This presentation discusses different patterns for organizing nursing education curriculum and clinical experiences. It covers organizing course content into categories like basic sciences, professional understanding, and nursing sciences. It also discusses distributing content across subjects like humanities, behavioral sciences, and biological sciences. Placement, continuity, sequence, and integration are important principles for organizing learning experiences. Teaching systems can include teaching blocks, study day systems, and daily classes. Patterns of curriculum organization are progressive blocks, swap blocks, and concept blocks, which involve rotating students through different clinical areas over time.
COMPETENCY BASED EDUCATION AND OUTCOME BASED EDUCATION.pptxJyotsana Gurung
Competence is the ability of a person to achieve a certain limit of skill that will be needed to carry out any care activity for increasing the well being of the patient .
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
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.
COMPETENCY BASED EDUCATION AND OUTCOME BASED EDUCATION.pptxJyotsana Gurung
Competence is the ability of a person to achieve a certain limit of skill that will be needed to carry out any care activity for increasing the well being of the patient .
Selection and organization of learning experienceNursing Path
Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.
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.
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
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
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
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
INSTRUCTIONAL MEDIA AND METHODS
INTRODUCTION
Audio-visual aids are sensitive tools teaching that facilitates learning. They are multi sensory materials which motivate, classify and stimulate individuals.
The aim of the learning with technological media is ‘clearing the channel between the learner and things that are no worth learning.’ The basic assumption underlying audio-visual aids is that learning-clear understanding stems from the sense of experience. The teacher must ‘show’ as well as ‘tell’.
Audio-visual aids help in completing the triangular process of learning i.e., motivation, clarification, stimulation.
Audio-visual aids are also called “instructional material”.
DEFINITON
An Audio-Visual Aid is an instructional device in which the message can be heard as well as seen.
“Audio-visual aids are those sensory objects or images which initiate or stimulate and reinforce learning”. –Burton
Audio-visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi-sensory materials. –Edger Dale
Audio-visual aids are anything by means which learning process may be encouraged or carried on through the sense of hearing or sense of sight. –Good’s Dictionary of education
KEY CONCEPTSBOF AUDIO-VISUAL AIDS
Audio-visual aids are sensitive tools in teaching and as avenues for learning. These are planned educational materials that appeal to the senses of the people and quickness learning, facilitates for clear understanding.
A Chinese proverb:
If I hear, I forget
If I see, I remember
If I do, I know
This proverb says the importance of sensory perception in teaching, learning situation:
Seeing-87%
Hearing-07%
Odour-03%
Touch-02%
Taste-01%
Audio-visual aids provide significant gains in informational learning, retention and recall, thinking and reasoning activities, interest, imagination, better assimilation and personal growth and development.
The aids are the stimuli for learning ‘why’, ‘how’, ‘when’ and ‘where’. The hard to understand principles are usually made clear by the intelligent use of skillfully designed instructional aids.
On the use of audio-visual aids, the Kothari commission (1964-66) observed that it should indeed bring about an ‘educational revolution’ in the country.
The National Policy on education, 1986 and as modified in 1992 has laid a great stress on the use of teaching aids, especially improvised aids, to make teaching learning more effective and realistic.
PURPOSES
To initiate & sustain attention, concentration & personal involvement of stu
There are different types of teaching methods which can be categorised into three broad types. These are teacher-centred methods, learner-centred methods, content-focused methods and interactive/participative methods.
Professional development is learning to earn or maintain professional credentials such as academic degrees to formal coursework, attending conferences, and informal learning opportunities situated in practice. It has been described as intensive and collaborative, ideally incorporating an evaluative stage.
This is an orientation program for junior surgical clerkship for those undergraduate medical students entering to the surgical wards for the first time. This should be a total transformational learning experience.
9th Annual William Davidson Medical Education WeekOUWBEngagement
Medical Education Week highlights innovative research and advancements in medical education at Oakland University William Beaumont School of Medicine.
