This document discusses the history and development of nursing curriculum from the 17th century to present day. It traces the evolution from untrained nursing helpers to the establishment of formal nursing education programs and curricula. Some of the key developments highlighted include the influence of Florence Nightingale in the 1860s, the establishment of formal curriculum guides in 1917, and the adoption of nursing education programs by institutions of higher learning beginning in the 1940s-50s which led to the development of associate's and bachelor's degree nursing programs. The document also discusses influential curriculum models and theorists like Ralph Tyler and his classic curriculum model from the 1940s-50s which remains fundamental to nursing curriculum development today.

1. JOFRED M. MARTINEZ, RN

2. • Formal nursing education and curriculum can be
traced to the 17th century and the French Sisters of
Charity, according to Em Olivia Bevis and Jean
Watson.
• Until this time, untrained helpers, mostly servants,
were nurses. When the order was formed in 1633,
the prescribed course of study was a two-month
probationary period followed by seven to eight
months of instruction and supervision. The instruction
consisted lectures, quizzes and religious exercises.

4. • A significant advance in the nursing curriculum,
according to Bevis and Watson, occurred in 1860 due
to the influence of Florence Nightingale.
• There was a year of training and a probationary
period, followed by three years of hospital service.
• Curriculum was based upon the development of 12
personal characteristics and 13 functions and skills.
Most experts consider it a well-organized and highly-
structured curriculum, and it was accepted worldwide.

5. • Bevis and Watson point to the establishment of
formal "Curriculum Guides" as being a turning point
in the history of the development of the nursing
curriculum.
• In 1917, the Education Committee of the League of
Nursing Education produced its "Standard
Curriculum." It was designed to help nursing schools
improve their programs and standards, as nursing
requirements were minimal and not uniform.

6. • The work defined objectives, content and methods for
each course. It provided lists of needed materials and
equipment and bibliographies. The work was revised
in 1927 and 1937.

7. • The most significant advance in the nursing
curriculum came when institutes of higher learning
adopted nursing education programs, according to
Bevis and Watson.
• Based on the studies of Mildred Montag, who
designed a two-year course of study for "technical
nurses" in the late 1940s and 1950s,many two-year
colleges developed associate of arts degree
programs.

8. • Shortly thereafter, colleges introduced baccalaureate
programs that based a professional nursing
education on two years of prerequisite courses and
liberal arts.
• College-based programs and expanding curricula
saw a "geometric explosion," or a rapid rise in the
number of nursing programs in higher education,
from the 1950s through 1970s.

9. • In 1949, Ralph Tyler, a consultant with the University
of Washington School of Nursing, introduced
"Syllabus for Education 360," which was then revised
in 1950 to "Basic Principles of Curriculum and
Instruction."

10. • Tyler's model was based on objectives or "goal-
attainment," according to Keating. Tyler identified four
principles for teaching:
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have a
maximum cumulative effect.
4. Evaluating the curriculum and revising those
aspects that did not prove to be effective.

11. • This is considered the Classic Curriculum Model, one
the earliest ideas in education that leads to the
measurement of outcomes. Other models have
followed, such as the CIPP and Baldridge Evaluation
System, but the Tyler Model remains the foundation
for a performance-based nursing curriculum.

12. • Can a school exist without a curriculum?
Why or why not?
• How does a strong belief or philosophy influence
curriculum?
• As future teachers, how important will a curriculum
be to you?
• What are the implications of an ever changing
curriculum to teachers?

13. • Curriculum, derived from a Latin word currere which
means “to run,” over the time it has been translated
to mean “course of study” (Wiles & Bondi, 1989).
• Ronald C. Doll (1996) defined curriculum as the
“formal and informal content and process by which
learners gain knowledge and understanding,
develop skills and alter attitudes, appreciations and
values under the auspices of that school”.

