nursing education curriculum and models CURRICULUM.pptx

curriculum and models of curriculum

1. GOOD MORNING

2. Curriculum Derived from Latin word - currere means run. Curriculum is runway for attaining the goals of education. It considered as a blue print of an educational programme . It is the base of education on which teaching –learning process is planned and implemented.

3. CURRICULUM

4. CURRICULUM

5. As per Florence Nightingale international foundation -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 aims of a particular educational programme .

6. Modern concept of curriculum Modern curriculum encompasses all the meaningful and desirable activities outside the school provided that are planned and organized and used educationally. Curriculum is something more than textbooks more than the subject matter and even more than the course of study .

7. According to the best modern educational thought the whole life of school becomes the curriculum which can touch the life of the students at all points and help the development of a balanced personality.

8. NURSING CURRICULUM It is the learning opportunities(subject matter) and the learning activities(clinical experiences and practices) 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.

9. NATURE OF CURRICULUM Curriculum as objectives Curriculum as subject matter Curriculum as student experience Curriculum as opportunities for students

10. Curriculum summarised as Dynamic and flexible Has a societal orientation Is oriented to life situation Has a positive attitude towards the need of learners. Has a blending of ideal and realistic approaches Is depend on the philosophy and objectives. Is influences by technological and scientific advancement.

11. NATURE OF NURSING CURRICULUM Nursing curriculum is Health oriented Flexible Influenced by the developments in other health care professionals Influenced by transitional trends in nursing education and nursing service Influenced by policy decisions based on national health policy.

12. CRITERIA FOR A CURRICULUM Curriculum should cope with the knowledge explosion and scientific advancement. Curriculum should use all the teaching personnel in the most efficient and economic way. Subject in the real form of community needs. Curriculum should use the logical,precise and effective technology The curriculum should be consistent with the theoretical framework. The curriculum should enable the student to do active practice.

13. CRITERIA FOR A CURRICULUM- continue…. 7 . The curriculum should provide facilities for testing the learned behavior in reality for the students. 8. Curriculum should be as such to produce graduates who are capable of being creative for the next 15-20 years atleast . 9.The curriculum should be enriched with the activities for professional and personal growth of the learners. 10.The curriculum which is planned should spend a reasonable length of time in order to accomplish the goals.

14. COMPONENTS OF NURSING CURRICULUM Philosophy of nursing education al programme Objectives of educational programme Detail course plan for each course Course plan includes placement, subjects, alloted time for theory and practical, learning experience,areas of clinical posting,teaching learning method,class by nurse educators or professionals etc , 4.Programme of evaluation .

15. TYPES OF CURRICULUM According to changes in the concepts and form of curriculum. Types Child centred curriculum Activity curriculum Experience curriculum Undifferentiated curriculum Basic education curriculum Life centred curriculum Correlated curriculum Integrated curriculum Official curriculum Actual curriculum or institutional curriculum Hidden curriculum A

16. Child- Centered Curriculum It is also called learner-centered curriculum. The philosophy underlying this curriculum is that the children is that the center of the educational process. This pattern of curriculum bases upon the abilities and the interest of the learners and students have experiences and diverse learning activities rather than rote learning. Learner-centered classrooms focus primarily on individual students’ learning. The teacher’s role is to facilitate growth by utilizing the interests and unique needs of students as a guide for meaningful instruction.

17. Teacher- Centered Curriculum In this curriculum, the focus is upon teacher’s teaching skills and the way of delivery of the content. It emphasizes the importance of transmitting of knowledge, skills and information from a teacher to students. A teacher is a center of knowledge and instills the respect of authority and makes children aware of their responsibilities. Teachers focus on making relationships with students that are anchored in intellectual explorations of selected materials.

18. Core Curriculum This type of curriculum emphasizes on the total growth the of the pupil such as social, emotional, moral , intellectual, physical and spiritual and each learning experience aims at the total growth.

19. Overt, Explicit, or Written Curriculum Written curriculum is simply that which is written as part of formal instruction of schooling experiences. It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively.

20. Integrated Curriculum An integrated curriculum implies learning that is synthesized across traditional subject areas and learning experiences that are designed to be mutually reinforcing. This approach develops the child’s ability to transfer their learning to other settings. It is a unification of different subjects having interrelating themes and concepts. Teacher teaches various subjects by using integration techniques. For example, General Science curriculum integrates concepts from Physics, Chemistry, Biology, Geology and Astronomy etc.

