Collaboration of nursing education into practice is the key to success for any nursing student, faculty and educators. It is vitally important to understand the need of this dynamism of carrying out exemplary practices through collaboration of education and practice into the curriculum

1. Shree Krishna Hospital
Greetings to all

2. MODELS OF
CURRICULUM
SUNIL JOSHI
QUALITY NURSE MANAGER
DEPARTMENT OF QUALITY AND TRAINING
SHREE KRISHNA HOSPITAL,
KARAMSAD, ANAND- GUJARAT

3. The Word: Curriculum
 Latin: Runningcourse
 Scotland 1603: Carriage way, road
 United States 1906: Course of study
 United States, 1940: Plan for learning(study)

4. What is Curriculum?
Curriculum is a design PLAN for learning thatrequires
the purposeful and proactive organization, sequencing,
and managementofthe interactionsamong the teacher,
the students,and the contentknowledgewe want
students to acquire.

5. Historical background- Nursing
Curriculum
 From Practicingschools andNightingaleschoolin
1900’s to PhD, CNL, DNsc atpresent.
 The Nursing curriculumhas seen a “sea change”

6. Development of Nursing
curriculum
 Formalnursing education and curriculum can be traced to the 17th
century and the FrenchSisters of Charity, according to Em Olivia
Bevis and Jean Watson.
 Until this time, untrained helpers, mostly servants, werenurses.
When the orderwas formed in 1633,the prescribed course of study
was a two-month probationary period followed by sevento eight
months of instruction and supervision. The instruction consisted
lectures, quizzes and religious exercises.

7. What is a curriculum model?
A model is a format for curriculum
design developed to meet unique
needs, contexts, and/or purposes. In
order to address thesegoals, curriculum
developers design, reconfigure, or
rearrange one or more key curriculum
components.

8. The Framework Underlying All
Curriculum Models
Content
Assessment
Intro
Teaching
Learning
Products
Resources
Grouping
Extensions
Modifications
KEY CURRICULUM COMPONENTS

9. Nightingale Model
 A significantadvance in the nursing curriculum, according to Bevis and
Watson, occurred in 1860 due to the influence of Florence Nightingale.
 There was a year of training and a probationary period, followed by three
years of hospital service.
 Most experts consider it a well-organized and highly-structured
curriculum, and it was accepted worldwide.
 Based on certain skillsand characteristicsthe training was imparted

10. Curriculum Guides
 Bevis and Watson point to the establishment of formal "Curriculum
Guides" asbeing a turning point in the history of the development
of the nursing curriculum.
 In 1917, the Education Committee of the League of Nursing
Education produced its "Standard Curriculum." It was designed to
help nursing schools improve their programs and standards, as
nursing requirements were minimal and not uniform.

11. Curriculum Model
 The Tyler Model
 The TabaModel
 The Saylor andAlexander Model

12. The Tyler Model
• Oneof the best known curriculum models is TheTyler Model introduced in 1949 by
Ralph Tyler in his classic book BasicPrinciplesofCurriculum andInstruction in which
heasked 4 questions:
1. What educational purposesshould the school seek to attain?
2. What educational experiencescan be provided that are likely to attain these
purposes?
3. Howcan these educational experiences be effectively organised?
4. Howcan we determinewhether these purposes are being attained?

13.  Purposes of the school
 Educationalexperiencesrelatedto the purpose
 Organizationof the experiences
 Evaluationof the experiences
Ralph Tyler Model: Four Basic
Principle

14. Society Philosophy
Subject
Matter
SOURCES Objectives Screens Instructional
Objectives
Learner Psychology
Selection of
Learning
Experiences
Organization of
Learning
Experiences
Evaluation
Curriculum Planning
Curriculum Design
Curriculum
Evaluation

15. The Taba Model
• Another approach to curriculum development was proposed by Hilda
Taba in her book Curriculum Development: Theory and Practice published
in 1962. She argues on
• A definitive order in creating a curriculum
• TEACHER– Principal participant
• Developed the 7 major steps to her grass root model
• Against the administrative model of Tyler