Its purpose is to honor faculty members who contribute to the improvement of medical education. The diverse and multifaceted program includes presentation of poster abstracts and prominent speakers from the medical education field who are invited to share insight and expertise.
For more detail, visit https://www.oakland.edu/medicine/faculty/faculty-development/medical-education-week
OCEP is an online intercultural exchange for nursing students around the world. The participants are all nursing students of college level. If you are nursing students or the teachers who teach them, please take a look at this slide show and give us any comments! Thank you.
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ANALYZING
THE CURRICULUM
George J. Posner
Cornell University
McGraw-Hill, Inc.
New York St. Louis San Francisco Auckland Bogota
Caracas Lisbon London Madrid Mexico Milan
Montreal New Delhi Paris San Juan Singapore
Sydney Tokyo Toronto
44 PART I CURRICULUM DOCUMENTATION AND ORIGINS
an inordinate amount of space to content, then you might infer that the
planners regarded covering content to be the teacher's major responsibility.
Or, if the curriculum documents seem preoccupied with the philosophy
supporting the curriculum, then you might infer that little consensus exists
in the field and that developing a rationale to justify a set of activities was
the primary concern.
Occasionally, some limited aspect of curriculum, such as sequencing
principles, has preoccupied developers., particularly in highly structured
subject matters such as mathematics.4 Some developers have even focused
almost exclusively on non-curriculum elements that, however great their
influence on the curriculum, are not, strictly sneaking,, elements of the cur-
riculum: for example, teacher training;5 school facilities, e.g. a computer
lab; or administrative structures, e.g., team teaching.
You might be able to infer the primary planning foci by searching
through the curriculum documents for evidence that the planners were pre-
occupied with one or more of the twelve questions listed in Table 2.1 - By
noting which of the planning foci received the greatest and least attention,
you might also be able to predict potential problems arising from neglected
planning elements—i.e., neglected questions.
CURRICULUM ANALYSIS QUESTIONS
FOR CHAPTER TWO
1. Who made up the cast of characters for the development of the curricu-
lum? What were their names, with what institution were they affiliated,
and what were their respective roles in the project? Within the project
team, who represented the learners, the teachers, the subject matter, and
the milieu? Was there an obvious blind spot on the team?
2. To what social, economic, political, or educational problem was the cur-
riculum attempting to respond?
3. What planning elements dominated the curriculum development pro-
cess?
NOTES
Chapter Three
Theoretical Perspectives
on Curriculum
What have been the most significant perspectives on curriculum development in
the United States?
What would proponents of each perspective propose for the reform of today's
curriculum?
Eve ...
HW. 1 Philosophy, Curriculum, and School PerformanceReadingsNarcisaBrandenburg70
HW. 1 Philosophy, Curriculum, and School Performance
Readings:
· Ornstein, A. (2015). Philosophy as a basis for curriculum decisions. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
· Eisner, E. W. (2015). What does it mean to say a school is doing well?. In Ornstein, A. C., Pajak, E. F., Ornstein, S. B. (Eds.), Contemporary Issues in Curriculum.
(1) Which philosophical approach(es) discussed in the Ornstein reading best reflect(s) your beliefs about (a) a school’s purpose; (b) what subjects are of value; (c) how students learn; and (d) the process of teaching and learning? Explain your reasoning.
(2) Based on the Ornstein reading, provide at least three different reasons why having a philosophy of education is important and explain each.
(3) Based on the readings above, what educational philosoph(ies) is Eisner’s thinking aligned with? Explain your reasoning.
(4) Eisner suggests that how well a school is doing should be determined by more than student test scores. (a) Why might this be important? (b) Of the various areas Eisner suggests for determining how well a school is doing, indicate three that you feel are most important and explain your reasoning.
Term 1 Unit 2 Discussions
Unit 2 Discussion (ACC301 Cost Accounting)
Complete and submit question 2-36 on page 73.
