Raising Contextual Awareness: The Landscape of Prelicensure Nursing Education

Abstract

Background

The healthcare environment continues to evolve with higher acuity patients, skyrocketing healthcare costs, and advancing technology changing how nurses care for patients. Theoretical frameworks are the foundation of nursing education, guiding curriculum development and instructional design yet despite the rapid changes in healthcare and student demographics, theoretical frameworks have not adequately responded to the needs of the workforce, resulting in a persistent rise in attrition.

Methods

A philosophical review of the theoretical frameworks underpinning the landscape of prelicensure nursing education was conducted through traditional literature search methods enhanced by the exploration of accrediting and regulatory bodies.

Results

The AACN Essentials provide the structure and NCSBN's CJMM guides the process for the competence of new nurse graduates, however, until Aller's Development of Decision-Making and Self-Efficacy Model (ADD-SEM) emerged, the role of student psychological capital was not addressed.

Conclusion

To prepare prelicensure nursing students for academic and early career success, educational frameworks must consider emotional transformation as imperative to practice readiness, patient safety, and workforce retention.