14. • William E. Doll, Jr. (2002), described curriculum in
relation to a shifting paradigm, moving from a formal
definition to a focus on one‟s multiple interactions
with others and one‟s surroundings.

15. 1. RECOMMENDED CURRICULUM – proposed by
scholars and professional organizations
2. WRITTEN CURRICULUM – appears in school, district or
country documents
3. TAUGHT CURRICULUM – what teachers implement
and deliver in the classrooms or schools.
4. SUPPORTED CURRICULUM – resources, textbooks,
computers, audio-visual materials which support and
help in the implementation of the curriculum

16. 5. ASSESSED CURRICULUM – tested and
evaluated
6. LEARNED CURRICULUM – What the students
actually learn and what is measured.
7. HIDDEN CURRICULUM – The unintended
curriculum
( ALLAN GLATTHORN, 2000)

17. • Subject- centered design model- focuses on the
content of the curriculum
Examples:
a. Subject design - centers on the cluster of content
b. Discipline design - focuses on academic
disciplines
c. Correlation design - Subjects are related to one
another but each subject maintains its identity.

18. d. Broad field design/interdisciplinary
• variation of the subject centered design
• Compartmentalization of subjects and integrate
the contents that are related to each other

19. • Who teaches?
The Teacher
• Who do the teachers teach?
The Learners
• What do the teachers teach?
Knowledge, Skills and Values
• How do teachers teach?
Strategies and Methods

20. • How much of the teaching was learned?
Performance
• With whom do we teach?
Community Partners

21. • The curriculum is continuously evolving
• The curriculum is based on the needs of the people.
• The curriculum is democratically conceived.
• The curriculum is a result of a long-term effort
• The curriculum is a complex of details.
• The curriculum provides for the logical sequence of
subject matter.

22. • The curriculum complements and cooperates with
other programs of the community.
• The curriculum has educational quality
• The curriculum has administrative flexibility.

23. • Curriculum development describes all the ways in
which a training or teaching organization plans and
guides learning.
• This learning can take place in groups or with
individual learners. It can take place inside or outside
a classroom.
• It can take place in an institutional setting like a
school, college or training centre, or in a village or a
field. It is central to the teaching and learning process
(Rogers and Taylor 1998).

24. • Systematic planning of what is to be taught and
learned in schools as reflected in courses of study
and school programs.
• The primary focus of a curriculum is on WHAT is to be
taught and WHEN, leaving to the teaching profession
decisions as to HOW this should be done. In practice,
• There is no clear distinction between curriculum
content and methodology - how a topic is taught often
determines what is taught.

25. FOUR STEPS TO CURRICULUM DEV’T.:
"The Tyler Rationale"
1. What educational purposes should the school seek
to attain?
2. What educational experiences can be provided that
are likely to attain these purposes?
3. How can they be organized?
4. How can we determine whether these purposes are
being attained?

27. • She believe that those who teach curriculum, the
teacher could participate in developing it.
• She advocated the teachers take inductive approach
the act or process of inducting somebody into a
position or an organization .

28. • Diagnosis of learner's needs and expectations of the
larger society
• Formulation of learning objectives
• Selection of learning content
• Selection of learning experiences
• Organization of learning activities
• Determination of what to evaluate and the means of
doing it

29. STEP 1:
DIAGNOSIS OF
NEED
STEP 2:
FORMULATION
OF OBJECTIVE
STEP 3:
SELECTION OF
CONTENT
STEP 4:
ORGANIZATION
OF CONTENT
STEP 5:
SELECTION OF
LEARNING
EXPERIENCE
STEP 6:
ORGANIZING OF
LEARNING
EXPERIENCE
STEP 7:
DETERMINATION OF WHAT TO
EVALUATE AND OF THE WAY
AND MEAN OF DOING IT

30. • Curriculum conceptualization and legitimation
• Curriculum diagnosis
• Content selection
• Experience selection
• Implementation
• Evaluation

31. • Technical - relating to specializing in industrial
techniques or subjects or applied science
• Scientific - relating to conforming to science or its
principles
• It allows us to plan of mind

32. • To those who believe in approach , it is not the
vehicle for dehumanizing education , but rather a way
of planning to optimize students learning and allow
them to increase their output.
• According to this point of view, curriculum
development is a plan or blueprint for structuring the
learning environment and coordinating elements of
personnel, materials, equipment.

