Unit Plan MSC (N)

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INDEX
Sl no Contents
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Introduction.
Definitions.
Characteristics of unit plan.
Types of unit plan.
Criteria of good unit.
Essential activities in planning unit.
Steps in unit planning.
Example of unit plan.
Conclusion.
Bibliography.

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INTRODUCTION
Unit plan is the method to impart the knowledge of a particular topic of a
subject. A good unit plan is like a road map. It shows the final destination and
usually best way to get there. The teacher has to recognize the content of the
subject into suitable units. ‘Unit’ is developed psychologically in the student as a
means of integration; unitary teaching necessities the interlocking of ideas in order
to achieve full understanding.
A unit consist of a comprehensive series of related and meaningful activities
to achieve the purpose, educational objectives by providing significant educational
experience that would result in appropriate behavioural changes in the learners. A
large sub-division of the subject matter, wherein a principle of a topic or a property
is central to the well organized matter.
A unit is a combination of various but interrelated lesson. Depending upon
the number of lessons, a unit may be small, taking only few hours to teach or it
may be large covering weeks or even months of teaching.

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DEFINITION
✓ Planning the unit is known as ‘unit planning’.
✓ Hanna, Hageman and Potler state that “a unit can be defined as purposeful
learning experience focused upon behaviour of the learner and enable him to
adjust to a life situation more effectively”.
✓ Jorolimek defines unit plan “as a means of organizing materials for
instructional purpose which utilizes significant subject matter content,
involves pupils in learning activities through active participation intellectually
and physically and modifies the pupil’s behaviour to the extent to which that
he is able to cope with new problems and situations more competently”.
CHARACTERISTICS
1. Unit planning recognizes that learning takes plays most effectively in terms
of whole rather than of fractions. This concept of wholeness, must be
interpreted in terms of:
• The maturity of the learner.
• The possibilities of the proposed learning situation.
• Activities for making significant changes in the behaviour of the
learner.
• Total situation. Total objective of the group.
• Relationships of the proposed activities to the present level of the
student.
2. Learning is developmental therefore provides for vertical and horizontal
organization of learning experiences.

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3. Unit planning recognizes that learning takes place most effectively when
there is an understanding and acceptance of goals to be achieved and when
there is full and participation in planning for the attachment of these goals.
4. Unit planning recognizes the necessity for providing for individual
differences in the rates of learning and interest. Therefore, a variety of
assignments, e.g. projects, field trips, conferences and other similar activities
are planned by and for individual and groups.
5. Unit planning recognizes that true learning renders the learner increasingly
skilled in self direction, therefore opportunities are provided for the student
steadily and gradually to assume more responsibility for the selection,
organization and evaluation of many of her own learning experience.
6. Unit planning provides a sound basis for evolution: setting up of goals in
terms of change of behaviour and skill provide a basic for evaluation of
learning outcome.
TYPES OF UNIT PLANNING
1. SUBJECT MATTER UNIT
Topical unit
Generalization units
Unit based on significant aspect of environment and culture.
2. EXPERIENCE UNIT
Centre of interest
Student purpose
Student needs

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3. TEACHINGLEARNING UNIT
4. PROCESS UNIT
5. RESOURCE UNIT
CRITERIA OF A GOOD UNIT
❖ The needs, capabilities and interest of the students should be kept in view.
❖ A variety of experience should be planned for better learning.
e.g. field trip, experiments, demonstrations, projects etc.
❖ The previous experience and background of the students should be taken
into account.
❖ The length of the unit should be based on the interest of the students.
❖ Provide an opportunity for new experiences.
❖ Familiar and related topics should be included in the unit.
❖ It should be related to social and physical environment of the student; help,
anticipate and satisfy some of the future needs of the students.
❖ Unit should be a part of sequences that permits growth from year to year.
❖ Unit planning should be the result of co-operative planning of teachers and
students.
❖ Signifies the unity of wholeness of learning activities related to some
problem or project.
❖ Psychological principle. ‘Learning by whole’ is followed.
❖ Importance has to be given to integrate learning outcomes.
❖ Represents both subject matter into units of experience as well.
❖ Organizes similar type of subject matter.
❖ It achieves a set of specifications and objectives.

