A belief that learning is a lifelong, evolving, interactive process resulted in a baccalaureate nursing faculty selecting a tree to conceptually describe its School of Nursing curriculum. As a living organism, the Tree grows from nutrients received from the roots; likewise the curriculum grows from roots that are embodied with courses that are firmly grounded in caring and previous learning. While faculty embraced the curricular framework, no evaluation of the students' perception had been identified. A junior nursing student was asked to keep a reflective journal of upper division nursing school experiences to facilitate this understanding
INTRODUCTION
OVERVIEW OF CURRICULUM
CONCEPTUAL MODEL
DATA GATHERING
THE STUDENT'S PERCEPTION
THE FACULTY'S PERCEPTION
CONCLUSION
REFERENCES