is tic s of a new tw o -y e a r n u rsin g p ro g ram , and an ex p erim en tal
au d io -tu to ria l sy ste m s approach to learning.
T hese p a rtic u la r a r e a s w ere chosen to a s s is t the n u rse
ed u cato r, faced with the problem of developing a new cu rricu lu m ,
in recognizing the v ario u s concepts of cu rricu lu m planning which
m u st be studied in depth p rio r to the selectio n of subject m a te ria l.
The review of the national, State of M ichigan, and L ansing
Com m unity College req u irem e n ts fo r estab lish in g the new nursing

Joyce Lorraine Randall
p ro g ra m in d icated the need fo r c a re fu l planning of the cu rricu lu m
in o rd e r to m eet a ll of th e s e re q u ire m e n ts.
The re s u lts of th e su rv ey of ed u catio n al fa c ilitie s at the
L ansing Com m unity C ollege gave evidence th a t a n u rsin g p ro g ra m
could u se th e se fa c ilitie s w ith c a re fu l planning.

It w as im p o rtan t to

note that the ap p ro v al fro m the M ichigan B oard of N ursing would be
b ased on the fact that new fa c ilitie s would be av ailab le in the n e a r
fu tu re .
A ccording to the re s u lts of the h o sp ital su rv ey s which w ere
conducted, th e re a r e m any ex cellen t c lin ic a l fa c ilitie s av ailab le fo r
se lec ted le arn in g ex p e rien ce s fo r stu d en ts.

It w as a lso noted that

the com m unity is rich in re la te d h e a lth -s e rv ic e ag en cies w hich a re
not adequately u tilized in ex istin g n u rsin g education p ro g ra m s.
M eetings w ere held throughout the study with a d m in is tra to rs
and faculty of the L ansing Com m unity C ollege and w ith the N urse
E ducation C onsultant from the M ichigan B oard of N ursing.

The

purpose of th e se m eetings w as to d eterm in e the a r e a s fo r in v e stig a ­
tion and to d isc u ss and d raw conclusions fro m the re s u lts of the
in v estig atio n s.

T his group w as called the N u rse Study G roup.

The philosophy and p u rp o se of the college and the g en e ra l
philosophy of a sso c ia te d e g re e n u rsin g p ro g ra m s w ere studied.

Joyce Lorraine Randall
D isc u ssio n of the N urse Study G roup led to the se lec tio n of
g e n e ra l education c o u rse s which would m e e t the proposed o b jectiv es
of the n u rsin g p ro g ra m .

N ursing c o u rs e s w ere p roposed and th ese

w ere com bined w ith the g e n e ra l education c o u rse s to fo rm u late the
proposed c u rric u lu m p a tte rn fo r th e a s s o c ia te d eg ree n u rsin g p ro ­
g ram at the L ansing Com m unity C ollege.
C onclusions which w ere draw n w ith reg ard to the p u rpose
of the study w ere:
1.

The N u rse Study Group was in acco rd th at the d is c u s ­
sio n s on g e n e ra l education and the new tw o -y e a r
n u rsin g p ro g ra m s contributed g re a tly to the u n d e rsta n d ­
ing and the planning of the c u rric u lu m .

2.

The support and a s sista n c e g iven throughout th e study,
by the A d m in istra to rs and facu lty of the L ansing
Com m unity College, co n trib u ted to the su c c e s s of the
c u rric u lu m planning s e s s io n s .

3.

It w as found th at health ag en cies a re a ll in c re a sin g in
s iz e , the population continues to in c re a s e , n u rs e s a r e
expected to assu m e m o re resp o n sib ility , and few er
n u rs e s a r e being graduated fro m schools of n u rsin g .

4.

It w as estab lish ed , by the N ursing Study G roup, that
national, sta te , and college re q u ire m e n ts fo r

Joyce Lorraine Randall
estab lish in g an a s so c ia te d eg ree n u rsin g p ro g ra m w ere
r a th e r b ro ad and g e n e ra l and could be m et a t the
L ansing Com m unity C ollege w ithout difficulty.
5.

The su rv ey of educational fa c ilitie s a t the L ansing Com ­
m unity C ollege gave evidence of lim ite d fa c ilitie s at
p re se n t but plans p re se n te d fo r the n e a r fu tu re a ssu re d
v e ry good fa c ilitie s .

6.

The su rv ey of clin ic al fa c ilitie s of the four m a jo r
h o sp itals in the a r e a indicated th a t excellent learn in g
ex p e rien ce s could be se le c te d fo r stu d en ts.

It w as also

noted that ex tre m e c a re m u st be taken in planning and
scheduling th e se fa c ilitie s due to the n u m b er of students
th a t would be on the w ard s at c e rta in p erio d s.
7.

The philosophies of the L ansing Com m unity C ollege and
the proposed n u rsin g p ro g ra m w ere studied.

It w as

d eterm in ed , by the N u rse Study G roup, that th e nursing
p ro g ram could becom e an in te g ra l p a rt of the college
sin ce the philosophies w ere co m p arab le.
8.

Specific o b jectiv es w ere fo rm u lated fo r the a s so c ia te
d eg ree n u rsin g p ro g ra m .

T hese w ere based on the

probable needs of the n u rsin g stu d en ts and on the needs
of the com m unity.

Joyce Lorraine Randall
9.

E ight m eetings of th e N urse Study G roup re su lte d in the
fin al se lec tio n of a p p ro p ria te g e n e ra l education co u rses,
and n u rsin g education c o u rse s w ere proposed.

A cu r­

ricu lu m p a tte rn evolved fro m th ese m eetings.
R ecom m endations of the study include:
1.

It is highly recom m ended th a t n u rsin g faculty be
appointed a t le a st six m onths p rio r to the opening of an
a sso c ia te d eg ree n u rsin g p ro g ra m .

N ursing faculty

would benefit from a ll of the planning se ssio n s and
should p a rtic ip a te in a ll planning.
2.

Studies should be conducted to d eterm in e the need fo r
inclusion of a y e a r o r le s s of c h e m istry , and if ch em ­
is tr y should be included in an in te g ra te d science c o u rse .

3.

The n u rsin g faculty appointed fo r th is p ro g ram should
develop the philosophy and o b jectiv es with the d ir e c to r
of th e p ro g ra m .

4.

C a re fu l planning w ill be n e c e s s a ry f o r use of the c lin ic a l
fa c ilitie s due to use by o th e r schools of nursing.

5.

E valuation techniques should be developed at the sam e
tim e that definite objectives a r e form ulated.

6.

Continuous evaluation should tak e p lace in o rd e r that
the c u rric u lu m be continuously im proved.

Joyce Lorraine Randall
7.

F o rm a l ag ree m en ts should be m ade betw een the college
and the h ealth agen cies which w ill be u tilized fo r s tu ­
dent ex p erien ce.

8.

F o rm a l ag ree m en ts should contain a statem en t th a t a ll
in stru c tio n of nursing stu d en ts would be by college
faculty.

9.
10.

S cholarships fo r students should be in v estig ated .
A re c ru itm e n t p ro g ra m should be o rg an ized fo r the
people of the com m unity.

T his study was focused upon the em erg en ce and developm ent
of a cu rricu lu m p a tte rn fo r the L ansing Com m unity C ollege.

It is

hoped that the study w ill contribute to the background knowledge and
understanding of o th e r ed u c ato rs who m ay be attem pting to develop
a new asso cia te d eg ree n u rsin g p ro g ra m in a com m unity college
settin g .

ACKNOWLEDGMENTS

I would like to acknow ledge the a s s is ta n c e and e n c o u ra g e­
m ent given m e by the m e m b e rs of m y D o cto ral G uidance C om m ittee:
D r. W alter E. F re e m a n , D r. V ernon H icks, D r. David Sm ith, and
D r. E dw ard Schuler.

I p a rtic u la rly w ish to e x p re s s m y deep a p p re ­

ciation to D r. T roy L. S tea rn s, C h airm an of m y D o cto ral C om m ittee,
fo r h is continuous encouragm ent, su p p o rt and guidance throughout,
a ll p h ases of m y d o cto ra l p ro g ra m .
The w rite r is also indebted to P re s id e n t P h ilip J . Ganon,
of the L ansing Com m unity C ollege, fo r the opportunity given to con­
duct th is study a s the appointed d ir e c to r of the a s so c ia te d eg ree
n u rsin g p ro g ra m .

A p p reciatio n is a lso extended to the a r ts and

scien ce faculty fo r th e ir m any valuable su g g estio n s and support.
I am also m o st g ra te fu l fo r the a s s is ta n c e of M iss M ildred
S ey ler, fo rm e r N ursing Education C onsultant fo r th e M ichigan B oard
of N ursing.
T h is study would not have been c a rr ie d to com pletion w ith ­
out the encouragem ent ren d ered by m y co lleag u es, frie n d s, and
fam ily.

I owe p a rtic u la r g ratitu d e to my d au g h ter, Sharon, and to

m y th re e so n s, R ich ard , C raig , and R o b ert, fo r th e ir understanding
and w holehearted su p p o rt.

TABLE OF CONTENTS

Page
A C K N O W L E D G M E N T S...........................................................................

iii

CHAPTER
I.

II.

..........................

1

In tro d u c tio n ..................................................................
Statem ent of the P r o b l e m ........................................
Significance of th e S t u d y ........................................
Scope and O verview of th e S tu d y ...........................
D e li m ita tio n s ..............................................................
D efinition of T e r m s .................................................
H isto ric a l Background fo r the S t u d y .................

1
3
5
7
8
8
12

INTRODUCTION TO THE STUDY

REVIEW OF RELATED LITERATURE

. . . . .

In tro d u c tio n ..................................................................
Section I ......................................................................
S elected Studies in th e A rea of Education
Section I I ......................................................................
Selected Studies in the A rea of N ursing
E d u c a tio n --T w o -y e a r P r o g r a m s ..................
S u m m a r y ......................................................................
III.

METHODOLOGY AND PROCEDURES

15
15
16
16
31
31
40

.................

41

In tro d u c tio n ..................................................................
S ources of D a t a .........................................................
P ro c e d u re s fo r D ata C o l l e c t i o n ..........................
S u m m a r y ......................................................................

41
43
46
49

v

CHAPTER
IV.

V.

VI.

Page
BASIC DETERMINANTS OF A NURSING
C U R R IC U L U M ..................................................................

51

In tro d u c tio n ..................................................................
Com m unity Need and F e a s ib ility ..........................
N ational and Regional R e q u ir e m e n ts ..................
State and C ollege R e q u ir e m e n ts ..........................
Survey of E d ucational F a c ilitie s at the
L ansing Com m unity C ollege
......................
Survey of C lin ic al F a c ilitie s a t Lansing
A re a H o s p i t a l s .........................................................
S u m m a r y ......................................................................

51
52
55
57

AN EMERGING CURRICULUM P L A N ......................

71

In tro d u c tio n ..................................................................
"P hilosophy and P u rp o se of th e Lansing
C om m unity C o l l e g e ................................................
Philosophy and P u rp o se of th e A sso ciate
D eg ree N u rsin g P r o g r a m ........................................
G en eral E ducation C o u r s e s ...................................
N ursing E ducation C o u r s e s ...................................
The C u rricu lu m P a t t e r n ........................................
S u m m a r y ......................................................................

71

78
80
81
84
86

SUMMARY, CONCLUSIONS, RECOMMENDA­
TIONS AND SUGGESTIONS FO R FURTHER
S T U D Y ...............................................................................

89

S u m m a r y ......................................................................
C o n c lu s io n s ..................................................................
R e c o m m e n d a tio n s .....................................................
Suggestions fo r F u rth e r S tu d y ...............................

89
90
92
94

STA TE-BY -STATE GROWTH O F ASSOCIATE
DEGREE NURSING PROGRAM S--1962-1967 . . .

96

ASSOCIATE DEGREE NURSING PROGRAMS
BY HIGHER EDUCATION ACCREDITING
R E G IO N S ...........................................................................

97

60
62
69

75

APPENDIX
A.
B.

vi

APPENDIX
C.

Page
10-YEAR GROWTH PA T T E R N —ASSOCIATE
DEGREE PROGRAMS IN NURSING-NUMBER OF PROGRAM S/1957-58 TO
1967-68 ....................................................................................

98

D.

NURSE TRAINING ACT OF 1964 .....................................

99

E.

LANSING COMMUNITY COLLEGE QUESTION­
NAIRE ....................................................................................... 107

F.

CLINICAL SURVEY F O R M S ................................................. 109

G.

GENERAL EDUCATION COURSE D ESCRIP­
TIONS ....................................................................................... 113

BIBLIOGRAPHY

118

CHAPTER I
INTRODUCTION TO THE STUDY

Introduction
In D ecem b er, 1965, the A m erican N u rse s A sso ciatio n
published a po sitio n p ap e r on N ursing E ducation in the A m erican
Jo u rn a l of N u rsin g . The p u rp o se of th e p a p e r w as to re p o rt to
m e m b e rs of the p ro fe ssio n on a tw o -y e a r study m ade by n u rsin g
le a d e rs and by ed u cato rs on the n atu re and scope of n u rsin g p r a c ­
tic e and the type and quality of education needed by n u rsin g
p ra c titio n e rs .

The im m ed iate effect of the re p o rt on the n u rsin g

p ro fe ssio n w as to bring into the open the co n tro v e rsy concerning the
m any lev els of n u rsin g ed u catio n --o n e y e a r, two y e a r, th re e y e a r,
and fo u r y e a r p ro g ra m s.

The re p o rt also brought recognition of the

rapid r is e n ationally in the n um ber of tw o -y e a r a s so c ia te d eg ree
nursin g p ro g ra m s.

The recom m endations m ade by the A m erican

N u rse s A sso ciatio n in the re p o rt w ere:
1.

The education f o r a ll th o se who a re licen sed to p ra c tic e
nu rsin g should tak e place in in stitu tio n s of h ig h e r education.

1

2
2.
3.

M inim um p re p a ra tio n fo r beginning p ro fe ssio n a l n u rsin g
p ra c tic e a t the p re s e n t tim e should be b a c c a la u re a te d eg ree
education in n u rsin g .
M inim um p re p a ra tio n fo r beginning te c h n ic a l n u rsin g p r a c ­
tic e a t the p re s e n t tim e should be a s so c ia te d eg ree education
in n u rsin g . (27:107)
One of the m o st c o n tro v e rs ia l sta te m e n ts in the re p o rt w as

one w hich p re d ic te d th at in the n e a r fu tu re th e re would be only two
le v els of nu rsin g education fo r the u n d erg rad u ate student: the fo u ry e a r b a c c a la u re a te n u rsin g d eg ree e a rn e d in a fo u r-y e a r u n iv e rsity
o r college and the tw o -y e a r a s s o c ia te n u rsin g d eg ree earn ed in a tw oy e a r com m unity college.
In e s se n c e th e r e p o r t w as official p ro fe ssio n a l recognition
of th e m o re than 200 a s s o c ia te d e g re e n u rsin g p ro g ra m s a lre a d y
e stab lish ed in com m unity o r ju n io r co lleg es a c ro s s the nation.
Though an attem p t w as m ade in th e re p o rt to define " p r o ­
fe ssio n a l" and "tech n ical" n u rsin g p ra c tic e , the a u th o rs m ade no
re fe re n c e to changes in the c u rric u lu m w hich would u ltim ately p r o ­
duce n u rs e s a t th e se two educational le v e ls.

The effect w as not one '

of r e a s s u ra n c e to th e le a d e rs and d ir e c to rs of the tw o -y e a r a sso c ia te
d eg ree p ro g ra m s sin ce they w ere com m itted to estab lish in g a c u r ­
ricu lu m which would produce the "tech n ical" n u rs e .

The c o n tro v e rsy

ov er the definition of "p ro fe ssio n a l" and "te ch n ic al" n u rse continues
at p re s e n t.

A ssista n c e is being given in in te rp re ta tio n by le a d e rs in

education, psychology, sociology, b u sin e ss, la b o r, and in d u stry .

3
A study of the ex istin g a s s o c ia te d eg ree n u rsin g p ro g ra m s
by th e p ro fe ssio n a l ac cred itin g a g e n c y --th e N ational League fo r
N u rsin g --g av e evidence that th e re w ere alm o st a s m any d iffe re n ce s
in the tw o -y e a r n u rsin g c u rric u lu m s a s th e re w ere p ro g ra m s.

(35:23)

Statem ent of th e P ro b le m
The p u rpose of th is study w as to analyze the n e c e s s a ry
ste p s involved in the p re-p lan n in g p h ase of a c u rric u lu m f o r a
rela tiv e ly new p ro g ra m in p ro fe ssio n a l n u rsin g education.

The

underlying problem which gave r is e to the need fo r th is an a ly sis is
the rapid grow th of com m unity colleges accom panied by rapid grow th
of a sso c ia te d eg ree n u rsin g p ro g ra m s in th e se co lleg es.

Due to th is

rapid grow th in num ber of p ro g ra m s, it h as becom e n e a rly im p o s­
sib le to obtain the s e rv ic e of qualified n u rsin g d ir e c to rs .

The te rm

"qualified" m eaning with a d m in istra tiv e and teaching ex p erien ce in
n ursing education and ex p e rien ce in planning, d ire c tin g , and e v a lu at­
ing a n ursing education p ro g ra m in an in stitu tio n of h ig h e r education.
In a m eeting with M ichigan d ir e c to rs of a s s o c ia te d eg ree n u rsin g
p ro g ra m s it w as found th at seven out of eleven d ir e c to rs attending
w ere appointed a month p r io r to th e opening of the school y e a r with
the hope th at a c u rricu lu m could be planned in tim e fo r the f ir s t te rm
o r s e m e s te r.

W here th is situ atio n h as o c c u rre d it should also be

4
noted th a t college o fficials have been r e a lis tic enough to allow the
d ir e c to rs to attend w orkshops and co n feren ces which would a s s is t in
th is "o n -th e-jo b " train in g .

T his study em phasized th e need fo r p r e ­

planning of the c u rric u lu m and d e s c rib e s the im plem entation of a
planned c u rric u lu m fo r the A sso ciate D egree N ursing P ro g ra m to be
esta b lish e d in L ansing Com m unity C ollege, L ansing, M ichigan.
The p re se n t study w as p reced ed by a tw o -y e a r study,
(1962-1964), by the au th o r, to d e te rm in e the need and fea sib ility of
estab lish in g a tw o -y e a r n u rsin g p ro g ra m a t L ansing Com m unity
C ollege.

The re s u lts of the f ir s t study c le a rly docum ented the need

and fe a sib ility fo r the estab lish m en t of a tw o -y e a r n u rsin g p ro g ra m .
The study and reco m m en d atio n s w ere accepted by the B oard of
T ru s te e s , th e A d m in istratio n and F acu lty , and the A dvisory Council
of the Lansing Com m unity C ollege.
The sp ecific dim ensions fo r which d ata w ere collected fo r
the f ir s t study included the co m m u n ity 's im m ed iate need fo r n u rs e s ,
the n u m b er of n u rs e s em ployed and the n u m b er of budgeted v a c a n ­
c ie s, th e num b er of high school g ra d u a te s who m ight e n te r the n u r s ­
ing field , the type and n u m b er of schools of n u rsin g in the a re a and
the n u m b er of g ra d u a te s each y e a r, the n u m b er of g rad u ates
rem aining in the a r e a to w ork, the educational and c lin ic a l fa c ilitie s
that m ight be u tilized , the financial su p p o rt av ailab le and the num b er
of av ailab le qualified faculty.

5
The p re s e n t study is a com pilation of an account of the
em erg en ce and developm ent of th e L ansing Com m unity College
A sso c ia te D eg ree N u rsin g P ro g ra m .

T his study developed due to

the encourag em en t given m e by m y d o c to ra l co m m ittee and m y p r o ­
fe ssio n a l colleagues to supplem ent the e a r l ie r study by additional
ex ploration, a n a ly sis, d e sc rip tio n , and p ro p o sa ls.

It w as felt that

th is study would benefit com m unity college a d m in is tra to rs , faculty,
and n u rs e ed u c ato rs contem plating the e stab lish m e n t of an a s s o c ia te
d eg ree n ursin g p ro g ra m .
Specific d ata fo r th is study w ere co llected on n atio n al and
sta te re q u ire m e n ts fo r a c c re d ita tio n , c u rric u lu m re q u ire m e n ts of
the M ichigan B oard of N ursing, philosophy and p u rp o se of a s so c ia te
d eg ree n ursin g p ro g ra m s and the philosophy and p u rp o se of the
L ansing Com m unity C ollege, c u rric u lu m p ro g ra m s fo r a s so c ia te
d eg ree nursin g c u rre n tly in use in M ichigan, sp ecific educational
and c lin ic a l fa c ilitie s av ailab le in the L ansing a r e a , and co u rse con­
ten t in g e n e ra l education c o u rse s a t the L ansing Com m unity College
th at m ight co n trib u te to o r becom e a p a rt of the n u rsin g education
cu rricu lu m .
Significance of the Study
It w as sig n ifican t th at a p re lim in a ry s e a rc h of the lite r a tu r e
rev ealed no study which d e s c rib e s o r an aly zes the em erg en ce of a

6
c u rricu lu m p a tte rn fo r th is new type of n u rsin g p ro g ra m rela ted to
the h ea lth need s of the com m unity and w hich w ill u tiliz e the n u rsin g
s e rv ic e s provided.
It w as hoped th a t th is study would co n trib u te to the b ac k ­
ground knowledge and u nderstanding of o th e r n u rse ed u c ato rs who
m ay be attem p tin g to develop a new n u rsin g c u rric u lu m in a co m ­
m unity college settin g .
The scope of any p roposed cu rricu lu m in the p a ra -m e d ic a l
field poses p ro b lem s when one co n sid e rs the rap id advances in
sc ien c e and m edicine.

Scientific knowledge m u st be u tilized on a

b a sis fo r both p ro fe ssio n a l and tech n ical n u rsin g education.

N u rse

ed u c ato rs a g re e , "The p rim a ry aim of n u rsin g education is to p r o ­
vide an environm ent in which the n u rsin g student can develop s e lfd isc ip lin e, in te lle c tu a l c u rio sity , the ab ility to think c le a rly , and
a c q u ire the knowledge n e c e s s a ry fo r p ra c tic e . " (35:21)
T h is study attem pted to show th a t the L ansing Com m unity
C ollege offered the p o ten tial f o r an educational environm ent n e c e s ­
s a ry fo r the grow th and effectiv en ess of the a sso c ia te d eg ree n u rsin g
p ro g ra m in achieving th is aim .
The im p o rtan ce of the p re se n t study is the planning and the
im plem entatio n of a tw o -y ear n u rsin g cu rricu lu m at the L ansing
Com m unity C ollege.

T his c u rricu lu m w ill provide the sc ien tific

7
b ase, th e te c h n ic a l sk ills and the opportunity to develop s k ills , along
w ith the evolving th eo ry needed by the p racticin g n u rs e .
Scope and O verview of the Study
The study w as lim ited to the p re-p lan n in g p h ase of th e c u r ­
ricu lu m fo r the A sso c iate D egree N ursing P ro g ra m to be estab lish ed
a t the L ansing Com m unity C ollege, L ansing, M ichigan.
C h ap ter Two com bined a review of re la te d lite r a tu r e in the
field of education and in the m o re sp ecific a r e a of n u rsin g education
and tw o -y e a r n u rsin g p ro g ra m s.
C h ap ter T h re e is a d e s c rip tiv e account of m ethods and p r o ­
c e d u re s u tilized a s a b a s is fo r p re lim in a ry planning of the n u rsin g
c u rric u lu m .
C h ap ter F o u r is a p re se n ta tio n of the b a sic d e te rm in a n ts
of the n u rsin g cu rricu lu m .
C h ap ter F iv e is an account of how the data w ere analyzed
and d e s c rib e s the sp ecific cu rricu lu m fo r th e tw o -y e a r n u rsin g p r o ­
g ra m a t the L ansing Com m unity C ollege.
C h ap ter Six contains a su m m ary , conclusions w hich w ere
draw n from the an a ly sis of the d ata, recom m en d atio n s, and su g g e s­
tions fo r fu rth e r r e s e a rc h in the a re a of p re-p lan n in g fo r a tw o -y e a r
nu rsin g c u rric u lu m .

8
D elim itatio n s
I

T h is study w ill be confined to an an a ly sis of the ste p s
leading to the em erg en ce and developm ent of a c u r ­
ricu lu m plan fo r a new A sso c iate D eg ree N ursing P r o ­
g ra m .

II

T his study w ill be confined to the T ri-c o u n ty a r e a
(Clinton, E aton, and Ingham C ounties of M ichigan),
w ith L ansing Com m unity C ollege, L ansing, M ichigan,
a s the focal point.
D efinition of T e rm s

The A sso c iate D eg ree N u rsin g P ro g ra m :
(L en g th --tw o y e a rs ).

D efined by the M ichigan B oard of

N ursing as: "A p ro g ra m in n u rsin g leading to an a sso c ia te
d eg ree , is conducted by an educational unit in n u rsin g
(dep artm en t o r division) th a t is an in te g ra l p a rt of a com ­
m unity o r ju n io r college and is organized and co n tro lled in
the sam e way a s s im ila r u n its in the in stitu tio n . "
A sso c iate D eg ree N ursing C u rricu lu m :
D efined by the N ational L eague fo r N ursing, 1967: "R efers
to c o u rse content, in stru c tio n , and seq u en tial arra n g e m e n t
of c o u rse s leading to the a s s o c ia te d eg ree in n u r s in g ."

