Abstract
The purpose of this study was to examine the curriculum collaborating pathophysiology in adult nursing before clinical practice. This study researched the content of reports that were written by students. Subjects were seventy-seven students. Teaching program was constructured by four sections, personal study, pathophysiology lecture, group work, role-play. The validity answers of reports were seventy-seven. As these results of analysis, the content of learning in personal study and pathophysiology lecture were analyzed four categories, <personal study> <acquisition of the pathophysiology knowledge> <understanding of patient's personality> <learning of nursing plan>. The content of learning in group work were analyzed the four categories, <understanding of patient image> <learning by discussion> <establishment of the assessment> <cues of group work>. The content of learning in role-play were analyzed three categories, <leaning from nurse role> <learning from patient-role> <learning from observer>. Through reports of three sections in learning process related pathophysiology were analyzed five categories, <acquisition of the pathophysiology knowledge> <leaning of pathophysiology in lecture> <nursing plan by pathophysiology understanding> <understanding of pathophysiology on caring> <learning of pathophysiology in group work>.
