curriculum, steps , for nursing education

1. ANJANA THOMAS

3. INTRODUCTION
 Education aims the behavior modification of learners.
 Behavior modification is achieved through a serious of
activities
 Curriculum is more than a syllabus.
 A syllabus describes the content of a program and can be
seen as one part of a curriculum.
 Curriculum is concerned with guiding the teachers and
students in the education process.

4. MEANING OF CURRICULUM
 Derived from Latin word “currere” – meaning “to run
”
 The dictionary meaning – is a course, especially the
course of study at the university .

5. DEFINITION
 According to Cunningham: Curriculum is the tool in the
hands of an artist to mould his material according to his
ideals in his studio.
 In this definition, artist is the teacher, material is the student,
ideals are the objectives and studio is the educational
institution.

6. COMPONENTS OF CURRICULUM
 Curriculum invariably contains:
 The statement of philosophy of the educational program
 The statement of the objectives of educational program
 Total duration of the educational program
 Detailed course plan for each course which spell out the placement of
the course, subject matter, allotted time in terms of theory and practical
hours, learning experience like clinical posting.
 Program of evaluation, such as type of examination

7. NATURE OF CURRICULUM
 Curriculum as Objectives
 Curriculum as Subject matter
 Curriculum as Student Experience
 Curriculum as opportunities for students

8. NATURE OF NURSING CURRICULUM
 Health oriented
 Flexible to meet the changing needs of the society
 Influenced by the developments in other health care
professions.
 Influenced by transnational trends in Nursing education and
nursing service
 Influenced by the policy decisions based on national health
policy

9. Types of Curriculum
Olivia Bevis recommends four types for every nursing institute.
 The Legitimate Curriculum
 The Illegitimate Curriculum
 Hidden Curriculum
 Null Curriculum

10. Levels of Curriculum Planning
 Societal Curriculum
 Institutional Curriculum
 Instructional Curriculum

11. Elements in planning a curriculum
1. Planning- Curriculum overall, Objectives, Learning Experiences,
Evaluation.
2. Planning various courses- Goal objectives, Learning Experiences,
Evaluation.
3. Unit Planning- Objectives, Learning Experiences, Evaluation
4. Lesson Planning- Objectives, Learning Experiences, Evaluation.

12. Organization of curriculum
 Is the systematic arrangement of the learning activities by
applying the principle of sequence, correlation, continuity and
integration

13. CURRICULUM DEVELOPMENT
 Curriculum development describes all the ways in which a
training or teaching organization plans and guides learning.
 The primary focus of a curriculum is on what is to be taught
and when, leaving to the teaching profession decision as to
how this should be done in practice.

14. Principles of curriculum development by
Aggarwal
 The conservative Principle
 The forward-looking principle
 The creative Principle
 Principle of totality form
 The activity Principle
 Principle of preparation for life
 Principle of connecting to life
 Child centered curriculum
 Principle of integration & correlation
 Principle of comprehensiveness and balance

15. Cont….
 Principles of loyalties
 Principle of variety and flexibility
 Principle of connecting to community needs
 Principle of connecting to social life
 Training for leisure
 Principle of core or common subjects
 Principle of all-round development of body, mind and spirit
 Principle of democracy, socialism and secularism
 Principle of dignity of labour
 Principle of character building.

16. Factors influencing curriculum
development in NURSING
 Philosophy of nursing education
 Educational psychology
 Society
 Student
 Knowledge explosion and scientific advancement
 Technological advancements in patient care
 Educational technology
 Transnational career opportunities.
 Resources.

17. Steps in curriculum development
According to Ralph Tyler,
 Formulation of educational objectives
 Selection of learning experiences
 Effective and efficient organisation of learning experience
 Evaluation of the curriculum.

18. 1. FORMULATION OF EDUCATIONAL
OBJECTIVES
 Statement of those desired changes in behavior as a result of
specific teaching learning activity or specific teacher learner
activity

19. Data required for formulating objectives
 Philosophy of institution
 Social & health needs of society
 Needs of students
 Resources available
 Level of students
 Designation after class
 Minimum requirements syllabus
 Future trends
 Criteria for appearing other exams

20. Stating objectives
 In terms od desired behavioral changes
 Help to select learning experience and guiding teaching activity
 Desired behavior change should be in consistent with stated objectives
 Subject objectives contribute to overall objective
 Attainable and practicable
 Worthwhile to society
 Consider needs ability & level of students.