9

The D iplom a P ro g ra m :
(L e n g th --th re e y e a rs ).

Defined by the M ichigan B oard of

N ursing a s: "A p ro g ra m leading to a diplom a in n u rsin g is
conducted by a sin g le -p u rp o se school u n d er the co n tro l of a
h o sp ita l o r o th e r au th o rity . "
The B a cc ala u re ate D egree P ro g ra m :
(L en g th --m ay be fo u r o r five y e a rs ).

D efined by the M ichigan

B oard of N ursing as: "A p ro g ra m in n u rsin g leading to a
b a c c a la u re a te d eg ree is conducted by an educational unit in
n u rsin g (d ep artm en t, d ivision, school o r college) th at is an
in te g ra l p a rt of se n io r college o r u n iv e rsity and is o rganized
and co n tro lled in the sam e way a s s im ila r u n its in the in s t i­
tution. "
N ursing L ab o rato ry :
D efined by the N ational League fo r N ursing, 1967: "Includes
the h o sp ital(s), o th e r com m unity ag en cies, a n d /o r the
la b o ra to ry a r e a s w ithin the college plant that a re designated
f o r stu d e n ts' planned le arn in g a c tiv itie s ."
P re -p la n n in g P hase:
A o n e -y e a r period of study p revious to the estab lish in g of
an A sso ciate D egree N ursing P ro g ra m in a Com m unity
C ollege.

T his study to include the need and fe a sib ility fo r

10
such a p ro g ra m ; th e ed ucational and clin ic al fa c ilitie s
av ailab le; the se le c tio n of qualified faculty; the p ro v isio n
of an adequate budget; and the o v e ra ll c u rric u lu m planning.
P ro fe ss io n a l N ursing:
D efined by the A m erican N u rse s A sso ciatio n , 1955, as:
"T he p ra c tic e of p ro fe ssio n a l n u rsin g m ean s the p erfo rm an ce
fo r com pensation of any act in the o b serv an ce, c a re , and
counsel of th e ill, in ju red , o r in firm , o r in the m aintenance
of h ea lth o r p rev en tio n of illn e s s of o th e rs, o r in the s u p e r­
v isio n and teaching of o th e r p erso n n el, o r in the a d m in is tra ­
tion of m ed icatio n s and tre a tm e n ts a s p re s c rib e d by a
licen sed physician o r d en tist; req u irin g su b stan tia l s p e c ia l­
ized judgm ent and s k ill and b ased on knowledge and ap p lica­
tion of the p rin c ip le s of biological, physical, and so c ia l
sc ien c e.

The foregoing sh a ll not be deem ed to include a c ts

of d iag n o sis o r p re s c rip tio n of th e ra p e u tic o r c o rre c tiv e
m e a s u re s . "
T echnical N u rse:
Defined by th e N ational League fo r N ursing, 1967: "A
re g is te re d n u rse w ith an a s so c ia te d eg ree licen sed fo r the
p ra c tic e of n u rsin g who c a r r ie s out n u rsin g and o th e r
th e ra p e u tic m e a s u re s with a high d eg ree of sk ill, using

11
p rin c ip le s fro m an ever*expanding body of sc ie n c e .

The

te c h n ic a l n u rse p e rfo rm s n u rsin g functions with p atien ts who
a r e u n d e r th e su p e rv isio n of a p hysician a n d /o r p ro fe ssio n a l
n u rs e and a s s is ts in planning the d a y -to -d a y c a re of p atien ts,
evaluating th e p a tie n ts' p h y sical and em otional re a c tio n s to
th e ra p y , taking m e a s u re s to a lle v ia te d is tr e s s , using t r e a t ­
m en t m o d a lities with know ledge an d p re c isio n , and s u p e r ­
vising o th e r w o rk e rs in the te c h n ic a l a s p e c ts of c a re . "
T echnical N ursing:
The A m e ric a n Jo u rn a l of N u rsin g , D ecem b er, 1965:
"N ursing p ra c tic e w hich is u n lim ited in depth but lim ited in
scope.

Its com plexity and extent a r e trem en d o u s.

It m u st

be ren d ered , u n d er the d ire c tio n of p ro fe ssio n a l n u rse
p ra c titio n e rs , by p e rso n s who a re se lec ted w ith and edu­
cated w ithin the sy stem of h ig h e r education. . . . Education
fo r th is p ra c tic e re q u ire s atten tio n to sc ien tific law s and to
sc ie n tific p rin c ip le s w ith em p h asis on sk ill.

It is education

w hich is tech n ically o rien ted and sc ie n tific a lly founded, but
not p rim a rily concerned with evolving th eo ry . "
P r a c tic a l N ursing:
(P ro g ra m le n g th --a p p ro x im a te ly one y e a r.

V a rie s nationally

fro m ten m onths to eighteen m o n th s .) Defined by State of

12
M ichigan N ursing P ra c tic e A ct of 1967 as: " P ra c tic e of
p ra c tic a l n u rsin g m ean s the p erfo rm a n ce fo r com pensation
of a c ts in the c a re , tre a tm e n t o r o b serv atio n of the ill,
in ju re d o r in firm , o r fo r th e m aintenance of the h ealth o r
the p rev en tio n of illn e s s of o th e rs, p erfo rm e d in ac co rd an ce
w ith education and p re p a ra tio n w hich h a s provided the p r a c ­
titio n e r w ith a l e s s e r d eg ree of sp ecialized s k ill, knowledge,
education o r train in g than th a t re q u ire d to p ra c tic e a s a
r e g is te re d n u rs e .

A licen sed p ra c tic a l n u rse sh a ll p e rfo rm

such a c ts only u n d er the d ire c tio n of a re g is te re d n u rse o r
lic en se d physician o r d en tist. "
H isto ric a l Background fo r the Study
In 1949 the N ational League of N ursing Education proposed
to the A m erican A sso ciatio n of J u n io r C olleges that a com m ittee be
form ed to study w ays in w hich ju n io r co lleg es could p a rtic ip a te in
n ursing education.

In 1952 the n u rsin g org an izatio n w as reo rg an ized

and w as nam ed the N ational League fo r N ursing.

At th is tim e p r o ­

v isio n w as m ade w ithin the League fo r a D ep artm en t of D iplom a and
A sso c iate D eg ree P ro g ra m s .
U nder the a u sp ice s of the A m erican A sso ciatio n of Ju n io r
C olleges and the N ational League fo r N ursing an ex p erim en tal
p ro g ra m w as conducted, u n d er the d ire c tio n of M ildred L. M ontag,

13
P r o f e s s o r of N ursing E ducation, T e a c h e rs C ollege, Colum bia
U n iv ersity .

T his e x p e rim en t, the "C o o p erativ e R e sea rc h P ro je c t

in Ju n io r and Com m unity C olleges fo r N ursing, " re su lte d in an
e n tire ly new type of p ro g ra m in n u rsin g ed u c a tio n --th e tw o -y e a r
a s s o c ia te d eg ree p ro g ra m .
M o n ta g 's book, Com m unity C ollege E ducation fo r N u rsin g ,
is a re p o rt of this five y e a r p ro ject--(1 9 5 2 -1 9 5 7 ).
published in 1959.

The re p o rt w as

The C ooperative R e se a rc h P ro je c t included

eight p artic ip a tin g schools: five tw o -y e a r ju n io r co lleg es, two fo u ry e a r in stitu tio n s of h ig h e r education, and one h o sp ital school of
n u rsin g .

T h ese schools w ere a s s is te d in developing n u rsin g p ro ­

g ra m s that would p re p a re a n u rse g rad u ate who could qualify fo r
lic e n su re a s a re g is te re d n u rse , and a s a g rad u ate of the seven
co lleg iate p ro g ra m s could m eet the co lleg e s' re q u ire m e n ts fo r an
a s s o c ia te d eg ree .

The re p o rt sta te d th at the unique c h a ra c te ris tic s

of th ese sev en collegiate a s s o c ia te d e g re e n u rsin g p ro g ra m s w ere:
1) they w ere not diplom a p ro g ra m s tra n sp la n te d into college se ttin g s;
2) they w ere not tru n ca ted o r diluted b a c c a la u re a te d eg ree p ro g ra m s;
3) they w ere an e n tire ly new type of n u rsin g p ro g ra m .

(13:v)

It w as also noted in the re p o rt th at the a s so c ia te d eg ree
n u rsin g p ro g ra m s ad h ered to a g e n e ra l philosophy fo r th e se p ro ­
g ra m s but each d iffered in sp ecific sta te m e n ts of philosophy a c c o rd ­
ing to the college in which it w as in te g ra te d .

14
By 1959 the n u m b er of a s s o c ia te d eg ree n u rsin g p ro g ra m s
had grow n to 48.

Today th e re a r e ap p ro x im ately 215 p ro g ra m s; the

m a jo rity a r e being conducted w ithin com m unity co lleg es.
The com m unity college h a s b een called the fa s te s t grow ing
co lleg iate e n te rp ris e in A m erica today.

Leading ed u c ato rs feel th a t

its m a jo r p u rp o se re m a in s u n ch an g ed --p ro v id in g e s s e n tia l s e rv ic e s
to m e et th e community* s n eed s.

CHAPTER II
REVIEW OF RELATED LITERATURE

Introduction
T his study u tilized both g e n e ra l education and n u rsin g
education concepts of cu rricu lu m planning proposed by le a d e rs in
th e se a r e a s .

The review of rela ted lite r a tu r e included b asic

philosophies, d efinitions, and v alu es and b eliefs of the a u th o rs.
E m p h asis is on fa irly c u rre n t in q u iry in th e se a r e a s .

Selection of

re la te d re s e a rc h w as m ade on the b a s is of providing an overview of
the m a jo r fa c to rs in c u rric u lu m developm ent.

The f ir s t sectio n of

lite r a tu r e viewed a s a p p ro p ria te fo r th is study w as focused on the
g e n e ra l a r e a of education; the second sectio n d ealt with stu d ies in
the a r e a of n u rsin g e d u c a tio n --tw o -y e a r p ro g ra m s .
Specific a r e a s w hich a r e review ed in th is c h a p te r a re : The
function of education, the le arn in g p ro c e s s , c u rric u lu m th eo ry ,
d eterm in atio n of educational o b jectiv es, guides used in the selectio n
of le arn in g e x p e rie n c e s, c h a ra c te ris tic s of a d isc ip lin e, so c ia l
fo rc e s contributing to a change in education, the p ro c e s s of

15

16
organizing content, re-e d u c a tio n of te a c h e rs , the c h a ra c te ris tic s of
the new tw o -y e a r n u rsin g p ro g ra m s , and an ex p e rim e n ta l au dio­
tu to ria l sy ste m s approach to learn in g .
T h ese a r e a s w ere chosen to a s s is t the college a d m in is tra to r
and faculty, and the n u rse ed u cato r, faced w ith the pro b lem of
developing a new n u rsin g c u rric u lu m , in recognizing the v ario u s
concepts of c u rric u lu m planning w hich m u st be studied p r io r to
se le c tio n of su b ject m a te ria l.
Section I
Selected Studies in the A re a of E ducation
S aylor h a s voiced the opinion of ed u c ato rs when he stated
th a t th e re is a la rg e body of s k ills , knowledge, a ttitu d e s, a p p re c ia ­
tio n s, w ays of w orking, and w ays of behaving th at should be le arn ed
in com m on by a ll.

(17:55) He a lso stated th a t education m u st p r i ­

m a rily seek c h a ra c te r and b eh av io r, a ll-ro u n d c h a ra c te r of a kind
to lead to p ro p e r b eh av io r leading to a w ell-a d ju ste d p erso n ality .
E ducation m u st be concerned with the developm ent of the to tal
p e rso n a lity including b ehavior, a ttitu d e s, c h a ra c te r, value p a tte rn s,
and hum an re la tio n s.

Saylor p o stu lated that c u rric u lu m d ecisio n s

a r e philosophical d e c is io n s --th e y re p re s e n t a choice of v alu es.

(17:82)

17
One of the m a jo r is s u e s in education today is the lack of
e m p h asis on v alu es in the developm ent of a c u rric u lu m .

C a rp e n te r,

in a d isc u ssio n of th is is s u e , w rite s , "It is even p o ssib le th at th e re
can be n e ith e r in te lle c tu a l in te g rity n o r freed o m u n le ss we in s is t
upon c r itic a l thinking about o u r own attitu d e s to w ard s the d isc o v e rie s
of o u r tim e s , and u n le ss we know how to re -e x a m in e o u r own liv es
in the light of the v alu es to w hich we give p r io r i ty ." (5:xv) Saylor
quotes H uston Sm ith a s m aking the following sta tem en t, "T hat th e re
is a lo stn e ss, and an x io u sn ess, a b ew ild erm en t in co n tem p o rary life
w hich th e a r t s e x p re s s and s ta tis tic s on . . . delinquency, d iv o rce,
in san ity , and alco h o lism . . . c o n firm ." (17:1) Smith is fu rth e r
quoted in a n sw e r to the q u estio n of the function of education, "It h as
th e m ean s by w hich the adult g en eratio n tra n s m its to the oncom ing
g en eratio n the in te rn a l equipm ent it d eem s n e c e s s a ry fo r the good
life--know led g e, sk ills , ap p rec iatio n s, and m o tiv atio n s. " (17:2)
C a rp e n te r fe e ls that the A m erican college does not see it a s its task
to fu rth e r hum an v irtu e s a s a whole. It r e s tr ic ts its re sp o n sib ility
to in te lle c tu a l v irtu e s .

In tellectu al attitu d e analyzed y ie ld s in te l­

le c tu a l v irtu e s such as:
a.
b.

In te lle c tu a l honesty: the d eterm in atio n , in s o fa r a s p o ssib le,
to keep p e rso n a l b ia s from d isto rtin g o n e 's v isio n of things.
Scope of knowledge. O th er things being equal, a rich and
v a rie d stock of in fo rm atio n re n d e rs life m o re in te re stin g
and com petent.

18
c.

d.

D ia le c tic a l ag ility , o r " sh a rp n e ss " a s we say. Not only
should m inds be inform ed; they should be able to w ork
w ith th e ir in fo rm atio n nim bly, sk illfu lly , and in an
o rd e rly fashion.
A esth etic sen sitiv ity .

T h ese, C a rp e n te r sta ted , a r e the valu es co lleg es a s in stitu tio n s
re a lly believe in .

O th er v alu es which she d isc u sse d w ere diligence,

m o ra l honesty, and acad em ic freed o m .

(5:4) It w as fu rth e r sta ted

th at the g e n e ra l feeling among facu lties w as that v irtu e s of th is s o rt
w ere not the re sp o n sib ility of the college.
a.

b.

c.
d.
e.

It w as pointed out:

E nlightm ent view of m a n --re a s o n is the key to the good life.
F r e e the m ind of su p e rstitio n and ig n o ran ce and it w ill
prove capable of d isc ern in g the good and p ersu ad in g the
r e s t of the s e lf to follow it.
The b elief that a ll v alu es a r e rela tiv e. Anthropology* s
d o ctrin e of c u ltu ra l re la tiv is m , p h ilo so p h y 's em otive
th e o ry of value, p sy c h o lo g y 's d isc o v e rie s about condition­
ing, and e x is te n tia lis m 's th e s is th a t ex isten ce p rece d es
e sse n c e have com bined to c re a te an im p re s s io n in the
acad em ic m ind that v alues a r e a r b itr a r y in the se n se that
th e re being no u n iv e rsa lly valid sta n d a rd s by which to judge
b e tte r from w o rse. Such a view red u ces the u rgency of
value in stru c tio n .
The Cult of o b je c tiv ity --th e le s s education g ets entangled
w ith p re fe re n c e s and em o tio n --th e b e tte r it w ill be able to
p e rfo rm its appointed task .
D ivision of la b o r--(d o u b t that the place to nuture v alu es is
in the college). Value co n cern s d is tra c t fro m tru th (home
and church should look a f te r m o ra l values).
R esp ect fo r au to n o m y --stu d en ts should be fre e to shape
th e ir own v alu e s--sh o u ld have freedom , individuality,
autonom y, and subjective self-h o o d . (5:6)
S tra te m e y e r claim s that any c u rricu lu m d esig n ste m s from

a s e t of v alu es--fu n d am en ta l b eliefs rela tin g to the type of citizen
d e s ire d and the p a rt to be played by the school in h is developm ent.

19

She lis ts the following a s c r itic a l fa c to rs in c u rric u lu m d ev elo p ­
m ent:
1.
2.
3.

need to c o n s id e r the n a tu re of so c ie ty and of le a r n e r
recognition of what h as m eaning fo r the le a r n e r
concern fo r s o c ie ty 's b a s ic v alu es. (20:86)
A s im ila r sta te m e n t m ade by S aylor is th at the m o st

im p o rta n t influence in shaping the c u rric u lu m of any school is the
c u ltu ra l p a tte rn and value sy stem of the so c iety that e s ta b lish e s and
su p p o rts the school.

He fu rth e r sta te d th at te a c h e rs and a ll ed u ca­

to r s should:
1.
2.
3.

u n d erstan d thoroughly the b a sic so c ia l aim s and v alu es
which the A m eric an people accep t
assu m e an ac tiv e ro le in helping c itiz en s th e m selv es m o re
thoroughly analyze and u n d ersta n d th e se v alues
seek a broad b ase of d ecisio n -m ak in g so th at m in o rity
opinion and the view s of p r e s s u r e groups o r v ested in te re s t
groups a re not m istak e n ly assu m ed to be the voice of the
people. (17:81)

A sta tem en t of v alues is m ade in the book Schools fo r the S ixties as
follows: "E v ery so ciety is d ire c te d and su stain ed by a co re oi values
w hich re p re s e n ts its id e a ls, its sta n d a rd s, and its n o rm s of w hat is
d e s ir a b le ." (18:7) The N ational C om m ittee rep o rtin g in th is book
a lso s ta te s th at the follow ing v alu es a re v ita l a s c r ite r ia fo r a s s e s s ­
ing p re se n t p ra c tic e s and a s guides to fu tu re im provem ent of o u r
schools:
1.
2.
3.

R esp ect fo r the w orth and dignity of ev e ry individual
E quality of opportunity f o r a ll ch ild ren
E ncouragem ent of v a ria b ility

21
In the 1957 Yearbook of the N ational E ducation A sso ciatio n ,
c u rric u lu m developm ent is d e sc rib e d a s , "Id en tificatio n and an a ly sis
of the pro b lem , developm ent of new in sig h ts and p e rs p e c tiv e s --a n
a n a ly sis of n eeds w hich re q u ire s re o rie n ta tio n of the conceptions and
a ttitu d e s reg ard in g what is im p o rtan t in le arn in g and te a c h in g ."
(17:62) This re p o rt fu rth e r sta te d ,
The p e rs is te n t pro b lem of a ll education is sim p ly the p ro b lem
of influencing the b eh av io r of individuals in d e s ire d w ays to the
re s u lt of ed ucational ex p e rien ce s. E ducation is concerned w ith
le arn in g . Any knowledge w hich en ab les u s to u n d erstan d how
hum an beings develop and le a rn is b a sic know ledge in c u rric u lu m
study and developm ent. E ducation is s o c ia l in its n atu re and s e t ­
tin g . Studies of the ro le of the school in the com m unity and in
so ciety , of the n atu re of p e rs is te n t p ro b le m s of living, and of
no rm ativ e b eh av io r, illu s tr a te stu d ies su g g ested by the so c ia l
n a tu re of education. (17:85)
In F oundations of C u rricu lu m P lanning and D evelopm ent
Hugh B. Wood sta te d ,
The m o st p ra c tic a l m ethod of d eterm in in g ed ucational o b jectiv es
fo r m o d ern education is the n e e d s -c e n te re d m ethod, which is
b ased on a n a ly sis and in tro sp e ctio n . A ll n eed s a r e individual
b ecau se th ey co n cern the individual, e ith e r a s a sin g le p e rso n
o r a s a m e m b e r of a group. But we m u st reco g n ize and d eal
w ith the b a s ic needs of the com m unity . . . and those of the
b ro a d e r w orld o rd e r, a s w ell as th o se of the individual h im s e lf - alw ays m indful of th e ir v a rio u s in te rre la tio n s h ip s --th e re is a
d an g e r of o v e r em p h asis of se lf to the d e trim e n t of the so c ia l
w elfare. (21:84)
The philosophy of learn in g m u st be co n sid ered when p la n ­
ning any c u rric u lu m .

K ilp atrick su m m a riz e s a philosophy of learn in g

in the following fo u r p rin cip les:

22
1.

2.
3.

4.

L earn in g h a s taken place when any p a rt o r a sp e c t of the o n ­
going ex p erien ce rem a in s w ith one to com e back la te r a t the
a p p ro p ria te tim e into the life p ro c e s s to help shape th a t
p ro c e s s .
I le a rn w hat I live and I le a rn it a s I accep t it to live by it.
A ny th in g --a thought, an attitu d e, a bodily m ovem ent—h as
been le a rn e d in the d e g re e th at it th e re fo re ten d s to g et
back into life a t the rig h t tim e to play th e re its a p p ro p ria te
p a rt.
1 le a rn anything ih the d e g re e th at I live it, in the d eg ree
th a t I count it im p o rta n t fo r m e to know and u se it, and
fu rth e r in the d eg ree that I u n d erstan d it and can fit i t in with
w hat I a lre a d y know and b eliev e. (19:95)
The b a sic p rin c ip le s of le arn in g a s recom m ended by Hugh B.

Wood a r e d e sc rib e d a s th e n a tu ra l p ro c e s s of the hum an o rg an ism
in te ra c tin g in its environm ent:
a)

L earn in g is the re s u lt of the constant e ffo rts of the o rg an ism
to m ain tain a n o rm a l eq u ilib riu m and balance;
b). The im m ed iate en v iro n m en t, to g e th e r w ith one1s p ast
ex p e rie n c e s, p ro v id es th e so u rc e of a ll new m e an in g s- the r ic h e r the environm ent, the g r e a te r , m o re sig n ifican t,
and r ic h e r the m eanings;
c) A ll learn in g is based on the ab ility of the le a r n e r to 1) a s s o ­
ciate the v alu es o r le arn in g s of p rev io u s e x p e rie n c e s, with
new situ atio n s in which they a re p ertin e n t, 2) c re a te new
re sp o n se s o r p a tte rn s of b eh av io r to fit the new situ atio n s,
and 3) in c o rp o ra te o r in te g ra te the resu ltin g valu es in the
o rg an ism fo r subsequent u se;
d) L earn in g is activ e, not p a ssiv e ; the le a r n e r m u st be activ e
m en tally , em otionally, physiologically, a n d /o r p h y sically
if learn in g is to take p lace--k n o w led g e, concepts, p rin c ip le s,
a ttitu d e s, s k ills , a p p re c ia tio n s —a ll ty p es of le a rn in g s - em erg e fro m , and a r e the product of, an ex p erien ce, e ith e r
a c tu a l o r v ic a rio u s. (21:99)
C r ite ria to be used a s guides to the se lec tio n of le arn in g
e x p e rie n c e s a re given by Wood:

23
1.

A learn in g ex p erien ce should sa tisfy a recognized need.
(G oals and p u rp o ses of the le a r n e r a re attained)
2. A le arn in g ex p erien ce should be a p p ro p ria te to the
m a tu rity and understan d in g of the le a rn e r.
3. A le arn in g ex p erien ce should build tow ard co n sisten t, con­
tinuing and dynam ic g o als.
(L e a rn e r m u st recognize lo n g -te rm o r life -tim e goals)
4. A le arn in g ex p erien ce should be based on so c ia l v alu es.
(E x p e rien ce s b ased on so c ia lly accep ted goals)
5. A le arn in g ex p erien ce p re fe ra b ly should be p o sitiv e.
(N egative ex p e rien ce s m ay have a stro n g le arn in g value but
a r e a th re a t to individual and so c ia l w elfare)
6. A le arn in g ex p erien ce should be re a lis tic .
(L ittle r e a l le arn in g tak es place in a r tif ic ia l situ atio n s)
7. A learn in g ex p erien ce should be efficient.
(M axim um am ount of learn in g should take place in the le a s t
am ount of tim e, effo rt, and expense)
8. A learn in g ex p erien ce should not be lim ited by a rtific ia l
b a r r i e r s such a s the four w alls of the c la ssro o m , su b je c tm a tte r lin es . . . etc.
(R each out into the com m unity fo r E x periences)
9. A le arn in g ex p erien ce should involve to ta l behavior.
. (M ental, m u sc u la r, em otional activity)
10. A learn in g ex p erien ce should be feasib le of a c c o m p lish ­
m en t. (21:114)
B asically , education h as th re e m a jo r p u rp o ses; the t r a n s ­
m is siv e , the adaptive, and the developm ental.

T h ese p u rp o ses a re

d e sc rib e d by Inlow a s tra n s m is s io n of the p ast, adaptive to sk ills,
knowledge and em otional ad ju stm en t, and developm ental guidance
tow ard grow th and m a tu rity .

