INTRODUCTION

Education aims the behavior modification of learners. Behavior modification is

achieved through a series of activities curriculum is concerned with guiding the teachers
and students in the educative process.

Therefore curriculum for the preparation of a teacher, nurse and student who can
carryout these professional functions humanely and competently must be developed.

MEANING AND DEFINITION OF CURRICULUM

The term curriculum is derived from the Latin word “currere” which means, “run”.
Thus, curriculum is a runway of attaining the goal of education. Curriculum may be
considered as a blueprint of an educational program.

According to Cunningham, “curriculum is the in the hands of an artist to mould his

material, according to his ideals in his studio”. In this definition, artist is the teacher,
material is the student ideals are objectives and studio is the educational institute.

Alberty regard curriculum as “the sum total of student activities which the school
sponsors for the purpose of achieving it’s objectives”.

As per Florence Nightingale international foundation, “curriculum is 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 education program”.

COMPONENTS OF NURSING CURRICULUM

Curriculum invariably contains

a) The statement of philosophy of the educational program

b) The statement of the objectives of educational program
c) Total duration of educational programme
d) Detailed course plan for each course.
e) Program of evaluation such as type of examinations, various grades according to
results, percentage meant for internal assessment in university examinations etc.

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CURRICULUM PLANNING AND DEVELOPMENT

A process in which, participants at many levels make decisions about the purposes
of leaning-teaching situation.

 It is the process of gathering, starting, selecting balancing and synthesizing relevant

information from many resources in order to design those experiences that will
assist learners in attaining the goals of curriculum.
 It is the orderly study and improvement of schooling in light of stated objectives.

CHARACTERISTICS

 It is a continuous process
 It takes place at many levels
 It involves many groups, decisions about a variety of planning and issues
 It is ultimately concerned with the experiences of learners

BASIC PRINCIPLES OF CURRICULUM CONSTRUCTION

1. Principle of conservation
2. Principle of selectivity
3. Principle of forward looking
4. The creative principle
5. Activity and experience curriculum
6. Principle of preparation of life
7. Principle of linking with life
8. Child centered curriculum
9. Principle of maturity
10. Principle of individual difference
11. Vertical and horizontal articulation
12. Principle of comprehensiveness and balance
13. Principle of loyalties
14. Principle of flexibility and need baseness
15. Principle of common subjects/core subjects

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 16. Principle of leisure
17. Principle of sensitivity

CURRICULUM COMMITTEE

It is a committee consisting of members who actively participate in the development

or construction of curriculum for their school/college.

Members of curriculum committee

The curriculum committee should be composed of following members

 Curriculum administrator
 Principal
 School boards
 Communities
 Law makers
 Educational researchers
 Teacher/ educators
 Publishers
 State department of education
 Parents
 Students
 Non-school educators
 Project directors
 Authors
 Testers
 Accreditors
 Polisters
 Lobbyists
 Philanthropists

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STEPS IN CURRICULUM CONSTRUCTION/DEVELOPMENT

According to Ralph Tyler, there are four main steps or tasks in curriculum
development

a) Formation of educational objectives

b) Selection of learning experiences
c) Effective and efficient organization of leaning experiences
d) Evaluation of the curriculum

A). 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.

Data required for formulating educational objectives

i) Philosophical statement of the institute

ii) Social health needs of the society
iii) Needs of the students
iv) Resources available in the society
v) Entry criteria or level of students
vi) Specification of positions to the held by the students on the completion of program
as staff nurses, nursing tutor etc.
vii) Future trends in nursing
viii) Criteria to be fulfilled in order to appear for internationally reputed qualifying
examinations like CGFNS

Criteria for the selection and statement of objectives

a) Objectives have to be stated in terms of desired changes in behavior and area of

subject matter through which behavior is to operate
b) Objectives to be stated in the form, which makes them helpful in selecting the
learning experiences and guiding the teaching activity

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 c) The desired changes in the behavior should be consistent with the accepted
educational objective
d) The objectives for the specific subjects or the units or lesson should have a direct
contribution to the attainment of overall objectives of the curriculum
e) The objectives should be attainable and practicable in the specific teaching learning
situation
f) Objective selected should be worthwhile, contributing both to the social need and
social change
g) The objective should consider the needs, ability and level of students.
h) The objective of each course, unit, lesson and topic should contribute to the
continued and total development of student
i) The objective selected should serve as a monitoring factor for teachers as well as
students
j) Objective should be easily accepted and understood by teacher and learner
k) Objectives have to be stated by making it possible to maintain continuity, sequence,
correlation and integration of learning activity
l) Objectives should be co-operatively planned and developed by all teachers
m) Objective should be concise and simple in nature
n) The scheme of evaluation may have to be planned and developed

Steps in the formulation of educational objectives

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

1. Identify the needs of society

2. Identity the needs of society
3. Study the suggestions of experts
4. Formulate the philosophy]
5. State the objectives gathered from various sources
6. Formulate a theory of learning

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 7. Screen the objectives through educational philosophy and educational psychology
helps to determine the methods of teaching, principles of teaching, methods of
learning etc.]
8. Define the objectives clearly n terms of content
9. State the educational objectives in terms of behavioral outcomes or changes.