2-36. Cost Allocation—Ethical Issues
Star Buck, a coffee shop manager, has two major product lines—drinks and pastries. If Star allocates common costs on any objective basis discussed in this chapter, the drinks are profitable, but the pastries are not. Star is concerned that her boss will pull the plug on pastries. Star’s brother, who is struggling to make a go of his new business, supplies pastries to the coffee shop. Star decides to allocate all common costs to the drinks because “Drinks can afford to absorb these costs until we get the pastries line on its feet.” After assigning all common costs to drinks, both the drinks and pastries product lines appear to be marginally profitable. Consequently, Star’s manager decides to continue the pastries line.
Required
a. How would you recommend Star allocate the common costs between drinks and pastries?
b. You are the assistant manager and have been working with Star on the allocation problem. What should you do?
Unit 2 DB: Trade (ECO201 Macroeconomics)
After reading the article, Amadeo, K. & Boyle. M (May 18th, 2021). International trade: Pros, cons, and effect on the economy. the balance, provide an advantage and a disadvantage of international trade. From the article and in your opinion, how do these impact the economy?
CHAPTER
1
Philosophy as a Basis for
Curriculum Decisions
ALLAN C. ORNSTEIN
FOCUSING QUESTIONS . . d implementation of curriculum?
hil h uide the orgaruzation an
1. How does p osop y g 1 d that shape a person's philosophy of
2. What are the sources of know e ge
curriculum? d that shape your philosophical view of 1
What are the sources of kn ...
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The French Revolution Class 9 Study Material pdf free download
Organization of learning experience
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2. CORRELATION OF THEORY &
PRACTICE IN NURSING EDUCATION
• ORGANIZATION OF LEARNING
EXPERIENCE
• IN TEACHING
• IN CLINICAL EXPERIENCE
• PLACEMENT
• INTEGRATION
• TEACHING SYSTEM
• PATTERNS OF CURRICULUM
3. Organization of Learning Experience
Course Content
• The content of Nursing Curriculum
• Foundation Content
• Nursing related Content
• Basic Sciences
• Physics
• Chemistry
• Sociology
• Anatomy & Physiology
4. • Professional Understanding
• Professional Adjustment
• Trends & Issues
• Communication
• Administration
• History of Nursing
• Nursing Sciences
• Nursing Principles
• Medical
• Paediatrics
6. Placement :-
Total subject as well as practical
experience must be placed in such
a way by utilizing the educational
Psychology distributed to all four
years, is called as placement.
• Criteria for organizing Learning
Experience
4. Continuity
5. Sequence
6. Integration
7. Continuity :-
The vertical organization of Learning Experience refers to the
relationship existing between different levels of the same
subjects.
Principles of Nursing in Nursing Principles
Application of Nursing Process in Nursing Principles
Application of Nursing Process in Speciality
Application of Nursing Process in Paediatric Nursing
Application of Nursing Process in Psychiatric Nursing
8. Sequence :-
Each successive experience not only is built
upon the last one but also goes more deeply
and broadly into the subject. It emphasizes
on higher levels of understanding.
– Simple to Complex
– Easy to Tuff
– Known to Unknown
– Normal to Abnormal
Eg. Psychology – Psychiatry
Sociology - Community
9. Three levels of Sequence
• Logical Order
• Chronological Order
• Difficulty
Logical Order : It is based on concepts or principles of
primacy. (Eg.) Trends in Nsg,
Biochemistry
Chronological Order : It places events in successions in terms
of
time in which they occur. (Eg.)History of Nsg
Difficulty :-
Lessons are arranged in such a way as simple to complex
10. Integration :-
Integration is each successful experience not only is built upon
the last one goes in deep. Wholeness, Harmony & related as
very essential
Unified Meaningful Whole (Eg.)
Food Administration (Bio Chemistry)
Functions of Digestive System ( Anatomy)
Principles of Nutrition (Nutrition)
Pharma related to GI (Pharmacology)
Condition affected (GIT)
11. Organization of Learning Experience
Clinical Area :
Master Rotation Plan
Clinical Rotation Plan
• Class Room
Teaching Block Course Outline
Study Day System Unit Plan
Daily Class Lesson Plan
12. Organization : Clinical Experience
Principles :-
2. Each block of Learning Experience being used in the
rotation should be of the same rotation through ( No.of
days)
3. Each students must rotate to each block
4. No block can be missed by students
5. All students should be enter and leave the block at the time
scheduled.
