Curriculum Introduction & Process
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The document discusses the key aspects of curriculum development for nursing education programs. It defines curriculum and provides principles and factors to consider in curriculum planning, development, implementation and evaluation. The summary should include the purpose of the curriculum, the main phases of development, and that it aims to equip students with the necessary knowledge, skills and attitudes for their professional roles.
Curriculum Introduction & Process
- 3. CURRICULUM ANAMIKA RAMAWAT M.Sc. Nursing Prev. GCON, Jodhpur
- 4. INTRODUCTION The term “curriculum’’ is a Latin word ‘currere’ which means ‘the race course or runway’ which one talk to reach a goal applied to a course of study. Curriculum is the base in education on which the teaching- learning process are implemented.
- 5. DEFINITIONS “A course especially the course of study in a university”. -Dictionary “A systematic arrangement of the sum total of selected experiences planned by a school or a defined group of students to attain the aims of particular educational program.” -Florence Nightingale International Foundation; Basic nursing education. “All the experience of pupil which has undertaken in the guidance of the school”. -Bland’s Encyclopedia
- 6. “All the learning activities which are planned and guided by the school, whether they are carried out in groups and individually, inside or outside the school or college”. -Kerr (1968) “A curriculum is an attempt to communicate the essentials principles and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice”. -Stenhouse
- 7. CONCEPT OF CURRICULUM DYNAMIC PROCESS • MAKING NECESSARY ADAPTATION • PROBLEM SOLVING APPROACH LEARNER CENTERE D • CHILD CENTERED • SOCIETY ACCEPTABLE INTELLEC -TUAL DEVELOP MENT • KNOWLEDGE ENHANCEMENT • PERSONALITY DEVELOPMENT
- 8. It is a continuous process. It is dynamic process. It fulfills the objectives to achieve main aim. It is pre- planned but can be changed. It involves many groups, decisions about a variety of planning and issues. It takes place at many levels, e.g., in every age group. It is a tool in hands of a teacher. It is blue print. It is ultimately concerned with the experiences of the learners. CHARACTERISTICS
- 9. NEED OF CURRICULUM Whole Education of man National development Developing democratic life Raising standard of living National integration Modernizing the society Personal development
- 10. OVERVIEW OF CURRICULUM 1) Curricular activities: - E.g.: - Syllabus. 2) Co-curricular activities: - E.g.: -Examinations 3) Extra-curricular activities: - E.g.: - Sports, Games, Capping ceremonies (candle lighting ceremonies etc.)
- 11. DETERMINANTS OF CURICULUM 1) Philosophy 2) Sociology 3) Psychology 4) Other determinants a) Scientific b) Political
- 13. 1. Principle of learner centeredness 2. Principle of community centeredness 3. Conservative principle 4. Social usefulness 5. National integration 6. Study of language 7. Principle of integration 8. Principles of correlation 9. Flexibility and elasticity 10. Need for all round development of learner 11. Principle of continuity and sequence
- 14. STEPS/PHASES IN CURRICULUM CONSTRUCTION Steps/ Phases 1. Planning 2. Development 3. Implementation 4. Evaluation
- 16. LEVELS OF CURRICULUM 1. Societal Curriculum 2. Institutional Curriculum 3. Instructional Curriculum
- 17. FACTORS AFFECTING CURRICULUM 1. Philosophy of Nursing Education 2. Educational Psychology 4. Student 5. Knowledge 3. Society 6. Life Activities 7. Health Needs
- 18. RECOMMENDATIONS FOR THE IMPROVEMENT OF CURRICULUM The curriculum should touch the life of the students at all points and should help in the evolution and development of balanced personality. It should have enough of variety and elasticity. Individual needs and interests shall also be properly accommodated. It should be related to the community life. The curriculum should not be split up into a number of isolated, un-coordinated water tight subjects, but all the subjects should be inter-related. It should also train the students to work for leisure.
- 19. PRINCIPLES RELATED TO THE DEVELOPMENT OF NURSING CURICULUM Nursing curriculum should equip the students with the essential knowledge, skills and attitude so that they can fulfill their duties and responsibilities during the upcoming professional life. The expected results of the curriculum should be made clear to the students as well as the teacher. Curriculum development should consider the community needs with special emphasis to the health needs, lifestyle and cultural background of people, health services available and changes in the health pattern of the community.
- 20. CONTINUE…. As nursing students are living under the influence of the media and modern lifestyles, special measures have to be formulated in the curriculum for inculcating right attitude in them. Posting to the concerned clinical area should be preceded by adequate coverage of the related theory. Curriculum should offer adequate teaching learning activities in the class room, clinical area and community settings. Curriculum development has to consider the guidelines laid down by the statutory bodies like nursing council, universities, examination boards and the like.
- 21. CONTINUE…. Curriculum development should give due importance to high-tech-high touch approach in the nursing care. This will help to maintain the human component of nursing in the midst of technological advancements in patient care. Curriculum should allow a participatory approach in the teaching- learning process where students are mainly responsible for their leaning and teacher assumes the role of a facilitator of learning.
- 22. SUMMARY The curriculum describes the teaching, learning and assessment materials available for a given course of study. Any curriculum includes the philosophy of the program, total duration, learning experience teaching methods and materials including AV aids and a program of evaluation. there are 4 phases in curriculum development they are planning phase, development phase, implementation phase, and evaluation phase. The curriculum should be constructed in such a way that the purpose and educational objectives of the program should be achieved the teaching learning activities and learning experiences related to theory and practical components should be in conformity with the educational objectives of the program. The educational objectives should be stated in clear, and behavioral terms. The student and teachers of the particular educational programs should have a clear perception of the expected result.