2. Selection of Learning Experiences

Learning experience

It is defined as deliberately planned experiences in selected situations where

students’ actively participate interact and which results in desirable changes of behavior in
the students.

Principles to the followed in selection of learning experiences

1. All learning needs in related to the selected objectives

2. A learning activities should be in relation to those real life situations where the
students are expected to practice
3. Selection should be in a manner that there is an effective in relation between theory
and practice
4. The learning experiences should be selected in such a way that learners are
constantly motivated
5. The same learning experiences will result in several outcomes and several learning
experiences may bring out the same outcome.
6. Learning experiences should be planned and organized in such a way that student
gets meaning out of each experience and students should see the relationship
between past and present experiences and focus on future needs.
7. Learning is enhanced by utilizing a wide variety of teaching learning method.
8. Students will learn effectively if the experiences are satisfactory to them
9. Learning experience should consider the student’s ability to undergo the desired
changes in behavior
10. Learning experience selected should not be beyond the particular stage of
development of student
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 11. Learning experience selected should be according to the needs of the students and
every student should be given similar learning experiences.
12. Learning experiences selected should provide same or equal chances for all
students.

Characteristics of good learning experiences

a. Learning experiences should allow the student learning by doing

b. Learning experience should create motivation and interest among students.
c. Learning experiences should be challenging to the students
d. Should satisfy the needs of the time
e. Should bring out multiple outcomes in students
f. Should help students to acquire needed knowledge skill and attitude
g. Should be helpful in hunting or gathering information
h. Should be helpful to the students in attaining the educational objectives

Criteria for the selection of learning experiences

Learning experiences selected should be

i) Consistent with the philosophy of the institute & lead to attainment of objectives of
objectives of program
ii) Varied and flexible enough
iii) Given opportunity to practice the kind of behavior implied in the objectives
iv) Provide opportunity for the development of independent thinking and decision
making sound judgmental, intellectual resourcefulness, self discipline and sound
integrity of purpose.
v) Adapted to the needs of students
vi) Arranged in manner that provide, continuity, correlation and integration of theory
and proactive
vii) Planned and evaluated co-operatively by teacher & students
viii) Selected and arranged to give appropriate, emphasis and weightage
according to the relative importance of various learning experiences and contents.

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3). Organization of Learning Experiences

Continuity, sequence and integration have to be followed while organizing the

learning experiences. Continuity is achieved through building each experience one after
another. Sequence refers to building of learning experience are over another more deeply
and broadly. Integration is relating the learning experiences in such a way that the learner
gets a unified view of while learning

Principles to be followed while organizing learning experiences

Learning experiences

a) Have to be so organized that succeeding experiences build upon those which

proceeded.
b) In one area and other areas should be related to each other
c) Should utilize the allotted time in a cost effective manner
d) Should be organized in broad areas in order to facilitate relating the learning
experience in allied areas
e) Provide ample opportunities for the students to concentrate and relate the various
activities in different areas
f) Provide opportunity to concentrate on are or more electives
g) Organization should neither too flexible or too rigid
h) Organization should neither to flexible or too rigid.

Elements of organizing the learning experiences

Elements to be considered while organizing the learning experiences are

I. Grouping learning under subject headings

II. Preparation of master plan for curriculum
III. Placement of learning experiences in the total curriculum
IV. Preparation of correlation chart
V. Organization of clinical experience
VI. Teaching practice systems have to be followed

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4). Evaluation of the Curriculum

Curriculum evaluation involves

1. An assessment of the philosophy of the institution

2. Program goals of the institution
3. Nursing content taught in each course
4. Course objectives
5. Teaching learning methods
6. Course evaluation methods and
7. The relationship of non-nursing courses to the overall plan study.

In curriculum evaluation, the evaluation of five M’s are done they are

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

B. Money whether money meant for curriculum development is utilized properly

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

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

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

Principles of curriculum evaluation

i) Evaluation of curriculum should consist of finding out to what extent the objective
are being achieved
ii) Objectives for evaluation should be in terms of behavior
iii) Plan for evaluation should be comprehensive in nature
iv) Techniques and methods used in evaluation, should include variety of evaluation
tools and instruments
v) The decision on whether the student has had adequate experience in a given
area should be in terms of excellence of performance and not in terms of time
spent.

