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Handout ON Curriculum Models, Frameworks, Process of Curriculum Change, Equivalence of Course

This document provides information on various curriculum models, frameworks, and the process of curriculum change. It discusses several curriculum models including the Nightingale Model from 1860, the Tyler Model from the 1940s, the Taba Model from 1962, and the Saylor and Alexander Model from 1974. It also covers curriculum frameworks, the role of the Indian Nursing Council in curriculum development and revision, and the concept of course equivalency between institutions.

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Anas khan
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104 views

Handout ON Curriculum Models, Frameworks, Process of Curriculum Change, Equivalence of Course

This document provides information on various curriculum models, frameworks, and the process of curriculum change. It discusses several curriculum models including the Nightingale Model from 1860, the Tyler Model from the 1940s, the Taba Model from 1962, and the Saylor and Alexander Model from 1974. It also covers curriculum frameworks, the role of the Indian Nursing Council in curriculum development and revision, and the concept of course equivalency between institutions.

Uploaded by

Anas khan
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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HANDOUT

ON
CURRICULUM MODELS,FRAMEWORKS,
PROCESS OF CURRICULUM CHANGE,
EQUIVALENCE OF COURSE

INTRODCUTION -The term curriculum model refers to an


educational system that combines theory with practice.
DEFINITION- ‘Curriculum can be defined as a plan used in
education and direct teacher instructions’.
CURRICULUM MODELS
NIGHTINGALE MODEL-A significant advance in the nursing
curriculum, according to Bevis and Watson occurred in 1860 due to
the influence of Florence nightingale .
TYLER MODEL - The Tyler model is comprised of four major
parts. These are:
 defining objectives of the learning experience;
 identifying learning activities for meeting the defined objectives;
 organizing the learning activities for attaining the
defined objectives;
 evaluating and assessing the learning experiences

RALPH MODEL -The Tyler Model, developed by Ralph Tyler in


the 1940's, is the quint essential prototype of curriculum development
in the scientific approach. Originally, he wrote down his ideas in a
book Basic Principles of Curriculum and Instruction for his students
to give them an idea about principles for to making curriculum.
TABA MODEL -Another approach to curriculum development is
was proposed by Hilda taba in her book curriculum development.
Theory and Practice Published in 1962 she urges on
 A definitive order in creating a curriculum
 Teacher –principal participant
 Developed the 7 major steps to her grass root model

SAYLOR AND ALEXANDER MODEL- Galen Saylor and


William Alexander (1974) viewed curriculum development as
consisting of four steps. According to them, curriculum is “a plan for
providing sets of learning opportunities to achieve broad educational
goals and related specific objectives for an identifiable population
served by a single school center”.

PRACTICE RESEARCH MODEL IN NURSING- The key


concepts exemplified in the application of the model include practice-
driven research development, collegial partnership, collaborative
ownership and best practice

THE COLLABORATIVE LEARNING UNITS-The Collaborative


Learning Unit (CLU) model of practice education for nursing is a
clinical education alternative to Preceptorship.

CURRICULUM FRAMEWORK- Curriculum framework provides


a way for faculty to conceptualize & organize knowledge, skills,
values & beliefs that are critical to the delivery of a coherent
curriculum.
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.

COURSE EQUIVALENCY -Course equivalency is the term used in


higher education describing how a course offered by one college or
university relates to a course offered by another. it could be
bilateral, meaning both sender and receiver acknowledge their
acceptance of each other's course as equivalent.

PRINCIPLE -Principle courses are regarded as equivalent if they


have the same intended learning outcomes and consequently the same
graduate profile.  equivalent courses should therefore have the same
overall educational aims and assess their achievement at the same
standard

CONCLUSION- Framework provides a foundation for gathering


evidence from case studies of knowledge transfer interventions.
we proposed that future empirical work is designed to tell and refine
the relevance. importance and applicability of each of the components
in order to build a more useful model of knowledge transfer which
can server as a practical checklist for planning.

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