Schoen D C
Nurs Res. 1975 Sep-Oct;24(5):383-7.
This study compared the teaching effectiveness of two approaches to curriculum organization-the body-systems approach (which organizes the nursing curriculum in terms of the different systems of the body) and the conceptual approach (which organizes the nursing curriculum in terms of overarching principles or concepts). It was hypothesized that the conceptual would be more effective than the body-systems approach to nursing education, as measured by National League for Nursing (NLN) achievement tests and state board examinations for nursing licensure. The study, conducted in a small three-year diploma program in San Francisco, compared the Classes of 1970, 1971, and 1972 (N equals 70), which were taught on a body-systems curriculum, with the Class of 1973 (N equals 26), which was taught on a concept-oriented curriculum. No statistically significant differences were found among graduates of the four classes on the basis of either entering I.Q. scores or high school grade point averages. Statistically significant differences were found, however, on later NLN achievement test and state board examination results. Although the Class of 1973 did not perform as well as the classes of the three preceding years, it was not possible to attribute the performance of the Class of 1973 to changes in curriculum. The results of the study, therefore, did not sustain the hypothesis, but were instead inconclusive.
本研究比较了两种课程组织方法的教学效果——身体系统法（按照身体的不同系统来组织护理课程）和概念法（按照总体原则或概念来组织护理课程）。研究假设，按照美国国家护士联盟（NLN）成绩测试和州护理执照委员会考试的衡量标准，概念法在护理教育方面会比身体系统法更有效。该研究在旧金山一个为期三年的小型文凭项目中进行，将1970年、1971年和1972年的班级（N = 70）进行比较，这三个班级采用身体系统课程教学，与1973年的班级（N = 26）进行比较，该班级采用以概念为导向的课程教学。根据入学智商分数或高中平均绩点，在这四个班级的毕业生中未发现统计学上的显著差异。然而，在后来的NLN成绩测试和州委员会考试结果中发现了统计学上的显著差异。尽管1973年的班级表现不如前三年的班级，但无法将1973年班级的表现归因于课程的变化。因此，该研究结果并未支持这一假设，而是没有定论。