33. Uses empirical methods would
answer the question.
WHAT SHALL BE TAUGHT?

34. • They tress not the outputs of production but rather
the learner, especially through activity-oriented
approaches to learning
• Those favoring this approach note that not all ends of
education can be known nor indeed do they need to
be known in all cases
• Considered the curriculum evolved rather than being
planned precisely

35. • Advocates might well identified themselves as
postmodern, realize that one cannot separate
curriculum development from the people involved in
the process or from those who will experience the
curriculum
• View world not a machine but as a living organism
• Focus of curriculum activity not the content but the
individual

36. • Curriculum Development appears to be a living,
breathing or organism, rather than a cold, precise,
exact and certain machine that dehumanizes those
involved in its development and those who
experience the products of such development

37. • He posits technical model the one who accepts the
assumption of modernity, also limited by its sensitivity
to the politics of curriculum making and that
curriculum cannot be generated in a manner that is
neat systematic, or ends oriented.

38. • In this process, educators make known their ideas
and values as to what is essential for learning and
what is to be taught, what contents is to be praised
and the very function of itself
• It enables individuals to realize that means and ends
affect each other, constantly modifying the very reality
about which one is deliberating

40. ANALYZE PHASES
• in the analysis phase, the instructional problem is
clarified, the instructional goals and objectives are
established and the learning environment and
learner's existing knowledge and skills are identified.

41. DESIGN PHASES
• The design phase deals with learning objectives,
assessment instruments, exercises, content, subject
matter analysis, lesson planning and media selection.
The design phase should be systematic and specific.

42. DEVELOP PHASES
• The development phase is where instructional
designers and developers create and assemble the
content assets that were blueprinted in the design
phases.

43. IMPLEMENT PHASES
• During the implementation phase, a procedure for
training the facilitators and the learners is developed.
The facilitators' training should cover the course
curriculum, learning outcomes, method of delivery,
and testing procedures.

44. EVALUATION PHASES
• Ongoing cycle of (formative and summative)
evaluation of all aspects of the curriculum in order to
understand how the program works, how successfully
it works, and whether it, in all its complexity, is
responding to students‟ needs, teachers‟ abilities.

45. INDUSTRY EXPERTS EXPERIENCE TEACHERS
DRIVE JOB FUNCTION
IDENTIFY COMPETENCIES FOR EACH JOB FUNCTIONS
CLASSIFY GENERIC AND TECHNICAL SKILLS
LIST SKILLS WHICH CAN BE DEVELOPED
THROUGH THEORY INSTRUCTIONS
LIST SKILLS WHICH CAN BE DEVELOPED
THROUGH LABORATORY INSTRUCTIONS
DEVELOP PROGRAMME STRUCTURE
DETAIL OUT
CONTENTS FOR
THEORY
DETAIL LABORATORY
CONTENTS FOR THE TOTAL
PROGRAMME
PREPARE APPROPRIATE
INSTRUCTIONAL MATERIAL
TRY OUT IMPLEMENTATION
FEEDBACK FROM STUDENTS, TEACHERS, INDUSTRY EXPERTS
REVISE THE CURRICULUM

46. 1. Aim: one sentence (more or less) description of
overall purpose of curriculum, including audience and
the topic
2. Rationale: paragraph describing why aim is worth
achieving. This section would include assessment of
needs.
3. Goals and objectives: list of the learning outcomes
expected from participation in the curriculum. This
section includes a discussion of how the curriculum
supports national, state, and local standards.