Inlow a lso sta ted ,

Along the p ro c e s s dim ension, we conceive c u rric u lu m a s
including such effo rts of educational p erso n n e l a s the following:
(1) d eterm in in g ed ucational g o als; (2) tra n s la tin g goals into the
substance of learn in g ; (3) selectin g and em ploying in stru c tio n a l
m ethods designed to m ake learn in g effective and econom ical;
and (4) evaluating how w ell any educational echelon has achieved
its p re d e te rm in e d g o als. Along the product dim ension, we con­
ceive c u rric u lu m a s including th e tangible m a n ifestatio n s of

24
educational planning and im p lem en tatio n . Illu s tra tiv e a re
sta te m e n ts of g o als; the tangible re s u lts of in stru c tio n . . .
and in stru m e n ts and p ro file s of evaluation. (11:7)
Inlow a lso proposed,
E ducation, w ithin the fram ew o rk of approved c u ltu ra l v alu es,
f ir s t c a rv e s out its o p eratio n al g o als and then im p lem en ts them
by se lec tin g content fro m the tra d itio n a l d isc ip lin e s, fro m the
em ergin g d isc ip lin e s, and fro m the on-going s o c ia l o rd e r.
(11:23)
A w ell-d esig n ed cu rricu lu m should re la te both to the p re se n t
and to the fu tu re; it should rew ard stu d en ts not only w ith im m e ­
diate but w ith delayed b en efits; it should re v e a l sp e cific evidences
of m a s te ry w hile p ro g re ss in g down a path of lo n g -te rm d evelop­
m ent. (11:26)
A ccording to Inlow, "a d isc ip lin e p o s s e s s e s th re e c h a r a c te r ­
is tic s : it co n sists of knowledge and concepts that em an ate fro m and
relate, to a given life a re a ; it co n sists of d em o n strab le and d e sc rib a b le
m ethods of d isco v erin g and validating knowledge and hypo th eses w ith ­
in th a t life a re a ; and it is e v e r evolving. " (11:9)
The fundam ental p u rpose of a d isc ip lin e is d e s c rib e d by
Inlow, "T o develop in individuals d iscip lin ed thinking and d iscip lin ed
a ttitu d e s, with the outcom e a d iscip lin ed way of life. " (11:18)
In Schools fo r the S ix tie s, the N ational E ducation A s so c ia ­
tio n ' s re p o rt of the p ro jec t on in stru c tio n , it is stated ,
The purpose w hich ru n s through and stren g th en s a ll o th e r
educational p u rp o ses - -th e com m on th re a d of e d u c a tio n --is the
developm ent of the ab ility to think. The ab ility to think
ratio n ally , to u se re a so n and evidence in solving p ro b lem s and
m aking d e c isio n s, extends o n e 's co n tro l o v e r the environm ent.
W here im m ed iate co n tro l is beyond the individual, the ab ility

25
to u n d erstan d and follow the reasoning behind events and con­
fusing is s u e s b rin g s som e o rd e r to b e a r on situ atio n s in which
people m ay o th e rw ise r e tr e a t into apathy o r re a c t d e stru c tiv e ly
w ith blind em otion. (18:iii)
In The E m erg in g C u rric u lu m , Inlow defined thinking a s,
"A quality to be re le a se d , not one to be in jected into a le a rn in g - o rg an ism . " He f u rth e r sta te d , "Thinking (problem solving) m ay be
taught in th e se th re e w ays: 1) by a te a c h e r rem oving the blockages
w hich stand in the way of thinking, 2) by a te a c h e r 's stim u latin g an
environm ent of le arn in g , and 3) by a t e a c h e r 's helping a le a r n e r to
p ro c e d u ra liz e h is thinking. " (11:99)
Q u estio n s which th e cu rricu lu m p la n n e r m u st be concerned
w ith a r e ra ise d by Inlow:
Is the c u rric u lu m in its to tality ex ten siv e enough and flexible
enough to re la te to the uniqueness of each student ? D oes the
c u rric u lu m have the san ction of such ag en cies of a s s e s s m e n t as
the s ta te , the fe d e ra l governm ent, and the p ro fe ssio n a l g ro u p s?
D oes it have u n ity ? D oes it lend its e lf to sy stem a tiz ed in s tr u c ­
tio n ? Does it lead to f u rth e r le a rn in g ? A re cu rricu lu m content
and c u rric u lu m o rg an izatio n in h arm o n y ? (11:27)
In Role of S u p erv iso r and C u rricu lu m D ire c to r in a C lim ate
of C hange, Ole Sand sta ted , "The aim s of education should s e rv e as a
guide fo r m aking d e c isio n s about c u r r ic u la r o rg an izatio n a s w ell as
a guide fo r m aking d ecisio n s about a ll o th e r a s p e c ts of the in s tr u c ­
tio n al p r o g r a m ." (16:39) Sand also pro p o sed an an a ly sis of the
fo rc e s w hich shape education:
a)

analyzing th re e kinds of d a ta -s o u rc e s th at a r e b a s e s fo r
d e c isio n s--in c lu d in g so c ie ta l fo rc e s causing change,

26

b)
c)
d)

knowledge of the hum an being a s a le a r n e r and the
accum ulated body of o rg an ized knowledge about the w orld
and m an;
sc re e n in g the data fro m th e se so u rc e s ag a in st the v alu es
and educational aim s which so ciety s e ts f o r education;
identifying im p o rtan t kinds of d ecisio n ; and
d eterm in in g what can be and what should be. (16:31)
Two ap p ro ach es d isc u sse d by Van T il and quoted by Inlow

a re :
E d u cato rs m ay accep t the ten d en cies of the tim e s in w hich they
find th e m se lv e s and develop school p ro g ra m s which re fle c t a ll
p rev alen t so c ia l fo rc e s. O r ed u c ato rs m ay a p p ra ise the te n ­
dencies of the tim e s and develop school p ro g ra m s through which
the le a r n e r s can re fle c t upon and shape so c ia l fo rc e s. The
second approach conceives the school a s an in stru m e n t fo r the
im provem en t of individuals and so ciety . (11:16)
Sharp cautioned that the cu rricu lu m w o rk e r cannot p resu m e
to change e ith e r individuals o r so c ie ty in ac co rd an ce with h is view s
no m a tte r how rig h t he m ay think h im se lf to be.

He suggested the

following a s s o u rc e s of data to be u sed in c u rric u lu m developm ent:
"Sociology and anthropology w ill yield clu es to the n atu re of the
so ciety ; child developm ent h as data on the n atu re of the young; so c ia l
psychology, m e n tal hygiene, and psychology of learn in g a ll provide
in sig h ts into the n a tu re of the p ro c e s s of in te g ra tio n , w hile ed u ca­
tio n a l philosophy and the h is to ry of education can clarify the ro le of
the s c h o o l." (19:16)
The re p o rt of the p ro jec t on in stru c tio n by the N ational
E ducation A sso ciatio n , 1963, contains s e v e ra l recom m endations fo r

27
d ec isio n -m a k in g lev els in education.

T h ese le v e ls a r e d e sc rib e d

a s:
I

II

Ill

S ocietal lev el and ed ucational d e c is io n s --th is le v e l would
include school b o ard m e m b e rs , s ta te le g is la to rs , and
fe d e ra l o fficials. D ecisio n s m ade at th is lev el would
include sp e c ia l p ro g ra m s fo r the handicapped, funds fo r
clo sed c irc u it TV, financing of le v e ls of education, school
la n d s, rig h ts of m in o rity g ro u p s, etc.
In stitu tio n al lev el and ed u catio n al d ec isio n s--w o u ld include
a d m in is tra to rs and te a c h e rs and would include the m aking
of d e c isio n s on sp e cific c u r r ic u la r seq u en ces and rela tin g
of v a rio u s su b je c t-fie ld s .
In stru c tio n a l lev el and ed u catio n al d e c is io n s --th e s e d e c i­
sio n s would be m ade by te a c h e rs and would include daily
in s tru c tio n a l d e c isio n s, u n its of w ork, se lec tio n of m a te ­
r ia ls , and the settin g up of learn in g situ atio n s. (18:13)
In the 1963 NEA re p o rt the following is given a s a re c o m ­

m endation on deciding w hat to teach and w ays of achieving balance:
The school can provide and m ain tain a c u rric u lu m w hich is
ap p ro p ria te ly balanced fo r each student by offering a c o m p re ­
hensive p ro g ra m of stu d ie s, m aking e a rly and continuous
a s s e s s m e n t of individual p o te n tia litie s and ach iev em en ts, and
providing individualized p ro g ra m s b ased on ca re fu l counseling.
To avoid the im b alan ce th at can re s u lt fro m lim itin g fin an cial
su p p o rt to c e rta in se le c te d su b je cts and s e rv ic e s , g e n e ra l
fin an cial su p p o rt should be provided fo r the to ta l p ro g ra m .
T his ap p lies to local, sta te , and fe d e ra l su p p o rt. (18:47)
A nother recom m endation given in the above re p o rt s e ts a
b a s is f o r se le c tin g content:
C ontent e a rn s its p lace in the c u rric u lu m by its contribution to
the achiev em en t of ed u catio n al o b jectiv es. The e stab lish m e n t
of the o b jectiv es. The e stab lish m e n t of the o b jectiv es should,
th e re fo re , p reced e any effo rt to d e te rm in e content of th e
in stru c tio n a l p ro g ra m and to d e te rm in e re la tiv e em p h asis to be
placed on v a rio u s a s p e c ts of the p ro g ra m . (18:50)
In a d isc u ssio n of d ecisio n -m ak in g , D oll suggested:

28

As soon a s o b jectiv es have been accep ted , m ean s of evaluating
th e ir achievem ent should be sought. . . . T im e gaps develop
betw een fo rm u latio n of ob jectiv es and th e ir evaluation p ro c e s s
is c h a ra c te ris tic a lly s h o rt-c irc u ite d by m oving d ire c tly to the
e x p e rie n c e s through w hich o b jectiv es m ay be achieved. A s soon
a s th e o b jectiv es a re c le a r, then, the m ean s of th e ir evaluation
should be co n sid ered , and th ese m ean s w ill in tu rn suggest
le arn in g e x p e rie n c e s. (8:24)
D oll h a s a ls o m ade su g g estio n s on th e u tiliza tio n of the
v a rio u s d isc ip lin es in c u rric u lu m building.

H is re fe re n c e to the

contribution of psychology is a s follows:
P sychology b e a rs upon fo u r facets of c u rric u lu m im provem ent:
the o bjectiv es we e sta b lish fo r and w ith le a r n e r s , the m ean s we
u se in gauging the attain m en t of th e se o b jectiv es, and the ways
in w hich we o rg an ize educational ex p e rien ce s, and the kinds of
ex p e rien ce s we u tiliz e to achieve the o b jectiv es. (8:21)
F u rth e r recom m endations fro m the NEA 1963 re p o rt
em phasized the above points:
Since the r e a l p u rp o se of education is to b rin g about d e s ire d
changes in the b eh a v io r of stu d e n ts--c h a n g e s in thinking, fe e l­
ing, and a c tin g --s ta te m e n ts of ob jectiv es should indicate
sp e cifica lly the kinds of b eh av io r sought. E ach cu rricu lu m
a r e a should be u n d er continuous study and evaluation and should
be review ed p erio d ically . One p u rp o se of such review is to
d eterm in e w h eth er re c e n t findings in the acad em ic d iscip lin es
a r e , o r should be, reflec ted in the in stru c tio n a l p ro g ra m . The
review should u tiliz e th e knowledge and s k ills of the te a c h e r,
the school a d m in is tra to r, the sc h o la r in the acad em ic d is c i­
p lin e s, the sc h o la r in the p ro fe ssio n of teaching, and the lay
citizen , each contributing h is sp e c ia l com petence to the to ta l
ta sk . (18:51)
The p ro c e s s of organizing content a lso re q u ire s m a jo r
d ec isio n s.

D ecisio n s m u st be m ade on the a rra n g e m e n t of learn in g s

29
in sequence so th a t one le arn in g builds upon an o th er.

In co n sid erin g

th e se d e c isio n s th e above re p o rt stated :
In m aking [these] d e c isio n s, one d e a ls w ith the c u rric u lu m
v e rtic a lly . T h ere a r e a ls o p ro b lem s of a rra n g in g le a rn in g s so
th at they su p p o rt one an o th er. In m aking th e se d e c isio n s, one
view s the c u rric u lu m h o rizo n ta lly . (48:58)
In School fo r the S ixties it is also recom m ended:
In each c u r r ic u la r a re a , the v e rtic a l o rg an izatio n of su b ject
m a tte r should take account of: a) the lo g ical s tru c tu re of the
su b ject; b) the difficulty of m a te r ia l a s re la te d to the stu d e n ts'
in te lle c tu a l m a tu rity ; c) the rela tio n of the field to o th e r field s.
(48:67)
The content of the c u rric u lu m m u st be organized in such a
way th a t stu d en ts m ay be guided tow ard a m a tu re u tiliza tio n and
o rg an izatio n of th e ir know ledge.

The above re p o rt sta te d , "H elping

le a r n e r s se e in te rre la tio n s h ip s and achieve unity fro m the d iv e rsity
of knowledge is b a sic to any o rg an izatio n of content. " (48:58)
R alph W. T y le r suggested the following questions with
re fe re n c e to an a r e a of le arn in g proposed fo r inclusion in the in s tr u c ­
tio n a l p ro g ram :
1.
2.
3.
4.
5.

Is it learn in g th at is b ased su b sta n tia lly upon bodies of
o rg an ized knowledge, such a s the a r ts and s c ie n c e s ?
Is it le arn in g of com plex and difficult things that re q u ire s
o rg an izatio n of ex p e rien ce and d istrib u tio n of p ra c tic e o v er
long p erio d s of tim e ?
Is it le arn in g in w hich the e s s e n tia l fa c to rs m u st be brought
sp e c ia lly to the atten tio n of th e le a r n e r ?
Is it an ex p erien ce th at cannot be provided d ire c tly in the
o rd in a ry a c tiv itie s of daily living?
Is it learn in g th at re q u ire s a m o re s tru c tu re d ex p erien ce
than is u su a lly av ailab le in life outside the sch o o ls?

30
6.

Is it le a rn in g th a t re q u ire s reex am in atio n and in te rp re ta tio n
of e x p e rie n c e ? (10:47)
S h a r p 's m ain th e s is is , "T he c u rric u lu m develops b a sic a lly

a s the re s u lt of the developm ent of te a c h e rs ' p e rs o n a litie s . " He
f u rth e r sta ted the p ro b lem a s , "H elping to re o rg a n iz e the ex p erien ce
of m any te a c h e rs who have been conditioned, tra in e d , and su c c e ssfu l
in the u se of tra d itio n a l m ethods and v a lu e s ." (19:8)
In T eaching in a W orld of C hange, A nderson proposed:
The n a tu re of the ta sk s w ill depend on the te a c h e r 's s k ill a s a
clin ic al o b s e rv e r of each p upil and a s a d iag n o stician of each
p u p il's n eed s. He is , in a se n se, a student of le a r n e r s - - a
p ro fe ssio n a l sc h o la r of ch ild ren . T his d iag n o stic rela tio n sh ip
which re s e m b le s that of a physician to a young patien t, s e rv e s
a s the p rin c ip le b a s is fo r the t e a c h e r 's ed u catio n al planning and
d ec isio n s. The te a c h e r h a s c e rta in know ledge, s k ills , in sig h ts,
and a ttitu d e s and it is h is resp o n sib ility to p a ss th e se on—
e ith e r in a d id actic fashion o r in som e in d ire c t o r subtle way.
The te a c h e r m u st a lso have a sp e c ia l com m itm ent to the
knowledge he is to teach . (2:16)
A nderson also d isc u sse d te am teaching a s a m ean s of
u tilizin g the ex p erien ce and ta le n ts of the te a c h e r who h a s been s u c ­
c e ssfu l in the u s e of tra d itio n a l m ethods.

He defines team teaching

a s , "A fo rm a l type of co o p erativ e sta ff o rg an izatio n in which a group
of te a c h e rs a c c e p ts the re sp o n sib ility fo r planning, c a rry in g out, and
evaluating an ed ucational p ro g ra m , o r som e m a jo r p o rtio n of a p r o ­
g ra m , fo r an ag g reg ate of p u p ils ." (2:83) A nderson does not propose
th at a ll te a c h e rs have the n e c e s s a ry q u alificatio n s fo r the ro le of
team le a d e r.

He lis ts th e se q u alificatio n s as:

31
1.
2.
3.
4.
5.

A bov e-av erag e to s u p e rio r ta le n ts a s a c la ssro o m te a c h e r.
A p a r tic u la r teaching stren g th .
U nusual ab ility in c u rric u lu m planning
a) a n a ly sis of in stru c tio n a l p ro b lem s and p ro c e d u re s
b) d iag n o sis and evaluation of pupil b eh av io r
S tills a sso c ia te d with group le a d e rsh ip and a sound u n d e r­
standing of group dynam ics.
A bility to a ssu m e re sp o n sib ilitie s a sso c ia te d with a l e a d e r 's
ro le . (2:86)
Sharp proposed the following as advice to the cu rricu lu m

planner: "In w orking through h is relatio n sh ip w ith the staff, the
c u rric u lu m w o rk e r should place co n sisten t and continuous em p h asis
upon the hum an and individual a s p e c ts of p ro b lem s r a th e r than upon
th e ir official and in stitu tio n al a s p e c t s ." (19:iii)
Section II
Selected Studies in the A re a of
N ursing E d u c a tio n --T w o -y e ar P ro g ra m s
M o n ta g 's re p o rt d escrib ed the su c c e s s of the C ooperative
R e se a rc h P ro je c t in estab lish in g seven co lleg iate lev el p ro g ra m s.
The in c re a se d need fo r te rm in a l-e d u c a tio n p ro g ra m s and the su c ­
c e s s of th e se seven p ro g ra m s com bined to encourage com m unity
colleges to plan im m ed iately to in stitu te th is new p ro g ra m fo r n u rs -

In 1958 the N ational League fo r N ursing published, through
the League E xchange, a re p o rt developed at a w orkshop on a sso c ia te
d eg ree p ro g ra m s at the U n iv ersity of C alifo rn ia.

The re p o rt,

32
" P re lim in a ry Steps in E sta b lish in g an A sso c ia te D eg ree P ro g ra m in
N ursing in the J u n io r C ollege, " confined its e lf to a d isc u ssio n of
q uestions a s to the needs of a com m unity and the b a s ic fa c to rs in
beginning a p ro g ra m . Q u alificatio n s of the n u rse d ir e c to r and
faculty w ere d isc u sse d a s w ere p ro b lem s of c u rric u lu m developm ent
and evaluation of av ailab le teaching fa c ilitie s .

(36:12)

A re p o rt published by K ath erin e C afferty , through the League
E xchange, in 1960, d escrib ed the a d m in is tr a to r 's d u tie s and re sp o n ­
s ib ilitie s in organizing th e p ro g ra m , and the v a rio u s p ro b lem s w hich
m u st be faced in in te rp re tin g the p ro g ra m to p e rso n n e l, new faculty,
and to the su rro u n d in g com m unity.

(23:20-22)

. In O cto b er 1961, the D ep artm en t of D iplom a and A sso c iate
D egree P ro g ra m s of the N ational League fo r N ursing published a lis t
and a d isc u ssio n of " C h a ra c te ris tic s of C o lleg e-C o n tro lled P ro g ra m s
in N urse E ducation Leading to an A sso c iate D e g r e e ." The id en tifiab le
c h a ra c te ris tic s of th is college co n tro lled p ro g ra m w ere lis te d as:
1.
2.

3.
4.

The p ro g ra m is co n tro lled , financed, and a d m in iste re d by
the college in the way th a t o th e r p ro g ra m s in the college a r e
contro lled , financed, and ad m in iste re d .
T his collegiate p a tte rn m ak es it p o ssib le fo r the n u rs in g p ro g ra m to u tiliz e the o v e r - a ll sta n d a rd s and p o lic ie s of the
college; the educational le a d e rsh ip of the in stitu tio n , the
a d m in istra tio n , and the faculty; the in te rd isc ip lin a ry c u r ­
ricu lu m co m m ittees; and the student p e rso n n e l p ro g ra m .
P o lic ie s and p ro c e d u re s p erta in in g to faculty p erso n n e l
apply to the n u rsin g faculty in th e sam e way a s to a ll o th e r
faculty m e m b e rs.
The n u rsin g faculty p lan s, o rg an iz es and im p lem en ts the
n u rsin g c o u rse s, and the n u rsin g in s tru c to rs se le c t,

33

5.
6.

su p e rv ise , and ev alu ate a ll le arn in g e x p e rie n c e s, including
those in the c lin ic a l p ra c tic e a re a .
By m ean s of w ritte n a g re e m e n ts w ith h o sp ita ls and o th e r
ag en cies in the com m unity, the college p ro v id es fo r clin ic al
fa c ilitie s e s s e n tia l to the le a rn in g of n u rsin g .
Students m e et the re q u ire m e n ts of the college and its n u rsin g
p ro g ra m fo r ad m issio n , continuation of study, and g ra d u a ­
tion. They s h a re in the re s p o n s ib ilitie s and p riv ile g e s of
the to ta l student body. (24:2)
A nother publication of the N ational L eague f o r N ursing which

is v e ry helpful in u n d erstan d in g th is type of p ro g ra m is "Guiding
P rin c ip le s fo r J u n io r C ollege P a rtic ip a tio n in E ducation fo r N ursing, "
published in D ecem b er, 1961. In th is re p o rt guiding p rin c ip le s a r e
e sta b lish e d and d iffe re n tia tio n is m ade betw een the com m unity c o l­
lege co n tro lled a s s o c ia te d e g re e n u rsin g p ro g ra m and the in stru c tio n
provided by the college fo r stu d en ts of h o sp ita l co n tro lled sch o o ls of
n u rsin g .

(30:6)
At a biennial convention in C leveland, Ohio, A p ril, 1961,

the N ational League fo r the N ursing D ep artm en t of D iplom a and
A sso c ia te D egree N u rsin g P ro g ra m s p re p a re d sta te m e n ts fo r c u r ­
ren t p ro g ra m s in n u rsin g .

The a s s o c ia te d e g re e p ro g ra m is

d e sc rib e d in the sta te m e n ts a s a p ro g ra m which:
P ro v id e s a m ean s of c o rre la tin g the philosophy and sta n d a rd s
of n u rsin g education w ith th o se of g e n e ra l education. The o v e r­
a ll sta n d a rd s and p o lic ie s of the sp e cific college apply to the
p ro g ra m in n u rsin g a s w ell a s to the o th e r ty p es of p ro g ra m s
w ithin the college. A ll s h a re in (1) the ed u catio n al le a d e rsh ip
and a d m in istra tio n of the co lleg e, (2) the co o p erativ e re s p o n s i­
b ility of the whole faculty and the c u rric u lu m co m m ittees con­
cern ed w ith v a rio u s field s of study in th e college, (3) the
b en efits of the student p e rso n n e l p ro g ra m .

34
The p u rp o se of the p ro g ra m s, a s defined in the N ational
League sta tem en ts:
The a s so c ia te d eg ree p ro g ra m i s designed to fu lfill the ed u ca­
tio n a l needs of q u alified high school g ra d u a te s who (1) w ant to
p re p a re fo r n u rsin g in a re la tiv e ly sh o rt tim e, (2) w ant to study
in a m u lti-p u rp o se co lleg iate in stitu tio n w h ere they s h a re
re sp o n sib ilitie s, p riv ile g e s, in te lle c tu a l and s o c ia l ex p e rien ce s
w ith o th e r stu d en ts.
A su rv ey study conducted by the N ational League fo r N u rs ­
ing of a ll a sso c ia te d e g re e n u rsin g p ro g ra m s w as published in 1961.
G en e ra l c h a ra c te ris tic s of th e se p ro g ra m s w ere included in the
study, R eport on A sso c iate D eg ree P ro g ra m s in N u rsin g . The re p o rt
e x p re s se d feelings of n u rs e ed u cato rs:
P e rh a p s no a sp ect of a s so c ia te d eg ree p ro g ra m s in n u rsin g h as
stim u lated m o re in te re s t among n u rsin g e d u c a to rs than have
th e ir c u rric u lu m s. To th o se who, fo r y e a rs , have been rev isin g
"old" c u rric u lu m s, so m e tim es m aking co n sid erab le changes but
s till conform ing to the tra d itio n a l m old, th e v e ry thought of a
fre s h s ta r t in cu rricu lu m -b u ild in g h as been an exciting one.
(37:10)
The above re p o rt d ealt s tr ic tly with co u rse content without
re fe re n c e to p re se n t day v alu es and b e lie fs, function of education,
o r the m a jo r ta s k s of c u rric u lu m developm ent.
In C u rricu lu m D evelopm ent, by Amy F ra n c e s Brown, the
m any fa c to rs re la te d to planning a new c u rric u lu m w ere d isc u sse d .
Brown re la te d , "V alues include a e sth e tic q u a litie s, id e a ls, o b jects,
and a c tiv itie s which le a r n e r s a r e expected to develop loyalty to o r
in te re s t in as a p a rt of the educational p ro g ra m ."

35
Brown explained the above statem en t:
An exam ple would be re g a rd fo r the dignity and w orth of ev e ry
individual. T h is would be an organizing elem en t which m ight
have been in troduced f ir s t at hom e, o r school, o r church.
V alues becom e in c re a sin g ly im p o rta n t to the n u rse a s she
stu d ies the e th ic a l b a s is fo r b eh a v io r and ap p lies what she
le a rn s to e v e ry facet of h e r n u rsin g ex p e rien ce . V alues a p p e a r
to be the o rganizing elem e n ts w hich re la te to such o b jectiv es a s
the developm ent of a ttitu d e s, in te r e s ts , and ap p rec iatio n s.
F ro m th is value of the e s s e n tia l (inherent) dignity and w orth of
e v e ry individual stem s e v e r a l p ra c tic e s w hich m u st be u n d e r­
stood in o r d e r to provide good m e d ica l and n u rsin g c a re to the
individual p a tie n ts. (4:254)
Brown suggested a lis t of v alu es categ o rized u n d e r th e se
headings: attitu d e s tow ard se lf, attitu d e s tow ard o th e rs , attitu d e s
tow ard so c ia l groups to w hich one belongs, and in te lle c tu a l and
a e sth e tic v a lu e s.

