This document outlines curriculum models, stages, and levels of curriculum development in nursing. It discusses common curriculum models like the process and product models. It also describes Tyler's model of curriculum design and the stages of curriculum development including needs analysis, development, implementation, and evaluation. Finally, it discusses different levels of curriculum from the structure of individual courses to the overall program of study and dynamic learning experiences.

1. CURRICULUM DEVELOPMENT IN
NURSING(NUR 805)
TOPIC:CURRICULUM MODELS,STAGES AND
LEVELS
BY
USMAN NASIR
P21AHNS8024
FUCALTY OF ALLIED HEALTH SCIENCES
DEPARTMENT OF NURSING SCIENCES,ABU ZARIA.
MARCH 2023
LECTURER: DR AS ABDULLAHI9/19/2023 1

2. OUTLINE
 Introduction
 Curriculum models
 Stages of Curriculum
 Level of Curriculum
 Summary and Conclusion
 References
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3. INTRODUCTION
 The word curriculum derives from the latin word curere meaning ‘to run’
 The functions of a curriculum is to provide a template or design which
enables learning to take place.
 It define the learning that is expected to take place during a course or
programme of study in terms of knowledge, skills and attitudes
 They specify the main teaching, learning and assessment methods.
 It provide an indication of the learning resources required to support the
effective delivery of the course.
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4. DEFINITION OF CURRICULUM
“The planned and guided learning experiences and intended
learning outcomes, formulated through the systematic
reconstruction of knowledge and experiences, under the
auspices of the school, for the learners’ continuous and
willful growth in personal social competence.
• That which is taught in schools
• A set of subjects.
• Content
• A program of studies.
• A set of materials
• A sequence of courses.
• A course of study 9/19/2023 4

5. CONT.
• Everything that goes on within the school, including
extra-class activities, guidance, and interpersonal
relationships.
• Everything that is planned by school personnel.
• A series of experiences undergone by learners in a
school.
• That which an individual learner experiences as a
result of schooling.
• An aggregate of courses of study in a school system.
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6. CONT.
• An aggregate of courses of study in a school
system.
• Planned and unplanned concept, content, skills,
work habits, means of assessment, attitudes and
instructional strategies taught in the classroom
and the variety of school activities in and out of
class that influence present and future
academic, social, emotional and physical growth
of students 9/19/2023 6

7. CURRICULUM MODEL
A curriculum model determines the type of curriculum
used as well as the methodology and philosophy.
Curriculum models inform the planning of the
curriculum used in schools to ensure the courses are
consistent within the institution.
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8. TYPES OF CURRICULUM MODELS
 Process model: The process model focuses on the
learning that takes place during the lesson and how
it impacts future learning
 Product model: The product model focuses on an
end product that is then graded to assess the
student's learning.
9/19/2023 8

9. CURRICULUM DESIGN MODELS
There are a variety of curriculum design models to
guide the process. Most of the designs are based on
Ralph Tyler’s work which emphasizes the role and
place of objectives in curriculum design.
TAYLER’S MODEL
Tyler’s Model (1949) is based on the following four (4)
fundamental questions he posed for guiding the
curriculum design process. They are as follows:
9/19/2023 9

10. CONT.
1. What educational purposes is the school seeking
to attain?
2.What educational experiences are potentially
provided that are likely to attain these purposes?
3.How can these educational experiences be
effectively organized?
4.How can we determine whether these purposes are
being attained?
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11. CURRICULUM MODELS
 Are targeted to needs & characteristics of a
particular group of learners
 Outline approaches, methods & procedures for
implementation.
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12. STAGES OF CURRICULUM
DEVELOPMENT
 Allocate the detailed development of each topic and learning outcomes to
individuals or teams
 Course teams to develop coherent programmes which have defined
learning outcomes, timetables, content, appropriate teaching, learning and
assessment methods which utilize relevant and available learning resources
 Implement and refine the programme
 Develop an appropriate and deliverable evaluation strategy
 Review and revise the course in line with feedback – has it met the
identified needs of the learners and other stakeholders? 9/19/2023 12

13. CURRICULUM LEVEL
Teachers, students and management in the field of
higher education have different ideas about the
concept Curriculum. Fraser and Bosanquet (2006)
summarize the different meanings in four categories
of description:
 The curriculum is the structure and the content of a
course: Teacher provides the outline of the course
which defines the necessary learning. Student learns
according to course outline
9/19/2023 13

14. CONT.
 The curriculum is the structure and content of a
program of study: Teachers develop their course
within the program framework. Student learns to
achieve the graduate outcomes.
 The curriculum is the students’ experience of
learning: Teacher provides framework for learning
within the discipline and responds to students’
needs and specific interests. Student engages with
the knowledge of the discipline.
9/19/2023 14

15. CONT.
 The curriculum is a dynamic and interactive process
of teaching and learning: Here, the structure of the
learning experience is not predetermined or
defined; rather, it emerges from the needs of the
students and the interactions between students,
teachers and colleagues: ‘The curriculum is very
dynamic and very changeable … It has to be
modified as needed to fit the circumstances, so it is
… a living thing’.
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16. SUMMARY AND CONCLUSION
Curriculum development is the multi-step process of
creating and improving a course taught at a school or
university. While the exact process will vary from
institution to institution, the broad framework includes
stages of analysis, building, implementation, and
evaluation.
The design of a curriculum determine or reflect the
mission, philosophy, current and projected practice
trends , stakeholders expected creativity, negotiation skills
analytical rigor, psych energy and a modest degree of
altruism. 9/19/2023 16

17. References
 Beetham. H. (2012) institutional approaches to curriculum design.
Final synthesis report. JISC
 Berkvens, J. and Akker, J. van den (2013) Indicators for curriculum
quality assurance Conceptual paper in curricular quality for ECER
2013 conference, Istanbul.
 Dearn, J.M. (2010) Innovation in Teaching and Curriculum
Design. International Encyclopedia of Education. Gale Virtual
Reference Library (GVRL). Available online 14 May 2010.
 Diamons, R.M. (1998) Designing and assessing courses and
curricula. A practical guide.Ssecond edition. Jossey-Bass
Publishers: San Francisco
 Fraser,S.P. and Bosanquet, A.M. The curriculum? That‘s just a unit
outline, isn’t it? Studies in Higher Education Vol. 31, No.3, June
2006, pp 269-284. 9/19/2023 17