The document discusses master rotation plans, course plans, and unit plans for educational institutions. It defines a master rotation plan as the overall plan showing student placement and rotations through theoretical, partial, and clinical blocks. It discusses preparing rotation plans according to regulatory guidelines and considering factors like examinations and vacations. The document also defines course plans as organizing instruction for a subject and discusses their purpose, levels, principles, structure, contents, and evaluation methods. Finally, it defines unit plans and discusses their characteristics, steps, and essential planning activities.

1. Master plan, course plan, unit
plan

2. Learning objectives
• Definition of Master Rotation Plan
• Purpose, Principles, features and factors to be
considered
• Preparation of master rotation plan for curriculum
• Responsibility of teaching staff
• Definition, levels and principles of course plan
• Objectives of the course plan
• Structure and elements of course plan
• Content of course plan

3. Cont..
• Process of organizing learning experience
• Teacher role in course planning
• Advantage and disadvantages of course plan
•
• Definition of unit plan
• Characteristics and Ccriteria for a good unit plan
• Steps in unit plan
• Essential activities in planning a unit

4. INTRODUCTION
• 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.

5. DEFINITION
• Master rotation plan is an overall plan which
shows rotation of all the students in a
particular educational institution. (Nurses of
India-Journal)
• Master rotation plan shows the placement of
the students belonging to various
groups/classes in a clinical nursing as well as
community.- (Nurses of India-Journal)

6. Cont..
• Master rotation plan denotes duration of the
placement that includes theoretical block,
partial block (Half clinical, half theory block)
and clinical block.- (Nurses of India-Journal)

7. Theoretical inclusions
• Master rotation plan includes details such as:- &
Examination week
• Study leave for university exams
• Periods of vacation
• Particulars of community health postings areas of
clinical instruction rotation plan
• Master rotation plan denotes duration of the
placement that includes theoretical block, partial block
( half clinical , half theory block) and clinical block.

8. Usefulness of master rotation plan
• Co-ordination becomes more effective when
theory, practice correlates and integrity exits.
• Helps the students and teachers to prepare
themselves for working in the areas.
• Effective co-ordination can be made for
smooth running of organizational activities
between the faculty and service staff.

9. Cont..
• Evaluation of the programme is more effective.
• It helps to make tentative advance plans for leave
or vacation.
• Post the students based on their background
preparation and the extent of guidance available.
• Select areas that can provide expected learning
experience.
• Plan to build on pervious experiences.
• Acquaint the clinical staff/clinical supervisor with
clinical objectives and rotation plan.

10. Cont..
• Provide each clinical experience of same
duration to all the students.
• Rotate each student through each learning
experience or block.
• Plan for all students to enter and leave at
same time schedule.

11. Features of master rotation plan
• It shows the relationship between classroom
teaching and experience.
• Each area of clinical experience is indicated by
a code to which a guide is attached.
• The period of clinical experience vary in length
each year but total duration of such
experience is the same for all students.

12. Cont..
• Students of one class are divided into group
and rotated through same clinical areas.
• It is prepared in advance for the whole year.
• It gives complete and clear picture about the
students.
• It must include period of vacation, teaching
block, preparation time, examination and
vacation.

13. Cont..
• The teacher should be aware of the student's
placement.
• Overlapping particular area or shortage in
particular area can be noted.
• The teacher should follow Indian nursing
council and university syllabus.
• The teacher should consider all three
domains.

14. Preparation of master plan
• Master plan should be prepared in accordance
with the requirements prescribed by the
statutory bodies like Indian Nursing Council
and Universities.
• The master plan should also spell out the
hours of planned instructions and required
hours of clinical experiences per week or per
month of the year.

15. Cont..
• Explanation of different courses of study with
special reference to theory and practical, for
example, theory and practical experiences
meant for medical surgical nursing, mental
health nursing, etc
• Total duration of the programme, for example,
3 years for diploma programme and 4 years
graduate programme.

16. Cont..
• Invariably the master plan explains the
following :
• Total allotted hours in terms of theory and
practical for each course.
• Course plan of each course with details like
total units, hours and objectives for each unit

17. Example
• Theory block (TB) = number hours /day (6) x
per week (6) x per/month. (4) = 144 Hours/
month.
• Partial Block (PB) Clinical (8am -1pm) =
number of hours/day (5) x per week (6) x per
month (4) = 120 hours/month.

18. Cont..
• Theory Block (TB) (2PM-4PM) = number of
Hours/ day (2) x per week (6) x per 1 month
(4) = 48 hours/month.
• Clinical block (CB) = number of Hours/ day (6)
x per week (6) x per month (4) = 144 hours /
month.
• Full day (6 hours) in clinical Block.

