Nursing education curriculum development.pptx

curriculum development in nursing education based on INC syllabus for M.sc nursing.

1. HISTORY

2. BBBBBBBBBBBBBLUE PRINT

3. DETERMINENTS OF CURRICULUM.

4. 1 1 2 3 4 5 6 7 8 9 10

5. 1.

6. 2

7. 3

8. steps

9. Formation of educational objective

10. steps

11. Learning experience.

12. Learning experience

13. steps

14. step

15. 5 M

16. Formation of educational objecti

Steps in the formulation of educational
objectiv

According to Ralph Tyler there are nine
essential tasks or steps in the formulation of
education objectives

Identify the needs of the learner

Identity the needs of the society

Study the suggestions of experts
Formulate the philosophy

State the objectives gathered from sources

Formulate a theory of learning

Screen the objectives through educational

philosophy and educational psychology helps to

determine the methods of teaching, principles of

teaching, methods of learning etc.

Define the objectives clearly n terms of content

State the educational objectives in terms
of behavioral outcomes or changes.

17. steps Cure

Learning experience is
defined as deliberately planned
experiences in selected situations
where students actively
participate, interact & which
result in desirable changes of
behavior in the students.

In nursing education,
selection of learning experience
is concerned with the decision
about the content of subject
matter & clinical, community &
laboratory practice.

18. Learning experience.

[BL earning experiences should allow the student learning
by doing

Olearning experience should create motivation and
interest among students

OlLearning experiences should be challenging to the
students

CQShould satisfy the needs of the time

LIShould bring out multiple outcomes in students
CQShould help students to acquire needed knowledge skill
and attitude

OJShould be helpful in hunting or gathering information
CQShould be helpful to the students in attaining the

19. Learning experience

Criteria for the selection of Learning
Experiences rr
SS experience should be:

Consistent with the philosophy
Varied & flexible enough

Give the students an opportunity to practice

Provide chance for the development of
independent thinking

Adapted to the needs of the student

Provide continuity, correlation & integration

20. steps

EXPERIENCES

+ It has to be done carefully, systematically &
sequentially

- Acc to Tyler, primary aim of organization of
learning experiences in the curriculum is to bring
& relate various learning experiences together to
produce the maximum.

+ Continuity, sequence & integration has to be

followed る = 5

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21. Learning experiences have to be vertically e horizontally
organized
In vertical organization, the L.E
planned for the entire curriculum have to be
arranged in such a way that the learning
progresses week by week, month by month,
semester to semester & year to year.
In horizontal, all the learning takes
place in different times & are automatically
related to learning of another situatgon or

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22. Elements of Organizing the Cearning

= A Experte, ces a
+ Grouping learning under ABLE headings
> Humanities sciences

> Behavioral sciences
> Nursing sciences
> Medical sciences etc
Preparation of master plan for curriculum
> Total duration of programmes
> Explanation of different courses of s
> Total allotted hours

> Teaching —learning methods
> Details of student activities-

23. ® Placement of learning experiences in the total
curriculum-

> Following the principle of sequence, integration and
correlation

** Preparation of the correlation chart
> Helps identify the extent of correlation
achieved in the total curriculum ---different

courses of study and various subjects and
clinical experiences

24. step

4). EVALUATION OF THE CURRICULUM
Curriculum evaluation involves :-
Anassessment of the philosophy institution
Program goals of the institution
Nursing content taught in each course
Course objectives
Teaching learning methods
Course evaluation methods and

the overall plan study.

Evaluation of a curriculum should be efficient

i
| The relationship of non-nursing courses to
| & effective.

25. Five M’s of curriculum evaluation
Men & other personnel involved
Money

Materials

Methods

Minutes

26. Men whether curriculum has been organized and
implemented properly by the faculty members and
other personnel involved

Money whether money meant for curriculum
development is utilized properly

Materials evaluation of text books, literature and the
like used for the development and implementation of
curriculum

Methods whether teaching learning methods which
are planned in curriculum are appropriate

Minutes whether adequate time is given for theory
and practical in each course like community health
nursing, medical surgical nursing, mental health
nursing etc.

27. Curriculum models or conceptual models
provide faculty with a means of conceptualizing
and organizing the knowledge, skills, values &
beliefs critical to the delivery of a coherent
curriculum that facilitates the achievement of
the desired curriculum outcomes.

28. Purpose of modets.

+ Provide a blueprint for determining the scope
of knowledge.

+ Highlight the purpose they serve, their goals
and objectives, content & methods of
instruction & evaluation they promote.

+ These are the educational road maps.

29. Linear Development

+ Linear nursing education models are objectives-
driven, emphasizing desired student-nurse
outcomes.

・ Objectives or specific behaviors are established
and a step-by-step program is developed to teach
students and achieve desired outcomes.

