Curriculum planning by Sasikalavathi Arunachalam

Curriculum

1. 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 program. – Florence Nightingale. Curriculum is in the hands of the artist ( teacher ) to mold his material according to his ideals ( aims & objectives ) in his studio ( school ). - Cunningham Definition

2. Aims of curriculum Character Knowledge & Skill Health Clear thinking & Observation National heritage Aesthetic expression Social relations & Economic efficiency

3. Bases of curriculum Philosophical base Sociological base Psychological base Scientific base

4. Areas of human development involved in curriculum Intellectual domain Emotional domain Social domain Aesthetic development domain Spiritual domain Physical development domain

5. Societal curriculum Institutional curriculum Instructional curriculum Levels of curriculum

6. Philosophy of nursing education Educational psychology Student Life activities knowledge Factors influencing curriculum development in nursing education

7. For Nursing Life activities Community Leisure Family Professional Spiritual

8. ABC of curriculum organization

9. Articulation

10. Principle of learner centeredness Principle of continuity & sequence Principle of integration Principle of activity Principle of community centeredness Principle of conservation Principle of national integration Principle of correlation Principle of flexibility and elasticity Principle of social benefit Study of language Need for all round development of learner Principle of creativity Forward looking principle Principle of preparation for life Principles of curriculum construction

11. Procedural Dimension Substantive dimension Human relations Dimension Environmental Dimension Objectives for education Derived from philosophy of nursing education The educative process Outcomes of the educational process

12. Stages of curriculum process

13. Curriculum development process

14. Types of curriculum Official Operational Illegitimate Hidden or covert Null Phantom Concomitant Rhetorical Overt, explicit or written Societal

15. Step-I Establishment of educational purposes Step-II Selection of learning experiences Step-III Organization of learning experiences Step-IV Planned, continued evaluation Steps in the development of curriculum

16. Philosophical statement of the institute Social and health needs of the society Needs of the students Resources available in the society Entry criteria or level of students Specifications of positions to be held by the students Minimum requirements in terms of clinical and other prescribed by the statutory bodies Future trends in nursing Criteria to be filled to appear international examination Data required for formulating educational objectives

17. Should be stated in terms of desired changes in behavior Should help in selection of learning experiences and guide teaching activity Should be attainable and practicable Should be worthwhile and contribute to the social needs and social changes Should consider the needs, ability, and level of students Should be easily understood by the teacher and the student Should be co-operatively planned by all teachers, by the teacher and student Each statement should have a single objective Should not be too detailed The scheme of evaluation should be included Criteria for the selection & statement of objectives

18. Identify the needs of the learners Identify the needs of the society Study the suggestions of the expert Formulate the philosophy State the objectives gathered from various sources Formulate a theory of learning Screen the objectives Define the objectives clearly in terms of content State the educational objectives in terms of behavioral outcomes or change Steps in the formulation of educational objectives

19. All learning needs should be in relation to the selected objectives Learning activities should be in relation to real life situations There should be an effective integration between theory and practice Within the possibility for the students The learners should be motivated constantly Relationship between past and present experiences and focus on the future needs Wide variety of teaching & learning methods Students will learn effectively if the experiences are satisfactory to them Learning experience should consider the students ability to undergo the desired changes in behavior Should not be beyond the particular stage of development of the students Should be according to the needs of the students and every student should be given similar learning experiences Should provide same or equal chances for all students Principles to be followed in the selection of learning experiences

20. Have to be organized that succeeding experiences build upon those which preceded Learning experience in one area and other areas should be related to each other Should utilize the allotted time in a cost-effective manner Broad principles of education has to be applied and emphasized Provide ample opportunities Should be neither too flexible nor too rigid Clinical experience and assignments should be valued on the basis of experiences provided to students Principles to be followed while organizing learning experiences