47. 4. AUDIENCE AND PRE-REQUISITES: describes who
the curriculum is for and the prior knowledge, skills,
and attitudes of those learners likely to be successful
with the curriculum.
5. SUBJECT-MATTER DESCRIPTION: designation of
what area of content, facts, arena of endeavor, that
the curriculum deals with. (This is a further
elaboration of the "topic" description in the Aim.)

48. 6. INSTRUCTIONAL PLAN: describes the activities
the learners are going to engage in, and the
sequence of those activities. Also describes what
the TEACHER is to do in order to facilitate those
activities.
7. MATERIALS: lists materials necessary for
successful teaching of the curriculum. Includes a list
of web pages

49. 8. ASSESSMENT AND EVALUATION PLAN: includes
plan for assessing learning and evaluating the
curriculum as a whole. May include description of a
model project, sample exam questions, or other
elements of assessment. Also should include plan
for evaluating the curriculum as a whole, including
feedback from learning

50. Based on the 1987 Philippine Constitution, all schools
should aim to:
1. inculcate patriotism and nationalism
2. foster love of humanity
3. promote respect for human rights.
4. appreciate the role of national heroes in the historical
development of the country.
5. teach the rights and duties of the citizenship.
6. strengthen ethical and spiritual values
7. develop moral character and personal discipline
8. encourage critical and creative thinking
9. broaden scientific and technological knowledge and
promote vocational efficiency

51. • It is a clear concept of what the institution would like
to become in the future.
• It provides the focal point or unifying element
according to which the school staff, faculty, students
perform individually or collectively.
• It is a guiding post around which all educational
efforts including curricula that should be directed.
• It should be ambitious

52. • It spells out how it intends to carry out its vision.
• It targets to produce the kind of persons the
students will become after having been educated
over a certain period of time.

53. • These are translated vision and mission which are
broad statements or intents to be accomplished.
• These are called educational objectives.
• Objectives direct the change in behavior which is
the ultimate aim of learning.
• They provide the bases for the selection of learning
content and experiences.
• They also set the criteria against which learning
outcomes will be evaluated.

54. • Information to be learned in school.
• It is another term for knowledge.
• It is a collection of facts, concepts generalization,
principles and theories
• Two types of curriculum
a. SUBJECT CENTERED VIEW – It represents the
repository of accumulated discoveries and
inventions of man down the centuries, due to
man‟s exploration of his world.

55. b. LEARNER – CENTERED CURRICULUM –
relates knowledge to the individual's personal
and social world and how he or she defines
reality.

56. EDUCATION EXPERIENCES MUST BE ORGANIZED
TO REINFORCE EACH OTHER.
• Continuity - refers to the vertical reiteration of major
curricular elements.
• Sequence - refers to experiences built upon
preceding curricular elements but in more breadth
and detail.
• Integration - unified view of things. Solving problems
in arithmetic as well as in other disciplines.
• We aim for educational effectiveness & efficiency.

57. • That ordering of the experience had to be somewhat
systematic so as to produce a maximum cumulative
effect
• Organizing elements such as: ideas, concept, values
and skills showed be a woven as a threads into a
curriculum fabric
• These elements could serve as organizer and means
and method of instruction and could relate the
different learning experiences among different
subjects

58. • They have all content, regardless of
• Their design or developmental models
• How individuals view the content is affected by their
view of knowledge and reality their philosophical
posture

59. What will lead to student self-sufficiency?
What is significant?

60. Two definitions of "significant":
1. having or conveying a meaning; expressive,
suggesting or implying deeper or unstated
meaning important, notable; consequential
2. what is valid?
3. what is interesting?
NOTE: Student may not even KNOW his own interests
What is useful? What is learnable? What is feasible?

61. • The core of the heart of the curriculum
• Instructional strategies, methods, educational
activities like field viewing, conducting experiments,
interacting with computer programs, field trips and
other experiential learning.

