Nursing Education topic

1. ADMINISTRATION OF
NURSING CURRICULUM
PRESNTED BY
MISS.EKTA BAGH
MSc.NURSING I YEAR
APOLLO COLLEGE OF
NURSING,DURG

2.  The word curriculum is the
derived from the Latin word “
Currere ” which means run. Thus
curriculum is a runway for
attaining the goals of education.
Curriculum may be considered as
a blue print of an education
programme. It is the basis of
education on which the
programme. It is the basis of
education on which the teaching
learning process is planned and
implemented.

3.  According to Florence Nightingale
 Curriculum may be
defined as – “ a systematic arrangement of sum total of
selected experience planned by school or a college for a
defined group of students to attain the aims of a
particular educational programme .”

4. FACTORS
INFLUENCING
CIRCULARS
HEALTH
FAMILY
VACATION
RELIGION
&
CULTURE
DEPARTMENTAL
DECISIONS
POLITICAL &
AGRICULTURAL
FACTORS
STUDY
PROJECTS
PRINCIPAL'S
BACKGROUND
COMMITTEE

5. PLANNING
ORGANIZING
DIRECTING
COORDINATING
CONTROLLING

6. EVALUATION OF EDUCATIONAL
PROGRAMS IN NURSING COURSE
& PROGRAM

7.  1) To diagnose problems, weakness and strengths, test
new and different approaches for advancement of
programme.
 2) Formation of philosophy, objectives and conceptual
framework .
 3) Helps faculty and administrator to manage fiscal
resources, make administrative and curriculum
decisions.
 4) Appraise faculty and staff development needs and
provide a mechanism for accreditation requirements.

8.  # CIPP Model

10.  Comparative course evaluation is the process designed
to identify articulation, duplication, and omission of
learning opportunities between course in a curriculum
( Fields 1984 ). It involves systematic examination of
course syllabi in order to identify omissions and
duplication of content and behavioural objectives
between courses.

11.  Discrepancy evaluation refers to the search for
difference between two or more element variable of an
education training programme that according to the
logical, rational, criterion should be in arrangement or
correspondence ( Anderson 1975).
 Most commonly focus of programme evaluation using
the dispensary model is upon one or more of the
following :

12.  The focus of goal free evaluation is to determine the
importance and value of final outcome not intensions
and design of the programme. It is an approach
proposed by Servian 1972 as a means of ensuring that
evaluators take until account that actual effect and not
just the indeed effect of education and training
programme. In this case the evaluators make special
not to be influenced by programme goals, which are
relevant to programme planning not to programme
evaluation .

13. Evaluation of Vision & Mission Statement
Evaluation of Philosophy & Objectives
Evaluation of Curriculum
Evaluation of Teacher
Evaluation of Student
Evaluation of Environment

17.  The teacher student relationship lies at the foundation of
educative process. As a matter of sound judgement and
professional ethics, faculty members have a responsibility to
avoid any apparent or actual conflict between their professional
responsibilities and personal relationship with students.
 Student teacher relationships like other helping
relationships may be considered on a continuum.
 Under Involvement
 Relationships are cold, uncaring, distant and neglectful.
 Helping Zone
 Egalitarian ( advocating equal right for all) and collaborative
relationships.
 Partnership that fosters development of both parties.
 Over Involvement
 Relationships are exploitative, coercive, and oppressive.
 They may be sexual or non sexual in nature.

18. Here are 5 principles :-
 Respect for human dignity.
 Avoid personal gratification at student’s expenses.
 Does not interfere in student’s personal
relationships.
 Promotes student’s autonomy.
 Promotes a fiduciary ( trustful) relationship based
on trust.

19.  Boundaries are the moral and sometimes legal
protective limits that help define any relationship.
Some are set by explicit negotiation of those involved,
but most are governed by ritual and custom.
 Cross boundaries means that the professional ( whose
role is to maintain boundaries) has allowed or
intended to cross the limits. They may or may not be
harmful ( they may be helpful ).
 Boundary limitations are harmful and exploitative.
They are unethical crossings that put the student, the
faculty and others in the educational setting at risk for
negative consequences.

20.  Compromise the integrity and effectiveness of the student
teacher relationship.
 Dual relationship make it difficult to evaluate or provide
objective feedback.
 If the violation involves administration, the student may
lose resources for assistance such as financial aid, career,
counselling etc.
 Dual relationship cause confusion to the student who is no
longer sure what the relation to the mentor should be.
 If the community tacitly accepts sexual relationships, the
opportunity discuss the issue openly as an institutional
issue or as a clinical supervision issue is reduced.

21. SEXUAL
 Romantic and/ or sexual relationships between a faculty
member and a student have the potential to pose risks to
the faculty member, the student or third parties.
 In such relationships, voluntary consent by the student is
suspected because of the inherently unequal nature of
relationship. A romantic and/ or sexual relationship
between a faculty member and a student can lead to a
complaint of sexual harassment when the student feels that
he or she has been exploited. In addition, other faculty
members, staff members, or students may express concerns
about undue access or advantage, favouritism, restricted
opportunities or unfavourable treatment as a result of
relationship.

22. NON SEXUAL BOUNDARY VIOLATIONS
 Violations of the teacher student relationship
boundary that is much less obvious than romantic
or sexual boundary violations.
 Much more likely to be insidious and widespread.

23.  1) Monitor boundaries : Engage in honest self
reflecting about whose needs are being met.
 2) Keep challenge of maintaining boundaries as an
open issue.
 3) Teach students how to monitor their own
boundaries.
 4) Develop institutional guidelines and policies
that reflect a commitment to the maintenance of
appropriate student- teacher boundaries.
 5) Be aware of risk factors.

24. SUMMARY