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❖ There should have through knowledge about subject content so that she can
decide the difficult units.
❖ The availability of periods should be considered.
ESSENTIAL ACTIVITIES IN PLANNING UNIT
Common activities which are involved while planning and develop
teaching-learning units.
➢ Selection and statement of objectives: to bring desirable change in behaviour
which are manifested result of specific teaching learning activities.
➢ Selection of content.
• Facts, concept, principle which are required to objectives of the unit.
• Information, generalization, subject matter, which are organized into
the knowledge.
• Sources for its knowledge components textbooks, references,
periodicals, journals.
• Audio-visual aids.
• Educational resource-study of a client at home, hospital or clinic or
any situation.

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• The content and learning experience for a unit vary according to the-
type of unit, objectives, the field of study.
• Primary emphasis in nursing course is placing scientific principles
along with the development of skills.
• Pre test has to be administered to test the knowledge, understanding
and skills in the area.
• Study guide has to be prepared by the teacher in advance and give to
the students to work out earlier as it orients, revise the topic relate to
unit and familiarizing the students for the topic.
➢ Distribution of time and the allotment of time.
➢ Organization of content of the unit to meet the desired objectives keeping in
mind the curriculum, policies, administrative pattern. Subject matter or
learning experiences has to be organized for student development, to;
• Produce a calmative effect, i.e. accumulation of results of experience
in desirable manner.
• Reinforce in a manner.
• To create a broader and deeper understanding of knowledge base.
• To develop, refine and strengthen the skills already acquired.
➢ Selection of teaching and learning activities.
Tracing out and utilization of available education resources and
flexibility according to the needs, providing opportunities for students
to practice the behaviours they are expected to develop as a result of
participation in these activities.
➢ Teacher’s expertise:
The teacher should have the knowledge-
• Of the subject that she is teaching.

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• Teaching-learning process.
• Learners for whom she is planning the course.
• Of the unit.
• Her positive attitude towards teaching and her students together
with her experience in teaching.
➢ Selection of methods of evaluation:
• To find out how effective the teaching learning activities have been.
• To ascertain the extent of student learning, ongoing and terminal
plans are necessary.
➢ Selection of reference:
Reading of relevant books, articles, journals is necessary. The school should
have a good library equipped with journals, periodicals, books and library
reference material which will aid in the teaching-learning process.
Teachers should give the reference to the students for their self-study
according to their needs and level.
To update knowledge regularly the teacher also should make use of library.

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STEPS IN UNIT PLANNING
1. Read the subject matter related to the topic in detain.
2. Discuss with experts on the subject and also refer to university syllabus.
3. Include the students and develop the unit plan cooperatively by the
teacher and student.
4. Write down the details such as the title of the unit, number of hours
required to teach and the practical experiences.
5. Formulate the central and contributory objective.
6. Identify the content area and the method of teaching.
7. Plan the teaching learning activities to achieve the objective.
8. Select the instructional aid to be used.
9. Plan the experience.
10. Decide on the approximate number of hours to be given to classroom
and clinical experience.
11. Plan appropriate method of evaluation.
12. Provide a list of books or journals.

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Example:
1st
year M.Sc(N), Nursing Education
UNIT HOURS CONTENT METHOD OF
TEACHING
ASSESSMENT
METHODS
I 10 Introduction :
􀂉 Education :Definition, aims,
concepts, philosophies & their
education implications,
􀂉 Impact of Social, economical,
political & technological changes on
education:
• Professional education
• Current trends and issues in
education
• Educational reforms and National
Educational policy, various
educational commissions-reports
• Trends in development of nursing
education in India
• Lecture cum
discussion
• Seminar /
Presentations
• Project work
• Essay
Type
• Short
Answers

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CONCLUSION:
Unit plan is the method to impart the knowledge of a particular topic of a
subject. A good unit plan is like a road map. It shows the final destination and
usually best way to get there. The teacher has to recognize the content of the
subject into suitable units. ‘Unit’ is developed psychologically in the student as a
means of integration; unitary teaching necessities the interlocking of ideas in order
to achieve full understanding. A unit is a combination of various but interrelated
lesson. Depending upon the number of lessons, a unit may be small, taking only
few hours to teach or it may be large covering weeks or even months of teaching.

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BIBLIOGRAPHY
➢ D Elakkuvana Bhaskara Raj, Nima Bhaskara. ‘Textbook of Nursing
Education’. 2nd
Edition, EMMESS publishers; 2015. 353-356.
➢ B T Basavanthappa. ‘Nursing Education’. JAYPEE publishers; 2003.
➢ B Sankaranarayanan, B Sindhu. ‘Learning and Teaching Nursing’. 4th
Edition, JAYPEE publishers; 2012. 68-69.
➢ http://www.moe.gov.tt/curriculum_process.html

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