final curri, develop
TRANSCRIPT
Nursing CurriculumBy
Mrs.Bhavisha PatelAsst. professor
G.CON
IntroductionIn today’s world of rapidly shifting resources, institutions of higher education are facing the need to make numerous changes to successfully meet the challenges of the future. Creative, innovative methods of curriculum delivery are being exposed in an effort to provide cost effective, quality programming to an increasingly diverse population of students.
The term “curriculum” was first used in Scotland as early as 1820 and became part of education.
The term “curriculum” is a Latin word “currere” which means running race or runway, which one takes to reach goal.
Definition“Curriculum is defined as the formal and informal content and process by which learners gain knowledge and understanding, develop, skills, and alter attitudes, appreciations and values under the auspices of that school.”
- Ronald.c.Doll,1996
“Curriculum is a tool in the hands of the artist (teacher) to mould his material (pupils) according to his ideals (aim and objectives) in his studio (school)”.- Cunningbam
Determinants
Psychological
Scientific
Political
Sociological
Philosophical
Principles of CurriculumPrinciples of Utility
Principle of flexibility
Principle of child-centeredness
Principle of life-centeredness
Principle of community-centeredness
Principles of CurriculumPrinciple of correlation
Principle of activity-centeredness
Principle for the use of leisure
Principle of inter-relation of subject
Principle of development of culture and civilization
Principles of CurriculumPrinciple of need based activity
Principle of value-orientedness
Conservative principles
Principle of creative training
Principle of harmony
TYPES OF CURRICULUM
Competence
Experience
Knowledge
Knowledge centered curriculum (subject centered)
Knowledge centered curriculum is that curriculum in which knowledge is divided in terms of isolated subjects, the sequence followed is the logical sequence pertaining to the particular discipline and the logic is determined by the subject specialist.
Competence based curriculum (Task oriented or activity based curriculum)
“ what should a learner be able to do and what she should learn during the course?” is the basic question that drives the making of such a curriculum plan.
The focus is on the tasks that a successful graduate Nurse need to do later as a competent professional.
The tasks could be ofCognitive problem solving skills, Definitive communication skills or Mixed type encompassing more than one domain.
Nursing curricula need to adopt this approach more widely.
Experience based curriculum
In this type of curriculum learner is placed in the natural setting of the community
Perhaps community oriented nursing education is an ideal method of educating learners.
Curriculum DevelopmentCurriculum development is a deliberate
process, not a event, that takes concentrated time, effort and faculty commitment.
The process consists of a series of systematic, logical, dynamic spiraled and progressive stages that can be time consuming and labor intensive.
STEPS OF CURRICULUM
DEVELOPMENT
Formulation of educational objectives
Selection of teaching learning experiences
Organization of teaching – learning experiences
Evaluation of learning objectives/ outcomes
Formulation Of Educational Objectives
Educational objectives formulated for a given course of study will depend upon the intended learning outcomes.
In formulating educational objections, it is best to use words or phrases (eg. to identify, to differentiate, to evaluate, to perform a particular task or procedure, to elicit a response from) that describe, as precisely as possible, measurable or observable learning outcomes.
Phrases like ‘to know’, ‘to understand’, and ‘to appreciate’, which are not precise enough for this purpose, may however be used in statements that describe the general goals of a course/programme.
Educational objectives will provide useful guidelines for teachers to adopt a more systematic approach in designing and planning instructional strategies, particularly with respect to:What to teachHow to teach How to assessWhat to evaluate
SELECTION OF LEARNING EXPERIENCES
Learning experience is defined as deliberately planned experiences in selected situations where students actively participate, interact & which result in desirable changes of behavior in the students.
In nursing education, selection of learning experience is concerned with the decision about the content of subject matter & clinical, community & laboratory practice.
Criteria for the selection of Learning Experiences
Consistent with the philosophyVaried & flexible enoughGive the students an opportunity to practiceProvide chance for the development of independent thinkingAdapted to the needs of the studentProvide continuity, correlation & integration
Learning experience should be:
Planned & evaluated co-operatively by the teacher & the studentSelected & arranged to give appropriate emphasis & weight age according to the relative importance of the various L.Es & contents.should allow the student to learn by doingshould create motivation & interest among studentsselected should bring out multiple outcomes in studentsAll learning experiences which are planned & selected should be helpful to the student in attaining the educational objectives.
Organization of learning experiences
• It has to be done carefully, systematically & sequentially
• Acc to Tyler, primary aim of organization of learning experiences in the curriculum is to bring & relate various learning experiences together to produce the maximum.
• Continuity, sequence & integration has to be followed
Learning experiences have to be vertically & horizontally organized
In vertical organization, the L.E planned for the entire curriculum have to be arranged in such a way that the learning progresses week by week, month by month, semester to semester & year to year.
In horizontal, all the learning takes place in different times & are automatically related to learning of another situation or subject.
Elements of Organizing the Learning Experiences
Grouping learning under subject headingsPreparation of master plan for curriculumPlacement of learning experiences in the total curriculumPreparation of the correlation chartOrganization of clinical experienceTypes of teaching system have to be followed.
Evaluation of the curriculum
Curriculum evaluation involves an assessment of the philosophy of the institution, programme goals, nursing content taught in each course, course objectives, teaching – learning methods, course evaluation methods & the relationship of non- nursing courses to the overall plan of study.
Evaluation of a curriculum should be efficient & effective.
