APPLICATION OF THEORY INTO PRACTICE IN AN EDUCATIONAL SETTING: A CASE STUDY UTILIZING IMOGENE KING'S THEORY OF GOAL ATTAINMENT

Abstract

Perceptual misalignment between educators and students regarding course objectives and evaluation criteria frequently disrupts the teaching–learning process in higher education. This case study evaluates the practical application of Imogene King’s Theory of Goal Attainment in resolving perceptual discrepancies within a Master of Science in Nursing (MSN) classroom setting. Utilizing King’s interpersonal system concepts—specifically perception, interaction, transaction, and mutual goal setting—the intervention facilitated structured dialogue and reciprocal feedback between the educator and students. The purposeful interaction transitioned misaligned expectations into synchronized understanding, directly optimizing student engagement and pedagogical outcomes. The findings demonstrate that King’s framework extends beyond clinical practice, offering a robust theoretical model for mitigating communication barriers and enhancing educational quality in graduate nursing programs.