19. Dr. D.Y. Patil Vidya Pratishthan SocietyPadmashree Dr. D.Y. Patil Institute of Nursing
Education, Pimpri, Pune - 411 018.
MASTER ROTATION PLAN OF 1ST YEAR RGNM 2010 BATCH
THEOR Y
BLOCK
MNC RECOMMENDATIONOFFERED BY THE INSTITUTIONTOTAL
THEORY BLOCK = 575 HRS. (12 WEEKS) TOTAL THEORY BLOCK = 16 WEEKS = 16X6X8 = 768 HRS.
TOTAL PRACTICAL = TOTAL PRACTICAL =FON = 612 HRS. ( 17 WEEKS ) FON = 21 WKS. = 21X6X8 = 768
HRS.CHN = 288 HRS. ( 8 WEEKS ) CHN = 8 WKS = 8X6X8 = 384HRS

20. Responsibility of teaching staff
• Correlate theory and practice.
• Participate in teaching, supervision and evaluation.
• Prepare the student in theory block before they enter
the clinical block.
• Maintain adequate and regular attendance at both the
classroom and clinical areas.
• Report to the principal or concerned person for the any
change or modification.
• Plan for regular meeting to evaluate the effectiveness
of a plan.

21. COURSE PLAN

22. Course plan
• Course planning refers to planning courses of
instructions. It serves as a guide for the
teacher as well as for the students in creating
conductive atmosphere for worthwhile
learning and purposeful activities.

23. Definition
• A course may be defined as complete series of
studies leading to graduation or a degree in
case of B.SC Nursing course requiring
completion of several short courses.

24. Purpose of course plan
• It promotes utilization of resources.
• It brings about improvements.
• It secures future progress.
• It supports the curriculum process.
• It helps to solve the problem.
• It gives stability.
• To ensure autonomy

25. Level of course plan
1. Deals with designing the pattern for the
entire program e.g.at the program level.
2. Pertains to organizing the both the content
and learning experiences within a unit or a
subject e.g. at the level of a course of study
or at the level of unit.

26. Principles of course plan
1. State the objectives in behavioral terms
which are to be achieved.
2. Establish sequence in order of succession,
the content materials has to be organized.
E.g. first open bed, admission bed,
postoperative bed, fracture bed, amputation
bed etc…
3. Ensure logical and psychological continuity to
organize the units for easy understanding.

27. Cont..
4. Provide variety in modes of learning- group
discussion, independent study modules,
problem solving approaches, assignments.
5. Select an approach that is acceptable to all
teachers.
6. Provide cumulative learning by reinforcement.

28. Cont..
7. Plan for integration (related courses
horizontally).
8. It also reduces the unit to manageable size
and serves as a Centre of organization.
9. To reduce unmanageable bulk of specialized
subjects and bring some unity into atomized
specialization.

29. STRUCTURE OF COURSE PLAN
• In course planning, two kinds of planning are
involved.
1. knowledge & understanding - Identifying the
kinds of elements and which specific learning has
to be organized.
2. Specific content & teaching & learning activities -
The selection of be specific organizing centers
which learners entire development to be focused.
(to be involved in the learner’s inquiry)

30. Contents of course plan e.g. Nursing
education- Msc. Nursing 1st yr
• Course name: Nursing Education
• Placement: 1st yr
• General objectives
• Specific objectives
Hours of instruction
Theory – 150 hrs
Practical – 150 hrs
Total – 300 hrs
Units Hours Course content
Theory practical
ivities – framing philosophy
Act , aims & objectives, lesson planning,
microteaching- 2, practice teaching – 10, preparation and use of instructional
aids, develop course plan, unit plan, rotation plan, conduct continuing education
workshop

31. Cont..
• Methods of teaching – lecture cum discussion,
demonstration, seminar, project work, field
visits, workshop
• Methods of evaluation – tests, presentation,
project work, written assignments
• Internal assessment - Techniques Weightage
Tests – 2 tests 50
Assignments 25
Seminar/ presentation 25
Total 100

32. Cont..
• Practical internal assessment
Learning resource material
Practice teaching
Conduct workshop/
short term course
25
50
25
Practical – external assessment
Practice teaching – 1 50
Preparation/use of learning resource material 25
Construction of tests/ rotation plan 25
• Bibleography

33. Content of course plan
• State the objectives or outcomes to be achieved
through the given course.
• Specifications for level of learner and placement within
the curriculum.
• Brief course description
• Mention the placement of the course within the
curriculum.
• Organize the content topic wise, unit wise or lesson
plan wise.
• Describe resources material & methods of teaching.

34. Cont..
• Give the plan of learning activities for students -
assignments
• Describe the procedures for ongoing & terminal
evaluation.
• Give reference for teachers as well as students -
Bibliography
• Mention place, length of experience, experience
records, observations, procedures, plan for
rotation with field experiences, supervised and
guided practice.

35. Process of organizing learning
experiences
• Discussion on the general scheme of organization
- The staff concerned for teaching the course and
administrator of the program will discuss and
agree on the general scheme of organization of
the course and its smooth implementation.
• Agreement – agreement should be made
regarding the general principles of organization
i.e. continuity, sequence and integration.

36. Cont..
• Inclusion of basic unit - The basic unit should
be included.
• Flexibility - Flexible plans should be developed
which can be handled by each teacher.
• Include particular activities for a particular
course - Plan should be used for particular
activities for a particular course.