”As an educational blueprint, linear models can be
assessed to determine if the stated objecti

been reached. 4

30. Cyclic Models

Cyclic models portray nursing curriculum
development as a coherent and logical
procedure involving five specific mechanism
including

= Situational analysis,

= Choice of objectives,

= Content selection and arrangement,

= Methods selection and arrangement and,

= Learning assessment.

This model assumes that what is being
taught is circular with no specific starting or
ending point.

31. The Tyler Model

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." Tyler's model was based on
objectives or "goal-attainment,"

This is considered the Classic Curriculum
Model, one of the earliest ideas in education
that leads to the measurement of outcomes.
The Tyler Model remains the foundation for a
performance-based nursing curriculum.

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33. Tyler identified four principles for teaching:

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4.

Defining appropriate learning objectives.
Establishing useful learning experiences.

Organizing learning experiences to have a
maximum cumulative effect.

Evaluating the curriculum and revising those
aspects that did not prove to be €

34. Curriculum Revision means making the
curriculum different in some way to give it anew
position or direction

This often means alteration to its philosophy Curriculum Revision / Changing
by way of its aims & objectives, reviewing the the Curriculum
content included, revising its methods & re

thinking its evaluatory procedures.
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35. Approaches to Curriculum Revision:
Addition
«Deletion
Reorganization

36. Stages of Curriculum Revision

Fred greaves describes the 7 stages in revising

a nursing curriculum

@ Stage I: Formation of Curriculum development &
evaluation committee

si Stage IT: Appraise the existing nursing &
educational practices

Stage III: make a detailed study of the existing
curriculum content

Stage IV: establish criteria for decisions

37. Stage V: Design & writing of the new
curriculum changes

Stage VI: within this stage the actual
implementation of changes put into action

wi Stage VII: evaluate the effects of those
changes & it is with evaluation that this final
stage is concerned.

38. Role of Curriculum Committee Members

The process of curriculum construction is a
cooperative effort. In this national agencies, regional
and local level agencies, principals and the teachers
as well as community members are involved.

39. National agency

© In Indian situation for the planning of secondary level
curriculum the agency involved at the central level is National
Council Of Educational Research And Training (NCERT).

© It frames the curriculum and circulates it for adoption to state
departments of education, boards of examination etc.

@ It frames the curriculum in consultation with experts, subject
teachers, and heads of institutions,

@ Its task is to frame the curriculum in keeping with the national
policy on education.

© The curriculum framework prepared by it is only suggestive
and it is for the state governments and boards of Examination
to accept it, modify it or reject it.

40. State Government

4 As mention above the NCERT prepares the
curriculum which is suggestive in nature and it is the
state government who decides to select, modify or
rejected.

4 Every state government appoints a board of
examination for secondary and higher secondary
examination. This board prescribes the curriculum
which has to be followed in all the institution which
are to be recognized for sending their students for
public examination conducted by the board.

4 Each board has a subject committee which prescribes
the content of the courses in that subject.

41. Indian Nursing Council

+ Indian Nursing Council plays a major role in
the development & revision of the nursing
curriculum

+ Nursing Educational Committee , part of INC
will prepare the curriculum for the prescribed
courses.

+ Members of the committee only will have an
opportunity to participate in curriculum
development & revision.

42. The Role of Teachers

% Only those teachers who are the part of committee have
the opportunity to participate in this process.

The teachers working in aided and recognized schools
have no freedom to plan their own curriculum. But , the
teachers working in experimental innovative schools may
have the opportunity to do so.

a But for the most of teachers it is not possible to do so.
They may only have some freedom in the transacting the
curriculum in prescribed framework.

43. The need for research in nursing Contd.

Nursing research is a needed in nursing practice, Nursing are expected to deliver the
education, administration, management. highest quality care.

Nursing research needed to discover, verify,
structure and restructure the professional knowledge
through systematic way.

+ To get high quality need to update new
Knowledge through nursing research.

It is needed to implement the research
into a scientific approach of facts finding.

<> Research is the only way to:
— Build a body of nursing knowledge
— Validate improvements in nursing z
— Make health care efficient as well as cost
effective

44. Importance of Research in Nursing
Curriculum.

+ To improve the quality of care.

+ To update the knowledge.

+ Research allows nurses to question their
practice, find answers and thus implement into
their area.

+ Evidence based practice.

45. Conclusion

Curriculum is considered as the blueprint of an
educational program.

We need to consider how to design the curriculum that
would work in the globalized world and for globalization,
how to design the curriculum that accommodates diversity
and differences, how to design the curriculum that is
meaningful to the students, and how to design the
curriculum that reflects to the concepts of the profession.

Nursing curriculum is the learning opportunities and
the learning activities 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 objectiv