UNIT III

CURRICULAM

Syllabus

 Definition
 Concepts
 Principles of curriculum Planning
 Steps in curriculum development
 Formulation of educational objectives Taxonomical classification of objectives
 Course Planning
 Unit Plan –Types
 Lesson Plan
 Elements of daily plan

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 tool 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.

COMPONENTS OF NURSING CURRICULUM

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Curriculum invariably contains • The statement of philosophy of the educational program • The
statement of the objectives of educational program • Total duration of educational programme •
Detailed course plan for each course. • Program of evaluation such as type of examinations,
various grades according to results, percentage meant for internal assessment in university
examinations etc

Concepts

According to the best modern educational thought, curriculum does not mean only the academic
subjects traditionally taught in the school, but it includes the totality of the experience that a
people receives through the manifold activities that go in the school- in the classroom, library,
laboratory, playgrounds and in the numerous informal contacts between teachers and pupils.

Types of curriculum

 Legitimate curriculum
 Illegitimate curriculum
 Hidden curriculum
 Null curriculum

Levels of curriculum planning

 Societal curriculum
This is the curriculum planned for a specific population of students by experts outside the
educational institution and who are legally appointed. In nursing education, the societal
level curriculum is planned by different statutory bodies like Indian nursing council,
national legue of nursing education etc.
 Institutional curriculum
This is the curriculum which is prepared by the faculty of the institute for a particular
group of students for a definite period of time. Institutional curriculum is synonymus with
the actual type of curriculum.
 Instructional curriculum
As the name indicates, this is the curriculum prepared by the individual teacher at the
institutional level,

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PATTERNS OF CURRICULUM ORGANIZATION

1. Student centered curriculum

 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.
 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 exists in a school side by side with no apparent 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
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
 Basic democratic values and dynamic changes in political and social ideas, cultural
factors.
 Acceptance of cognitive theories of learning. It is a dynamic, organic process

Curriculum development

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Principles of curriculum Planning

1. Conservative principle
2. Forward looking principle
3. Creative principle
4. Activity principle
5. Principle of preparation of life
6. Child centered curriculum
7. Principle of integration and correlation
8. Principle of comprehensiveness and balance
9. Principle of loyalties
10. Principle of variety and flexibility
11. Principle of connecting to community with social life
12. Training for leisure
13. Principle of core or common subjects
14. Principle of dignity of labour
15. Principle of character building

Principles related to the development of nursing curriculum

 Nursing curriculum should equip the students with the essential knowledge, skill and
attitude so that they can fulfill their duties and responsibilities during the upcoming
professional life.
 The expected result of the curriculum should be made clear to the students as well as the
teacher. Since the modern nurse educator is consider as a facilitator of learning this
principles deserves special attention.
 Curriculum development should consider the community needs with special emphasis to
the health needs, lifestyle and cultural background of people health service available and
change in the health pattern of the community.
 As nursing students, reliving under the influence of media and modern lifestyle special
measures has to be formulated in the curriculum for including right attitude in them.
 Posting to the concerned clinical are should be preceded by adequate coverage of the
related theory.

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  Curriculum development has to the guidelines laid down by the statuary bodies like
nursing council, universities ,examination boards and the like.
 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.

Factors influencing curriculum development in nursing education

1. Philosophy of nursing education

2. Educational psychology
3. Society
4. Student
5. Knowledge explosion and scientific advancements
6. Technological advancement in patient care
7. Educational technology
8. Transnational career opportunities
9. Resources

Steps in curriculum development

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

I. Formulation of educational objectives

II. Selection of learning experiences
III. Effective and efficient organization of learning experience
IV. Evaluation of the curriculum

I FORMULATION OF EDUCATIONAL OBJECTIVES

Statement of those desired changes in behavior as a result of specific teaching – learning activity

1. Data required for formulating educational objectives

 Philosophy of institution
 Social & health needs of society
 Needs of student

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  Resources available
 Level of students
 Designation after class
 Minimum requirements syllabus
 Future trends
 Criteria for appearing other exams

2. Criteria for the selection and statement of objectives

 In terms of desired behavioral change
 Help to select learning experience & guiding teaching activity
 Desired behavior change should be in consistent with stated objective
 Subject objectives contribute to overall objective
 Attainable & practicable
 Worthwhile to society
 Consider needs ability & level of students
 Objective of course , unit ,topic & lesson should focus on development of
students Objectives should be motivating factors
 Should have continuity, sequence, correlation & integration
 Cooperatively planned
 Each statement have only single objective
 Should not be too detailed
 Scheme of evaluation to be planned while formulating objective
3. Steps in the formulation of educational objectives
1. Identify learners need
2. Identify need of society
3. Suggestion of experts
4. Formulate philosophy
5. State objectives (initial , as gathered)
6. Formulate a theory of learning
7. Screen objectives through philosophy
8. Define objectives clearly

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 9. State objectives in behavioral terms(final)

II SELECTION OF LEARNING EXPERIENCES

A deliberately planned experiences in selected situations where students actively participate ,

interact & which result in desirable changes of behavior  Learning experience compromise
both theoretical & practical aspects

Principles to be followed in the selection of learning experience

1. All learning need should be in relation to objective

2. In relation to real life situation
3. Effective integration between theory & practice
4. Same learning experience many outcome & vice versa
5. selected in such a way that learners are constantly motivated
6. Students get meaning & see relation b/w past & present experience & focus to future
7. Learning is enhanced by utilizing wide variety of teaching learning methods
8. Will learn effectively if experiences are satisfactory
9. Should consider students ability to undergo change
10. Learning experience selected should not be beyond stage of development
11. Should be according to the need of students
12. Same & equal chance for all students Characteristics of good learning experience
13. Criteria for the selection of learning experience