37. Teacher’s role in course planning
• He/ She should provide enforcement of previous
learning.
• He / She should avoid gaps and non- projective
repetition in subject matter content.
• He/ She should plan carefully.
• He/She should select materials and learning
activities according to the level of students.
• Teacher should plan unit of work.
• Helps to move the students towards goals.

38. Cont..
• He/ She should have skills related to the area that they
are teaching.
• He/ She should possess knowledge adequately.
• He/ She should formulate the objectives prior to the
planning.
• He/ She has to set up working groups.
• He/ She should plan equally to all the students.
• He/ She should be accountable every steps of planning.
• He/ She should be efficient in preparing course plan.
• Arrange the teaching learning environment.

39. Teacher – student planning
• Student is the centre of whole educative
process.
• The life the teacher’s effort.
• The student’s internal mental activities are
primary cause of learning and teacher is the
guide, secondary proximate cause.
• Education at the school is a cooperative act –
a joint enterprise between the student &
teacher.

40. Cont..
• In course plan the involvement of student should be
present.
• Teacher have to plan, act & educate students for
activity in the total process.
• By virtue of her maturity, knowledge & experience the
teacher is a recognized authority for student.
• The student is influenced by the teacher’s maturity,
teaching learning sessions in hospital/community &
level of experience.
• Thus the student is influenced to be involved in
planning, executing, evaluating for learning
experiences.

46. Unit plan is the basis of the organization of learning
and teaching in the school.

47. Definition
• Unit plan is defined as a large subdivision of
the subject matter, wherein a principle of a
topic or a property is central to the well
organized matter.
• Units may be small, covering only one day’s
activities or they may be large, covering
several weeks or even month’s activities.

48. Cont..
• A unit consists of a comprehensive series of
related & meaningful activities to achieve the
purpose, educational objectives by providing
significant educational experience that would
result in appropriate behavioral changes in the
learners.
• Planning the unit is known as unit planning.

50. Setting of goals in terms of changes of behavior – attitude,
understandings, abilities and skills provide a basis for
evaluation of learning outcomes.

51. Criteria for a good unit plan
• The needs, capabilities & interests of students to
be kept in view
• Variety of experience should be planned – field
trip, demonstrations, projects
• Previous experience & background of student to
be taken into account.
• Length should be based on interest of student.
• Provide opportunity for new learning experience.
• Familiar & related topics to be included in the
unit.

52. Cont..
• Related to social & physical environment of student
• Should be a part of sequence that permits growth from
year to year.
• Psychological principle “learning by whole” to be
followed.
• Represent both subject matter & learning experience as
well.
• Organize similar type of subject matter.
• Teacher have to thorough knowledge about subject
matter.
• Availability of periods should be considered

53. Types of unit planning
According to Caswell & Campbell unit are grouped into
2 main groups
Subject
matter units
• an arrangement of the materials & the
conditions of learning planned & developed
to result in the desired products of learning.
Experience
units
• is basis for the activity programmers
emphasized in elementary grades.

55. According to Smith there are 2 types
of units
• a comprehensive & significant
aspects of the environment, of
an organized science, of an art
or of conduct which being
learned results in adaptation in
personality.
1.
Adaptation
unit
• a certain subject matter content
is used to develop a general
comprehension of that particular
phase of the culture covered by
the unit.
2. Survey
units and
generalization
unit

56. Other units
• Experience unit (Center of interest unit) - the
basis for the activity programs emphasized in
elementary grades.
• Student purpose unit- the unit carried out by
the learners to achieve a given end objective.
• Student needs unit- learning is based on the
needs which the student recognize as
essential activities and subject matter are
selected in relation to student needs.

57. Cont..
• Process unit- planned on the basis of thought
processes- problem solving
• 3 types-
– unit of discovery & verification – used in clinical
situation that a problem student faces & ideas for
solution of problem
– Normative unit –action for problem is impeded by a
difference of social views, interests and values.
– Unit of criticism – concerned with examination of
hypothesis, principles, polices and programs of action.

58. Purposes of unit planning
• Used as a basis for developing a teachers unit.
• Provide improvise education for the teacher.
• Lay a ground work for good teaching.
• Stimulate teacher activity- by offering a variety of
suggestions & materials
• Can be used as a substitute for text book.
• Excellent source of information for beginning
teachers.
• Emphasize evaluation and offer various
approaches.

60. Factors to be considered in unit
planning
• Objectives with specification
• Content analysis
• Learning activities
• Testing procedures.
The teachers plan should focuses on general
objectives of the course, the unit plan, and the
class plan.

61. Steps in unit planning
• Content analysis – by means of terms, concepts,
facts, principles, laws, situations, processes,
generalizations, relationships, conclusions etc..
• Objectives with specification –realized by content
analysis
• Learning activities –as per individual differences
• Testing procedures – tools & techniques are
mentioned to get the evidence of achievements
of objectives.