21. Cont…
 Objective of course, unit, topic and lesson should focus on development of
students
 Objectives should serve as a motivating factor
 Should have continuity, sequence, correlation and integration
 Cooperatively planned
 Each statement have single objective
 Should not be too detailed

22. Steps in formulation of educational
objectives
1. Identify learners need
2. Identify the need of society
3. Study the expert suggestions
4. Formulate philosophy
5. State the objectives
6. Formulate the theory of learning
7. Screen objectives through philosophy
8. Define objectives clearly
9. State the objectives in behavioral terms

23. Types of objectives
 Institutional objective
 Intermediate – by curriculum committee
 Instructional – by teacher
 Central objective- for every topic or lesson
 Contributory or specific objectives
Edu. Objective ppt

24. 2. SELECTION OF LEARNING EXPERIENCE
 A deliberately planned experience in selected situations where
students actively participate, interact & which result un
desirable changes of behavior
 Learning experience compromise both theoretical & practical
aspect

25. Principles- selection of learning experience
 All learning need should be in relation to objective
 In relation to real life situation
 Effective integration between theory and practice
 Same learning experience many outcome & vice versa
 Selected in such a way that learners are constantly motivated
 Students get meaning & see relation b/w past & present experience and focus
to future

26. Cont..
 Learning is enhanced by utilizing wide variety of teaching learning methods
 Will learn effectively if experience are satisfactory
 Should consider students ability to undergo change
 Learning experience selected should not be beyond stage of development
 Should be according to the need of students
 Same and equal chance for all students

27. Characteristics – learning experience
 Allow learning by doing
 Create motivation and interest
 Challenging to students
 Satisfy the need of time
 Bring multiple outcome in students
 Help to acquire knowledge, skill & attitude
 Helpful in gathering information
 Help to attain educational objectives

28. Criteria of selection
 Should be in consistent with philosophy of institution
 Variable & flexible enough
 Provide opportunity to practice
 Provide opportunity for development of independent thinking, decision
making, self discipline, judgement
 Planned and evaluated co- operatively by teacher and student

29. Cont…
 Learning experience should be adapted to the needs of the students.
 Arranged in a manner that provide continuity, correlation and integration
of theory and practice
 To give appropriate emphasis and weightage according to the relative
importance of the various learning experience and contents.

30. Organization of learning experience
 Aim is to bring & relate various learning experience together to produce
the maximum cumulative effect in order to give a unified view of the
whole so that the educational objectives are achieved (Tyler)
 Should be done carefully and systematically
 Learning experiences have to be vertically & horizontally organized

31. Principles of organizing learning experience
 Succeeding experiences are build upon preceding ones
 Experiences in one area & other to be related
 Should utilize allotted time cost effectively
 Organized in broad areas to facilitate relating in allied areas
 Broad principles of education to be applied & emphasized
 Provide ample opportunities for students in each areas
 Provide opportunity to concentrate on one or more electives

32. Cont….
 Organize in terms of broad subject matters, humanities, behavioral science etc
 Neither too flexible or rigid
 Clinical experiences & assignments on the basis of students experience
 Organized in such a way that students are able to practice nursing

33. Elements of organizing learning experience
 Grouping learning experiences under subject heading
 Preparation of master plan for curriculum
 Placement of learning experience in the curriculum
 Preparation of correlation chart
 Organization of clinical experience
 Follow teaching system

34. Grouping learning
 To provide optimum experience to students
 Group learning experience under subject heading

35. MASTER PLAN

36. Definition
 The master rotation plan is an overall plan which shows rotation of all
students in a particular educational institution.

37. Nature of master plan
 Plan for each year also known as Annual rotation plan
 It is prepared in advance for whole year
 Gives complete and clear picture about the students placement
 Include period of teaching block, practical block, preparation time, examination and
vacation
 Plan for each year can be prepared separately then put into combined chart
 Teacher should be aware of students placement
 Overlapping or shortage in particular area can be noted
 Consider all 3 domains

38. Factors to be considered
 Objectives of the courses
 Number of students in the class
 Number of department / areas
 Size of the department
 Duration of experience
 Number of person available for supervision
 INC/ university requirements

39. Preparation of master plan
 Master plan guide teachers in the placement of subject matters & clinical
experience
 Gives a clear idea when to plan the subject
 Should be prepared in accordance to the requirement of council and
university

40. Preparation of Master plan
 Total duration of programme
 Different courses of study with theory and practical
 Allotted time for each
 Teaching learning method
 Scheme of evaluation
 Co curricular activities

