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ABSTRACT
A conceptual framework for a psychiatric-mental health nursing program gives direction for course content and becomes a rich source of hypotheses leading to development of theory. For this described framework tenets of humanistic theorists provide the philosophical base: Belief in the individual's responsibility, capacity and potential for growth; meaning of life; respect and dignity of the individual; and freedom of the individual for self-determination. Four major components comprise the framework: social systems and developmental theories, communication concepts, and self-esteem. Set in the nursing process schema, concepts from social systems and developmental theories are used in the assessment, concepts from communication theories are the basis for intervention, and changes in self-esteem become a measure of evaluation. The framework is applicable for individual clients, families, and/or groups. The nurse therapist is viewed in the same framework which may evolve into an intersystem model. Numerous research questions are suggested which may validate the relationships between the components of the framework.
The purpose of a conceptual framework in an educational program is to provide direction in the selection and priorities of concepts and theories to be studied. The process of identification of those areas for study determines also those areas which will not be included and thus boundaries are loosely drawn. Boundaries are established in the sense of exclusion, or more accurately, lessened emphasis on certain theories.
A closer examination of those concepts and theories identified for study leads to the suggestion of relationships between them, and to appropriate methods of research to ascertain if indeed the relationships are valid. What began then as a conceptual framework for an educational program becomes a rich source of hypotheses related to clinical practice. Through research bits of knowledge accumulate and are organized into larger units or propositions. Relationships between propositions are tested and validated; theory begins to take form and is indeed "developing." As these theories related to nursing practice evolve, step by step, nursing science becomes a distinct body of knowledge foundational to the profession.
OVERVIEW
This paper will describe a conceptual framework for a psychiatric-mental health graduate nursing program, which, I believe, has potential for validation and development through research. The framework is drawn from four theoretical bases: social systems, developmental theories, communication and self-esteem. These four...