62. 1. Valid in light of the ways in which knowledge and
skills will be applied in out-of-school situations
2. Feasible In terms of time, staff expertise, facilities
available within and outside of the school ,
community expectations
3. Optimal in terms of students learning the content
4. Capable of students to develop their thinking skills
and rational powers

63. 5. Such students can broaden their interest
6. Capable of stimulating students greater
understanding of their own existence as individual or
as a member of a group
7. Capable of fostering students an openness to new
experience &tolerance act‟s diversity
8. To facilitate learning and motivates students continue
learning

64. 9. Capable of allowing students to address their needs
10.Such that they will foster the total dev‟t. of students
cognitive, affective, psychomotor, social and spiritual
domain

65. • It may refer to the formal determination of the
quality, effectiveness or value of the program,
process, product of the curriculum

66. • Context – refers to the environment of the curriculum.
Context evaluation refers to situation analysis
• Input – refers to the integration of the curriculum which
include goals, instructional strategies, the learners, the
teachers, the contents and all the materials needed
• Process – refers to the ways and means of how
curriculum has been implemented.
• Product – Indicates if the curriculum accomplishes its
goal. It will determine to what extent the curriculum
objectives have been achieved.

67. PROCESS OF THE CURRICULUM EVALUATION
1. Focus on one particular component of the
curriculum
2. Collect or gather information
3. Organize the information
4. Analyze information
5. Report the information

68. • Upgrading the quality of the teaching - learning
process
• Increasing the capability the teacher
• Broadening the delivery of education
• Revolutionizing the use of technology to boost
educational paradigm shifts.

69. • Pilot Testing or Field try out- this process involves
gathering empirical data to support whether the
material or the curriculum is useful, reliable, relevant
and valid
• It is a developmental process that gives the signal as
to whether the particular curriculum can already be
implemented with confidence.

70. • Curriculum Monitoring - a periodic assessment and
adjustment during the try - out period.
• It provides a decision that would even end or
terminate the program
• Curriculum Evaluation - refers to the systematic
process of judging the value , effectiveness and
adequacy of a curriculum

71. TWO WAYS OF CURRICULUM EVALUATION
1. School Based evaluation- an approach to curriculum
evaluation which places the content, design,
operation, and maintenance of evaluation procedure
in the hands of the school personnel.
2. Accreditation- voluntary process of submitting a
curricular program to the external accrediting body
for review in any level of education.

72. • Curriculum and Program studies
• Classroom Management
• Instructional Processes or methodologies
• Graduation requirements
• Administrative Support for Effective Instruction
• Evaluation of Academic Performance of students

73. • Highlight curriculum expectations
• Gather information about what students know and
can do
• Motivate student to learn better
• Motivate and encourage teachers to meet the
identified needs of students
• Provide evidence to tell how well the students have
learned.
• Obtain feedback that helps teachers, students and
parents make good decisions to guide instruction

74. • What shall be included for purpose of learning? After
that, the deal with HOW to present, and arrange the
WHAT that is selected for learning, so that students
can learn or experience.
• First they deal with knowledge & content specifically
they deal with teaching and learning experience
• Regardless of their philosophical orientation, this
elements will not ignore

75. • Meat of curriculum plan but can consider the
experiences planned for students as the heart.
• Key factors that shape the learners orientation to the
content and understanding to it.
• TABA noted “perhaps the first important consideration
in achieving the wider range of objectives is the fact
that the learning experience not the content means of
achieving the all objectives besides those knowledge
and understanding.

76. • Patrick Slattery noted “ education is a human
activity that is greatly affected by the environment” It
is a placed in which individual affects their inner
experiences
• John Holt pointed out space “creates activity‟‟ it
allows students „‟to generate places and moods‟‟.

