between associate degree nursing programs and
baccalaureate programs seemed to be a problem.
Using my conceptual framework, I designed a hy-
pothetical baccalaureate degree program and an
associate degree program to begin to identify
differences and commonalities, because the same
structure was used. My idea was to show clear
and reasonable articulation between the two pro-
grams when the same conceptual framework is
used. It would be interesting for a faculty group
to design a curriculum in a university today that
offers both a baccalaureate and an associate degree
program to test out this hypothetical curriculum
(King, 1986b).
When curricula are developed that identify
common concepts (knowledge), skills, and profes-
sional values, the practice of professional nursing
will be the center of health care in the twenty-first
century. Increased technology and knowledge re-
quire a conceptually based curriculum for the
future (Gulitz & King, 1988).PRACTICE
In the past 10 years, nurses have published their use
of my conceptual system and Theory of Goal
Attainment in practice. Some nurses have used
knowledge of the concepts to implement theory-
based practice (Coker & Schreiber, 1989; Hanna,
1995; Messmer, 1995; Smith, 1988).
Nursing’s goal is to help individuals and groups
attain, maintain, and regain a healthy state: “InNursing’s goal is to help individuals and
groups attain, maintain, and regain a
healthy state.nursing situations where life and health goals
are influenced by a severe illness, nurses give
care and help persons to die with dignity. My
systems framework has described a holistic view of
the complexity in nursing within various groups,
in different types of health-care systems. This
framework differs from other conceptual schema
in that it is concerned not with fragmenting human
beings and the environment but with human
transactions in different types of environments
(King, 1995). A few examples from the literature
are given.based on my conceptual framework, was published
in 1989. According to Daubenmire (1989, p. 167),
“[T]he curriculum model and conceptual frame-
work implemented in 1970 based on King’s theory
have remained essentially the same for about 15
years except for updating knowledge from year to
year. King’s framework continues to provide a vi-
able curriculum strategy. A curriculum model
which is conceptually based allows for updating
content and skills without the necessity for major
curriculum change.”
One of the criteria used to develop nursing
curricula in colleges and universities is a clear state-
ment of a philosophy consistent with the institu-
tion offering the nursing program. The philosophy
is essential for faculty to identify a conceptual
framework and program objectives. A study was
conducted in order to identify the major terms
used in stated philosophies in nursing programs to
attempt to describe the philosophical foundations
of nursing. A random sample of nursing schools,
stratified by program type and by region of the
country, was selected from the National League for
Nursing’s published list of accredited baccalaureate,
associate degree, and diploma nursing programs. A
pilot study was conducted from which a classifica-
tion resulted in the formation of 12 categories
(King, 1984b). A table of random numbers was
used to select 20 percent of the schools within each
category and were distributed according to region
and type of program. The conclusion reported dif-
ferences in use of the terms man, health, perception,
role, social systems,and Godby program type and
by location of the program in a university, commu-
nity college, and hospital. The findings of this
national survey provided some information about
similarities and differences in major terms used in
statements of philosophy. The terms nursing, envi-
ronment,and interpersonal relationsdid not differ
significantly, which indicated a few commonalities
in those three programs. However, differences in
statements of philosophy imply differences in cur-
ricula, which in turn provide different kinds of
education for different kinds of nursing practice.
This study, done over 15 years ago, raised the ques-
tions, What is the philosophy of nursing education?
Has a philosophy of nursing education changed
historically?
A publishing company asked me to write
a curriculum book. In the 1980s, articulation
CHAPTER 16 Imogene M. King’s Theory of Goal Attainment 241