21. Subject- Centered Curriculum These types of curriculum give importance to training pupils in particular subjects. Thus, the curriculum goes into the depth of the subject that gives specialized knowledge to the learner. The specialist teacher is appointed to deal with the subject in its analytical detail. Higher education is characterized by this subject-centered curriculum. It leads to higher study, research, and experimentation of individuals on the subject. This type of curriculum is more appropriate for students of academic interest and creativity talents.

22. Broad Field or Holistic Curriculum Broad field curriculum is a modification of subject centered curriculum. A broad field curriculum is a structure for achieving educational outcomes that combines related subjects into one broad field of study.  The purpose of a broad field curriculum is to highlight relationships between subjects and to integrate the learning experience. The broad field design combines two or more related subjects into a single broad field of study, for example, social studies integrating all subjects of history, geography, ecnomics , civics and sociology.

23. Activity Centered Curriculum The type of curriculum that gives priority to active learning of a subject may be known as an activity curriculum. The verbal system of education neither suits the mental need of the child nor the circumstances of life. It is the philosophy of Pragmatism behind this curriculum which beliefs in learning to be practical, useful, and work-oriented. Activity involvement in learning naturally gives better results. Work is a natural and easier means of learning anything. It is also the native and natural tendency of children.

24. According to Olivia Bevis Four types nursing curriculum The legitimate curriculum Illegitimate curriculum Hidden curriculum Null curriculum

25. The legitimate curriculum Agreed by faculty It is written into plans/not Approved by accreditation bodies Curriculum aknowledged by faculty. Generates the learning task,episodes,tests

26. known and actively taught by faculty yet not evaluated because descriptors of the behaviors are lacking. Such behaviors include “caring, compassion, power, and its use. Not suited for nursing Eg : IGNOU ILLEGITIMATE CURRICULUM

27. HIDDEN CURRICULUM Refers to unwritten, unofficial, and often unintended lessons, values and perspectives that students learn in school. The concept is based on the recognition that students absorb lessons in school that may or may not be a part of the formal course of study It is the curriculum that communicate priorities, relationships and values. .

28. Hidden cont ….. It is the lessons that are taught informally and usually unintentionally in a school system. Theses includes behaviours, perspectives and attitudes that students pick up while they are in school

29. THE NULL CURRICULUM Which is not taught. It is exist only in the heart and mind of educators The null curriculum is a multi faceted concept The null curriculum is that contents which are deliberately avoided in teaching sending the students the message that theses are not important.

30. Teacher may avoid detailed description of some topic.

31. Three facets of curriculum are ·    Goals and purposes of education ·    Process of curriculum ·    Evaluation of products

32. The four C’ s of curriculum planning Cooperative:  A programme prepared   jointly by group of persons. Continuous:  Preparation of programme   and its revision should be continuous. Comprehensive:  All the components of   the programme should be included

33. Levels of curriculum planning Goodland names curriculum in 3 levels. ·    Societal ·    Institutional ·    Instructional

34. Societal curriculum This curriculum which is planned for a large group or class of students, e.g BSc(N) It is planned by groups outside of an educational institution, e.g. National league for nursing. They are more immediately concerned with General characteristics Sequence Implementation

35. There is significant relationship between curriculum and nature of society. According to the needs of the society curriculum will be changed

36. Institutional curriculum   It is planned by faculty for a clearly identified group of students who will spend a specified period in a particular institution. · Cooperative planning through curriculum committee of the particular institution.

37. ·     More active participation of each teachers generally brings about change and improvement.

38. The instructional curriculum It consists of the content (subject matter and learning activities) planned day by day and week by week by a particular teacher for a particular group of students.

39. Purposes ( Aims/ Objectives of Curricuulum 1. To equip the learners through bringing the desirable behavioural changes in them. 2.To cope with and handle life situations realistically, rationally without sacrificing the humane principles.  

40. 3. Help in Development of health personnel at all levels. Preparation of respective health team members specifically for the tasks they will be required to perform in their respective job positions. Student's participation in curriculum development.  Planned curriculum helps to realise the educational objectives.

41. 4. Curriculum is intended To draw out, cultivate, excite and inspire the full development of each student. To create an atmosphere in which students will learn to think; where faculty and students will be critical enough to be objective, constructive, truthful to solve the problems, reason out and develop the power of thought. To establish values through intimate acquaintance with the humanities, arts, natural sciences, social sciences and religion.

42. To develop the character of students, i.e. integrity, honesty, judgment, cooperation, friendliness and good will.  To create a community of scholars where research, curiosity, free enquiry and advancement of knowledge takes place.  To prepare the pupil for citizenship in a democratic society where liberty, law, justice, responsibility will takes place.

43.   To meet the needs of students with a wide range of ability, aptitudes and interests. To discover the landmarks of human achievement.  It makes good decision and judgments in a socially desirable direction.