She also sta te d , "A cceptance of the d e m o c ra tic

te n e ts does not re q u ire that o u r re s p e c t fo r the individual and o u r
re sp e c t fo r h is right to h is own b eliefs m u st a lso be accom panied by
re sp e c t fo r the p a rtic u la r b e lie fs he h o ld s ." (4:255)
The T y le ria n ratio n a le of cu rricu lu m developm ent w as
quoted by Brown a s, "T he fo u r m a jo r ta s k s of c u rric u lu m develop­
m ent a re : (1) form ulation of educational g o als, (2) se lec tio n of
learn in g e x p e rien ce s by w hich stu d en ts m ay a tta in th e se g oals,
(3) effective and efficient o rg an izatio n of th e se learn in g ex p e rien ce s,
and (4) evaluation of the extent to w hich the g o als have been a tta in e d ."
(4:94) The f ir s t th re e of th e se goals m u st fo rm the b a s is fo r the
p re-p lan n in g sta g e s of the c u rric u lu m .

The fourth g o a l--e v a lu a tio n --

36
m u st be planned with the n u rsin g faculty resp o n sib le fo r the in s tr u c ­
tio n of stu d en ts.
The form u latio n of educational g o als fo r the a sso c ia te
d e g re e n ursin g p ro g ra m m ay be achieved by a com bined effo rt of
the college faculty in v ario u s d isc ip lin es and the n u rsin g d ire c to r o r
c u rric u lu m p lan n er.

(Com m unity colleges in g e n e ra l cannot envision

the n e c e ss ity of appointing th e n u rsin g faculty fo r the p re-p lan n in g
phase due to the o v e r-a ll co st of the new n u rsin g prog ram --th o u g h
the id e a l situ atio n would be th e in clu sio n of the faculty in a ll ph ases
of p la n n in g .)
One of the b a sic p rin c ip le s offered by Brown in selectio n of
le arn in g ex p e rien ce s fo r students is , "The student m u st have the
ex p e rien ce s w hich give the student o p p ortunities to p ra c tic e the
kinds of b eh av io r and to d eal with the kinds of content im plied by the
ob jectiv es of in s tru c tio n ." (4:220)
E x c e rp ts fro m the d is s e rta tio n of D orothy T . White a re
contained in a study published by the League Exchange in 1961.

The

d is s e rta tio n is titled A b ilities Needed by T e a c h e rs of N ursing in
Com m unity C o lleg es, and p ro b lem s a re d isc u sse d fro m the point of
view of the a d m in is tra to r v e rs u s the point of view of the in s tru c to r.
F o r exam ple: the chief a d m in is tra to rs and the n u rse a d m in is tra to rs
se e a s the m a jo r problem of the n u rse faculty a lack of knowledge in

37
th e actu al teach in g m ethods and in ab ility in in te rp e rs o n a l rela tio n s.
The n u rse in s tru c to rs , on the c o n tra ry , identify th e ir p ro b lem s as
lack of c r ite r ia fo r the se le c tio n of learn in g e x p e rie n c e s and
in s e c u rity in the cla ssro o m .

(40:35)

The lack of c r ite r ia fo r se lec tin g learn in g ex p e rien ce s m ay
be due to the lack of knowledge of the le arn in g p ro c e s s .

It m ay also

be due to lack of org an izatio n of learn in g ex p e rien ce s.

T y le r stated ,

....

"T he p rim a ry educational function of o rg an izatio n is to re la te the
v a rio u s le arn in g ex p e rien ce s which to g e th e r co m p rise the cu rricu lu m
so a s to produce the m axim um cum ulative effect in attain in g the
o bjectives of the s c h o o l." T y le r a lso proposed that if the e x p e rien ce s
provided build upon e a r l ie r ex p e rien ce s, th e re w ill be g r e a te r depth
and b read th in the developm ent of the concepts and s k ills .

(4:48)

A new approach to education a s d e sc rib e d by M ary E.
Je n se n prom oted the a u d io -tu to ria l m ethod.

Je n se n sta te d , "O ak­

land Com m unity College is dedicated to the ap p licatio n of a s u p e r­
v ise d , s e lf-in s tru c tio n , a u d io -tu to ria l m ethod of in stru c tio n to
achieve the b e st p o ssib le student le arn in g and p e rfo rm a n c e ." O ak­
land College su b s c rib e s to the philosophy that conventional m ethods
of teaching a r e b a s ic a lly te a c h e r-o rie n te d and that stu d en ts play a
p a ssiv e ro le in the learn in g p ro c e s s .

The college th e re fo re h as

em barked on a sy ste m s approach to le arn in g which activ ely involved
the student in the learn in g p ro c e s s .

38

J e n s e n d e sc rib e d th e sy ste m s ap p ro ach a s the u tiliza tio n of
m any and v a rie d techniques to acco m p lish the sta ted o b jectiv es.

She

sta te d th a t the ap p ro ach dem anded that a ll te rm in a l p e rfo rm a n c e s and
sp e cifica tio n s be d etailed and w ritte n in b eh a v io ral te rm s identifying
the student p erfo rm a n ce a t the com pletion of the c o u rse .

The

te rm in a l p e rfo rm a n c e and the sp e cifica tio n s m u st be fo rm u lated
p r io r to offerin g the c o u rse .

T h ese a r e the d etailed d e s c rip tio n s of

the "need to know" and "need to do" elem en t of p e rfo rm a n c e —the
b eh a v io rs the student w ill be expected to d e m o n stra te at the co m p le­
tion of th e c o u rse .
The c o u rse s in n u rsin g u n d e r the sy s te m s ap p ro ach a re
s e t up a s g e n e ra l asse m b ly s e s s io n s (G. A. S .) and s m a ll assem b ly
s e ssio n s (o r S. A. S .). J e n s e n re p o rte d a w eekly schedule a s fo l­
lows:
1.
2.
3.

4.

G. A. S. - - 1 h o u r, once a w eek, attended by a ll stu d en ts.
S. A. S. - - h e ld a s sp ecified and as needed in each co u rse .
L a b o ra to ry --fo r la rg e e n ro llm en t c o u rs e s , open fro m
8 a .m . - 10 p . m . , M onday-F riday; not open f o r a s m any
h o u rs in s m a lle r-e n ro llm e n t c o u rs e s . Students a rra n g e
th e ir own la b o ra to ry h o u rs . N ursing stu d en ts a r e assig n ed
to sp e cific days fo r c lin ic a l (hospital) la b o ra to ry ex p erien ce.
T e s tin g --m a jo rity of w ritte n te s ts a r e given in G. A. S.
O ra l te stin g m ay be done in la b o ra to ry o r S. A. S.
O akland Com m unity C ollege conducted a w orkshop fo r the

college faculty p r io r to the im p lem en tatio n of the sy ste m s approach.
C onsultants fro m the In stru c tio n a l M a te ria ls D ivision of L itton
In d u strie s had a p rom inent ro le in the w orkshop.

Je n se n rep o rted

39

th a t p re re q u is ite read in g s w ere req u ired of the faculty b efo re
beginning the d etailed a n a ly sis of the sy ste m s approach.

T h re e of

the re q u ire d read in g s w ere: P re p a rin g In stru c tio n a l O b jec tiv e s, by
M ager, Why the In stru c tio n a l S ystem s A pproach, by C o rrig a n and
K aufm an, and An In teg rated A pproach to L earn in g , by S. N. P o s tle w ait.

(32:42-43)
N ursing ed u c ato rs need to be constantly aw are of the chang­

ing ro le of the n u rse and of the s o c ie ta l fo rc e s w hich contribute to
th is change.

H enderson m ade the following sta tem en t, "T o what

extent n u rsin g can and should c o n tro l its own d estin y is a philosophi­
c a l question . . .

to deny the ex isten ce of conditions conducive to

change se e m s to m e to deny the le sso n s of h is to ry ."

(31:12) The

changing role of the n u rse should be em phasized throughout the twoy e a r n u rsin g c u rric u lu m w ith p a rtic u la r em p h asis given in the
n u rsin g s e m in a r and p o st-co n feren c e d isc u ssio n s in o r d e r to p r e ­
p a re the g rad u ate n u rse to m e e t and accep t change.

H enderson p ro ­

posed the following a s g o als tow ard which we m ight work:
1.
2.

3.
4.

An u n d erstan d in g of o u r tim e s . The developm ent of n u rse
p h ilo so p h ers and sta te s m e n , effective c itiz en s who see
n u rsin g in re la tio n to o th e r s e rv ic e s .
N u rse p a rtic ip a tio n in planning h ealth s e rv ic e s o r in policy
m aking a t national, s ta te , and lo cal le v e ls. P o ssib ly the
in itiatio n of new and m o re effective in te rd isc ip lin a ry p la n ­
ning bodies.
D evelopm ent of a s tro n g e r p ro fe ssio n a l organization. . . .
M a rria g e of education and se rv ic e so th at stu d en ts w ill see
p ra c tic e d the kind of n u rsin g they a r e taught.

40
-

5.

6.

P lac em e n t of a ll n u rsin g education p ro g ra m s w ithin the
country* s ed u catio n al sy ste m . T his m ean s seeking le g is ­
latio n fo r su p p o rt of public n u rsin g schools and developing
endow m ents fo r p riv a te n u rsin g sch o o ls.
L a st, and m o st im p o rta n t, a recognition by n u rs e s th e m ­
se lv e s and by so ciety of the n u rs e p ra c titio n e r equal to th at
acco rd ed the n u rse a d m in is tra to r and te a c h e r. (31:43)
Sum m ary
The se le c tio n of re la te d lite r a tu r e p re se n te d view s of

g e n e ra l and n u rsin g ed u c ato rs w hich co n trib u te to the understan d in g
and the planning of a c u rric u lu m .

The a r e a s d isc u sse d w ere valu es

and b e lie fs, the function of education, the learn in g p ro c e s s , c u r ­
ricu lu m th eo ry , d eterm in atio n of educational o b jectiv es, guides to
the se lec tio n of le arn in g ex p e rien ce s, c h a ra c te ris tic s of a d iscip lin e,
so c ia l fo rc e s w hich contribute to the need fo r change in education,
the p ro c e s s of o rganizing content, the re -e d u c a tio n of te a c h e rs ,
c h a ra c te ris tic s of a new n u rsin g tw o -y e a r p ro g ra m , an e x p e ri­
m e n tal a u d io -tu to ria l sy ste m s ap p ro ach to learn in g , and the chang­
ing ro le of the n u rs e .
T hese p a r tic u la r a r e a s w ere chosen to a s s is t the n u rse
ed u c ato r, faced w ith the pro b lem of developing a new cu rricu lu m ,
in recognizing the v ario u s concepts of c u rric u lu m planning which
m u st be studied in depth p r io r to the se le c tio n of su b ject m a te ria l.

CHAPTER III
METHODOLOGY AND PROCEDURES

Introduction
A te n tativ e p ro p o sal of the p re se n t study w as outlined, in
b r ie f form , at a m eeting on O cto b er 11, 1965, which w as attended
by the P re s id e n t of the L ansing Com m unity C ollege, H ospital
A d m in is tra to rs , D ire c to rs of N ursing S ervice and the D ire c to rs of
N ursing E ducation of the g r e a te r L ansing a re a .

T his group p r e ­

viously acted in an ad v iso ry cap acity fo r the need and feasib ility
study.

The group had no fu rth e r su g g estio n s fo r the study but asked

that they be kept in fo rm ed of the p ro g re s s m ade and offered to a s s is t
in any way they could.
A m eetin g w as held on D ecem b er 10, 1965,' with the
P re s id e n t and the A d m in istra tiv e Council of the college.

The p u r ­

pose of th is m eetin g w as to acquaint the council w ith the p ro p o sal
fo r the study and to explain a s s o c ia te d eg ree n u rsin g p ro g ra m s in
g e n e ra l.

The council m e m b e rs (D eans of each d ep artm en t in the

41

42
college) w ere e n th u siastic about the proposed study and ag ree d to
d isc u ss the p ro p o sal in d e p a rtm e n ta l m eetin g s.
Follow ing th is in itia l d isc u ssio n of the p ro p o sal a t d e p a rt­
m en tal m e etin g s, a re g u la r schedule of m eetin g w as planned w ith
d ep a rtm en t heads and faculty who would be p rim a rily concerned
with the planning of an a s s o c ia te d eg ree n u rsin g p ro g ra m .

The

N ursing E ducation C onsultant from the M ichigan B oard of N ursing
w as included in th e se w eekly m e etin g s.

O th ers included in th ese

m eetings w ere the D ire c to r of the L earn in g R eso u rce C en ter, the
D ire c to r of the A u d io -v isu al C e n ter, the R e g is tra r, and the D ire c to r
of Counseling at the L ansing Com m unity College.
. S ep arate co n feren ces w ere held with M iss M ildred Seyler,
*

the N ursing Education C onsultant fro m the M ichigan B oard of N u rs ­
ing.

T h ese co nferences w ere valuable in p rese n tin g ste p s which

should be con sid ered when a p ro g ra m of th is n atu re is being con­
sid e re d fo r a com m unity college.

C u rre n t lite r a tu r e on the a s s o ­

ciate d eg ree p ro g ra m s was explored and d isc u sse d .

P ro b le m s,

which o th e r com m unity co lleg es had faced, and a re facing, in
estab lish in g th is type of p ro g ra m w ere a lso explored.
D r. M ildred Montag, P r o f e s s o r of N ursing Education,
T e a c h e rs C ollege, Colum bia U n iv ersity , a lso se rv e d a s a consultant
by m eans of telephone group co n feren ces.

43
S ources of D ata
The data collected fo r the p re se n t study cam e fro m a
v a rie ty of so u rc e s .

The in itia l so u rce w as b a s ic d ata co llected fo r

the ex p lo ra to ry need and fe a sib ility study conducted fo r the L ansing
Com m unity College 1962-1964.

T his d ata is d isc u sse d in th is

ch a p ter u n d er the heading " P ro c e d u re s fo r D ata C o llec tio n ."
O th er so u rc e s in the g r e a te r L ansing a re a :
Interview s w ere held with the fo u r H o sp ital A d m in is­
tr a to r s , th e fo u r D ire c to rs of N u rsin g and tw enty Head
N u rses to d eterm in e the clin ic al a r e a s which m ight be
u tilized in each of the fo u r a re a h o sp ita ls fo r the b e st
clin icaL learn in g ex p erien ce fo r the a s so c ia te d eg ree
n u rsin g student.
In terv iew s w ere held with staff n u rs e s in the four a r e a
h o sp ita ls to d eterm in e th e ir understan d in g of the p h i­
losophy and o b jectiv es of the new a ss o c ia te d eg ree n u r s ­
ing p ro g ra m s.

M eetings w ere th en scheduled, acco rd in g

to c lin ic al division, fo r g ro u p s of sta ff n u rse s so th a t
com m on questions about the p ro g ra m could be d isc u sse d .
Interview s w ere held with the d ir e c to rs of the following
com m unity h ealth ag en cies: The V isiting N u rses

44
A sso ciatio n , P u b lic H ealth N ursing D ivision-Ingham
County P u b lic H ealth D ep artm en t, M ental H ealth
C lin ic, Child Guidance C linic, S p artan Day N u rse ry ,
R ehabilitation C en ter, and the M onticello and P ro v in ­
c ia l N ursing H om es.

T h ese in te rv iew s w ere held to

d e te rm in e how th e se com m unity h ea lth ag en cies could
p a rtic ip a te in the a s s o c ia te d eg ree n u rsin g p ro g ra m
by providing field o b se rv a tio n al ex p erien ce f o r the
student n u rs e s .

In fo rm al d isc u ssio n s w ere a ls o held

w ith som e of the sta ff m e m b e rs of th e se ag en cies.
C o n feren ces w ere held w ith the N ursing Education
C onsultant fro m the M ichigan B oard of N u rsin g to
in v e stig a te the ste p s w hich would need to be followed
to m e et the re q u ire m e n ts of the B oard to e sta b lish an
a s s o c ia te d eg ree n u rsin g p ro g ra m .
C o n feren ces w ere held with D r. M ildred M ontag,
founder of the a s s o c ia te d eg ree n u rsin g p ro g ra m s and
P r o f e s s o r of N ursing E ducation, Colum bia U n iv ersity .
T h ese co n feren ces w ere held v ia B ell Telephone Con­
feren ce System .

The p u rp o se of the co n feren ces w as

to have the guidance of D r. Montag in se lec tin g scien ce
c o u rse s fo r the c u rric u lu m .

45
C onferences w ere a lso held with two m e m b e rs of the
N ational League fo r N u rsin g A cc re d itatio n v isitin g team .
T h ese co n feren ces w ere held to review the developm ent
of the cu rricu lu m .
In terv iew s w ere held with the d ir e c to rs of the two
schools of n u rsin g and the d ir e c to r of the p ra c tic a l
n u rsin g c e n te r to d eterm in e the days and h o u rs th ese
stu d en ts w ere using the clin ical fa c ilitie s in the four
a r e a h o sp itals and how, with planning, a new n u rsin g
p ro g ra m could also u tiliz e th ese fa c ilitie s .

Inform al

d isc u ssio n s w ere a lso held w ith the n u rsin g faculty and
students of th e se schools to explain the philosophy and
purpose of the a s s o c ia te d eg ree n u rsin g p ro g ram .
G roup m eetings w ere held with A d m in istra tiv e o fficials
and faculty m e m b e rs of the L ansing Com m unity College
re la tiv e to educational fa c ilitie s av ailab le and g e n e ra l
education c o u rse s offered w hich m ight be co n sid ered
fo r the new n u rsin g cu rricu lu m .
A sso ciate D eg ree N ursing P ro g ra m s review ed w ere
those in o p eratio n in M ic h ig an --at D elta C ollege,
U n iv ersity C en ter; F lin t Com m unity J u n io r C ollege,

46
F lin t; H enry F o rd Com m unity C ollege, D earb o rn ;
Highland P a rk Com m unity C ollege, Highland P a rk ,
D etro it; K ellogg Com m unity C ollege, B attle C reek ;
M acomb County Com m unity C ollege, W arren ; P eto sk ey
Com m unity C ollege, P eto sk ey ; P o rt H uron Ju n io r C o l­
lege, P o rt H uron; N o rth w estern M ichigan College,
T ra v e rs e City; and S choolcraft Com m unity C ollege,
Livonia.
Surveys of the four m a jo r h o sp ita ls in the L ansing a r e a
w ere conducted to d e te rm in e c lin ic a l fa c ilitie s fo r s tu ­
den ts in the a r e a of m e d ic a l-s u rg ic a l, o b s te tric s ,
p e d ia tric s and p sy c h ia tric n u rsin g .
A review w as m ade of w ritte n re q u ire m e n ts fo r a
school of n u rsin g fro m the N ational League fo r N ursing,
M ichigan League fo r N ursing, M ichigan B oard of N u rs ­
ing, State B oard of E ducation, and re q u ire m e n ts fo r
an a sso c ia te d eg ree a t the L ansing Com m unity C ollege.
P ro c e d u re s fo r D ata C ollection
The need and feasib ility study conducted fo r the L ansing
C om m unity College fro m 1962-1964 w as review ed with the N ursing
E ducation C onsultant from the M ichigan B oard of N ursing.

It w as

47
d e te rm in e d that su rv ey s of c lin ic a l and educational fa c ilitie s be m ade
fo r p u rp o se s of the p re s e n t study and th a t the recom m endations of
the f ir s t study be review ed.
1.

The recom m endations w ere:

The e n tire college facu lty be m ade aw are of the p h ilo s­
ophy and ob jectiv es of the a s s o c ia te d eg ree n u rsin g
p ro g ra m .

2.

In v estig ate the need f o r an A dvisory Council.

3.

The M ichigan B oard of N ursing E ducation C o n su lta n t's
s e rv ic e s be req u ested fo r the p re-p lan n in g phase of
the p ro g ra m .

4.

A ppointm ent of the D ire c to r fo r one y e a r previous to
the ad m issio n of students to the p ro g ra m .

5.

A ppointm ent of n u rse faculty m e m b e rs at le a s t six
m onths p rev io u s to the ad m issio n of stu d en ts to allow
tim e fo r planning.

6.

A cadem ic appointm ents fo r the D ire c to r and faculty to
allow tim e fo r advanced study.

7.

Check w ith the N ational League fo r N ursing and the
M ichigan B oard of N ursing fo r ap p ro v al of the u se of
the Lansing G en eral O steopathic H ospital fo r clin ic al
e x p e rien ce s.

8.

In v estig ate sc h o la rsh ip s av ailab le fo r stu d en ts en terin g
th is p ro g ra m .

48
9.

An ap p licatio n be m ade fo r a g ran t u n d er the N u rse
T rain in g Act of 1964 to provide funds fo r building and
fo r c u rric u lu m planning fo r the A sso ciate D eg ree P r o ­
g ra m .

10.

(Appendix D)

The N u rse D ire c to r and faculty m eet with o th e r D ire c ­
to r s of A sso c iate D eg ree N ursing P ro g ra m s in M ichigan
to d eterm in e the co u rse of actio n in planning fo r the
P sy c h ia tric N ursing C o u rse.

11.

The M edical Society, h o sp ital and o th e r h ealth agency
p erso n n e l be given d etailed in fo rm atio n of the philosophy
and o bjectives of th is p ro g ra m .

(48:45)

T hese recom m endations w ere d isc u sse d with the P re sid e n t
and a d m in istra tiv e council of the college; the outcom e of th e se d is ­
cu ssio n s w as that the w r ite r w as appointed N u rse D ire c to r of the
A sso c ia te D egree N ursing P ro g ra m w ith one y e a r av ailab le fo r p lan ­
ning p r io r to the opening of the p ro g ra m .

The a d m in istra tiv e council

did not co n sid e r it advisable to appoint n u rse faculty fo r the planning
perio d due to the estim a ted cost of the p ro g ra m .
C atalogs, b ro c h u re s, and o th e r published m a te ria ls w ere
review ed on the M ichigan A sso c iate D egree N ursing P ro g ra m s , and
v is its w ere m ade to each of the colleges p rev io u sly noted. D isc u s­
sio n s w ere held w ith the faculty of each p ro g ra m on cu rricu lu m

p a tte rn s, m ethods of teaching and evaluation, and p ro b lem s
encountered in e stab lish in g and im plem enting the p ro g ra m s.
Surveys w ere conducted a t the fo u r m a jo r h o sp ita ls in
L ansing to d e te rm in e c lin ic a l fa c ilitie s and at the L ansing Com m unity
C ollege to a p p ra is e the ed ucational fa c ilitie s .
Sum m ary
Schm idt h a s sta te d , "T he quality of a d m in istra tiv e support
a p p e a rs to be the hidden fa c to r th at influences the su c c e ssfu l e s ta b ­
lish m en t of a s s o c ia te d eg ree n u rsin g p ro g ra m s in com m unity
c o lle g e s." (38:84)
It is im p o rta n t to note th at each stag e of developm ent fo r
this p ro g ra m w as d isc u sse d with a d m in istra tiv e o fficials of the co l­
lege.

Q uality of su p p o rt fro m a d m in istra tio n is dependent upon full

a w a re n ess of p ro b lem s and p o ssib le so lu tio n s--o n e of the m a jo r
beginning re sp o n sib ilitie s of the N u rse D ire c to r.
It is equally im p o rtan t that faculty im m ed iately concerned
with the planning of the p ro g ra m be kept fully inform ed of a ll develop­
m e n ts.

As sta te d , th is w as accom plished through fo rm a l and in ­

fo rm a l group m eetin g s and co n feren ces.
The reco m m en d atio n s, fro m the need and fe a sib ility study,
which w ere p e rtin e n t to th is phase of planning w ere in v estig ated .

50
Surveys w ere m ade of c lin ic a l and educational fa c ilitie s and the
in fo rm atio n com piled fo r the study.

CHAPTER IV
BASIC DETERMINANTS O F A
NURSING CURRICULUM

In troduction
The in c re a se d dem and fo r n u rsin g s e rv ic e is due to both an
in c re a s e in population and to so c ia l changes which have resu lted in
an in c re a s e in the s e rv ic e s w hich n u rs e s a r e expected to p erfo rm .
The num ber of n u rs e s needed fo r the fu tu re can only be estim a ted .
A p ro jectio n , published by the N ational League fo r N ursing, su g g ests
a need of 700, 000 fo r 1970 in the U nited S tates.
The M ichigan B oard of N u rs in g re p o rt stated ,
P ro g ra m s in n u rsin g education leading to re g is tra tio n a r e p ro ­
vided in h o sp ita l sch o o ls, in com m unity colleges and u n iv e rs itie s .
D espite the ex isten c e of th e se p ro g ra m s the supply of re g is te re d
n u rs e s is not keeping pace w ith th e population in M ichigan.
B ased on the population to be se rv e d , M ichigan ran k s 27th am ong
the 50 s ta te s in re g is te re d n u rse supply. M ost ala rm in g is
M ic h ig a n 's downward tren d in the n u m b er of re g is te re d n u rs e s
p e r 100, 000 people to be se rv e d w hile the national a v e ra g e h as
shown a stead y gain.
An ad d itio n al so u rc e of re g is te re d n u rs e s is being developed
a s a re s u lt of the p artic ip a tio n in n u rsin g education by an
in c re a sin g n u m b er of com m unity co lleg e s. The 2 - y e a r n u rsin g
p ro g ra m s in com m unity colleges have ex p erien ced a d ra m a tic

51

52
grow th and expansion in the p a s t 10-12 y e a rs and a r e the fa s te s t
grow ing type of n u rsin g education today. (41:20)
The need fo r n u rs e s in the g r e a te r L ansing a r e a is d isc u sse d
u n d e r "C om m unity Need and F e a s ib ility " in th is ch a p ter.
The re q u ire m e n ts to be m e t in e stab lish in g an a s so c ia te
d eg ree n u rsin g p ro g ra m a r e review ed on the national, sta te , and
lo cal lev el, and included in the plans fo r estab lish in g the new p ro ­
g ra m .

