ملخص الفصل الثانى لطلاب الماجستير - كلية التمريض - 2015

1. An overview of the process of
curriculum
development

2. Developing a curriculum is a major •
task, which should be seen as an
ongoing process, rather than a one-off
event. It commences when the nursing
education institution makes a decision
to develop a new curriculum, but it is
. never really completed

3. A programme •
This is a coherent set of courses, •
leading to a certain degree, diploma or
certificate. In a programme there might
be both core (compulsory) and optional
courses (electives) (Vroeijenstein,
).1995

4. A course •
This is a building block of a •
programme, consisting of a time-limited
component, usually over one
term (3 months), one semester (6
months) or 1 year, and usually ending
.with a summative evaluation

5. A subject or a discipline •
This is a clearly identifiable area of •
knowledge that considers and reviews
a specific set of phenomena from a
particular perspective, often using
).unique research methods (Miller, 1987

6. A module •
This is a unit within a programme or a •
course, which can be examined
separately (modular instruction) or at
the end of the course. It is sometimes
left to the student to decide the order in
.which the modules are taken

7. A level
A programme can have only one level, or can •
be made up of a number of levels. A level is a
period during which the subjects or courses
taken are at a similar level of difficulty, for
instance first year courses might all be
introductory courses to different subjects. At
the end of a level, a decision is usually made
about the progression of the student, based
on a comprehensive assessment of the
.student’s performance

8. The process of curriculum
development
Curriculum development is the process of •
deciding what to teach and learn, along with
the considerations needed to make such
decisions. It includes aspects such as tasks,
roles, expectations, resources, time and
space, and the ordering of all these elements
to create a curriculum plan or document
(Behar, 1994).. It is usually aimed at
improving the situation, and therefore
includes some form of evaluation and is
carefully documented or described (Behar,
).1994

9. Steps in the process
In the prescriptive approach to
curriculum development, the
following steps are followed to
:develop a curriculum

10. Step 1: Establish the context and
foundations

11. Step 2: Formulate the outcomes or
objectives

12. Step 3: Select a curriculum model
and develop a macro-curriculum

13. Step 4: Develop the micro-curriculum

14. Step 5: Plan for the evaluation of
implementation and outcomes

15. The product
What does a comprehensive •
curriculum document consist of?
Nevertheless, there are a number of
documents that should be included if a
description of the curriculum for a
.programme is to be given

16. The situation analysis •
This can be given as a separate •
component, or be incorporated into
other components, such as a
motivation or rationale for the
programme, or a description of the
.setting and resources

17. A philosophy or mission
statement
One would expect that the teaching/learning •
philosophy of the school would be the same
for all programmes, although the focus might
shift somewhat from pre-registration to post-registration
programmes. Such a philosophy
can be in the form of a written statement, or a
model or theoretical framework. It should be
substantiated by the literature and the
.situation analysis