Five M’s of curriculum evaluation
Men & other personnel involvedMoney Materials Methods Minutes
Curriculum models or conceptual models provide faculty with a means of conceptualizing and organizing the knowledge, skills, values & beliefs critical to the delivery of a coherent curriculum that facilitates the achievement of the desired curriculum outcomes.
Curriculum models
Purpose of models.Provide a blueprint for determining the scope of knowledge.Highlight the purpose they serve, their goals and objectives, content & methods of instruction & evaluation they promote.These are the educational road maps.
Linear Development• Linear nursing education models are objectives-
driven, emphasizing desired student-nurse outcomes.
• Objectives or specific behaviors are established and a step-by-step program is developed to teach students and achieve desired outcomes.
• As an educational blueprint, linear models can be assessed to determine if the stated objectives have been reached.
Cyclic ModelsCyclic models portray nursing
curriculum development as a coherent and logical procedure involving five specific mechanisms including
Situational analysis, Choice of objectives, Content selection and arrangement, Methods selection and arrangement and Learning assessment.
This model assumes that what is being taught is circular with no specific starting or ending point.
Dynamic Models Complex, flexible, interactive and
dynamic, this model encourages curriculum development participants to debate, argue and discuss the curriculum approach until arriving at an agreed-upon result.
The model urges nursing educators, nurses, doctors, students and health care community leaders to have involvement and input in the curriculum design and development.
The Tyler ModelIn 1949, Ralph Tyler, a consultant
with the University of Washington School of Nursing, introduced "Syllabus for Education 360," which was then revised in 1950 to "Basic Principles of Curriculum and Instruction." Tyler's model was based on objectives or "goal-attainment," according to Keating.
This is considered the Classic Curriculum Model, one of the earliest ideas in education that leads to the measurement of outcomes. The Tyler Model remains the foundation for a performance-based nursing curriculum.
Tyler identified four principles for teaching:
1. Defining appropriate learning objectives.2. Establishing useful learning experiences.3. Organizing learning experiences to have a
maximum cumulative effect.4. Evaluating the curriculum and revising those
aspects that did not prove to be effective.
Curriculum Revision / Changing the Curriculum
Curriculum Revision means making the curriculum different in some way to give it a new position or direction
This often means alteration to its philosophy by way of its aims & objectives, reviewing the content included, revising its methods & re thinking its evaluatory procedures.
Approaches to Curriculum Revision:
AdditionDeletionReorganization
Stages of Curriculum Revision
Fred greaves describes the 7 stages in revising a nursing curriculumStage I: Formation of Curriculum development & evaluation committeeStage II: Appraise the existing nursing & educational practicesStage III: make a detailed study of the existing curriculum contentStage IV: establish criteria for decisions
Stage V: Design & writing of the new curriculum changesStage VI: within this stage the actual implementation of changes put into actionStage VII: evaluate the effects of those changes & it is with evaluation that this final stage is concerned.
Role of Curriculum Committee Members
The process of curriculum construction is a cooperative effort. In this national agencies, regional and local level agencies, principals and the teachers as well as community members are involved.
National agencyIn Indian situation for the planning of secondary level curriculum the agency involved at the central level is National Council Of Educational Research And Training (NCERT). It frames the curriculum and circulates it for adoption to state departments of education, boards of examination etc. It frames the curriculum in consultation with experts, subject teachers, and heads of institutions. Its task is to frame the curriculum in keeping with the national policy on education. The curriculum framework prepared by it is only suggestive and it is for the state governments and boards of Examination to accept it, modify it or reject it.
State Government As mention above the NCERT prepares the curriculum which is suggestive in nature and it is the state government who decides to select, modify or rejected.Every state government appoints a board of examination for secondary and higher secondary examination. This board prescribes the curriculum which has to be followed in all the institution which are to be recognized for sending their students for public examination conducted by the board. Each board has a subject committee which prescribes the content of the courses in that subject.
Indian Nursing CouncilIndian Nursing Council plays a major role in the development & revision of the nursing curriculumNursing Educational Committee , part of INC will prepare the curriculum for the prescribed courses.Members of the committee only will have an opportunity to participate in curriculum development & revision.
The Role of TeachersOnly those teachers who are the part of committee have the opportunity to participate in this process. The teachers working in aided and recognized schools have no freedom to plan their own curriculum. But , the teachers working in experimental innovative schools may have the opportunity to do so. But for the most of teachers it is not possible to do so. They may only have some freedom in the transacting the curriculum in prescribed framework.
The need for research in nursing
Nursing research is a needed in nursing practice, education, administration, management.Nursing research needed to discover, verify, structure and restructure the professional knowledge through systematic way.Research is the only way to: – Build a body of nursing knowledge – Validate improvements in nursing –Make health care efficient as well as cost
effective
Contd..
Nursing are expected to deliver the highest quality care. To get high quality need to update new knowledge through nursing research.It is needed to implement the research into a scientific approach of facts finding.
Importance of Research in Nursing Curriculum
To improve the quality of care.To update the knowledge.Research allows nurses to question their practice, find answers and thus implement into their area. Evidence based practice.
Conclusion Curriculum is considered as the blueprint of an
educational program.We need to consider how to design the curriculum
that would work in the globalized world and for globalization, how to design the curriculum that accommodates diversity and differences, how to design the curriculum that is meaningful to the students, and how to design the curriculum that reflects to the concepts of the profession.
Nursing curriculum is the learning opportunities and the learning activities that the faculty plans and implement in various settings for a particular group of students, for a specified period of time in order to attain the objectives.