T hese re q u ire m e n ts a r e a lso d isc u sse d in th is ch ap ter.
The su rv e y s of c lin ic a l and educational fa c ilitie s a r e

analyzed and su g g estio n s a r e m ade a s to p ro p e r u se of the fa c ilitie s
w ithin the plan fo r th is p ro g ra m .
Com m unity Need and F e a s ib ility
In the ex p lo ra to ry study dealing w ith the need and fea sib ility
of a tw o -y e a r n u rsin g p ro g ra m fo r the L ansing a r e a , the question
w as asked, " Is th e re a r e a l need fo r m o re n u rs e s in the g r e a te r
L ansing a r e a ? " Since em p lo y ers a r e the b e st in d ic a to rs of need,
and fo r the p u rp o ses of the p re se n t study, in te rv iew s w ere held with
the c u rre n t a d m in is tra to rs and d ir e c to rs of n u rsin g s e rv ic e in the
fo u r h o sp itals in L ansing.
The above q u estio n elicited the following a n sw e rs a s in d i­
cations of need:
1.

The r is e in population continues to s u rp a s s e a r l ie r p r o ­
je c tio n s.

53
2.

H o sp ital expansion p ro g ra m s a r e being studied con­
tin u ally and a r e being rev ise d to m e et the m o st
im m ed iate needs of the com m unity.

3.

T h ere is a sh o rtag e of n u rs e s today--how w ill expanded
fa c ilitie s be staffed ?

(The d ir e c to r s of n u rsin g s e rv ic e s

liste d 61 R. N. budgeted position v a c a n c ie s .)
4.

The num b er of g ra d u a te s fro m the two sch o o ls of n u r s ­
ing in the a r e a is m uch too sm a ll to m eet the need fo r
g e n e ra l duty n u rs e s .
a.

The m a jo rity of g ra d u a te s fro m the b a c c a la u re a te
p ro g ra m e n te r teaching, public health, a d m in is tra ­
tive o r o th e r su p e rv is o ry p o sitio n s upon graduation.

b.

The m a jo rity of g ra d u a te s fro m the diplom a p r o ­
g ram e ith e r rem a in at the h o sp ital w here they a re
tra in e d , re tu rn to th e ir hom e a re a , o r e n te r p o s i­
tio n s in o th e r h ealth ag en cies.

5.

Due to the ris e in population, a la r g e r p ercen tag e of
"new" d o cto rs open p ra c tic e s , n u rsin g hom es in c re a s e
in n u m b er, the P u b lic H ealth D ep artm en t, V isiting
N u rse A ssociation, and Red C ro s s a ll an ticip ate needs
fo r an in c re a s e in s ta f f - - a ll u tilizin g the s e rv ic e s of
the R. N.

54
When th e se sam e em p lo y ers w ere ask ed how an a sso c ia te
d eg ree p ro g ra m m ight help to alle v ia te som e of the above p ro b lem s,
th e re w as a g e n e ra l co n sen su s on the following points:
1.

Students tra in e d in th e ir home a r e a m ight rem a in a f te r
grad u atio n .
a.

Student could be m a rrie d and live at hom e.

b.

M ore m ale stu d en ts m ight e n te r the p ro fe ssio n .

c.

Students g e n e ra lly m ight enjoy a com bination of
cam pus and hom e so c ia l life.

2.

The co st of such a p ro g ra m would be sh a re d by the
student and the co m m u n ity --an d not be reflec ted in
h ig h e r co st to p atien ts.

N u rse ed u c ato rs have been aw are of, and concerned with,
the lim ited n u m b er of g ra d u a te s from schools of n u rsin g .

It is

obvious that an in c re a s e d num ber of n u rs e s m u st be p re p a re d , and
it is equally evident th at the a s so c ia te d eg ree n u rsin g p ro g ra m m ay
be a p a rtia l solution to the problem of a sh o rtag e of n u rs e s in
L ansing, M ichigan.
Many stu d en ts en ro lled a s fre sh m en at the L ansing C om ­
m unity College have not se lec ted m a jo r a r e a s fo r study and a re
listed a s n o n -p re fe re n c e stu d en ts.

Would ah a s s o c ia te d eg ree p ro ­

g ra m a ttra c t th e se stu d e n ts? A ccording to d ir e c to rs of o th e r

55
p ro g ra m s in M ichigan, the. n u m b er of ap p lican ts ex ceed s th e n um ber
w hich can be ad m itted .
A nother question w hich is ra is e d frequently: W ill th is p r o ­
g ra m , if in stitu te d in the lo c a l com m unity college^ d e tra c t stu d en ts
fro m the two ex isting schools of n u rsin g ? Montag* s point would
apply to th is question when she s ta te s , " C e rta in individuals who
m ight o th erw ise not have been a ttra c te d to o r ab le to atten d an o th er
type of n u rsin g school found th e se p ro g ra m s p a rtic u la rly d e s ira b le
and a c c e s s ib le ." (13:340)
High school g rad u ates and high school co u n selo rs ra ise d the
question: What advantages a r e th e re to th e student in a tw o -y e a r
college n u rsin g p ro g ra m ?

L ite ra tu re fro m the League Exchange

lis ts the advantages as:
1.
2.
3.
4.

Schooling is d ire c te d by ed u c atio n -c en te re d in stitu tio n s
r a th e r than by s e rv ic e -c e n te re d h o sp ita ls.
T h ere a re b e tte r fa c ilitie s fo r g en eral.ed u catio n .
T h ere is le s s duplication and re p ititio n w ith re su lta n t
redu ctio n in tim e needed to com plete the train in g .
T h ere is b e tte r d ire c t-lin e com m unication betw een the
com m unity college and high school c o u n selo rs than is
p o ssib le betw een high schools and h o sp ita ls. (24:2)
N ational and R egional H eq u irem en ts
The N ational League fo r N ursing, D ep artm en t of A sso c iate

D egree P ro g ra m s , published a re v ise d edition of the " C r ite r ia fo r
the E valuation of E ducational P ro g ra m s in N ursing Leading to an

56
A sso c ia te D eg ree" in 1967. T h is publication lis ts c r ite r ia which
a r e re q u ire m e n ts to be followed in estab lish in g a new p ro g ra m .
"T he o rg an izatio n , the ad m in istra tio n , and the p o lic ie s of
the u nit in n u rsin g a r e in acco rd w ith the g e n e ra l p o licies th at govern
the o rg an izatio n and the a d m in istra tio n of o th e r u n its in the college
that o ffe r p ro g ra m s of com p arab le type and academ ic le v e l." (26:10)
U nder o rg an izatio n and a d m in istra tio n the following a r e
liste d a s c rite ria :
I.

II.

The o rg an izatio n and the a d m in istra tio n of the unit in n u r s ­
ing a r e co m p arab le to those of o th e r u n its w ithin the college
w ith re sp e c t to:
A. R elatio n sh ip s with the a d m in istra tiv e a u th o ritie s .
B. R elatio n sh ip s with o th e r u n its.
C. P riv ile g e s , re sp o n sib ilitie s, and p o lic ie s.
D. R e p re sen tatio n on c e n tra l co u n cils, co m m ittees, and
o th e r ag en cies of the faculty.
E . P u b licity and re c ru itm e n t.
F . L o n g -term planning.
The college ad m in istra tio n p ro v id es fo r the re s o u rc e s and
the fa c ilitie s needed by the unit in n u rsin g to achieve its
p urp o se.
A. F in an c ial support to im p lem en t the o bjectives of the
u n it in n u rsin g is a s s u re d , w ith p ro v isio n fo r the budget
and its o p eratio n m ade in ac co rd an ce with college policy.
B. T h ere a r e c o n tra c ts o r ag ree m en ts covering the u se of
any p a rt of the fa c ilitie s of an o th er agency o r in s titu ­
tion.
1. Such co n tra cts o r a g re e m e n ts a r e in itiated by the
college, a r e in w ritte n fo rm , and a r e p erio d ic ally
review ed by the p a rtie s th e re to .
2. Such co n tra cts o r a g re e m e n ts e n su re th at the fa c ­
ulty m e m b ers have c o n tro l of the stu d en ts and
freedom to te ach and guide them and to s e le c t the
p atien ts assig n ed fo r n u rsin g la b o ra to ry ex p e rien ce s
in consultation with the a p p ro p ria te m e m b e rs of
the agency sta ff but unham pered by obligations to
provide n u rsin g s e rv ic e . (26:5)

57
The se ctio n on c u rric u lu m developm ent and p ro g ram of
in stru c tio n p ro v id es the following guidelines:
The c u rric u lu m re fle c ts the philosophy and the ob jectiv es of the
p ro g ra m in n u rsin g . It is developed and re v ise d by the faculty
in n u rsin g in acco rd an ce w ith college policy.
I.
The n u rsin g p ro g ra m i s developed to fu lfill the sta ted
o b jectiv es, the college re q u ire m e n ts fo r the a s s o c ia te
d eg ree , and the s ta te re q u ire m e n ts f o r elig ib ility to
w rite th e State B oard T e st P o o l E xam ination.
A. The o b jectiv es of each n u rsin g c o u rse re fle c t the
p u rp o ses of the p ro g ra m and a r e p erio d ic ally
review ed by the faculty in n u rsin g .
B. The c u rric u lu m includes the a r e a s in n u rsin g ,
n a tu ra l sc ie n c e s, so c ia l sc ie n c e s, and the
h u m an ities.
II.
The n u rsin g c u rric u lu m d e m o n stra te s the g e n e ra lly
accepted p a tte rn fo r a s s o c ia te d eg ree education and is
co n sisten t w ith the college policy. (26:11)
The above c r ite r ia fo r evaluation of a sso c ia te d eg ree n u r s ­
ing p ro g ra m s w ere studied and d isc u sse d w ith the N u rse Study G roup
and the a d m in istra tiv e council of the L ansing Com m unity College.
It w as ag reed that th ese re q u ire m e n ts could be m et.
State and College R eq u irem en ts
At the sta te lev el, the M ichigan B oard of N ursing has pub­
lished a booklet, M inimum S tandards and E ducational C r ite ria fo r
Schools of P ro fe ss io n a l N ursing in M ichigan, 1964, w hich lis ts the
following a s re q u ire m e n ts fo r th e c u rric u lu m of an a s s o c ia te d eg ree
p ro g ra m in nursing:
A.

The cu rricu lu m sh a ll be co n sisten t in quality with o th e r
a s so c ia te d eg ree p ro g ra m s in the college:

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1.

B.

The p ro g ra m should be planned w ithin the college
c a le n d a r and m e e t the re q u ire m e n ts fo r an a s s o c ia te
d e g re e .
2. T h ere should be a reaso n ab le balan ce betw een g e n e ra l
and n u rsin g education c o u rs e s .
3. The n u rsin g c u rric u lu m sh a ll be o rg an ized to h elp the
student develop knowledge, s k ills , and a ttitu d e s which
a r e e s s e n tia l fo r beginning p ra c tic e a s a n u rse .
4. P re p a ra tio n in su rin g n u rsin g co m petencies should be
provided through se le c te d and su p e rv ised e x p e rien ce s.
5. C red it h o u rs fo r le c tu re and c lin ic a l ex p erien ce sh a ll
be co n sisten t with the ex istin g college p attern .
6. The ra tio of stu d en ts to in s tru c to r in clin ic al ex p erien ce
should not exceed 10:1.
The study, developm ent, im p lem en tatio n , and evaluation of
the n u rsin g c u rric u lu m sh a ll be the resp o n sib ility of the
n u rsin g faculty and the college ad m in istratio n :
1. Studies in n u rsin g of a s ta tis tic a l, ex p erim en tal, and
follow -up n a tu re , should be conducted by the d e p a rt­
m en t in the college charged w ith th is resp o n sib ility in
coop eratio n w ith the n u rsin g d ep artm en t; and,
2. C ooperative planning, problem solving and evaluation
betw een the n u rsin g and college faculty and the n u rsin g
d ep a rtm en t and cooperating ag en cies a r e e s s e n tia l fo r
the effective conduct of the p ro g ra m . (33:35-36)
E lig ib ility to w rite the s ta te b o ard exam inations is depen­

dent upon the su c c e ssfu l com pletion of a n u rsin g education p ro g ra m
w hich h a s the ap p ro v al of th e M ichigan B oard of N ursing.

The ap p li­

cation to tak e the exam inations is m ade following the com pletion
date, and m u st be signed by the d ir e c to r of the p ro g ra m and m u st
be n o ta riz ed .
The M ichigan State Board of E ducation a lso re q u ire s th at a
c o u rse in P o litic a l Science (o r equivalent) be included in the c u r r ic ­
ulum .

59
The p ro ced u re fo r receiv in g ap p ro v al fro m the M ichigan
B oard of N ursing to e s ta b lish an a s so c ia te d e g re e n u rsin g p ro g ra m
w as not e stab lish ed during the tim e th is study w as being conducted.
Steps suggested by the N u rse E ducation C onsultant w ere followed:
The d ire c to r of the n u rsin g p ro g ra m subm itted a p ro p o sal to the
M ichigan B oard of N ursing which d e s c rib e d in d e ta il a ll proposed
a s p e c ts of the c u rric u lu m , proposed budget, proposed faculty, p ro ­
posed date of ad m issio n of stu d en ts, and n u m b er of stu d en ts to be
en ro lled in the f ir s t c la s s .
M ichigan B oard of N ursing.

T his p ro p o sal w as approved by the
C on feren ces w ere then held with the

C onsultant on each a r e a of the p ro p o s a l--th e s e co n feren ces w ere
a lso attended by the a d m in istra tiv e o fficials of the college. A pproval
of the p ro g ra m is given by the b o ard a f te r the p ro g ra m is in o p e ra ­
tion. Any change? in the c u rric u lu m m u st be approved by th is board.
The re q u ire m e n ts fo r an A sso c iate D eg ree to be m et at the
L ansing Com m unity C ollege w ere:
1.

2.
3.
4.

C om plete a tw o -y e a r co u rse of study adapted to n eeds,
in te r e s ts , and c a p a c itie s, and conform to a plan accep tab le
to th e C ollege. The c o u rse of study should: (a) be su itab le
fo r tr a n s f e r to ad m it the student to the lev el of u p p e rdivisio n w ork in a fo u r-y e a r college of h is choice; o r
(b) fo rm a p ro g ra m of study to be com pleted a t the end of
two y e a rs at the L ansing Com m unity College.
M aintain a m inim um g rad e point av e ra g e of 2 .0 .
E a rn tow ard g rad u atio n a t le a s t 30 c re d its in attendance at
L ansing Com m unity C ollege.
F ile w ith the R e g is tr a r 's O ffice a p etitio n fo r g rad u atio n
one te rm p reced in g the te rm of graduation.

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5.

S atisfy a ll g e n e ra l and sp e cific re q u ire m e n ts of L ansing
Com m unity C ollege including fulfillm ent of a ll fin an cial
obligations.
6. Be in attendance a t the com m encem ent e x e rc is e of h is c la s s
u n le ss a p etitio n of b asen ce is approved by the P re s id e n t.
7. Have the ap p ro v al of the facu lty and the B oard of T ru s te e s .
A sso c ia te d e g re e s a r e g ran ted to a ll who m e et the g ra d u a ­
tion re q u ire m e n ts. (44:9)
The a s so c ia te d e g re e n u rsin g p ro g ra m could m eet the above
re q u ire m e n ts w ith the exception of 1. (a).
Survey of E d u catio n al F a c ilitie s
at the i L ansing C om m unity C ollege
The ed ucational fa c ilitie s a t L ansing Com m unity College
could be u tilize d fo r a beginning c la s s of n u rs e s .

H ow ever, p r o ­

jected en ro llm en t fig u re s pointed out the p o ssib ility of crow ded c la s s ­
room s in the n e a r fu tu re .

The addition of a probable c la s s of fo rty

n u rsin g stu d en ts would c re a te heavy teaching loads in the A rts and
S ciences D ep artm en t and would re q u ire ad ditional faculty.
P ro p o se d building p lan s, w hich m ay be u tilized in the n e a r
fu tu re, include plans fo r a p ro fe ssio n a l n u rsin g p ro g ra m .

Included

in th e se plans a r e le c tu re -d e m o n s tra tio n room s, c la s sro o m s, m u lti­
p urpose ro o m s, and facu lty office sp a ce.

The following points a re

recom m endatio n s which should be u sed a s a guide fo r new p ro g ra m s
fro m the U. S. D ep artm en t of E ducation, H ealth and W elfare study,
N ursing E ducational F a c ilitie s :

61
A.

B.

C.

To provide flex ib ility fo r fu tu re expansion, it is re c o m ­
m ended that:
1. L ec tu re room s be planned to accom m odate the
m axim um en ro llm en t p ro jec ted .
2. The n u m b er of s m a lle r c la s s ro o m s be su fficien t to
p e rm it scheduling ad d itio n al se c tio n s of a c la s s as
e n ro llm en ts and faculty in c re a s e .
3. T eaching m ethods com m only u sed th a t w ill influence
the a rc h ite c tu ra l planning include d e m o n stratio n w ithin
the c la ssro o m and m o n ito rin g of d e m o n stratio n s by
c lo s e d -c irc u it te lev isio n . The a rc h ite c t should be
inform ed of plans fo r p ro jec tin g film s, video tap es and
s lid e s , and the u se of tap e re c o rd in g s and o th e r audio­
v isu a l a id s.
Space R eq u irem en ts fo r Teaching:
L e c tu re -d e m o n stra tio n ro o m --th e room should be
designed fo r film and slid e p ro jectio n . The am p h ith eater
d esig n w ith tie re d seat«> in c re a s e s v isa b ility of d e m o n stra ­
tio n s. N um ber of s e a ts should be d eterm in ed according to
the la rg e s t p ro jec ted fig u re on e n ro llm en t.
C la s s ro o m s --o n e la rg e c la ssro o m th at can be p a r ti­
tioned o r two s m a lle r c la ss ro o m s should be provided fo r
s m a ll le c tu re d isc u ssio n g ro u p s.
M ultipurpose ro o m --th is room should be designed to
hold p e d ia tric and adult h o sp ital u n its. The f ir s t y e a r c la s s
could be divided into four se ctio n s fo r su p e rv ised la b o ra to ry
p ra c tic e . T his room should a ls o be scheduled fo r indepen­
dent study by the individual student (p ra c tic e techniques).
C onference ro o m s --th e s e s m a ll room s a r e e s s e n tia l
fo r the p riv acy needed fo r counseling and evaluative con­
fe re n c e s fo r stu d en ts. P r e - and P o st-c o n fe re n c e d is c u s ­
sio n s of p atient c a re a re u su ally held in conference room s
allo cated w ithin the h o sp ita l o r o th e r h ealth agency.
L ib ra ry --th e college lib r a r y should contain re fe re n c e s
and p e rio d ic a ls w hich a r e sp e cifica lly d esignated in a
se ctio n allo cated fo r study in view of in c re a se d en ro llm en t.
F acu lty S pace- 1. P riv a c y is a fundam ental re q u ire m e n t fo r faculty offices.
E ach office should accom m odate only one faculty m e m ­
b e r. If lo c k e r sp ace is provided, it can be om itted
fro m faculty lounge.
2. A conference room is needed fo r faculty m eetin g s, con­
fe re n c e s and w ork gro u p s.

62
3.

4.
5.

A d m in istra tiv e sp ace in clu d es offices fo r the d ir e c to r and
h e r s e c r e ta r y . It a lso p ro v id es a lobby recep tio n a r e a fo r
v is ito rs and sp ace fo r c le rk -ty p is ts a s w ell a s fo r sto rin g
su p p lies.
Lounges fo r the faculty a s w ell a s fo r m ale and fem ale s tu ­
d en ts and v is ito rs a r e re q u ire d . L o ck e rs w ill be needed
fo r changing fro m s tr e e t clothes to u n ifo rm s.
Supporting s p a c e —in clu d es p ro v isio n s fo r sto ra g e of edu­
catio n al m ed ia such as an ato m ical m o d els, film s, p ro je c ­
to r s , and tap e r e c o r d e r s . (34:10-13)
The proposed building plans fo r L ansing Com m unity C o lleg e—

the H ealth S ciences b u ild in g --w e re approved by the B oard of T ru s te e s .
The plans included one se ctio n on the f ir s t flo o r of the scien ce b u ild ­
ing, w hich u tilized the above guidelines fo r the a s s o c ia te d eg ree
n u rsin g p ro g ra m .
Survey of C lin ical F a c ilitie s
a t L ansing A re a H o sp itals
F o r the p u rp o se of the p re s e n t study, the h o sp ita ls in the
L ansing a r e a w ere re v isite d and a su rv ey conducted to d eterm in e
the c lin ic a l a r e a s w hich m ight be u tilized fo r student le arn in g
e x p e rie n c e s.

It w as a lso a suggestion of the N u rse Study G roup

th at the u n derstan d in g and a ttitu d e s of h o sp ita l p erso n n el, tow ard an
a s so c ia te d eg ree n u rsin g p ro g ra m , be d eterm in ed w hile conducting
the su rv ey .
The N ational League fo r N u rsin g h a s, in n u m ero u s a r tic le s ,
s tr e s s e d the sig n ifican t a s p e c ts to be co n sid ered in the se le c tio n of
c lin ic al ag e n cie s.

One of th ese a s p e c ts is the a r e a of the " in ta n g ib le ,"

63

th e v alu es, b e lie fs, a ttitu d e s of the p erso n n e l in the agency, which
m ay be d ire c te d tow ard a s so c ia te d e g re e n u rsin g education.

The

League h a s suggested a s e rio u s ex p lo ratio n , of the q u estio n s of
attitu d e s tow ard a college c e n te re d type of ed u catio n al p ro g ra m , be
conducted p r io r to any definite d ecisio n on the se le c tio n of an agency
fo r u se fo r student le arn in g e x p e rie n c e s.
The d e s ire to include the a s s o c ia te d eg ree p ro g ra m should
be accepted by the n u rsin g s e rv ic e p e rso n n e l, the agency a d m in is­
tra tio n , the B oard of T ru s te e s , and the m ed ical b o ard .

It h as been

sta te d by the N ursing League th at the m o re g ro u p s and individuals
th at becom e in te re s te d and in fo rm ed of the d eg ree p ro g ra m , the
g r e a te r the p o ssib ility of u n d erstan d in g its p u rp o ses and plan of
operation.
The h o sp itals su rv ey ed w ere Edw ard W. Sparrow H ospital,
Ingham M edical H ospital, L ansing G e n e ra l H o sp ital, and St.
L aw rence H ospital.

A ll of the clin ic al a r e a s and s e rv ic e a r e a s w ere

o b serv ed in each h o sp ital. A form w as com pleted fo r each h o sp ital
showing to ta l bed capacity, p atient capacity in sp ecific a r e a s - M ed ical-S u rg ical, N u rs e ry , O b s te tric s , P e d ia tric s , R ehabilitation, .
and Intensive C a re .

(Appendix F) The form also lis ts a ll se rv ic e

a r e a s offered in each h o sp ita l since stu d en ts w ere to be assig n ed to
th e se a r e a s on a ro tatio n schedule.

O th e r in fo rm atio n g ath ered and

64
re c o rd e d on the su rv e y fo rm w as the p ro je c te d in c re a s e of fa c ilitie s
p r io r to and including 1968; the n u m b er of p ro fe ssio n a l n u rse s tu ­
dents and p ra c tic a l n u rse stu d en ts u tilizin g th e a r e a s fo r ex p erien ce,
and the staffing p a tte rn showing the c u rre n tly em ployed num ber of
R e g iste re d N u rse s, L icen sed P ra c tic a l N u rse s and N u rse A ides.
(N urse A ides a re tra in e d o n -th e-jo b by th e h o sp ita l fo r a th re e o r
fo u r week period and a s s is t the R e g iste re d N u rse o r L icensed
P ra c tic a l N u rse in giving p atien t c a r e . )
D uring the period of tim e covered by the su rv ey s (F e b ru a ry A p ril, 1966), in te rv iew s w ere held with the d ir e c to rs of n u rsin g
s e rv ic e .

In terv iew s w ere a lso held with head n u rs e s in the c lin ic a l

a r e a s - -m e d ic a l, su rg ic a l, p e d ia tric s and o b s te tric s .

In addition to

the in te rv iew s, the day s u p e rv is o rs and head n u rs e s in the above
c lin ic a l a r e a s w ere asked to com plete a q u estio n n aire .

The q u e s­

tio n s w ere form ulated to a s s is t in d eterm in in g the attitu d e of th is
group tow ard an a s s o c ia te d eg ree n u rsin g p ro g ra m .