16. Evaluation
Formulation
Of Objectives
Diagnosis of
Needs
Selection of
Content
Organization
Of Content
Selection of
Learning
Activities
Organization
of Learning
Activities
Teacher
Input
Teacher Input
Teacher Input
Taba’s Curriculum
Development Model
An answer to the
Questions of Tyler

17.  Administrativeapproach
 They focus on the ends and means
 Pertinent factsanddata
 Flowof activitiesor procedure from beginning to
end.
The Saylor and Alexander
Model

18. The Saylor and Alexander Model
Bases (external Variables)
Legal requirements
Research data
Professional assoc.
State guidelines
Goals, objectives
And Domains
Curriculum
Implementation
Curriculum
Evaluation
Curriculum
Designing
Feedback
Basis of curriculum
Society
Learners
Knowledge

19. Two Schools of Thought
Predominated
Throughout History of
Curriculum Development:
 The EssentialistSchool
 The Progressive School

20. Differences of Approaches
Essentialists School Progressive School
Teacher centered approach learner-centered, having in mind that
no two persons are alike.
Its approach is authoritative and the
teacher’s role is to assign lessons and to
recite recitations
Its factor of motivation is individual
achievement believing that persons are
naturally good.
It is book-centered and the methods
recommended are memory work ,
mastery of facts and skills, and
development of abstract intelligence.
Role of the teacher is to stimulate
direct learning process
It has no interest in social action and
life activities.
uses a life experience approach to fit
the student for future social life.
Its measurement of outcomes are
standard tests based on subject matter
mastery
Constant revision of aims and
experimental techniques of teaching
and learning
outcomes are now devices taking into
consideration subject matter and
personality values

21. Different Models of Curriculum
between Nursing Education and
Service

22. Need of the Hour
Curriculum Collaboration

23. Collaboration
 Interdisciplinary
 Multidisciplinary
 Transdisciplinary
 Interprofessional collaboration

24. Need of Collaboration between
Education and Service
Considerable progress has been made in
nursing and midwifery over the past several
decades, especially in the area of education.
Countries have either developed new, or
strengthened and re-oriented the existing
nursing educational programmes in order to
ensure that the graduates have the essential
competence to make effective contributions
in improving people’s health and quality of
life.

26. Key Features of the DEU are
 Uses existing resources
 Supports the professional development of nurses
 Potential recruiting and retention tool
 Allows for the clinical education of increased numbers of students
 Exclusive use of the clinical unit by School of Nursing
 Use of staff nurses who want to teach as clinical instructors
 Preparation of clinical instructors for their teaching role through
collaborative staff and faculty development activities
 Faculty role to work directly with staff as coach, collaborator,
teaching/learning resource to develop clinical reasoning skills, to
identify clinical expectations of students, and evaluate student
achievement
 Commitment by all to collaborate to build an optimal learning
environment

27.  The goal of this approach is to use the
implementation of research findings as
a basis for improving critical thinking
and clinical decision-making of nurses.

28. • It is an innovative collaborative partnership
agreement between health care organizations and Schools and
colleges of nursing.
• The partnership engages academics in the clinical
setting
• The partnership not only enhances communication
between educational and health services, but
fosters the development of nursing research and
knowledge.

29. Nursing education supported by
Clinical Facilitators
Clinical facilitators are supported by
Hospital administration and
university
Students coached by Nurse
Clinician

30. In the CLU model, students practice and
learn on a nursing unit, each following an
individual set rotation and choosing their
learning assignment (and therefore the
Registered Nurse with whom they partner),
according to their learning plans.

32.  First, students complete all of their clinical
experiences in one participating hospital.
Second, one full-time teaching faculty serves as
a liaison for each bridge hospital.
 Nurse Educator/Clinical Instructors

33. Objectives of Collaboration
• To provide quality nursing care
• To understandthoroughly about nursing by nurses and
nurse educators.
• To obtain personal and professional satisfaction in
performing nursing care.
• To upgrade thequalityof nursingand nursing
profession

35. Thank you