Curriculum

Development

ANANDGOWDA.S
ASSISTANT PROFESSOR
COMMUNITY HEALTH NURSING
YENEPOYA NURSING COLLEGE
YENEPOYA UNIVERSITY , MANGALURU
 Introductio
n world of rapidly
In today’s
shifting resources, institutions of
higher education are facing the
need to make numerous changes to
successfully meet the challenges of
the future. Creative, innovative
methods of curriculum delivery are
being exposed in an effort to
provide cost effective, quality
programming to an increasingly
diverse population of students.
 The term “curriculum” was first used
in Scotland as early as 1820 and
became part of education.

The term “curriculum” is a Latin word

“currere” which means running race or
runway, which one takes to reach goal.
 Definitio
n
“Curriculum is defined as the formal and
informal content and process by which learners gain
knowledge and understanding, develop, skills, and
alter attitudes, appreciations and values under the
auspices of that school.”
- Ronald.c.Doll,1996

“Curriculum is a tool in the hands of the artist (teacher)

to mould his material (pupils) according to his ideals (aim
and objectives) in his studio (school)”.
- Cunningbam
Psychologi Scientifi
cal c

Determinants
Political

Philosophical

Sociological
Principles of
Curriculum
Principles of Utility

Principle of flexibility

Principle of child-centeredness

Principle of life-centeredness

Principle of community-
Principles of
Curriculum
Principle of correlation

Principle of activity-centeredness

Principle for the use of leisure

Principle of inter-relation of subject

Principle of development of culture

and civilization
Principles of
Curriculum
Principle of need based activity

Principle of value-orientedness

Conservative principles

Principle of creative training

Principle of harmony
Knowled Competen
ge ce

Experien
ce
 Knowledge centered
curriculum (subject
centered)
Knowledge centered curriculum is
that curriculum in which knowledge is
divided in terms of isolated subjects, the
sequence followed is the logical sequence
pertaining to the particular discipline and
the logic is determined by the subject
specialist.
 Competence based curriculum
(Task oriented or activity based
curriculum)
“ what should a learner be able to do and
what she should learn during the course?”
is the basic question that drives the making
of such a curriculum plan.
The focus is on the tasks that a successful
graduate Nurse need to do later as a competent
professional.
The tasks could
beCognitive
of problem solving skills,
Definitive communication skills or
Mixed type encompassing more than
one domain.
Nursing curricula need to adopt
this approach more widely.
 Experience based
curriculum
In this type of curriculum learner is
placed in the natural setting of the
community
Perhaps community oriented nursing
education is an ideal method of educating
learners.
STEPS IN CURRICULUM
DEVELOPMENT
 Curriculum
Development
Curriculum development is a deliberate
process, not a event, that takes concentrated time,
effort and faculty commitment.
The process consists of a series of systematic,
logical, dynamic spiraled and progressive stages
that can be time consuming and labor intensive.
 STEPS IN CURRICULUM
DEVELOPMENT

According to Ralph Tyler, there are four main

steps or tasks in curriculum development
 Formulation of educational objectives
 Selection of learning experiences
 Effective and efficient organization of learning
experiences
 Evaluation of the curriculum
 1). FORMATION OF EDUCATIONAL OBJECTIVES
Educational objectives are the statements of those
desired changes in behavior as a result of specific teaching
learning activities or specific teacher-learner activity.
• Philosophical statement of the institute
• Social health needs of the society
• Needs of the students
• Resources available in the society
• Entry criteria or level of students
• Specification of positions to the held by the students on
the completion of program as staff nurses, nursing tutor etc.
• Future trends in nursing
• Criteria to be fulfilled in order to appear for internationally
reputed qualifying examinations like CGFNS , MOH. etc
 Steps in the formulation of educational
objectives
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
from
 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 theeducational objectives in terms of
behavioral outcomes or changes.
2. SELECTION OF LEARNING
EXPERIENCES
 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
 Characteristics of good learning experiences