(A com posite

of the an sw e rs is contained in the q u estio n n aire--A p p en d ix E . )
E v ery w ard in each of the c lin ic a l a r e a s , in each h o sp ital,
w as o b served and the following points checked:
C lean lin ess of p atient unit
Good lighting and v entilation
Sufficient sp ace p e r patient unit

65
U tility ro o m s c e n tra lly located
C lean and u nclean a r e a s e a sily id en tifiab le
Supplies and equipm ent fo r p atient c a re av ailab le on each
w ard
E m erg en cy tr a y s and equipm ent checked by each sh ift of
p erso n n el
N arco tics cupboards kept locked a t a ll tim e s when not in
use
N arco tics checked and signed fo r by each sh ift of p erso n n e l
M edication a r e a s - -a m p le room fo r p re p a ra tio n of m e d ic a ­
tions
D ietary d e p a rtm e n t--in ch arg e of a ll food s e rv ic e and ch eck ­
ing of tra y s
W ard c le rk s assig n ed to each w ard
M e sse n g e r s e rv ic e sy stem o p eratin g throughout the h o sp ital
C onference room av ailab le fo r each w ard
T re a tm e n t room available fo r each w ard
A ll p ertin e n t in fo rm atio n on the p atien t included on the
K ardex
W ard L ib ra ry on each u n it--co n tain in g a p p ro p ria te c u rre n t
in fo rm atio n on tre a tm e n ts and d ru g s; a m ed ical
d ictio n ary , h o sp ita l p o licies and p ro ced u re m an u als,

66

f ire and d is a s te r m an u als, and textbook on rela ted
c lin ic al c a re of p atien ts
P h y sician s o rd e rs noted by head n u rse
C om plete ch artin g of c a re given p atien t reco rd ed on each
p atien t c h a rt by p ro fe ssio n a l p erso n n e l on each shift
The re s u lts of th e su rv e y and o b serv atio n of the clin ical
a r e a s produced evidence of a good v a rie ty of clin ic al le arn in g expe­
rie n c e s av ailab le fo r new n u rsin g stu d en ts in the fo u r a r e a h o sp ita ls.
A re a s which did not m eet sta n d a rd s req u ired by the N ational League
fo r N ursing w ere d isc u sse d with the h o sp ital a d m in is tra to r, d ire c to r
of n u rsin g se rv ic e , and a r e a su p e rv is o r.

It ap p eared evident that

the a r e a s w hich w ere in question could m eet the re q u ire m e n ts with
a m inim um of change.

F o r e x a m p le --th e w ard lib r a r ie s a ll needed

to have updated m a te ria ls and in fo rm atio n av ailab le to w ard sta ff and
nursin g stu d en ts.
It w as also noted that both p ro fe ssio n a l and p ra c tic a l n u r s ­
ing stu d en ts u tiliz e the c lin ic a l a r e a s betw een the h o u rs of 8:00 a . m .
and noon--M onday th ro u g h F rid a y .

It th e re fo re would be n e c e s s a ry

to schedule m eetin g s w ith the D ire c to rs of N ursing S ervice and the
D ire c to rs of the schools of n u rsin g to fo rm u late a plan f o r c o o p e ra ­
tive use of th ese fa c ilitie s .

It w as a lso evident that additional s tu ­

dents could be accom m odated during the afternoon o r e a rly evening
ho u rs sin ce the o th e r schools do not schedule th e se h o u rs.

67
In terv iew s w hich w ere held w ith the a d m in istra tiv e le v el in
each h o sp ital provided the following inform ation:
1.

A d m in is tra to rs had a v e ry good understan d in g of the
philosophy and o bjectives of the a s so c ia te d eg ree n u r s ­
ing p ro g ra m .

2.

A d m in istra to rs ex p re sse d w illin g n ess to m ake any
n e c e s s a ry changes on the w ard s to m e et the r e q u ir e ­
m ent sta n d a rd s set by the n u rsin g school a c c re d ita tio n
b o d y --N atio n al League fo r N ursing.

3.

A d m in is tra to rs proposed plans f o r inform ing a ll n u r s ­
ing sta ff and p erso n n e l of the philosophy and ob jectiv es
of the a s s o c ia te d eg ree n u rsin g p ro g ra m .

4.

A d m in is tra to rs proposed th a t faculty office sp ace, con­
feren ce and c la s s ro o m s , and student lo c k e r sp ace
would be m ade av ailab le fo r the new n u rsin g p ro g ra m .

5.

One of the d ire c to rs of n u rsin g s e rv ic e advised that the
re c ru itm e n t p ro g ram be g eared to the o ld e r women, as
w ell a s the high school g rad u ate.

The o th e r d ire c to rs ,

when questioned in in terv iew , ag reed w ith the p ro m o i

tio n of th is id ea since the "o ld e r" student m ight be
expected to rem a in and s e rv e the com m unity a fte r
g raduation.

68

6.

The h o sp ita l a d m in is tra to rs w ere a ll v e ry en th u sia stic
about the plan to develop an a s s o c ia te d eg ree n u rsin g
p ro g ra m in the L ansing a re a .

Head n u rs e s w ere in ag ree m en t about a definite sh o rtag e of
n u rs e s in the L ansing a r e a .

T hese n u rs e s a lso ag ree d th at they have

lim ited knowledge about the a s so c ia te d eg ree p ro g ra m and th e re fo re
a r e r a th e r sk e p tic a l about the type of g ra d u a te s th at m ay be produced.
A ll w ere w illing to w ork with the stu d en ts and in s tru c to rs to provide
the b e st p o ssib le learn in g ex p e rien ce s.
F u rth e r study should be m ade by the A d m in is tra to r of the
C ollege and the D ire c to r of the A sso c iate D eg ree N ursing P ro g ra m
into the p o ssib le u se of the O steopathic H o sp ital fo r student c lin ic a l
e x p erien ce.

A pproval fo r u se of th e se fa c ilitie s m u st be obtained

fro m the M ichigan B oard of N ursing and from the N ational League
fo r N ursing.
O th e r h ealth ag en cies
C ontacts w ere m ade and d isc u ssio n s w ere held with o th e r
h ealth ag en cies in the L ansing a re a .

The p u rp o se of th e se m eetin g s

w as to d is c u s s the n atu re and philosophy of the a s s o c ia te d eg ree
n u rsin g p ro g ra m and to d eterm in e how th ese ag en cies could p a r tic i­
p ate in the p ro g ra m .

69
T he ag en cies v isite d w ere the V isitin g N u rse s A ssociation,
A dult M ental H ealth C linic, Child G uidance C linic, N u rsin g H om es,
Ingham County P u b lic H e a lth --N u rsin g D ivision, fo u r p h y sic ian s'
o ffic e s --g e n e ra l p ra c tic e , th re e p h y sic ia n s' o ffic e s—p e d ia tric ia n s,
Lincoln S ch o o l--m en tally d istu rb e d ch ild ren , S partan N u rse ry , and
the R ehabilitation C e n ter.
T he p e rso n n e l in th e se ag en cies ap p eared to be v ery
in te re s te d in a s s is tin g w ith the le arn in g ex p e rien ce s fo r stu d en ts,
and a rra n g e m e n ts w ere m ade fo r la te r m eetin g s which would include
the n u rsin g faculty.
Sum m ary
In fo rm atio n review ed fro m the study on the need and f e a s i­
b ility of esta b lish in g an a s so c ia te d eg ree n u rsin g p ro g ra m in
L ansing, M ichigan, ap p eared to in d icate th at a tw o -y e a r nursing
p ro g ra m would be a p a r tia l solution to p re s e n t and fu tu re needs of the
com m unity fo r an in c re a se d n u m b er of re g is te re d n u rs e s .
P ro sp e c tiv e em p lo y ers explained the sh o rtag e of R . N . ' s
a s being due to , (1) the rapid r is e in population, (2) the n e c e s s a ry
expansion of h o sp ita l fa c ilitie s w hich then m u st be staffed by a
g r e a te r n u m b er of n u rs e s , (3) the n e c e s s a ry expansion of o th er
h ealth ag en cies which re q u ire n u rsin g s e rv ic e , (4) the lim ited n um ber
of students g rad u ated fro m the two ex isting schools of n u rsin g , and

70
(5) the nation-w ide sh o rtag e w hich red u ces the p o ten tial n u m b er of
n u rs e s th a t m ight be expected to m ove to th is com m unity fro m o th e r
areas.
The review of the N ational, State, and the L ansing C om ­
m unity College re q u ire m e n ts in d icated the need fo r c a re fu l planning
of th e c u rric u lu m in o r d e r to m e e t a ll of th e se re q u ire m e n ts.
The r e s u lts of the su rv e y of educational fa c ilitie s at
L ansing Com m unity C ollege gave evidence th at a n u rsin g p ro g ram
could u se th ese fa c ilitie s with c a re fu l planning, and th at ap p ro v al
fro m the M ichigan B oard of N u rsin g would be b ased on the fact that
new fa c ilitie s would be av ailab le in the n e a r fu tu re.
A ccording to the re s u lts of the h o sp ital su rv e y s, th e re
w ere m any ex cellen t c lin ic a l fa c ilitie s av ailab le fo r se le c te d le a r n ­
ing e x p e rien ce s fo r stu d en ts.

Many of the h o sp ital u n its w ere not

being used by o th e r n u rsin g p ro g ra m s , p a rtic u la rly on the afternoon
sch ed u les.
The L ansing Com m unity is rich in re la te d h e a lth -s e rv ic e
ag en cies w hich w ere not adequately u tilized in the two ex istin g n u r s ­
ing education p ro g ra m s.

A thorough study and in v estig atio n should

be m ade on the u tiliza tio n of th e se ag en cies w ithin the a sso c ia te
d e g re e nu rsin g p ro g ra m .

T hese a rra n g e m e n ts should be m ade only

when n u rsin g facu lty a r e av ailab le and can be included in the p lan ­
ning.

CHAPTER V
AN EMERGING CURRICULUM PLAN

Introduction
The n atio n al and s ta te c u rric u lu m p a tte rn s fo r a s so c ia te
d eg ree n u rsin g p ro g ra m s w ere studied a s background m a te r ia l fo r
the p re se n t study.

T his c h a p te r d ea ls with the g e n e ra l c u rric u lu m

p a tte rn s , the philosophy and p u rpose of the L ansing Com m unity
C ollege, the philosophy of th e pro p o sed a s so c ia te d eg ree n u rsin g
p ro g ra m , and the g e n e ra l education and n u rsin g education c o u rs e s
w hich evolved in to the c u rric u lu m p a tte rn fo r the L ansing Com m unity
C ollege A sso c iate D eg ree N ursing P ro g ra m .
The g e n e ra l c u rric u lu m p a tte rn s w hich w ere re p o rte d in
the N ational League fo r N ursing 1961 re p o rt w ere found to have
rem ain ed e sse n tia lly the sa m e a s rep o rted a t the b ien n ial conven­
tion in A p ril, 1967.

The re p o rt sta ted th at the length of a s so c ia te

d eg ree p ro g ra m s v a rie d fro m two acad em ic y e a rs to two ca le n d a r
y e a rs .

In the m a jo rity of p ro g ra m s, th is co n sisted of fo u r s e m e s ­

te r s , o r six q u a r te rs , and one o r two s u m m e r s e s s io n s .

71

T his

7,2
v a ria b ility in the length of p ro g ra m s is reflec ted in the n u m b er of
c re d its re q u ire d fo r g rad u atio n .
64 to 126 c re d its .

T h ese re q u ire m e n ts ran g e from

In a study of 44 p ro g ra m s it w as noted that the

m edian n u m b e r of c re d its w as 77.

C la s s -h o u r c re d it, w hich includes

independent study, w as u su a lly a ra tio of 1:1.

C red it f o r la b o ra to ry

w as ju stifie d when using a 3:1 ra tio .
G en erally , a fa irly even balance w as m ain tain ed betw een
the n u m b er of c re d its in n u rsin g c o u rse s and th o se in g e n e ra l ed u ­
cation.

D istrib u tio n of the s tu d e n t's clo ck -h o u r tim e s w as u su ally

o n e -th ird in g e n e ra l education c la s s e s and la b o ra to rie s and twoth ird s in n u rsin g c la s s e s and la b o ra to ry .

G en e ra l education c o u rse s

included H um an ities, C om m unication Skills, B eh av io ral Sciences,
and P h y sic a l and B iological S ciences.

N ursing c o u rse s w ere divided

into the four m a jo r a r e a s of F undam entals of N ursing, M atern al and
Child H ealth, M ed ical-S u rg ical N ursing, and P s y c h ia tric N ursing.
It w as in te re stin g to note that the g r e a te s t v a ria tio n in the
n u rsin g c o u rse s w as in the a r e a of P s y c h ia tric N ursing.

The p r o ­

g ra m s range in th is a r e a from o fferin g a th re e c re d it c o u rse which
provided two h o u rs of c la s s throughout one s e m e s te r and a one-w eek
su m m e r w orkshop to a nine c re d it c o u rse re q u irin g tw enty-five h o u rs
of c la s s and a tw elve-w eek la b o ra to ry .
The v a ria tio n is u n d erstan d ab le when a check is m ade on
th is problem in o th e r ty p es of n u rsin g p ro g ra m s.

F u lly qualified

73
faculty a r e not av ailab le and clin ic al fa c ilitie s a r e not alw ays within
ea sy com m uting d istan ce f o r stu d en ts.

The N ational League 1961

re p o rt stated th at P s y c h ia tric N ursing w as being taught in th ese
w ays: (1) including p sy c h ia tric n u rsin g ex p erien ce in m e d ic a lsu rg ic a l n u rsin g c o u rse s, (2) through s h o r t- te r m , in te n siv e co u rse s
in p sy c h ia tric n u rsin g , (3) through se m e s te r-le n g th c o u rse s in
w hich in stru c tio n is le s s co n cen trated .

(37:11)

A ccording to M ontag, the p a tte rn of g e n e ra l education
c o u rse s should not be changed fo r n u rsin g stu d en ts, though som e
n e c e s s a ry ad ju stm en ts m ay need to be m ade in the b io lo g ical and
p h y sical sc ie n c e s.

(13:212) One such a r e a which n eeds fu rth e r

in v estig atio n is the need fo r the in clu sio n of Inorganic and O rganic
C h em istry in the n u rsin g p ro g ra m .

Some p ro g ra m s included

C h e m istry u n d er the c o u rse title d "In teg rated S c ie n c e s." T his
co u rse introduced the student to th e n atu re of m a tte r and energy,
sc ien tific m e a su re m e n ts, b a sic m ech an ics, and the fundam ental
p rin c ip le s of Inorganic and O rganic C h e m istry .

The second h alf of

th is co u rse d ealt with a study of sp e cific ch em ical in te g ra tin g sy ste m s
of the body.

C onsidered a lso w ere the s tr u c tu re s and functions of

the sk e le ta l, n erv o u s, m u sc u la r, c irc u la to ry , d ig estiv e, and re p ro ­
ductive sy ste m s.

It would seem th at the in te g ra tio n of so m any

b asic p rin c ip le s into one co u rse would lead to m e re fa m ilia rity
r a th e r than an understanding of the p rin c ip le s by th e student.

74
G uidelines, p ro p o sed by the N ational League fo r N u rsin g ,
and d isc u sse d by n u rs e e d u c a to rs at the 1967 b ien n ial N. L. N. m e e t­
in g s, p rovided the following in fo rm atio n on p u rp o se and o b jectiv es
of the a s s o c ia te d eg ree n u rsin g p ro g ra m :
F ocusing on helping stu d en ts gain d e s ire d o b je ctiv es, the n u r s ­
ing faculty red u ce s re p e titiv e p ra c tic e in the c lin ic a l a r e a to a
d e s ire d m inim um by, (1) se lec tin g le a rn in g e x p e rie n c e s in
te r m s of student n eed s and p ro g ra m o b jectiv es, and (2) a r r a n g ­
ing th e se e x p e rie n c e s in n u rsin g c o u rs e s th a t c lo sely re la te
theory, and p ra c tic e .
The a s s o c ia te d e g re e p ro g ra m is com plete fo r its own
p u rp o se and is not equivalent to the f ir s t two y e a rs of a b a c c a ­
la u re a te n u rsin g p ro g ra m .
G ra d u ate s a r e p re p a re d to give c a re to p atien ts a s b eg in ­
ning g e n e ra l duty n u rs e s , draw ing upon th e ir sc ie n tific knowledge
and understan d in g of hum an b eh av io r and n eed s. They a r e p r e ­
p a re d to develop s a tis fa c to ry re la tio n sh ip s w ith people, to
co o p erate and s h a re th e re sp o n sib ility fo r th e ir p a tie n ts' w e l­
f a r e w ith o th e r m e m b e rs of the n u rsin g and h ea lth staff, and to
be s e lf-d ire c tiv e in le arn in g fro m ex p erien ce a s p ra c tic in g
n u r s e s . G ra d u ate s of a s s o c ia te d e g re e n u rsin g p ro g ra m s a re
elig ib le to take s ta te exam inations fo r lic e n s u re a s re g is te re d
n u rs e s . (37:10-11)
C u rricu lu m p a tte rn s which w ere stu d ied , a t the sta te level,
w ere th o se c u rre n tly in effect (1967-1968) at the following M ichigan
in stitu tio n s of h ig h e r education: D elta C ollege, U n iv ersity C en ter;
F lin t C om m unity J u n io r C ollege, F lin t; H en ry F o rd Com m unity
C ollege, D earb o rn ; Highland P a rk C om m unity C ollege, Highland
P a rk , D e tro it; K ellogg C om m unity C ollege, B attle C reek ; M acomb
County C om m unity C ollege, W arren ; P eto sk e y Com m unity C ollege,
P eto sk ey ; P o rt H uron J u n io r C ollege, P o rt H uron; N o rth w estern

75
M ichigan C ollege, T ra v e rs e C ity; and S choolcraft Com m unity
C ollege, L ivonia.
V a ria tio n s in the c u rric u lu m p a tte rn s w ere as g re a t
betw een th e se p ro g ra m s a s they w ere at the n atio n al lev el.

It w as

noted that constant study and evaluation w as being c a r r ie d on in a ll
of th e se p ro g ra m s.

The faculty at H enry F o rd C om m unity C ollege

and a t D elta C ollege w ere involved in fo rm a l r e s e a r c h to d eterm in e
the b e st u se of a u d io -tu to ria l equipm ent in the n u rsin g p ro g ra m .
The faculty at D elta C ollege also planned re v isio n s of c u rric u lu m
following th e 1967 w orkshop on P s y c h ia tric N u rsin g at P u rd u e U ni­
v e rs ity .

One of the m o st notable changes would be the in clu sio n of

p rin c ip le s of P s y c h ia tric N ursing throughout the M ed ical-S u rg ical
n u rsin g c o u rse .

The in te g ra tio n would re q u ire a change in m ethods

of teaching and in th e assig n m en t of student c lin ic a l ex p erien ce.
The change would a lso be a m ove tow ard m eetin g th e h ealth needs of
the com m unity.
Philosophy and P u rp o se of the
L ansing C om m unity College
The L ansing Com m unity C ollege is influenced by the com ­
m unity to m e et the needs of b u sin e ss, in d u stry , governm ent, and the
in c re a sin g dem and of stu d en ts fo r h ig h e r education.

It h a s a stro n g

76
in d iv id u al-o rien ted ap p ro ach w hich a ttr a c ts stu d en ts who m ight
o th erw ise not c o n sid e r attem pting a college p ro g ra m .
The philosophy is contained in the following statem en ts:
The C ollege staff, concerning its e lf with fundam ental q u e s ­
tions reg ard in g student and college re s p o n sib ilitie s , h as
d eterm in ed that:
1. The student w ill be aided in realizin g h is in te lle c tu a l
p o ten tial through an individualized ap p ro ach to h is ed u ­
cation. Sm all c la s s e s and p e rso n a l faculty guidance
w ill aid the student in achieving th is objective.
2. The student m u st be encouraged to b e a r re sp o n sib ility
fo r h is educational goals and to p u rsu e acad em ic
ex cellen ce to the lim its of h is ab ility .
3. The student and the in stitu tio n , aw are th a t the w orld
is rap id ly changing, c u ltu ra lly and technologically,
m u st s e a rc h d iligently fo r the tru th concerning the
h e rita g e of th is rep u b lic and its ro o ts in W estern c iv i­
lizatio n and o th e r c u ltu re s a s they p e rta in to the dignity
and freedom of m an. T his s e a rc h should enhance the
student* s a w a re n e ss of h is resp o n sib ility a s a citizen
of h is com m unity, sta te , nation, and the w orld.
4. The student, w h atev er h is se le c te d p ro g ra m of study,
m u st gain fu rth e r in sig h t into h is v alu es a s th e se
v alu es re la te to h im se lf and h is fellow m an.
In acco rd w ith th is philosophy L ansing Com m unity College
h as m ade the sta tem en t th at fulfilling and u sefu l life can b e s t be
obtained through sound sc h o la rsh ip and train in g .

The college lis ts

the following o bjectives:
1.
2.
3.
4.

C ontribute to good citizen sh ip by helping stu d en ts to u n d e r­
stand d em o c ra tic p ro c e s s e s .
P re p a r e the student to m ake a contribution to the econom ic
life of h is com m unity.
E xpose the student to o u r c u ltu ra l, so c ia l, sc ie n tific , and
s p iritu a l h e rita g e out of w hich he m ay co n stru c t a satisfy in g
and c o n siste n t w orld view by w hich to guide h is life.
F o s te r s e lf-re lia n c e on the p a rt of the student by e n c o u ra g ­
ing him to think c r itic a lly in solving p ro b lem s.

77
5.
6.

7.
8.
9.

E ncourage th e student to p a rtic ip a te in som e fo rm of
sa tisfy in g c re a tiv e ac tiv ity and in ap p reciatin g the c re a tiv ity
of o th e rs.
D evelop w ithin th e student in c re a se d u n d erstan d in g of the
p o litic a l and so cio -eco n o m ic p ro b lem s confronting o u r
nation and the w orld contributing to a se n se of so c ia l re sp o n ­
sib ility .
H elp the student to u n d erstan d h is rela tio n sh ip to h is b io ­
lo g ic al and phy sical environm ent so that he m ay b e tte r
ad ju st to and im p ro v e that environm ent.
D evelop w ithin th e student an a p p rec iatio n and u n d e rsta n d ­
ing of th e co n trib u tio n s afforded by o th e r id e a s, r a c e s , and
re lig io n s .
D evelop w ithin stu d en ts s k ills in w ritin g , speaking, reading,
and listen in g w hich lead to im proved se lf-e x p re s s io n and
com m unication. (44:9)
T h re e m eetin g s w ere held with the a d m in is tra to r of the

college, the a r t s and scien ce faculty, the n u rsin g education con­
su ltan t, and d ep artm en t c h a irm an fo r the p u rp o se of d isc u ssin g the
philosophy and p u rp o se of th e college and the philosophy and p u rpose
of the a s s o c ia te d eg ree n u rsin g p ro g ra m .

The a r e a s d isc u sse d w ere

those review ed in C h ap ter II: Review of R elated L ite ra tu re in th is
study: the function of education, the le arn in g p ro c e s s , v alu es and
b e lie fs, d eterm in atio n of educational o b jectiv es, so c ial fo rc e s which
contribute to the need fo r change in education, guides to se le c tio n of
le arn in g ex p e rien ce s, the p ro c e s s of organizing content, the r e ­
education of te a c h e rs , and the c h a ra c te ris tic s of a new tw o -y e a r
n u rsin g p ro g ra m .
It w as the g e n e ra l consensus of the group th at the philosophy
and ob jectiv es of th e college would p e rta in and be accep tab le to an

78

a s s o c ia te d e g re e n u rsin g p ro g ra m .

It w as sta ted that a philosophy

should be developed by the n u rsin g faculty and d ire c to r w hich would
be in a c c o rd with the o v e ra ll philosophy of the college.

It w as a lso

stated th at m o re sp e cific o bjectives would be developed by the n u r s ­
ing faculty fo r the p ro g ra m .
Philosophy and P u rp o se of the
A sso c ia te D eg ree N ursing P ro g ra m
It w as d eterm in ed by the d ir e c to r of the n u rsin g p ro g ra m
and the n u rsin g education consultant th at the g en e ra l philosophy
(as d e sc rib e d in the intro d u ctio n of th is chapter) should be followed
until sufficien t n u rsin g faculty w ere av ailab le to evaluate the g e n e ra l
philosophy and p u rp o se changes.

It w as n e c e s s a ry to s ta te sp ecific

o bjectives in o r d e r that th ese could be d isc u sse d with the a r ts and
scien ce faculty to a s s is t in d eterm in in g co u rse s and content to be
included in th e c u rric u lu m .

O bjectives w ere d isc u sse d with Ja n ice

O lsen, g rad u ate student at T e a c h e rs C ollege, Colum bia U n iv ersity ,
who w as undertaking a study of ob jectiv es in a sso c ia te d eg ree n u r s ­
ing p ro g ra m s.
1.
2.
3.

O bjectives which evolved fro m th e O lsen study w ere:

To in c re a s e com petency in e x p re ssin g thoughts c le a rly ,
speaking and w riting p re c is e ly , and gaining understan d in g
through listen in g , reading, and observ in g .
To develop fu rth e r u n d erstanding of eth ical v alu es, and
so c ia l, econom ic, and legal fa c to rs influencing the p ra c tic e
of n u rsin g .
To grow in understanding and ab ility to develop p e rso n a l
re la tio n s th a t b e tte r enable one to becom e se lf-d ire c tiv e

79

4.
5.
6.
7.
8.

