Nursing curricula have been revised numerous times over the years in response to changes in the health care arena, as well as societal demands and political and economic forces. One of the most dynamic shifts in nursing education in the last 25 years is the shift in focus from the medical model to an integrated approach. Faculty in university nursing programs found that the integrated model enhanced continuity and sequence, as well as promoting synthesis in learning. But the change to the integrated program was not made without considerable turmoil and occasional resistance on the part of the faculty. The progress of one baccalaureate program (at the Intercollegiate Center for Nursing Education in Spokane, Washington) toward this integration is described. The identified change approaches are summarized and evaluated according to some of the educational theory on change in curriculum. Five conclusions that can ease future curriculum transitions in university programs deal with the following factors: (1) input from individuals outside the organization is often necessary to stimulate the move; (2) perseverance by the coordinator and program director are needed to continue the work; (3) faculty resistance to curriculum change must be overcome; (4) inservice programs can help to expand knowledge of curriculum change needs; and (5) timetables can keep the organization moving. The paper contains 16 references. (KM)