77. • Should address social needs, security needs
and belongingness, as well as development of
self awareness and empathy for other

78. HAWKINGS AND VINTON
• Stated long ago that classroom can no longer be the
sole learning environment
LANG
• Noted that “ occupants of classroom must „peek‟ out
with windows, to the world beyond for illumination
and views

79. He Is referring to educational elements/essential criteria
in school for optimal educational space like;
• Volume - must consider the scale and shape of the
educational activity ex. Silent reading in classroom,
instance of quietness
• Acoustic - auditory, audile, sound that conducive to
learning
• Illumination - lights present in the educational
environment
• Temperature - not too cold and not too hot classroom

80. • In developing the curriculum involves a large number
of persons, both school based, and community based.

81. POLITICAL PARTICIPANTS
• Concerned with providing programs to the learners.
• Both educators and non educators, will determined
what types of curricula will benefit what students how
to select curricula, who will receive the benefit of
particular curricula and how to deliver those benefits

82. SCHOOL PARTICIPANTS
TEACHER
• Most powerful implementers in curriculum
development
• Decide the what aspects of curriculum new
developed and undergoing, determined the spent
time and how much of it on developing basic skills or
critical thinking skills

83. • Involved in curriculum committee which organized
curriculum by grade level, some organized according
to type of students under consideration
ex. Gifted child or committee of disabled learning
• teaching is implementing curriculum development
activity, from formation of goal and aims to the
evaluation and maintenance of the curriculum

84. • “Teacher should be viewed as an intellectual engaged
in some form of thinking.
• Teacher should not be viewed as a “Performer
Professionally equipped to realizes effectively any
goals set for them

85. STUDENTS
• Secondary students are more involved in curriculum
planning development
RONALD DOLL note:
• Students are the “consumers” of education and they
deserved to supply input to educators regarding
curricular matters

86. PRINCIPALS
• Curriculum leaders, they restructure the school
MARY RAYWID note;
• considered restructuralists, proposed 2 broad
strategies to attain their goals regarding the changing
authorities and governance
• Return authority for decision making to the school site
and to democratize the process of decision making

87. JOHN GOODLAD “school site management”
• School site should be recognized as the primary unit
of education
• A place of action” with regard to curriculum decision
making, then the principal must be a visionary leader
possessing a clear view of mission of the school and
a strong belief on her professional values

88. • Large school they are facilitator of curriculum:
furnishing time for current curricular activities
arranging for in services training, sitting on curriculum
advisory committee as a resource agent, and refining
the mission of the school.
• In small school principal actively more on curriculum
initiators, developers and implementers

89. CURRICULUM SPECIALIST
• Major role in curriculum development and
implementation
• Chairpersons, supervisors, coordinators, directors or
curriculum generalists.
• Expert in creating and implementing curricula, no
content major

90. ASSISTANT SUPERINTENDENT
• Primary responsible for curriculum activities
• Line administrator, report directly to the
superintendent
• Is a chair or serves as advisor to the general
curriculum advisory committee
• Responsible in Informing major trends occurring in
the field of curriculum and how these trends being
translated to the school system to the superintendent

91. SUPERINTENDENT
• Chief administrator of school system and keep it
running
• Responds the matter before the school boards,
initiate curriculum activities, starts program for in
service training for teacher, informing district
personnel of changes

92. BOARD OF EDUCATION
• Legal agents of school & Representative of general
public: spokesperson in the community which
responsible for overall management of the school

93. Lay Citizens
• Non professionals
• Few people would contest that the school belongs to
the public
• Concerned in general terms but really not interested
in becoming actively engaged in curriculum
development because of little knowledge about
course content

94. 1. "Curriculum Development & Evaluation in Nursing";
Sarah Keating; 2006
2. "Toward a Caring Curriculum: A New Pedagogy for
Nursing"; Em Olivia Bevis and Jean Watson; 1989

95. Good teaching is one-fourth
preparation and three-fourths theater.
~Gail Godwin

96. Who dares to teach must
never cease to learn.
~John Cotton Dana