Application of Roy's Adaptation Model in understanding content saturation in nursing education

ABSTRACT

Background@#Significant changes in healthcare and society prompted constant revisions in the nursing curriculum that resulted in content saturation in nursing education and challenged the delivery of effective instruction. Various factors contributed to content saturation in nursing education, which has produced adverse individual and institutional outcomes. Alack of literature on a theoretical framework limited understanding of this phenomenon. This article addressed this gap in the literature.@*Purpose@#This article aims to describe the applicability of the Roy Adaptation Model (RAM) as a theoretical framework for understanding content saturation in nursing education.@*Methods@#A literature review of published articles from the 1980s to 2020s on using RAM in nursing education was conducted. Walker and Avant's (2011) concept theory and derivation techniques were used to propose a new conceptual model based on RAM.@*Results@#RAM is widely used in nursing research, practice, and education. However, it has not been used to describe content saturation in nursing education. The Content Saturation in Nursing Education Model (CSNEM) is proposed to explain this phenomenon.@*Conclusion@#RAM provides a theoretical lens for understanding content saturation in nursing education. The CSNEM can be a new framework to describe this phenomenon, contributing to knowledge development in nursing education.