The document discusses the definition of a nursing curriculum as the learning opportunities and activities planned by faculty to attain objectives for students over a specified period of time. It describes the components of a nursing curriculum as including objectives, duration, course plans, and evaluation. Additionally, it outlines the process of curriculum development as selecting, organizing, implementing, and evaluating learning experiences based on learner needs and abilities.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Master rotation plan is the overall plan of rotation of all students in a particular educational institution, showing the placement of the students belonging to total programme (4 years in B.Sc.(N) and 3 years in GNM) includes both theory and practice denoting the study block, partial block, placement of student in clinical blocks, team nursing, examinations, vacation, co-curricular activities etc.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
A curriculum Plan is the advance arrangement of learning opportunities for a particular population of learners.
Curriculum guide is a written curriculum.
Curriculum Planning is the process whereby the arrangement of curriculum plans or learning opportunities are created.
Master rotation plan is the overall plan of rotation of all students in a particular educational institution, showing the placement of the students belonging to total programme (4 years in B.Sc.(N) and 3 years in GNM) includes both theory and practice denoting the study block, partial block, placement of student in clinical blocks, team nursing, examinations, vacation, co-curricular activities etc.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Typically, however, teacher preparation is divided into two (and sometimes three) levels, where Earth science plays very different roles: Elementary education: Programs that prepare future elementary teachers often emphasize literacy and language skills, with less emphasis on math and science
Concept of curriculum, composition of curriculum committee, steps of curriculum devt, curriculum evaluation, curriculum revision - the need, factors to consider and components
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
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Concept of curriculum, composition of curriculum committee, steps of curriculum devt, curriculum evaluation, curriculum revision - the need, factors to consider and components
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3. Presentation Objectives
By the end of this presentation the
participant should be able to:
• define the terms curriculum and
nursing curriculum;
• explain the components of a
nursing curriculum ;
• describe the process of curriculum
development.
4. Definition
• Latin word , Currere = run
• Blue print of an educational programme
• Curriculum is a tool in the hands of an
artist to mould his material, according
to his ideals in his studio.
-Cunningham
• Artist= teacher
• Material= student
• Ideals= objectives
• Studio= educational institute
5. • Curriculum is a systematic
arrangement of the sum total of
selected experiences planned by a
school for a defined group of students
to attain the aim of a particular
educational programme.
(Florence nightingale)
6. What a curriculum is not
• A list of subjects to be transmitted
and learned
that is a syllabus
• details of methods and times
that is a timetable
7. Nursing Curriculum
• Nursing Curriculum is the learning
opportunities and the learning
activities that the faculty plans and
implement in various settings for a
particular group of students for a
specified period of time in order to
attain the objectives
8. Components of nursing curriculum
• Statement of Philosophy
• Statement of the objectives
• Total duration of the educational program
• Detailed Course Plans: Subject Matter,
allotted time in terms of theory and
practical hours
• Programme of evaluation
10. CURRICULUM DEVELOPMENT
• Curriculum development is defined
as the process of selecting,
organizing, executing and evaluating
the learning experiences on the basis
of the needs, abilities, and interest of
learners, and on the basis of the
nature of the society or community.
11. IMPORTANCE OF CURRICULUM DEVELOPMENT
• To provide learning experience according to
educational objective
• To maintain continuity and sequence of
learning experience.
• To provide supervised clinical nursing
practice
• To co-relate theory with practice
• To provide environment related to life
situation
• For continuous evaluation
12. CRITERIA FOR CURRICULUM DEVELOPMENT
• Student is central factor in curriculum.
• It should be flexible and adjustable to
need of the student.
• It should be dynamic and possible of
revision.
• The experience presented should be as a
whole so that activities of teacher and
student are integrated.
14. Major Factors Which Influence Curriculum
Development in Nursing Education
Philosophy of nursing education
Educational psychology
Society
Student
Knowledge explosion and scientific
advancements
Technological advancements in patient care
Educational technology
Transnational career opportunities
Resources
15. Process of Curriculum
Development
In a broad sense, the curriculum development process includes the
design, development, implementation and evaluation of curriculum
The
Curriculum
Development
Process
17. STEPS IN CURRICULUM
DEVELOPMENT
According to Ralph Tyler
1. Formulation of Educational Objectives
2. Selection of Learning Experiences
3. Organization of Learning Experiences
4. Evaluation of the curriculum
18. 1. Formulation of Educational Objectives
Data required for formulating educational objectives
―Philosophy
―Needs of the society
―Needs of the student
―Resources available in the society
―Level of the students
―Specifications of positions to be held by the student
on the completion of the programme
―Minimum facilities required
―Future trends
19. Steps in the Formulation of Educational Objectives
1. Identify the needs of the learner
2. Identify the needs of the society
3. Study the suggestions of the experts
4. Formulate the philosophy
5. State the objectives gathered from various sources in
a proper way
6. Formulate a theory of learning
7. Screen the objectives through educational philosophy
and educational psychology and select the
appropriate ones
8. Define the objectives clearly
9. State in terms of behavioural outcomes
20. 2. Selection of Learning Experiences
• Learning Experience: deliberately planned
experiences in selected situations where
students actively participate, interact and
which result in desirable changes in the
behaviour of the students
21. 3. Organization of Learning Experiences
• Principles of continuity, sequence and
integration
Continuity: building each experiences one
after another
Sequence: building one over the other more
deeply
Integration: relating the experiences to get a
whole view
• Vertical (continuity and sequence)and
horizontal organization(integration)
22.
23. Elements of Organization of Learning
Experiences
1. Grouping learning experiences under subject
headings
2. Preparation of master plan
3. Placement of learning experience in the total
curriculum
4. Preparation of correlation chart
5. Organization of clinical experience
6. Teaching system to be followed: complete
block/ teaching block, partial block and study
day system
24.
25. EVALUATION OF CURRICULUM
• CURRICULUM EVALUATION involves an
assessment of the philosophy of the
institution, goals of the institution, nursing
content taught in each course, course
objectives, teaching- learning methods,
course evaluation methods and the
relationship of non nursing courses to the
overall plan of study.
27. NEED FOR CURRICULUM
EVALUATION
• It determines the value of the curriculum.
• To find out the cause for defective curriculum.
• It clarify objectives and also to know the extent
of objectives achieved. it leads to the
improvement of institution, teaching-learning
process.
• To diagnose difficulties in curriculum process.
• To gather information for administrative
purpose.
• To provide quality control in education.
28. CURRICULUM REVISION
• Means changing or altering the existing
curriculum and making the curriculum
different in some way.
• To improve the existing curriculum
• Alteration can be in any area where there is a
deficit
• The philosophy, objectives, courses, teaching
– learning methods or evaluatory procedures
• Approaches: Addition , deletion or
reorganization
29. NEED FOR CURRICULUM CHANGE
• To restructure the curriculum according to the
needs of learner’s society.
• To eliminate unnecessary units, teaching
methods and contents.
• To introduce latest and updated methods of
teaching and content, new knowledge and
practices.