The document outlines the 5 phases of the curriculum process: 1. Formulating the educational philosophy and objectives of the program. 2. Establishing specific purposes and goals to achieve the objectives. 3. Selecting relevant learning experiences, like direct experiences, reading, and observation to meet the objectives. 4. Organizing the selected learning experiences effectively. 5. Evaluating the total curriculum program to ensure the objectives are being met.

1. PHASES OF CURRICULUM
PROCESS

2. INTRODUCTION
 Curriculum planning is based on philosophy
and objectives.
 Curriculum construction requires an
understanding of educational
psychology, together with knowledge and
skill in the practice of nursing education.
 There are five steps in the development of
curriculum.

3. CURRICULUM PROCESS
Philosophy
Evaluation of total
Purpose /
Program Objective
Organization of
Selection of
learning
learning
experience and
content
experiences

4. 1. Formulating the statement of philosophy
and purposes of the school or college or
university.
2. Establishments of purposes and
objectives of the School or college or
university
3. Selection of learning experience to
achieve the purpose and objective.
4. Effecting organization of the selected
learning experience.
5. Evaluation of the total program.

5. FORMULATING THE STATEMENT OF
THE PHILOSOPHY
 Philosophies are the beliefs and standards of the
persons who starts a programme.
 The philosophy serves as a framework within
which an organization, school or college or
educational programme can function with an
objective and purpose.
 The philosophy is expressed in different ways as
the quality of education, selection, of teachers
and students.

6. Guidelines for development
of philosophy
 An educational philosophy states the
values which are believed to be right, true
and good by the persons responsibilities
for the school or college.
 An educational philosophy will be unique
to the particular society and individual
whom it serves.
 All teaching staff should participate in
the formulation of the school philosophy
or college philosophy.

7.  College or school philosophy is used as a
screen.
 College or school philosophy should not
conflict with the philosophy of the
institution of which it is a part.
 College or school philosophy should be re
– examined periodically to determine its
suitability in the light of the changing
conditions.

8. AIMS GOALS AND OBJECTIVES
 The term ‘Purposes’ refers to describe
the overall goals of the total education
program and the term ‘objective’ refers
to the breakdown of purposes into the
specific goals which can be used to
pinpoint the content.
 The objective is developed to indicate
what changes in behavior it is hoped to
bring about in the student as a result of
the courses being offered.

9. Factors to be considered
 Statement of philosophy.
 Social and health needs of the people.
 Kind of students to be expected in the
education program.
 Level of professional competence to be
attained.
 Role of nurse (after qualifying) in society.
 Statutory minimum requirements.
 Teaching, physical and clinical resources
availability.

10. SELECTION OF A LEARNING
EXPERIENCES
 A learning experience is something in
which the student actively participate
and which results in a change of behavior.
 The teacher should select only
experiences which will result in a change
in behavior outlined in the objectives of
the program.

11. CLASSIFICATION OF LEARNING
EXPERIENCES
 Direct Learning Experiences
 These are first hand experiences with various objects
or symbols.
Examples for direct learning experiences are as follows
• Observing samples or specimens
• Experimenting with physical and chemical
materials
• Setting up apparatus for experiment
• Operating machines
• Constructing models, charts, plans
• Drawing pictures and painting models

12.  Dramatizing historical events
 Summarizing a lengthy description
 Collecting, analyzing and interpreting the
data and generalizing.
 Listing important facts and points
 Presenting ideas orally or in writing
 Conducting physical examination of
clients
 Performing nursing procedures
 Handling different types of medical
equipments and articles.

13.  Indirect Learning experiences
Those experiences which are not the
first hand information.
Reading accounts or descriptions or
discussion in books, journals,
magazines and newspaper.
Observing pictures photos maps and
models
Listenning to oral descriptions and
lecture talks