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 vi) Record of clinical practice should reflect the objective of practice and gives
evidence of the extent to which students have achieved the objectives

MAJOR FACTORS DEVELOPMENT OF CURRICULUM

Curriculum
Aims &
objectives

PATTERNS OF CURRICULUM ORGANIZATION

1. Student centered curriculum
 The interest of the peoples facilitate his learning hence the program is more life
related.
 Co-operation, common interests, working together are under lying elements brings
about growth in life related skills.
 Learners are active partners in the curriculum pupil’s interest individual’s needs are
essential ingredients of curriculum
 Flexibility should be brought in the content, areas of learning use of instructional
materials.

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  Suitable resources have to be collected reference books, newspapers, journals,
excursions, libraries, films, audiotapes and tv etc.

2. Correlated curriculum
Two or more subjects often exist in a school side by side with no abbarent
connection. In some cases, these points are ‘natural’. For example, mathematical
formulate needed for solving problems in physics or chemistry.
3. Integrated or fused curriculum

It means ‘blended together’ a bouring together of subjects and students might

provide a stronger base for learning for example; post basic B.sc (N) program, all the
subjects which basic students learned in four years, will be studied with in tow years as
they had preliminary training in diploma course and post basic B.se (N) will become base
for learning

4. Core curriculum
It is a concept
i) According to John Dewey’s “philosophy of experimentalism gave concepts of core
curriculum
 Focus of learning upon fundamental human activities
 Learning viewed of continuous reconstruction of experience
 Problem solving
ii) Basic democratic values and dynamic changes in political and social ideas, cultural
factors.
iii) Acceptance of cognitive theories of learning. It is a dynamic, organic process

SUMMARY

So far we have discussed about the curriculum meaning and definition,

components, development, characteristics of curriculum development process,
organization, basic principles of curriculum construction, curriculum committee, role of
committee, responsibilities for curriculum development steps in curriculum construction,
and patterns of curriculum organization

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CONCLUSION

Curriculum development is a dynamic process, this activity involves working out

details of content items, which will help in achieving specific objectives setout for a
particular course. It requires on individuals enthusiasm commitment experience as well as
collective thinking and decision-making

BIBLIOGRAPHY

1. Ann H. Galhan [1965], “Educational Administration in Nursing”, 1 st edition, the Mc

Millon company, New York, Pp 11-13
2. B.T. Basavanthappa [2003], “Nursing Education”, 1 st edition, Jaypee Brother’s
Medical Publishers, New Delhi Pp150-84
3. Neeraja K.P. [2003], “Text Book of Selection of learning experiences in Nursing
Education”, jaypee brother medical publishers (P) Ltd, New Delhi, Pp 141-46
4. Loretta Heidgerken (2003), “Teaching and Learning in Schools of Nursing”, 3 rd
edition, Konark Publishers Pvt. Ltd., Delhi, Pp 235-75
5. Mary Lucida [2002], “Nursing Practice and Public Health Administration”, 1 st edition,
B.R. Churchill, Living Store Pvt. Ltd., New Delhi Pp 129-38.

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 INDEX

Sl.No. CONTENT PAGE No.

1. INTRODUCTION

2. MEANING AND DEFINITION OF CURRICULUM

3. COMPONENTS OF NURSING CURRICULUM

4. CURRICULUM PLANNING AND DEVELOPMENT

5. CHARACTERISTICS

6. BASIC PRINCIPLES OF CURRICULUM CONSTRUCTION

7. CURRICULUM COMMITTEE

8. STEPS IN CURRICULUM CONSTRUCTION / DEVELOPMENT

A). Formation of Educational Objectives

B). Selection of Learning Experiences

C). Organization of Learning Experiences

D). Evaluation of the Curriculum

9. FACTORS DEVELOPMENT OF CURRICULUM

10. PATTERNS OF CURRICULUM ORGANIZATION

11. SUMMARY

12. CONCLUSION

13. BIBLIOGRAPHY

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SEMINAR ON

CURRICULUM

DEVELOPMENT

SUBJECT: MANAGEMENT

SECTION: IV

SUBMITTED TO

MRS. K. MAHESHWARI M.Sc. (N)

ASSOCIATE PROFESSOR

VMACON, SALEM

SUBMITTED BY
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HARIOM PARASHAR

II YEAR M.Sc. (N)

VMACON, SALEM

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