This document discusses the development, implementation, and evaluation of nursing curriculum. It defines curriculum as the sum of learning experiences and activities planned by a faculty to achieve the objectives of an educational program. The key components of a nursing curriculum are the philosophy, objectives, duration, course plans, and evaluation program. The process of curriculum development involves planning, implementation, and evaluation. Planning determines needs, outcomes, methods, and evaluation. Implementation puts the written curriculum into practice in the classroom. Evaluation assesses if objectives were achieved and identifies ways to improve the curriculum.

1. MANAGEMENT OF NURSING
SERVICES & EDUCATIONLOPMENT
CURRICULUM (PLANNING,
IMPLEMENTATION, EVALUATION)
SUBMITTED TO:
MRS.RADHA MAM
Faculty of CON
VMMC & SJH
SUBMITTED BY :
NEHA KANOJIA(06250306619)
BSC(HONS) NURSING 4TH
YEAR
VMMC & SJH

2. 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

3. • 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)

4. 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

5. 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

6. 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.

7. 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

8. 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

10. Planning is an initial step in
curriculum development.

11. ⚫ Planning includes determining
the needs through an
assessment.
⚫ Needs would include those of
the learners, the teachers, the
community and the society as
these relate to curriculum.
⚫ After the needs have been
identified, the intended
outcomes are set.

12. ⚫ Then a curricularist should find
out in planning the ways of
achieving the desired
outcomes.
⚫ Together with the methods and
strategies are the identification
of the supporting materials.
⚫ All of these should be written
and should to include the
means of evaluation.

13. Implementation continues
after planning.

14. ⚫ The planned curriculum which
was written should be
implemented.
⚫ As a teacher, this is one of the
major roles that you do in the
school.
⚫ A curriculum planner can also be a
curriculum implementor.

15. ⚫ With a well written curriculum plan, a
teacher can execute this with the help
of instructional materials, equipment,
resource materials and enough time.
⚫ It is you, as a teacher, who will add
more meaning to the various activities
in the classroom.
⚫ The skill and ability of the teacher to
impart guide learning are necessary in
the curriculum implementation.

16. • It is one of the most crucial
processes in curriculum
development.
• Curriculum implementation
means putting into practice the
written curriculum that has been
designed in syllabi, course of
study, curricular guides and
subjects.

17. ⚫ It is a process wherein the
learners acquire the planned or
intended knowledge, skills, and
attitudes that are aimed at
enabling the same learners to
function effectively in the society.
• Implementing means using the
plan as a guide to engage with
the learners in the teacher-
learning process with the end in
view that learning has occurred
and learning outcomes have

18. Evaluation follows
implementation.

19. ⚫ The focus of this chapter is
evaluation after planning, and
implementation was done.
⚫ It is necessary to find out at
this point, if the planned or
written curriculum was
implemented successfully
and the desired learning
outcomes were achieved.

20. ⚫ Curriculum evaluation is a
component of curriculum
development that responds to
public accountability.
⚫ It looks into educational reforms or
innovations that happen in the
teacher’s classrooms, the school,
district, division or the whole
educational system as well.
⚫ It is establishing the merit and
worth of a curriculum.

21. ⚫ Curriculum evaluation as a big
idea may follow evaluation
models which can be used for
programs and projects.
⚫ These models discussed in the
previous lesson guide the
process and the corresponding
tools that will be used to
measure outcomes.

22. ⚫ Test results will only be used as
one of the pieces of evidence of
evaluation.
⚫ For at the end, the purpose of
evaluation is to improve and not
to prove.

23. CURRICULUM EVALUATION
5 M’s
● Man
● Money
● Materials
● Methods
● Minutes

24. 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.

25. “Learning is like rowing
upstream: not to advance is
to drop back.”