Administration of nursing curriculum


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Administration of nursing curriculum

  2. 2. ROLES OF THE CURRICULUM ADMINISTRATORRole of the union government It has an advisory role,it has advisory bodieswhich helps in developing necessary guidelines fordevelopment of curriculum.Role of national bodies (INC) It formulates philosophy, objectives, syllabi andframework of all the courses.It will give permission tostart and to continue the course.It can stop theprogram if it feels that school/ college is not havingnecessary facilities.
  3. 3. ROLE OF STATE GOVERNMENT It permits the school/college to start andcontinue the course according to theinfrastructure.ROLE OF FACULTIES OF EDUCATION INUNIVERSITIES Helps to propagate the concepts andprinciples of curriculum development and itsimplementation and also conduct evaluationand research on curriculum.
  4. 4.  ROLE OF CURRICULUM CO-ORDINATOR As co-ordinator has multiple functions in the curriculum, he /she has a expanded role in all phase of curriculum. The major role includes: 1.Planning Develop philosophy and objectives for educational programme. Identifies the present needs related to educational programme. Investigates, evaluates and secures resources. Formulates the plan of action. Selects and organizes learning experience. Participates in the formulation of admission and recruitment policies
  5. 5. 2.Organising Determine the number of position and scope and responsibility of each faculty and staff. Analyses and prepares the job description, indicates line of authority, responsibility in the relationship and channels of communication by means of organizational chart. Delegates authority with responsibility. Maintain a plan of workload among staff members
  6. 6. 3.Directing Recommends appointments and promotions based on qualification and experience. Provides adequate orientation to staff members. Guides and encourages staff members in their job activities. Consistently makes administrative decision based on establishment policies. Creates staff involvement in designing educationally sound programme.
  7. 7. Provides freedom for staff to develop active training course within the framework of the curriculum. Promotes staff participation in research. Procures and maintain physical facilities which areof a standard.
  8. 8. 4.Co-ordinating Co-ordinates activities relating to the programme such as administration meeting, staff meeting, parents teachers meeting. Co-ordinates various committees like curriculum committee, ethical committee, budgeting committee. Co-ordinates various programme like S N A and motivate the staff and students to participate in the various programs.
  9. 9. Recognize the need for continuing education self and staff and provide stimulation of opportunities for suchsuch development.
  10. 10. 5.Controlling Maintain recognition of the educational programme by accrediting bodies like K N C, I N C and university. Prepare, secures approves and administrates the budget.
  11. 11. INTEGRATING NURSING SERVICE AND NURSING EDUCATION• Integration refers to the linking of all types of knowledge and experiences contained within the curriculum plan.
  12. 12. • In nursing the curriculum that is formulated should have a proper framework of theory and practice.• The theory which is taught should help the nurses within this field to analyze, synthesis, organize the concepts and principles of nursing which acts as guide for excellent nursing practice.• Nursing education and nursing service are both sides of same coin, so both are equally important. Therefore there is a need for something called “integration”, which is proper blending of nursing education and nursing practice or service in nursing curriculum.
  13. 13. Objectives of integration• To provide quality nursing care
  14. 14. • To understand thoroughly about nursing by nurses and nurse educators
  15. 15. • To obtain personal and professional satisfaction in performing nursing care.
  16. 16. • To upgrade the quality of nursing and nursing profession
  17. 17. • To promote health, prevent illness by providing high quality care.
  18. 18. Professionals involved in integration• Nurse administrators• Nurse supervisors• Nurse educators• Nursing curriculum developers• Nursing curriculum evaluators• Nursing textbook authors• Nursing faculty assigned to curriculum committee
  19. 19. Domain involved in integrating nursing service & nursing education• Cognitive domain knowledge
  20. 20. • Affective domain attitude
  21. 21. • Psychomotor domain practice
  22. 22. Steps involved in integrating nursing service & nursing education• The theory which is framed for nursing should be feasible, applicable and realistic in terms of practice.
  23. 23. • Nurse educators should select appropriate methods for teaching and practice.• There should be continuity, integration and sequence in whatever subjects taught to nursing students.
  24. 24. • Nurse educators who teaches the theory of procedures in class room, should teach the practice of procedures and supervise the nursing students in all different settings.
  25. 25. • Curriculum framed for nursing should be frequently evaluated for its effective integration of nursing education and nursing service.
  26. 26. Methods of integration• Demonstration method or laboratory method
  27. 27. • Ward teaching
  28. 28. • Case presentation
  29. 29. • Case study
  30. 30. • Nursing rounds
  31. 31. • Nursing care conference
  32. 32. • Nursing team conference Intershift and interdepartmental Nursing conference service management Team leader conference direction conference
  33. 33. • Morning and evening reports Oral report Written report
  34. 34. Responsibilities of nursing educators• The person who teach and show the practice should be efficient and have adequate knowledge.• Students should be frequently evaluated by using an evaluation format.• Curriculum to be effectively prepared in such a way, that there is correlation of theory along with practice.
  35. 35. • Adequate provision and facilities to be provided by the institution for the nursing students to practice the skills whatever is taught.• Nursing education must be updated with latest technology used in nursing to meet nursing demands employed.• Adequate manpower to be employed; that is adequate staff, 10:1 ratio to evaluate the students.• The curriculum that is framed should meet the demands of nursing international level.
  36. 36. • TYPES OF COLLABORATIVE PARTNERSHIPSTYPE OF EXAMPLE OF ACADEMICCOLLABORATIVE SERVICE PARTNERSHIPPARTNERSHIPNETWORKING PARTNERSHIP Professional conference meetings with Informal partnering new or established partnersCOORDINATED PARTNERSHIP Clinical rotations are altered to meet Partnering to achieve common service demands,while achievingpurpose student educational needs.COOPERATIVE PARTNERSHIP Use of joint appointments from service Partnering to share resources and in academic classes.information and alter activities formutual benefits
  37. 37. TYPE OF COLLABORATIVE EXAMPLE OF ACADEMICPARTNERSHIP SERVICE PARTNERSHIPCOLLABORATIVE Both partners need a valuedPARTNERSHIP commodity or product outcome and Partners share resources with an enhanced capacity such asother partners for mutual benefits agreeing to share expert lecturers.and to achieve a common purpose.FULL PARTNERSHIP Both partners are engaged inInvolves contracting and intensive developing a new system ofcollaboration to have long term delivering a joint program thatpositive outcomes for a common enhances capacity.purpose.
  39. 39. • Collaboration at the level of clinical practice At the clinical practice level the staff nurse may collaborate with clinical instructor to develop the plan of care,provide care in an integrated and comprehensive manner and evaluate the outcome of the care. Collaboration with nurse specialist The nurse educators works with clinical nurse specialist to develop a curriculum that is more appropriate to health care needs and day to day clinical practice situations.
  40. 40. • Collaboration with Nurse Researcher Collaboration between nurse researchers and nurse educator in clinical practice helps to approach and solve problems and issues systematically.
  42. 42. COMMON BARRIERS IN COLLABORATION• Lack of communication• Lack of understanding and appreciation for what the others contribute to the team• Inability to work together.• Lack of mutual trust• Lack of respect• Misconceptions• Overlap of responsibilities and expertise• Unresolved conflicts• Unwillingness to share autonomy & responsibility
  43. 43. Nursing educationStudents coached by Nurse supported by Clinical Clinician Facilitators Clinical facilitators are supported by Hospital administration and university