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Curriculum
- 1. CURRICULUM
- 2. Introduction ■ The word 'curriculum' is 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 the blueprint of an educational programme. It is the base of education on which the teaching and learning process is planned and implemented. ■ Nursing curriculum includes the learning opportunities (subject matter) and the learning activities (clinical experiences and practices) that the faculty plans and implements in various settings for a particular group of students for a specified period of time in order to attain the desired objectives.
- 3. Definition ■ Curriculum is a tool in the hands of an artist to mould his material according to his ideals in his studio. In this definition, the artist is the teacher, the material is the student,ideals are the objectives and the studio is the educational institution. - Cunningham ■ Curriculum is the sum total of student activities that the school sponsors for the purpose of achieving its objectives. - Alberty
- 4. Models of curriculum Models Stenhouse process model Beatrice s fourfold model Behavioural objective model
- 5. Behavioural objective model This theory was developed by RalphTyler (1950) ■ For him, the function of the curriculum is to set forth the order and scope of what has to be taught so that learning may be enhanced. He identified four fundamental questions to be answered in the process of developing a curriculum ■ What educational purposes should the school seek to attain, i.e. its objectives? ■ How can learning experiences be selected, which are likely to be useful in attaining these? ■ How can learning experiences be organized for effective instruction? ■ How can the effectiveness of learning experiences be evaluated?
- 6. Stenhouse process model ■ Stenhouse (1975) formulated the process model.This is an input model, i.e. Emphasis is on learning experience or the process of education. ■ He believed that it was possible to organize a curriculum without having to specify in advance the expected behavioural change in students. ■ According to him, the content of a curriculum can be selected on the basis that it is worthwhile in itself and not merely as the means to achieve a behavioural objective. ■ The teacher's role is to appraise the student's work, with a focus on developing self- appraisal Qualities among students. ■ In this model, the teacher’s commitment to professional development is vital. Teachers need to see themselves as learners rather than as experts and continually strive to improve their performance and judgement.
- 7. Beattie s fourfold model ■ Beattie suggests that there are four fundamental approaches in relation to the task of planning a curriculum for nursing.. ■ Curriculum as a map of key subjects ■ Curriculum as schedule of basic skills. ■ Curriculum as a portfolio of meaningful personal experiences. ■ Curriculum as a agenda of important cultural issues.
- 8. Curriculum planning and development ■ Elements of curriculum planning Curriculam planning ranges from deciding the overall goals of the curriculum to lesson planning .It includes ■ Planning overall goals , objectives , learning experiences and evaluation. ■ Planning various courses ■ Unit planning ■ Lesson planning
- 9. Principles of curriculum development ■ The conservative principle ■ The forward looking principle ■ The creative principle ■ Principle of totality ■ Principle of preparation for life ■ Principle of connecting to life ■ Child centered curriculum ■ Principle of variety and flexibility. ■ Traning for lesiure. ■ Principle of character building
- 10. Steps in curriculum development ■ Formulation of educational objectives ■ Selection of learning experiences ■ Effective and efficient organisation of learning experience ■ Evaluation of the curriculum
- 11. Factors influencing curriculum development ■ Philosophy of nursing education ■ Society ■ Students ■ Social activities ■ Knowledge and skills required
- 12. Curriculum implementation ■ Curriculum implementation is an essential part of curriculum development because it is through implementation that the intended changes, as specified in the curriculum document, are applied in practice. ■ The implementation strategy could serve as a point of reference for developing a personnel development programme.The members of the curriculum committee act as consultants who advise educators on the implementation of the curriculum. ■ They also provide inputs during personnel development sessions about the demands of the new curriculum.
- 13. Curriculum evaluation ■ In curriculum evaluation evaluation of five M s is done. ■ Men: Whether the curriculum has been organized and implemented properly by the faculty members and other personnel involved. ■ Money:Whether money meant for curriculum development is utilized properly ■ Materials: Whether evaluation of textbooks, literature, etc., is used for the development and implementation of the curriculum. ■ Methods: Whether teaching-learning methods planned in the curriculum are appropriate. ■ Minutes: Whether adequate time is given for theory and practicals in each course, eg medical-surgical nursing, mental health nursing, etc.
- 15. Institutional records and reports include the following documents ■ Administrative documents ■ Faculty documents ■ Staff and students documents
- 16. Types of records Records and reports for INC ■ Admission register ■ Students attendence register ■ Clinical experience records ■ Students health records staff attendance records ■ Acquaintance register ■ Internal assessment register ■ External marks register
- 17. Staff records In the personal file of each staff member, there should be the following items ■ Application form ■ Copy of letter of appointment for posting order and any subsequent letter showing changes. ■ Job description-what the candidate is expected to do in each category ■ Record of staff member’s educational qualification, previous experience, membership in professional societies or contribution of articles in journals, or participation in seminars, conferences, etc. ■ Periodic evaluation or progress report. ■ Leave records. ■ Health record ■ Anecdotal record
- 18. Students records ■ Application forms and other reports collected at the time of admission, medical reports, school records and results of tests carried out at the time of selection. ■ A record of each student’s clinical performance. ■ A progress report showing grades and other pertinent information. ■ A final/permanent record giving a summary of instruction, clinical experience, grades and relevant material. ■ Health record. ■ Admission record ■ Anecdotal record
- 19. General records ■ Philosophy, objective and curriculum ■ Written policies ■ Statement of budget proposals and allotments ■ Minutes of staff meetings ■ Prospectus of college ■ Inventory registers
- 20. Institutional Reports ■ The number and nature of reports will depend on what is required by the controlling body and nursing council.The types of information that are commonly required in an annual report are as follows: ■ Factual data relating to students, staff, clinical facilities, physical facilities, administration andcurriculum. ■ developments made in the college programme since the last report. ■ Proposals and plans for future developments. ■ Problems encountered. ■ Recommendations
- 21. Importance of records and reports ■ They provide a basis for analysing needs and give direction towards goal achievement. ■ They provide a basis for short and long-term planning, ■ They prevent duplication of services and help follow-up services effectively. ■ They help to evaluate the care and teaching which has given. ■ They enable teacher to judge the quality and quantity of work done. ■ They serve as a guide to professional growth.