9.
10.
11..

and to m ake sa tis fa c to ry fam ily, m a rita l, and p ro fe ssio n a l
ad ju stm e n ts.
To g ain an u n d erstan d in g and ap p rec iatio n of the p h y sical
and m e n tal h e a lth concepts of the in d iv id u a l's n eeds and
thei r inte rre la tio n s h ip s .
To develop an u nderstanding and ab ility to u tiliz e b asic
m e n ta l h ealth concepts a s they apply to the n u rs e , to h e r
p atien ts and to the com m unity.
To develop u n d erstan d in g of the p atient a s an individual,
a m e m b e r of a fam ily and a w o rk e r in the com m unity.
To develop and u se judgm ent in the ap p licatio n of p rin c ip le s
of the b iological and so c ia l sc ie n c e s to n u rsin g c a re in clu d ­
ing the p ro m o tio n of h ealth .
To develop the ab ility to plan, a d m in iste r, and evaluate
n u rsin g c a re (including re h ab ilita tiv e asp e c ts) of p atien ts
w ith v ary in g n u rsin g n eed s. T o develop the ab ility to
in te rp r e t th e se needs.
To co o rd in ate n u rsin g c a re w ith the c a re of m e d ic a l and
a llie d p ro fe ssio n a l w o rk e rs .
To develop a b a sic u n d erstan d in g and a b ility to u tilize
av ailab le com m unity re s o u rc e s in the re h ab ilita tio n and
c a re of p atien ts.
To develop an understanding of the scope and the lim ita tio n s
of th e ro le of th e p ro fe ssio n a l n u rse and tre n d s which affect
n u rsin g . (47:11)
T hese o b jectiv es w ere in itia lly accepted fo r the new n u r s ­

ing p ro g ra m by the a r ts and scien ce faculty, the n u rsin g education
consultant, and the d ir e c to r of the n u rsin g p ro g ra m .

T his group

decided th at the above o bjectives w ere those g e n e ra lly sta ted fo r
o th e r a s so c ia te d e g re e p ro g ra m s in the O lsen study.

It w as stated

th at th e se o b jectiv es should be review ed and rev ise d as needed by
the n u rsin g faculty.

The above group held scheduled m eetin g s to

d eterm in e the g e n e ra l education and n u rsin g education c o u rse s fo r
the n u rsin g cu rricu lu m .

80
Follow ing the accep tan ce of the above o b jectiv es the a r t s
and sc ie n c e faculty, the n u rsin g education consultant, and the d ir e c ­
t o r of th e n u rsin g p ro g ra m fo rm ed a N u rse Study G roup to d eterm in e
the g e n e ra l education and n u rsin g education c o u rse s fo r the n u rsin g
c u rric u lu m .
G en eral E ducation C o u rse s
The C ollege of A rts and Sciences atte m p ts to confront the
student w ith the full scope of m a n 's knowledge about h im se lf and
h is w orld.

The c u rric u lu m is designed to stim u la te knowledge and

understan d in g of p a st and p re s e n t c u ltu ra l and so c ia l fo rc e s, and to
acquaint the student w ith the w ays in w hich th e se fo rc e s have been
in te rp re te d , thus providing ed ucational re s o u rc e s w hereby a student
m ay b e tte r equip h im s e lf to m ake im p o rtan t c u ltu ra l, so c ial and
econom ic co n trib u tio n s to so c iety .

E m p h asis is given to individual

grow th and hum an developm ent and a d e s ire to m ake av ailab le to a ll
stu d en ts in te lle c tu a l train in g and knowledge th at w ill add m eaning,
b read th , m otivation, and in te re s t to th e ir liv e s re g a rd le s s of v o c a ­
tio n al a s p ira tio n s .

(44:30)

The N ursing Study G roup, a f te r a s e r ie s of eight m eetin g s,
se le c te d the g e n e ra l education c o u rse s to be offered in the a s so c ia te
d eg ree n u rsin g p ro g ra m .

Long d isc u ssio n s w ere held and th e re w as

n e v e r unanim ous ag ree m en t on the c o u rs e s included in the cu rric u lu m .

81
E ach of the v a rio u s d isc ip lin e s re p re se n te d felt th at at le a st a
sequence of th re e c o u rs e s in th e ir a r e a should be included in o r d e r
to m eet the o b jectiv es of the p ro g ra m .

Since th is w as im p o ssib le,

the final d ec isio n w as reach ed to offer: E n g lish 101, 102, 103;
Speech 104; Social Science 101, 103; P sychology 201, 202, 205;
A natom y 201, 202; M icrobiology 203; and C h e m istry 101, 102, 103.
(C ourse D escrip tio n --A p p en d ix G)
The study group reached the d ecisio n on th ese c o u rse s by
considering re q u ire m e n ts fo r the p ro g ra m and o b jectiv es of the
college and of the a s s o c ia te d eg ree n u rsin g p ro g ra m .

It w as su g ­

g ested th at the n u rsin g faculty conduct a continuous evaluation study
to d e te rm in e w h eth er o b jectiv es would be m et by th e co u rse s offered
in the c u rric u lu m .
It w as ag ree d , by the N urse Study G roup, that students
should be encouraged to ele c t c o u rse s in the h u m an ities w h erev e r
p o ssib le.
N u rsin g E ducation C o u rse s
The n u rsin g education c o u rse s w ere planned w ith the a s s i s ­
tance of the n u rsin g education consultant.

An id e a l sequence of

c o u rse s would be such th at a student would be exposed to the p h y si­
c a l, psychological, so cio lo g ical p ro b lem s of the n o rm a l hum an .being
from b irth through se n escen ce.

R e alistic ally , one can only approach

82
th is type of sequence.

The following c o u rse d e s c rip tio n s a r e su g ­

g estio n s fo r d e s ira b le content fo r th e proposed n u rsin g education
c o u rse s.
N ursing E ducation 101 and 102--F u n d a m e n ta ls of N ursing
T his co u rse should be designed to in tro d u ce the student to
the p ro fe ssio n of n u rsin g .

It would include h isto ry , p r o ­

fe ssio n a l re sp o n sib ilitie s, and the p rin c ip le s and rela ted
p ro c e d u re s w hich a r e b a s ic to the u n d erstan d in g of the
p h y sic al and em otional n eeds of a ll in dividuals.

T opics

stu d ies would be: O b serv atio n of o v e rt and co v e rt needs
and n u rsin g in terv en tio n ; p e rso n a l and com m unity hygiene;
com m unity h ealth re s o u rc e s ; b a sic p ro b lem s re la te d to
n u tritio n , elim ination, the need fo r oxygen, fluid and
e le c tro ly te b alan ce, m e d ic a l and s u rg ic a l a s e p s is , ad m in ­
is tra tio n of m ed icatio n s, and reh ab ilita tio n .

Selected

clin ic al ex p e rien ce s would provide the student w ith the
o pp o rtu n ities to identify and apply beginning s k ills in n u r s ­
ing c a re .

T his co u rse would co v e r two te r m s .

F acu lty

teaching the co u rse would d eterm in e the d iv isio n of con­
ten t and the c lin ic a l fa c ilitie s to be u tilize d .
N ursing E ducation 103- -O b s te tric s
The c o u rse should be designed to help the student u n d e r­
stand the n o rm a l m a te rn ity cycle.

C lin ical ex p erien ce

83
would be se le c te d to provide the student w ith the opportunity
to develop b a sic s k ills in giving c a re during la b o r, d eliv ery ,
and the p u erp eriu m .

U tilizing the b a s ic concepts p rese n ted

in F u ndam entals 1 and II, th is c o u rse would provide fu rth e r
u nderstan d in g and s k ills in th e n u rsin g c a re of m o th e rs and
new born in fan ts.
N ursing E ducation 10 4 --P e d ia tric s
Selected ex p e rien ce s would be provided fo r the student in
o b serv atio n and c a re of the w ell child em phasizing ph ases
of grow th and d e v e lo p m e n t--a s w ell a s n u rsin g c a re of the
ill child.

P h arm aco lo g y and d iet th e ra p y would be in te ­

g ra te d .
N ursing E ducation 205 and 206--P h y s ic a l and M ental Illn e s s I and II
T hese c o u rse s would be designed to give fu rth e r concepts
of m e d ic a l-s u rg ic a l-p s y c h ia tric p ro b lem s of the young
adult and adult p atien t.

E m p h asis would be placed on the

patien t, h is fam ily, and the com m unity.

Content would

include dynam ics of o b serv atio n , in te rp e rs o n a l re la tio n ­
ship s of the n u rs e and p atient and n u rsin g c a re p ro b lem s
p rese n ted by the m en tally and p h y sically ill.

N utrition and

P harm aco lo g y would be in te g ra ted in the f ir s t te rm .
S elected clin ic al ex p erien ce would be provided in the g e n e ra l

84

h o sp ital and in a h o sp ita l fo r the m en tally ill.

F acu lty

teaching th e se c o u rse s would need su fficien t background in
both m e d ic a l-s u rg ic a l n u rsin g and p sy c h ia tric n u rsin g .
N ursing Education 2 0 7 --S e m in a r
The content would include d isc u ssio n s of p ro fe ssio n a l eth ics,
tre n d s in n u rsin g , p ro fe ssio n a l o p p o rtu n ities, and re s e a rc h
in n u rsin g .

Selected c lin ic a l ex p erien ces would provide the

opportunity to develop a re s e a rc h d esig n based on a n u rsin g
c a re problem .
N ursing Education 2 0 8 --P ra c tic u m
The concepts, s k ills, and u nderstanding n e c e s s a ry for
com prehensive n u rsin g c a re would be em ph asized .

P r in ­

cip les of w ard m anagem ent and ad m in istra tio n would be
introduced.

Supervised clin ical ex p e rien ce would be p r o ­

vided during the second h alf of the te rm in the clin ic al a r e a
selected by the student.
Specific content and m ethods of teaching would need to be
studied and outlined by the n u rsin g faculty.

The o b jectiv es of each

c o u rse and the evaluation techniques would a ls o need to be d ev el­
oped.
The C u rricu lu m P a tte rn
The p a tte rn of c o u rse s w as a rra n g e d with the m o re difficult
g en e ra l'ed u c atio n c o u rse s being req u ired the firs t th re e te rm s

85
during the p erio d when the n u rsin g c o u rse s would be le s s com plex.
The second y e a r c o u rse s in g e n e ra l education do not have la b o ra to ry
se c tio n s, a r e co n sid ered le s s difficu lt, and would be offered a t the
tim e the n u rsin g education c o u rs e s becom e m o re com plex.
The N ursing Study G roup accepted the suggestion of the
d ir e c to r that a "th re a d of le a rn in g " be followed throughout the p r o ­
g ra m in the a r e a of psychology.

T h e re fo re , psychology is offered

in g e n e ra l education c o u rs e s the f ir s t th re e te rm s and is in te g ra te d
and continued in the fo u r rem ain in g te rm s , in the n u rsin g education .
c o u rse s.
A natom y and c h e m istry a r e offered co n c u rren tly w ith the
f ir s t n u rsin g c o u rse .

With the background knowledge and u n d e r­

standing of th ese c o u rse s the student would be b e tte r p re p a re d to
u n d erstan d the th ird te rm of c h e m istry (organic), m icrobiology, and
o b s te tric s .

O ffering m icrobiology the th ird te rm would p re p a re the

student fo r the m e d ic a l-s u rg ic a l a s e p s is sectio n of p e d ia tric s .
E nglish and speech c o u rse s would be offered during the f ir s t h alf of
the second y e a r to p re p a re th e student fo r p artic ip a tio n in the n u r s ­
ing s e m in a r.
The in te g ra tio n of p sy c h ia tric n u rsin g w ith m e d ic a l-s u rg ic a l
n u rsin g would need c a re fu l study and evaluation.

C lin ical e x p e ri­

en ces would be provided in th e p sy c h ia tric w ard of a g e n e ra l h o sp ital
and in the m e n tal h ealth c lin ic s .

86

C u rricu lu m P a tte rn
F re sh m a n Y e a r

C red it

Sophom ore Y ea r
F a ll T erm

F a ll T erm
P sy 201
Cem 101
Ant 201
NE

101

Introduction
Inorganic
A natom y/
P hysiology
F undam entals

4
3

Eng
SS
NE

NE

102

P e rso n a lity
Inorganic
A natom y/
P hysiology
F u n d am en tals

102
103
205

4
5
16
3
3

Eng
Sph
NE

103
1Q4
206

4
5
15

205

Cem 103
Mic 203
103
NE

Hu. Grow th
and Dev.
O rganic
M icrobiology
O b s te tric s

NE
3
3
4
5
15

NE

207
208

101
101
104

C om position
Sociology
P e d ia tric s

C om position
F undam entals
Phy. /M en tal
Illn e ss

N u rsin g
S em in ar
N u rsin g
P ra c tic u m

3
4
5
12

G e n e ra l E ducation
N ursing Education

T hese c o u rs e s a r e a ll re q u ire d fo r the
A sso c ia te D eg ree N u rsin g .P ro g ra m .
E lectiv e c o u rs e s m ay be added w ith d e ­
p a rtm e n ta l ap p ro v al.
P sy ---Cem —
Ant ---NE
----

10
17

3
3
10
17

5
10
15

T otal

S um m er T e rm
Eng
SS
NE

3
4

Spring T e rm

Spring T erm
P sy

C om position
P o litic a l Sci.
Fhy. /M en tal
Illn e s s

W in ter T erm

W in ter T erm
P sy 202
Cem 102
Ant 202

C re d it

P sychology
C h e m istry
A natom y
N ursing E ducation

Eng —
SS
—
M ic —
Sph —

E nglish
Social Science
M icrobiology
Speech

51
55
106

8?

The n u rsin g p racticu m would provide additional clin ic al
ex p erien ce and su p erv isio n in the a r e a of th e student* s choice.
The n u rsin g se m in a r would provide the s e n io r student with
the opportunity to spend som e tim e in review ing and d isc u ssin g any
of the m a jo r c lin ic a l a r e a s .

T im e would a lso be provided to d isc u ss

w ith g u est le c tu r e r s the job opp o rtu n ities av ailab le fo r E. N. *s in
v a rio u s field s such a s the a rm e d s e rv ic e s , public h ealth d ep a rtm en ts,
v isitin g n u rse a sso c ia tio n s, school n u rsin g , and o th e rs w hich a re
not d ire c tly rela ted to h o sp ita l n u rsin g .
The p rev io u s page gives the com plete listin g of the to tal
cu rric u lu m p a tte rn fo r the A sso c iate D egree N ursing P ro g ra m at the
L ansing Com m unity College.
Sum m ary
The g e n e ra l sta te m e n ts concerning the philosophy of a s s o ­
ciate d eg ree n u rsin g p ro g ra m s rep o rted by the N ational League of
N ursing a t the b ien n ial m eetin g in 1961 w ere review ed in the in tr o ­
duction to th is ch ap ter.

The N ursing study review of the philosophy

and purpose of the L ansing Com m unity College and the proposed
ob jectiv es fo r th is a s so c ia te d eg ree n u rsin g p ro g ra m w ere d is ­
cu ssed .
A choice w as m ade of g e n e ra l education c o u rse s which
would m eet th e se ob jectiv es and n u rsin g education c o u rse s w ere

88

pro p o sed , and fro m th ese c o u rse se le c tio n s a c u rric u lu m p a tte rn
developed.

CHAPTER VI
SUMMARY, CONCLUSIONS,
RECOMMENDATIONS AND
SUGGESTIONS FOR FURTHER STUDY

Sum m ary
T his c h a p te r contains a su m m ary of the data p re se n te d ,
conclusions draw n fro m the data, recom m endations fo r the N u rse
Study G roup at the L ansing Com m unity C ollege and fo r o th e r co m ­
m unity college groups studying the p re-p lan n in g phase fo r a
p ro g ra m of th is n atu re ; suggestions fo r fu rth e r study a r e a lso
in c lu d ed .
The p u rpose of th is p ro jec t w as to study the planning and
developm ent a c tiv itie s n e c e s s a ry during the p re-p lan n in g phase fo r
e stab lish in g an a s so c ia te d eg ree n u rsin g p ro g ra m at the L ansing
Com m unity C ollege, L ansing, M ichigan.
L ite ra tu re which could co n trib u te to the understanding and
the planning of a c u rric u lu m w as se lec ted fro m the a r e a s of g e n e ra l
education and n u rsin g ed u catio n--tw o y e a r p ro g ra m s.

89

T his re la te d

90
lite r a tu r e w as review ed, and it w as proposed th a t the a r e a s
covered should be studied in depth p r io r to e stab lish in g a new
c u rric u lu m .
A p revious study on the need and fe a s ib ility of an a s s o ­
ciate d eg ree n u rsin g p ro g ra m at L ansing C om m unity C ollege w as
re-ex am in ed .

The n ational, s ta te , and college re q u ire m e n ts fo r

estab lish in g a new n u rsin g p ro g ra m w ere studied, and su rv e y s of
the educational and c lin ic a l fa c ilitie s w ere m ade.
M eetings w ere held throughout the study with a d m in is tra ­
to r s , college faculty, and th e n u rse education consultant to d eterm in e
the a r e a s fo r in v estig atio n and to draw con clu sio n s f o r the re s u lts of
th e in v estig atio n s.

T his group w as called the N u rse Study G roup.

The philosophy and p u rp o se of th e college and the g e n e ra l
philosophy of a s s o c ia te d eg ree n u rsin g p ro g ra m s w as studied.

D is ­

cu ssio n then led to g e n e ra l education c o u rs e s w hich would m e et the
proposed objectiv es of the n u rsin g p ro g ra m .
then proposed.

N u rsin g c o u rse s w ere

T hese c o u rs e s , com bined w ith the g e n e ra l ed u ca­

tio n c o u rse s, which would m eet the o b jectiv es of the college and the
n u rsin g p ro g ra m , fo rm u lated the proposed c u rric u lu m p a tte rn fo r
the n u rsin g p ro g ra m at the L ansing Com m unity College.
C onclusions
The following conclusions can be draw n w ith re g a rd to the
p urpose of the study:

91

1.

The N ursing Study G roup gave evidence th a t the
s e m in a rs w hich w ere held contributed g re a tly to the
u n d erstan d in g and the planning of the c u rric u lu m .

2.

The su p p o rt of the a d m in is tra to rs of the college is
e s s e n tia l if a su c c e ssfu l a s so c ia te d eg ree n u rsin g p ro ­
g ra m is to be e sta b lish e d .

3.

It w as found th a t h ealth ag en cies a r e a ll in c re a s in g in
s iz e , th e population continues to in c re a s e , n u rs e s a re
expected to assu m e m o re resp o n sib ility , and few er
n u rs e s a r e being g rad u ated fro m schools of n u rsin g .

4.

It w as d eterm in ed , by th e N u rse Study G roup, th at
n ational, sta te , and college re q u ire m e n ts fo r e s ta b ­
lishing an a sso c ia te d e g re e n u rsin g p ro g ra m w ere
r a th e r broad and g e n e ra l and could be m et a t L ansing
C om m unity College w ithout difficulty.

5.

The su rv ey of ed ucational fa c ilitie s a t the L ansing
Com m unity C ollege gave evidence of lim ited fa c ilitie s
a t p re se n t but p lan s p re se n te d fo r the n e a r future
a s s u re d v ery good fa c ilitie s .

6.

The su rv ey of c lin ic a l fa c ilitie s of th e fo u r m a jo r
h o sp ita ls in the a re a in d icated that ex cellen t le arn in g
e x p e rien ce s could be se lec ted fo r stu d en ts.

It w as also

92

noted th a t e x tre m e c a re m u st be tak en in planning and
scheduling th e se fa c ilitie s due to th e n um ber of s tu ­
d en ts th a t would be on the w ard s a t c e rta in p erio d s.
7.

The philosophies of the L ansing Com m unity College and
the pro p o sed n u rsin g p ro g ra m w e re studied.

It w as

' d eterm in ed that the n u rsin g p ro g ra m could becom e an
in te g ra l p a rt of the college sin c e the philosophies w ere
co m p arab le.
8.

Specific o b jectiv es w ere fo rm u lated fo r the a sso c ia te
d e g re e n u rsin g p ro g ra m .

T h ese w e re b ased on the

p ro b ab le needs of the n u rsin g stu d e n ts and on the needs
of the com m unity.
9.

E ight m eetin g s of the N u rse Study G roup resu lted in
the final se lec tio n of a p p ro p ria te g e n e ra l education
c o u rse s and n u rsin g education c o u rs e s w ere proposed.
A c u rric u lu m p a tte rn evolved fro m th e se m eetin g s.
R ecom m endations

1.

It is highly recom m ended th a t n u rsin g faculty be
appointed at le a st six m onths p r io r to the opening of
an a s so c ia te d eg ree n u rsin g p ro g ra m .

N ursing faculty

would benefit fro m a ll of the planning se ssio n s and
should p a rtic ip a te in a ll planning.

93
2.

Studies should be conducted to d eterm in e the need fo r
in clu sio n of a y e a r o r le s s of c h e m istry , and if ch em ­
is t r y should be included in an in te g ra te d scien ce co u rse.

3.

The n u rsin g faculty appointed f o r th is p ro g ra m should
develop the philosophy and o b jectiv es w ith the d ire c to r
of the p ro g ra m .

4.

C a re fu l planning w ill be n e c e s s a ry fo r u s e of the c lin i­
c a l fa c ilitie s due to u se by o th e r schools of n u rsin g .

5.

E valuation techniques should be developed at the sam e
tim e th at definite o b jectiv es a r e fo rm u lated .

6.

Continuous evaluation should take place in o rd e r that
the c u rric u lu m be continuously im proved.

7.

F o rm a l a g re e m e n ts should be m ade betw een the college
and the h ealth ag en cies w hich w ill be u tilize d fo r s tu ­
dent ex p erien ce.

8.

F o rm a l a g re e m e n ts should contain a sta tem en t th at a ll
in stru c tio n of n u rsin g stu d en ts would be by college
faculty.

9.
10.

S ch o larsh ip s fo r stu d en ts should be in v estig ated .
A re c ru itm e n t p ro g ra m should be o rg an ized fo r the
people of the com m unity.

94

Suggestions f o r F u rth e r Study
Suggestions fo r fu rth e r study a r e a s follow s:
1.

A study should be conducted by the scien ce d ep artm en t
and the n u rsin g d ep artm en t to d eterm in e the p rin c ip le s
w hich could be com bined fro m anatom y, physiology,
c h e m istry , and m icrobiology into an in te g ra ted scien ce
c o u rse fo r the n u rsin g stu d en ts.

2.

A study should be m ade by the n u rsin g faculty and
d ir e c to r on the u se and p artic ip atio n of com m unity
h ealth ag en cies in m eetin g the o b jectiv es of the n u r s ­
ing p ro g ram .

3.

A re c ru itm e n t plan should be fo rm u lated to inform and
encourage the o ld e r age g ro u p s (20-45 y e a rs ) in the
com m unity to co n sid e r the tw o -y e a r n u rsin g p ro g ra m
as a c a re e r.

4.

In v estig atio n should be m ade fo r m ethods of a s s is tin g
n u rsin g faculty who have not had the opportunity to
teach in a com m unity college o r in the tw o -y e a r n u r s ­
ing p ro g ra m .

5.

F u rth e r study should be m ade in the po ten tial u tiliz a ­
tio n of the a u d io -tu to ria l sy ste m s approach in the
n u rsin g p ro g ra m .

95
6.

A follow -up study of g rad u ates should be m ade to
d eterm in e th e effectiv en ess of the a s so c ia te d eg ree
n u rsin g p ro g ra m .