Learning experiences should allow the student learning
by doing
Learning experience should create motivation and
interest among students
Learning experiences should be challenging to the
students
Should satisfy the needs of the time
Should bring out multiple outcomes in students
Should help students to acquire needed knowledge skill
and attitude
Should be helpful in hunting or gathering information
Should be helpful to the students in attaining the
educational objectives
 Criteria for the selection of
Learning Experiences
Learning 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 &
Planned & evaluated co-operatively by
the teacher & the student
Selected & arranged to give appropriate emphasis
& weight age according to the relative importance
of the various L.Es & contents.
Should allow the student to learn by doing

Should create motivation & interest

among students
Selected should bring out multiple
outcomes in students
All learning experiences which are
planned & selected should be helpful to
the student in attaining the educational
objectives.
 3) ORGANIZATION OF
LEARNING 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
Learning experiences have to be vertically &
horizontally
organize
d 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
situation or subject.
 Elements of Organizing the
Learning
Grouping learning under subject headings
Humanities sciencesExperiences
Behavioral sciences
Nursing sciences
Medical sciences etc
Preparation of master plan for curriculum
Total duration of programmes
Explanation of different courses of study
Total allotted hours
Teaching –learning methods
Details of student activities-
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
Organization of clinical experience
Vital element in the curriculum
Students clinical expertise--Determined
by the volume and quality of clinical
experience they receive
Types of teaching system have to be
followed
Complete block or teaching block system
Partial block system
Study day system
 4). EVALUATION OF THE CURRICULUM
Curriculum evaluation involves :-
 An assessment of the philosophy institution
of the
 Program goals of the institution
 Nursing content taught in each course
 Course objectives
 Teaching learning methods
 Course evaluation methods and
 The relationship of non-nursing courses to the
overall plan study.
Evaluation of a curriculum should be efficient
& effective.
Five M’s of curriculum
evaluation Men & other
personnel involved Money
Materials
Methods
Minutes
 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.
 Curriculum models
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.
 Purpose of
models.
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.
 Linear
• Linear nursingDevelopment
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 objectives
have been reached.
 Cyclic
Models
Cyclic models portray nursing curriculum
development as a coherent and logical
procedure involving five specific
mechanisms 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
 Dynamic
Models
Complex, flexible, interactive and
dynamic, this model encourages curriculum
development participants to debate, argue and
discuss the curriculum approach until arriving at
an agreed-upon result.
The model urges nursing educators, nurses,
doctors, students and health care
community leaders to have involvement
and input in the curriculum design and
development.
 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.
Tyler identified four principles for
teaching:
1. Defining appropriate learning objectives.
2. Establishing useful learning experiences.
3. Organizing learning experiences to have
a maximum cumulative effect.
4. Evaluating the curriculum and revising
those aspects that did not prove to be
effective.
Curriculum Revision /
Changing the
Curriculum
 Curriculum Revision means making the
curriculum different in some way to give it a
new position or direction
This often means alteration to its
philosophy by way of its aims & objectives,
reviewing the content included, revising its
methods & re thinking its evaluatory
procedures.
Approaches to Curriculum
Revision:
Addition Deletion Reorganization
 Stages of Curriculum
Revision
Fred greaves describes the 7 stages in
revising a nursing curriculum
Stage I: Formation of Curriculum
development & evaluation committee
Stage II: Appraise the existing
nursing & educational practices
Stage III: make a detailed study of the
existing curriculum content
Stage IV: establish criteria for decisions
Stage V: Design & writing of the
new curriculum changes
Stage VI: within this stage the actual
implementation of changes put into
action
Stage VII: evaluate the effects of those
changes & it is with evaluation that this
final stage is concerned.
 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.
 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.
 State
Government
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.
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.
Each board has a subject committee which prescribes
the content of the courses in that subject.
 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.
 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.
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.
 The need for research in
nursing
Nursing research is a needed in nursing practice,
education, administration, management.
Nursing research needed to discover, verify,
structure and restructure the professional knowledge
through systematic way.
Research is the only way to:
– Build a body of nursing knowledge
– Validate improvements in nursing
– Make health care efficient as well as cost
effective
Contd
..
Nursing are expected to deliver
the highest quality care.
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.
 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.
 Conclusi
on as the blueprint of an
Curriculum is considered
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 objectives.