6. Each block of experience can be further sub divided so that
the students can be rotated through the related experience
7. A block may consist of 2 or 3 unrelated experience which
have been fitted in to make up the length of block to
facilitate rotation.
13. Teaching System
Three common methods are used
in Teaching System.
2. Teaching Block
– Full Block
– Partial Block
3. Study Day System
4. Daily Classes
14. Partial Block System :
It is a modified Teaching Block in which the students are in
Teaching Block in the morning and go to the clinical areas in the
afternoon.
Teaching Block :-
The Teaching Block is the Block Class of total Block System in
the teaching Block. Student was withdrawn from the clinical
areas. During this time they follow a planned programme in the
school and attend the clinical area after once completing their
subject.
15. Advantages :
• The students are freed from ward responsibilities while
having a concentrated period of instruction.
• Classes can conveniently be given to the whole group
• Curriculum Planning is facilitated and the planning of co-
related teaching made easier
• Students can have uninterrupted periods of Clinical
Experience.
• Ward administration is made easier when students do not
have to leave the ward daily to attend classes.
j) Attention is drawn to the educational status of the students
although she does not necessarily spend any less time on
the wards.
16. Study Day System :
The study day system is literally a complete day spend
by the students in a week.
(Eg.) The students those who go for the clinical
experience in all days except Monday & Friday.
These days are called as study day.
(Eg.) The Midwifery students (8th Sem.) will be much
benefited in the semester. There are 5 months
(5x4 = 20 weeks). They will get 20 study days.
(20 x 8 Hrs = 160 Hrs). 160 hours classes can be
given throughout the semester to fulfill their theory
requirement.
17. Advantages :-
2. The teacher have contact with the
student all throughout the semester
3. All the students can clarify the doubt
when come for study days
18. Daily Classes :-
If neither of the above two system is used the third possibility
is holding single classes daily or several times per week.
During the first and second years frequents scheduling of
classes will be required to cover the Curriculum and
problems sometimes wise when a number of students
have to be relieved on time from different wards .
However when the schedules are planned with a view to
service needs and normal ward routine it is possible to
arrange times which are reasonably convenient to the
ward the school and the student. Daily classes will still be
necessary.
Now and then during the course even the other systems are
operating but will not be needed so frequently.
19. PATTERNS OF CURRICULUM
In different patterns of curriculum
3. Swap block
4. Progressive block
5. Concept block
20. Progressive Block
POSTINGS
Group I M.Ward M.op M.Oncol. M.Mico
Medical
1 2 3 4
Group II S.Ward S.OT S.OP S.ICU P.Op
Surgical
5 6 7 8 9
Group III P.OP Com.Psy Derm OG
Psy- E.ENT
Specia.
10 11 13 14
12
21. Progressive Block :
In this pattern of Curriculum students are
divided into 3 major groups and they are
rotated into different areas of learning
experience.
(eg.) V semester students :
I group will be in Medical Area
II group will be in Surgical Area
III group will be in Psychiatry & Speciality
I group after finishing their postings will get
exchange with II group and then with III
group,
With in a particular level all the students will
expose to all the areas
23. Swap Block :
This pattern of curriculum is most in VI semester
students. They are divided into
I – Paediatrics
II – Community
In the Paediatric area they will be further divided into
smaller groups to complete Paed.Med, Paed.Sur,
NICU,Communicable Ward and so on. In
Community Survey,Immunization Camps, Family
visits, School health, PHC Visits etc.,
They get inter exchange after completing the specific
needed hours, in each small blocks.
Concept Clock :
This pattern of curriculum is used in PG(M.Sc) nursing
students. They are being posted in different wards
so as to fulfill deepest understanding of the concept
rather than specific condition.