41. Steps in constructing master rotation plan
 Before making master rotation , list down theory and practical hours prescribed for each
subject by INC
 Weeks available per year are 52 weeks
 1 block = 4 week, so divide rotation plan into 13 blocks, ie 52 weeks
 Depending on the strength of students and clinical areas.
 Align groups vertically and blocks horizontally.
 On horizontal axis, mark 52 weeks
 Enter summer and winter vacations, examination as prescribed by INC

42. Cont…
 Plan how to divide classes and clinical area, whether in partial block or complete block
 1 week = 40 hours
 Monday to Friday , 5*7=35 hrs
 Saturday 5 hr , so total 40 hrs
 Accordingly divide into classes and clinical area. Different color and codes can be used
to depict various areas.
 Make key indicating areas and hours allotted.

43. UNIT PLAN
 Unit : it may be described as an organization of various activities, experiences and
type of learning around a central problem or purpose developed comparatively by a
group of pupils under teacher leadership. ( Cartrer V Good )
 Unit planning: The content of unit are always woven or organized around a central
or common principle, process, problem or purpose.

44. Steps in development of a unit plan
 Selection of unit from syllabus
 Allotment of working hours for particular unit
 A unit is divided into suitable sub units or part
 Laying down of the teaching learning objectives of these sub- units
 Appropriate methods, devices, techniques for proper teaching learning objectives of these sub-
units
 Selection of appropriate audio visual aids to facilitate better learning
 The use of appropriate evaluation devices for the evaluation of outcome of teaching learning
process
 The untization of the outcomes of the evaluation for the proper follow up and remedial teaching.
Provide a list of references for detailed study of particular unit

45. Importance & advantages of unit plan
 Proper coverage of syllabus of that subject
 Organization of subject matter & learning experience
 It make both subject and teacher clear about the goals.
 Unit plan lays stress on the formulation of teaching learning objectives
 Teacher is well informed about the type of methods and strategies used
 Planning of activities and resources beforehand.
 Provision for the diagnosis of learning difficulties
 For the review, recapitalization, practice and drill
 Way for a proper and appropriate daily lesson planning

46. Limitations and demerits
 Improper and faulty formulation may creates hurdles in path of the teacher
 It put restrictions on the freedom of teachers
 Teaching learning process become too much time bound through the adaptation of unit
planning
 It may make the teacher too much conscious for the implementation of planned scheme
 It make the teaching learning as planning centered
 It prevent flexibility in teaching learning process

47. Placement of learning experience in the total
curriculum
 Follow the principal of sequence, integration and correlation achieved in
the total curriculum.

48. Preparation of correlation chart
 Help to identify the extent of correlation achieved in the total curriculum

49. 3. ORGANIZATION OF CLINICAL EXPERIENCE
 Clinical actually refers to the bed side of the patient
 In curriculum context it seen as the learning of professional role

50. Importance
 Opportunity for role learning
 Opportunity to apply learned knowledge and skills to the real situation
 Clinical experience depends to a large extent on previous class room learning
 Experimental learning in nursing as a form of services learning
 Becoming competent on repeated practice of skills

51. CLINICAL ROTATION
 Clinical rotation plan is made to make sure that each student in particular block
posting under goes for experience in each planned area

52. Factors influencing clinical rotation
 Requirement as stated by university or council
 Objectives of the course
 Number of students could be posted
 Infrastructure of the clinical area
 Availability of educators for supervision

53. Principles of clinical rotation
 Developed in accordance to master plan
 Made in cooperation with faculty members
 Maxims of teaching to be followed
 Follow principles of sequence, integration & continuity
 Enough teaching staff should be made available
 Seek suggestions from staff working in the clinical areas
 First year student should receive maximum supervision & attention
 All students should receive enough clinical experience
 Assignments to be completed before posting
 Over crowding in clinical not be advisable

54. Teaching system
 Complete block
 Partial block

55. 4. EVALUATION OF CURRICULUM
 Evaluate 5 M
 Men
 Money
 Material
 Method
 Minute

56. Principles of evaluation
 Evaluation should find out how much objectives are achieved
 Objectives of curriculum evaluation should be in terms of behavior or the
reaction to be measured
 To measure behavior in terms of content
 Techniques and methods used in evaluation should be on the basis of
specific behavior

57. Cont …
 Induces a variety of evaluation tools or instruments
 In terms of excellence of performance not in terms of time spent
 Reflect the objectives of practice to which students have achieved the
objectives

58. THANK YOU…..