APPENDICES

APPENDIX A
STA TE-BY -STATE GROWTH OF
ASSOCIATE DEGREE NURSING PROGRAMS
1962-1967

APPENDIX A

State-by-State Growth ofAssociate Degree Nursing Programs
1962-1967
1962TOTAL—

(* \

» W H DAKOTA

SOUTH DAKOTA

©

©

od)
CO
05

( D
o

®

PUSHTO n t c o

2 ®
■ U lC O

©

VIROIN ISLANDS

APPENDIX B
ASSOCIATE DEGREE NURSING PROGRAMS
BY HIGHER EDUCATION ACCREDITING REGIONS

A PPENDIX B

Associate Degree Nursing Programs
by Higher Education Accrediting Regions
NORTHWEST-ALASKA

m NUMBER OF AD NURSING PROGRAMS

IN REGION
(™ )% OF NATIONALTOTAL (281)

NEMf ENGLAND
MIDOLE
STATES )

CO

-a
&

w e ste r n

GUAM

MIDDLESTRJES

HAWAII
T 8

SOUTHERN
MEXICO

\

*

DISTRICTOF COUJMMA
CANALZONE
PUERTO RICO
VIRGIN ISLANDS

APPENDIX C
10-YEAR GROWTH PATTERN
ASSOCIATE DEGREE PROGRAMS IN NURSING
NUMBER O F PROGRAM S/1957-58 TO 1967-68

98
APPENDIX C

10-Year Growth Pattern
Associate Degree Programs in Nursing
Number of Programs/1957-58to1967-68
NUMBER OF PROGRAMS
300
275
250
225
200
175
150
125

100

APPENDIX D
NURSE TRAINING ACT O F 1964

99

100

U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ■ Public Health Service
Bureau of Health Manpower □ Division of Nursing

NURSE TRAINING ACT o f 1 9 6 4

Grants to help schools of nursing sharpen their teaching resources and
improve their educational programs.
• The projects are making possible educational improvements that go
far beyond the awards to individual schools. Many other schools are
already becoming acquainted with better teaching methods resulting
from the development of multimedia techniques. Content of specific
courses, such as maternal and child health, is also being enriched
and made more meaningful in relation to the responsibilities of modem
day nursing. O f special and timely importance, this program is
encouraging a cooperation among schools that is extending the effec­
tiveness of the very limited supply of well qualified faculty.
Awards have been made to 95 schools in 37 States and territories.
Although a grant is awarded to a single school, any number of schools
of all three types may take part in a particular project, including
schools that are not accredited. Thus far, an additional 143 programs
are benefiting from these grants by sharing directly in the projects.
Of these programs, 64 are associate degree; 51 are baccalaureate;
28 are diploma. An estimated 33,000 nursing students are taking part
in educational programs improved under this provision of the Nurse
Training Act.
Over $7.4 million has been awarded for teaching improvement.
1

Program
A sso cia te d egree ..
B accalaureate . . . .
D ip lo m a ....................
T otal . . .
□ September 4, 1967

Schools
receivin g grants
5
49
41
95

Funds awarded
1965
------

$ 1 ,4 3 6 ,3 4 8
$ 553,216
$ 1 ,9 8 9 ,5 6 4

1966
$ 236,952
$ 1 ,1 5 7 ,8 5 4
$ 532,814
$ 1 ,9 2 7 ,6 2 0

1967
$ 199,904
$ 2 ,3 7 3 ,7 8 5
$ 945,144
$ 3 ,5 1 8 ,8 3 3

I

101
U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ■ Public Health Service
Ruruou of Health Manpower a Diviiion of Nunlng

NURSE TRAINING ACT o f 1 9 6 4

Loans of up to $1,000 per year repayable in 10 years with 50 percent
forgiveness for 5 years full-time employment as a nurse.
More than 32,000 loans have been awarded to help nursing students.
It is too soon, however, to document the program's effect on the
increase in enrollment in nursing schools and on the number of nurses
in active practice.

mmmmm

During the fiscal year 1967, 655 nursing programs in 52 State* Puerto
Rico, and the Virgin Islands received loan funds.
Program
A sso cia te D egree . . . .
B accalaureate ..............
Diplom a .........................
G r a d u a te .........................

1965

1966.

1967

6
105
286
8

30
141
390
12

55
149
414
37

The average loan to a student has increased from $437 in 1965 to an
estimated $680 in 1967.
Amount of lo a n s—
Program s
1965
A sso cia te D egree ..............

$

14,931

$

1966

1967,

265,177

N. A.

B accalaureate ....................

743,501

3 ,2 1 2 ,1 0 7

N .A .

Diplom a

...............................

823,651

3 ,4 5 7 ,4 3 8

N. A.

G r a d u a te ...............................

17,191

17.637

N .A .

$ 1 ,5 9 9 ,2 7 4

$ 6 ,9 5 2 ,3 5 9

Total

.........

$ 1 2 ,7 2 4 , 155 —

J / Includes Federal capital plus institutional share
(one-tenth) from the school.
2 / Allocated funds.
□ September 4. 1967

102

U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ■ Public Health Service
bureau of Health Manpower a Division of Nursing

NURSE TRAINING ACT o f 1 9 6 4

M

M

:

Matching grants of up to 66 2/3 percent for construction of new
schools and major expansion of existing schools.
Matching grants of up to 50 percent for replacement or rehabilitation
of existing educational facilities.
• While most of the construction is in the beginning stages, more
' than 2,600 new first year places will result. The schools are showing
ingenuity in planning new facilities that are both practical and adapt­
able to the opportunities of modem education. For example, one
award is making possible an up-to-date teaching center that will
be used jointly by three hospitals providing nursing education.
Since the program began in fiscal year 1966, 71 schools in 29 States,
Puerto Rico, and the Virgin Islands have received grants. It is signi­
ficant that 62 of the awards have gone for replacement of obsolete
buildings, thus maintaining student places that might otherwise be lost
and providing settings in which quality education can occur. Nine
new schools have received this Nurse Training Act support.
During the first 2 years of operation, over $37.7 million has
been awarded for construction.

Program and awards

1966

Total

1967

A sso cia te D egree
No. of grants . . . .
Funds awarded . . .

8
$ 2 .3 5 3 ,5 1 7

$

2
585,864

6
$ 1 ,7 6 7 ,6 5 3

Baccalaureate
No. of grants . . . .
Funds awarded . . .

26
$ 19,8 8 6 ,0 4 5

8
$ 4 ,9 0 7 ,5 1 1

18
$ 1 4 ,9 7 8 ,5 3 4

Diplom a
No. of grants . . . .
Funds awarded . . .

37
$15,4 9 4 ,3 1 2

19
$ 5 ,5 5 9 ,2 1 9

18
$ 9 ,9 3 5 ,0 9 3

□ September 4, 1967

103U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ■ Public Health Service
bureau e f Health Manpower Q Division of Nursing

NURSE TRAINING ACT oF 1 9 6 4

This is a broadly based program of support to schools and students of professional
nursing intended to increase the numbers of practicing nurses and to improve the quality
of education. Appropriations of $283 million over a 5-year period are authorized.
(In thousands of dollars)
F isc a l y ea rs
Total

irT O V la X O li

1965

1966

1967

1968

1969

Construction .........
P roject grants . . . .
Form ula grants . . .
T raineeship s . . . . .
Loans to students .

2 ,000
4 .0 0 0
8.000
3.100

15,000
3 .0 0 0
7 .0 0 0
9.0 0 0
8 ,9 0 0

25 .0 0 0
4 ,0 0 0
10.000
10,000
16. 800

25 .0 0 0
4 ,0 0 0
10.000
11,000
2 5 ,3 0 0

25.000
4 ,0 0 0
10.000
12,000
30.900

90.000
17.000
41.000
50.000
85.000

T otal . . .

17,100

42, 900

65,8 0 0

75,300

81,900

283,000

Public and nonprofit private associate degree, baccalaureate^ and diploma schools of
nursing are eligible to apply provided they meet the requirements for educational qual­
ity contained in the legislation. For other than two provisions ~ the Professional Nurse
Traineeship Program and Payments to Diploma Schools — programs must be accredited by
a body or bodies designated by the Commissioner of Education or have demonstrated that
there is reasonable assurance they will meet accreditation standards within a specified
time. Colleges and universities participating in the Professional Nurse Traineeship
Program must have approved nursing programs that provide an academic degree in nurs­
ing for registered nurses. To be eligible for payments to diploma schools, nursing pro­
grams must be fully accredited.
Schools E ligible to P articip ate in the N urse Training Act:
Septem ber 1967 Compared to January 1965
January 1965
Type program

Diplom a ....................
A sso c ia te D egree . .
B accalaureate .........
Total . . .
□ September 4. 1967

Total number
of sch oo ls

Total
elig ib le

840
130
188
1.158

619
16
141
776

Septem ber 1967
Total number
of sch ools
796
235
210
1,241

Total
eligib le
630
123
175
928

104

U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ■ Public Health Service
Bureau af Health Manpower a Division of Nursing

NURSE TRAINING ACT o f 1 9 6 4

M

M

Reimbursement to accredited hospital-based programs for partial costs
of educating students whose enrollment can be reasonably cttributed
to the provisions of the Nurse Training Act.

:

Schools must apply for the formula payments which are based on (1) the
increase in the full-time enrollment for the current year over the aver­
age for the years 1962, 1963, 1964, and/or (2) the number of full-time
students enrolled who have received for that year a loan under the
Nurse Training Act. The payments may be used however the school
chooses and carry no requirement for reporting.
• The information schools have shared, since reporting is not required,
' shows they are using the payments for such educational improvements
as expanding libraries and buying teaching materials.
Grants have been awarded to schools in 46 States and Puerto Rico.
Total number of eligible schools • • >577
Total participating.................................414
For various reasons, not all schools have applied for formula grants.
Several had increased their enrollments during the years 1963 and
1964 and have thus been unable to show an increase over the 1962,
1963, 1964, average enrollment.

■SD K :
Total

Awards
No. of g r a n t s ................
Funds awarded

...........

□ September 4. 1967

1965

1966

1967

910

190

337

393

$ 5 ,9 9 7 ,1 5 0

$771,900

$ 2 ,1 5 6 ,3 5 0

$ 3 .0 6 8 ,9 0 0

105

U. S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE ■ Public Health Service
Bureau of Health Manpower □ Division of Nursing

NURSE TRAINING ACT o f 19 64

Long-term traineeihips to support advanced preparation of graduate
nurses for leadership positions as teachers, administrators, supervisors,
and clinical specialists.
Short-term traineeships to assist graduate nurses in positions of leader­
ship to upgrade their knowledge and skills by means of short intensive
courses.
Maximum use has been made of all funds, and schools report that the
number of eligible applications exceeds the traineeships available,
vmultaneously, the most critical need in nursing continues to be for
leaders prepared to teach, supervise and direct nursing care.
Approximately 17,000 nurses have received traineeships since the
Nurse Training Act authorized continuation and expansion of this pro­
gram, which began in 1956. Two-thirds of these nurses have partici­
pated in the long-term traineeship program for full-time study. Of
the trainees enrolled in short-term courses, roughly 60 to 70 percent
have been nurses without degrees.

1965

1966

1967

Long-term
No. of sch ools .........
Funds a w a r d e d .........

97
$ 7 ,0 0 0 ,0 0 0

99
$ 8 ,0 0 0 ,0 0 0

108
$9, 000, 000

Short-term
No. of co u rses .........
Funds awarded .........

125
$ 1 ,0 0 0 ,0 0 0

106
$ 1 ,0 0 0 ,0 0 0

140
$ 1 ,0 0 0 ,0 0 0

□ Se pt em be r 4. IU67

I

106

U. S. DEPARTMENT OP HEALTH, EDUCATION, AND WELFARE ■ Public Health Service
Buruou o f Hualth Manpowur a Division of Nursing

NURSE TRAINING ACT o f 1 9 6 4

A new program authorized by amendment that provides opportunity
grants of up to $800 a year to students of exceptional financial need
who could not otherwise enter a school of nursing. The amount of
the opportunity grant is determined by the student's financial need
and must be matched with an equal or greater amount of financial
assistance from other sources.

m m W lM M M i m

■

IfUlbUDllJluUiriLUaJllinUlLlKl U® •

Pro0rafn i* anticipated to increase the number of students enterJng nursing by widening the base from which young men and women

are recruited.

MMM
U K :

□ September 4, 1967

Opportunity grants will be awarded through all types of schools of
professional nursing. Applications have been received from 255
schools for the 1967-68 academic year.
The appropriation authorization is $15,000,000 extending over a
3-year period beginning in fiscal year 1967. The allocation for
the 1967-68 school year is $5,000,000.

APPENDIX E
LANSING COMMUNITY COLLEGE QUESTIONNAIRE

APPENDIX E
LANSING COMMUNITY COLLEGE QUESTIONNAIRE

P o s itio n _________________________________

D ate

C lin ical A re a
Y es*
In your opinion, is th e re an ac tu a l sh o rtag e
of re g is te re d n u r s e s ?

No*

31

0

12

19

20

11

27

4

Com m ent:
Have you had any ex p erien ce, in y o u r w ork
situ atio n , w ith g ra d u a te s of an a s so c ia te
d e g re e n u rsin g p ro g ra m ?
„ ...
Com m ent:
Do you u n d erstan d the philosophy of the a s s o ­
c iate d e g re e n u rsin g p ro g ra m s ?
Com m ent:
Would a p ro g ra m of th is n a tu re be ad v isab le
in the Lansing a r e a ?
Com m ent:
♦C om posite of su p e i'v iso r and head n u rs e s a n sw e rs to q u estio n ­
n a ire (to tal 31).

107

I

108
Yes*
5.

If such a p ro g ra m w e re in stitu te d , would
c lin ic a l fa c ilitie s in th is h o sp ita l pro v id e
adequate e x p e rien ce fo r stu d e n ts?

No*

28

Com m ent:
6.

A re fa c ilitie s too crow ded, o r is p atien t
cen su s too low to pro v id e good ex p e­
rie n c e ?

0

31

31

0

31

0

0

31

Com m ent:
7.

Would you be w illing to w ork w ith in s tr u c ­
to r s and stu d en ts to pro v id e the n e c e s s a ry
e x p e rie n c e s?
Com m ent:

8.

A re you d ire c tly resp o n sib le to the d ir e c ­
t o r of N u rsin g S erv ice?
Com m ent:

9.

A re you d ire c tly resp o n sib le to the H o sp ital
A d m in is tra to r?
Com m ent:

*C om posite of s u p e rv is o r and bead n u rs e s a n s w e rs to q u estio n ­
n a ire (to tal 31).
V

APPENDIX F
CLINICAL SURVEY FORMS

109
Edward W. Sparrow Hospital
S erv ices:
T o tal Bed C apacity
M e d ic a l-su rg ic a l

362

D ie ta ry S u p erv iso r

272

M edical R ecord D ep artm en t

N u rs e ry

60

C lin ical L a b o ra to ry

O b ste tric s

53

P athology L ab o rato ry

P e d ia tric s

27

X -ra y

R ehabilitatio n

40

Blood Bank

Intensiv e C a re

10

M edical L ib ra ry
E m erg en c y Room
O p erating Room
O u t-p atien t
Staff H ealth S ervice
R eh ab ilitatio n C e n ter
A lcoholic Unit
Social S ervice D ep artm en t

P ro je c te d in c re a s e of fa c ilitie s:
An in c re a s e of 75 b e d s - -1968
N um ber of p ro fe ssio n a l n u rse stu d en ts
p ra c tic a l n u rs e stu d en ts

70 ;
33

Staffing:
C u rre n tly em ployed
Budgeted v acan cies

R .N .
99
30

L .P .N .
80

N u rse A ides
143

Ingham Medical Hospital
S erv ices:
T o tal Bed C apacity
M e d ic a l-s u rg ic a l

D ie ta ry S u p erv iso r

180

M edical R ecord D ep artm en t

70-50

N u rs e ry

14

Social S ervice

O b s te tric s

14

C lin ical L ab o rato ry

P e d ia tric s

24

Pathology L ab o rato ry

Inten siv e C a re

X -ra y

8

Blood Bank
M edical L ib ra ry
E m erg en cy Room
O p erating Room
Staff H ealth S ervice
P ro je c te d in c re a s e of fa c ilitie s:
P la n s have been approved fo r an in c re a s e of 100 beds by 1970
N um ber of p ro fe ssio n a l n u rse stu d en ts
p ra c tic a l n u rse stu d en ts

12 ;
8

Staffing:

C urrently employed
Budgeted vacancies

R .N .
86
24

L .P .N .
33

N u rse A ides
29

Ill
Lansing General Hospital
S erv ices:
T o ta l Bed C apacity
Medi cal - su rg i cal

D ie ta ry S u p erv iso r

165

M edical R eco rd D ep artm en t

50-55

N u rse ry

18

C lin ical L ab o rato ry

O b ste tric s

18

Pathology L ab o rato ry

P e d ia tric s

24

X -ra y
Blood Bank
M edical L ib ra ry
E m erg en cy Room
O p erating Room
Staff H ealth S erv ice

P ro je c te d in c re a s e of fa c ilitie s:
P lan s u n d er d is c u s sio n --n o fig u re s av ailab le
N um ber of p ro fe ssio n a l n u rse stu d en ts
p ra c tic a l n u rs e stu d en ts

0 ;
12

Staffing:

C urrently employed
Budgeted vacancies

R .N .
30
15

L .P .N .
35
15

N u rse A ides
68

112

St. Lawrence Hospital
S erv ices:
T o tal Bed C apacity

364

Social S erv ice s

95-74

D ie ta ry S u p erv iso r

N u rse ry

49

C lin ic al L ab o rato ry

O b ste tric s

55

P athology L ab o rato ry

P e d ia tric s

45

X -ra y

Intensiv e C a re

10

Blood Bank

P s y c h ia tric

35

M edical L ib ra ry

M e d ic a l-s u rg ic a l

M edical R ecord D ep artm en t
E m erg en cy Room
O p eratin g Room
Staff H ealth S ervice
O u t-p atien t D ep artm en t
P ro je c te d in c re a s e of fa c ilitie s:
New p sy c h ia tric u n it planned to be in o p eratio n in 1970
N um ber of p ro fe ssio n a l n u rse stu d en ts
p ra c tic a l n u rse stu d en ts

95 ;
22

Staffing:
C u rre n tly em ployed
Budgeted v ac an c ies

R .N .
150
30

L .P .N .
83
15

N u rse A ides
72

APPENDIX G
GENERAL EDUCATION COURSE DESCRIPTIONS

APPENDIX G
GENERAL EDUCATION COURSE DESCRIPTIONS

E nglish 101--C o m p o sitio n
The f ir s t of a s e r ie s of th re e consecutive reading and
w ritin g c o u rs e s designed to develop the s tu d e n t's reading
and to teach him to think and w rite c le a rly and cogently.
C arefu l an a ly sis of in te g ra ted sp ecim en s of p ro fe ssio n a l
w ritin g ; an in tro d u ctio n to the u s e of a lib r a r y and the
fundam entals of p re p a rin g and w ritin g the college r e s e a r c h
p ap e r; the w ritin g of one student e s s a y each week.
E nglish 102 - -C om position
A continuation of E n g lish 101.

Special atten tio n is given

to th e c a re fu l reading of w orks in p ro se fiction, e sp ecially
the s h o rt sto ry , upon w hich the w ritin g of w eekly e s s a y s is
b ased ; the w ritin g of one student e s s a y each w eek.
E nglish 103--C o m p o sitio n
A continuation of E n glish 102 w ith sp e c ia l atten tio n devoted
to the study of arg u m en tatio n p rin c ip le s and re s e a rc h

113

114

p ro cesses.

The te r m ' s w ork w ill focus on th e p re p a ra tio n

and com position of an arg u m en tativ e r e s e a r c h p a p e r of
2500-3000 w o rd s.
Speech 1 0 4 --F u n d am en tals of Speech
The in tro d u ctio n of the fundam entals of public speaking.
E m p h asis is placed upon the developm ent of c le a r a r tic u la ­
tion , p leasin g v o ca l quality, adequate loudness and p r o ­
je ctio n , a v a rie d and e x p re s siv e voice and c o r r e c t h ab its
of pronunciation.
Social Science 101--S ociology
A su rv e y of m a jo r concepts and m ethods of sociology and
anthropology.

A ttention giv en to se le c tiv e a s p e c ts of

c u ltu re , so c ializatio n , so c ia l stra tific a tio n , p rim a ry
g ro u p s, a s so c ia tio n s, co llectiv e b eh av io r, populationecology, and c u ltu ra l h is to ry .
Social Science 103- - P o litic a l Science
A b a s ic c o u rse dealing w ith p o litic a l in stitu tio n s in th e ir
so c ia l context.

A study of the so c ia l situ atio n of m o d ern

n a tio n -s ta te sy ste m s in c r o s s - c u ltu r a l p e rsp e c tiv e to p r o ­
vide u n d erstan d in g of m o d e rn p o litica l s y ste m s.

E m p h a­

s iz e s p o litic a l sociology to draw atten tio n to the n a tu re of
d e m o c ra c y and the p ro b lem s w hich affect the d e m o c ra tic
in s titu tio n s .

115
Psychology 201--In tro d u c tio n to P sychology
A c o u rse designed to give the student a g e n e ra l u n d e r­
standing of the sc ien c e of psychology.

T re a ts such to p ics

a s in tellig en ce, m otivation, em otions, sen satio n , p e rc e p ­
tio n , le arn in g , and group p ro c e s s e s .

E m p h asizes the

re la tio n betw een psychology and life.
P sychology 202--P sy ch o lo g y of P e rs o n a lity
A c o u rse designed to provide the student w ith an ex p licit
concept of h ealth y p e rso n a lity .

A ttention given to the

reco gnized th e o rie s of p e rso n a lity .

In v estig ates the o rig in

and m o dification of b eh av io r in o r d e r that the student m ay
u n d ersta n d the ap p licatio n of p rin c ip le s of m e n tal hygiene.
P sychology 205--H um an G row th and D evelopm ent
Study of hum an grow th and developm ent fro m b irth to
se n e sc e n c e .

In d iv id u a l's developm ent fro m the p re n a ta l

sta g e through p o st-a d o le sc e n c e s tr e s s e d .

B iological,

p sy ch o lo g ical and so cio lo g ical fa c to rs in hum an develop­
m en t em p h asized .
A natom y and Physiology 201
A c o u rse devoted to the study of the m ach in ery of the hum an
body, designed fo r stu d en ts continuing in biology o r re la te d
applied field s such a s n u rsin g and m o rtu a ry sc ien c e.

I

D ivides the w ork into two te r m s , the f i r s t of w hich is a
p re re q u is ite to ANT 202.

C o v ers the sk e le ta l, m u sc u la r,

n erv o u s, s p e c ia l se n so ry and c irc u la to ry s y ste m s.
A natom y and Physiology 202
A c o u rse designed to include study of the following sy ste m s:
r e s p ir a to ry , d ig estiv e, e x c re to ry , en d o crin e, and r e p r o ­
d uctiv e.

S tre s s e s th e physiology of each sy stem .

M icrobiology 203
A c o u rse designed a s an in tro d u ctio n to m e d ica l b acterio lo g y
w ith em p h asis on the m o st im p o rta n t com m unicable d is e a s e
ag e n ts.

A study of y e a s ts , fungi, and p ro to zo a of m e d ica l

im p o rta n c e , and a lso of c u ltu re m ed ia, iso la tio n of p u re
c u ltu re , scaining m etho d s, p ra c tic a l s te riliz a tio n , and the
co llectio n and handling of sp ecim en s.
C h e m istry 101--A n Introduction to Inorganic C h e m istry
P re s e n ts b a sic in o rg an ic ch em ical p rin c ip le s and th e o rie s .
D e a ls w ith the n atu re of ato m s, m o le cu les, ch em ical change,
sto ic h io m e try and th e solid, liquid, g aseo u s s ta te s of
m a tte r .

Student ap p lies the b a sic law s of in o rg an ic ch e m ­

i s t r y to p ro b lem -so lv in g situ a tio n s.
c o u rse in c h e m istry .

A ssu m es no p rev io u s

A good u n d erstan d in g of a lg e b ra is

n e c e s s a ry , and an u n d erstan d in g of g eo m etry is d e s ira b le .

117
C h e m istry 102--In o rg a n ic C h e m istry
C ontinuation of 101.

Student is a lso in tro d u ced to ch em ical

k in e tic s and ch e m ic al th erm o d y n am ics.

O pportunity is

p rovided f o r in v estig atio n of ch em ical phenom ena a f te r
developing a m o re thorough, u n d erstan d in g of in o rg an ic
ch e m ic al p rin c ip le s .

E m p h asis placed on ch em ical eq u ilib ­

riu m , ionic eq u ilib riu m and e le c tro c h e m is try .
C h e m istry 103--In tro d u c tio n to O rg an ic C h e m istry
Survey of b a sic o rg an ic p rin c ip le s .

D evelops s tu d e n t's

u n d erstan d in g of hom ologous s e r ie s and u n d erstan d in g of
a p p ro p ria te term in o lo g y .

R e la te s b a sic o rg an ic concepts

to the p ro c e s s of life and in d u stry .

(44:70)

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A pplied R e se a rc h in E ducation, New Y ork, 1966.
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14. O liv e r, A lb e rt I . , C u rricu lu m Im provem ent: A Guide to
P ro b le m s, P rin c ip le s and P ro c e d u re s , Dodd, Mead
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15. R osenbloom , P a u l C ., M odern V iew points in the C u rricu lu m :
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E ducation A s s o c .), 1201 Sixteenth S t ., N. W ., W ash­
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R ep o rt of the P ro je c t on In stru c tio n , M cG raw -H ill
Book Com pany, New Y ork, 1963.
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20. S tra te m e y e r, F lo re n c e B . , F o rk n e r, H am den L . , M cKim m ,
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21. Wood, H u g h B ., Foundations of C u rricu lu m Planning and
D evelopm ent, The A m eric an -N e p al E ducation Founda­
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B ooklets, P am p h lets and P e rio d ic a ls
22. B uechel, J . F . M arv in , "Why J u n io r C ollege E ducation fo r
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24. C h a ra c te ris tic s of C o lleg e-C o n tro lled P ro g ra m s in N u rse E du­
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25. C r ite ria fo r the E valuation of E d u catio n al P ro g ra m s in N ursing
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26. C r ite ria fo r the E valuation of E d u catio n al P ro g ra m s in N ursing
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28. Guide to Selection of C lin ical F a c ilitie s fo r an A sso c iate D egree
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33. M inim um S tandards and E d ucational C r ite ria fo r Schools of
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41. Annual R eport 1964-1965, M ichigan B oard of N ursing, L ansing,
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N ursing, L ansing, M ichigan, A ugust 14, 1962.
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46. M ichigan Population by County, M ichigan D ep artm en t of H ealth,
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48. Randall, Joyce L . , "A Study to D eterm in e the Need of the
G re a te r L ansing Com m unity fo r a T w o -Y ear, A s so ­
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51. "T itle V III-N urse T rain in g , P u b lic Law 88-581, 88th C o n g ress,
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