Characteristics of good learning experience

1. Allow learning by doing
2. Create motivation & interest
3. Challenging to students
4. Satisfy the needs of time
5. Bring multiple outcomes in student
6. Help to acquire knowledge, skill & attitude
7. Helpful in gathering information
8. Help to attain educational objectives

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Criteria for the selection and statement of objectives

1. Should be in consistent with philosophy of institution

2. Variable & flexible enough
3. Provide opportunity to practice
4. Provide opportunity for development of independent thinking ,decision making,
self-discipline, judgment
5. Planned & evaluated co-operatively by teacher & student

III Effective and efficient organization of learning experience

Organization of learning experience

Aim is to bring & relate various learning experience together to produce the maximum
cumulative effect in order to give a unified view of the whole so that the educational
objectives are achieved (Tyler)

 Should be done carefully, sequentially & systematically

 Learning experiences have to be vertically & horizontally organized

Principles to be followed while organizing learning experiences

 Succeeding experiences are built upon preceding ones

 Experiences in one area & other to be related
 Should utilize allotted time cost effectively
 Organized in broad areas to facilitate relating in allied areas
 Broad principles of education to be applied & emphasized
 Provide ample opportunities for students in each areas
 Provide opportunity to concentrate on one or more electives
 Organize in terms of broad subject matters ; humanities, behavioral science etc
 Neither too flexible or rigid
 Clinical experiences & assignments on the basis of students experiences
 Organized in such a way that students are able to practice nursing

Elements of organizing the learning experience

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  Grouping learning experiences under subject heading
 Preparation of master plan for curriculum
 Placement of learning experience in the curriculum
 Preparation of correlation chart
 Organization of clinical experience
 Follow teaching system
 Grouping learning under subject headings

Preparation of master plan for curriculum

Master plan guide teachers in the placement of subject matters & clinical experience  Gives
a clear idea when to plan the subject  Should be prepared in accordance to the requirements
of council and university

 Total duration of programme

 Different courses of study with theory & practical
 Allotted time for each
 Teaching learning method
 Co-curricular activities, health check-up, vacation
 Scheme of evaluation

Preparation of correlation chart

Preparation of the correlation chart will help identify the extent of correlation
achieved in the total curriculum in relation to the different courses of study and the
various .

Organization of clinical experience

Organizing of clinical experience

Clinical rotation plan is the statement which explains the order of clinical posting of
various group of students belonging to different classes in relevant clinical &
community setting

Factors influencing the clinical rotation plan

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  Requirement as stated by university or council
 Objectives of the course
 Number of students could be posted
 Infrastructure of the clinical area
 Availability of educators for supervision

Principles of developing clinical rotation plan

 Developed in accordance to master plan

 Made in cooperation with faculty members
 Maxims of teaching to be followed
 Follow principles of sequence, integration & continuity
 Enough teaching staff should be made available
 Seek suggestions from staff working in the clinical areas
 First year students should receive maximum supervision & attention
 All students should receive enough clinical experience
 Assignments related to, to be completed before posting finish
 Overcrowding in clinical area is not advisable

EVALUATION OF THE CURRICULUM

Principles of curriculum evaluation

Evaluate 5 M‘s

1. Men

2. Money

3. Material

4. Method

5. Minute

A. Men

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 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.

Educational objectives

Definition

Educational objectives are the statements of those desired changes in behavior as a result of specific
teaching –learning activity or specific teacher learner activities.

Classification of educational objectives

Types of objective
 Institutional objective
 Intermediate - by curriculum committee
 Instructional – by teacher
 Central objective – for every topic or lesson
 Contributory or specific objective

Steps in the formulation of educational objectives

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 1. Identify learners need
 2. Identify need of society
 3. Suggestion of experts
 4. Formulate philosophy
 5. State objectives (initial , as gathered)
 6. Formulate a theory of learning
 7. Screen objectives through philosophy
 8. Define objectives clearly
 9. State objectives in behavioral terms(final)

BLOOMS TAXONOMY OF EDUCATIONAL OBJECTIVES

Bloom and his associates developed a system of classification of objectives called the taxonomy of
educational objectives. Taxonomy of educational objectives classifies objectives into three main
domains and each of these is further categorized according to the level of behavior,progressing
from the most simple to the highly complex.

Bloom classified educational objectives in 3 domains

1. Cognitive – intellectual & knowledge

2. Affective – attitude, values, interest & appreciation

3. Psychomotor – skill

Cognitive domain consist of 6 levels of objectives

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

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6. Evaluation

Knowledge: Recall data or information.

Key Words (verbs)

defines, describes, identifies, knows, labels, lists, matches, names, outlines, recalls, recognizes,
reproduces, selects, state

Comprehension: Understand the meaning, translation, interpolation, and interpretation of

instructions and problems. State a problem in one's own words.

Key Words (verbs)

comprehends, converts, defends, distinguishes, estimates, explains, extends, generalizes, gives an

example, infers, interprets, paraphrases, predicts, rewrites, summarizes, translates.

Category

Application: Use a concept in a new situation or unprompted use of an abstraction. Applies what
was learned in the classroom into novel situations in the work place.

Key Words (verbs)

applies, changes, computes, constructs, demonstrates, discovers, manipulates, modifies, operates,

predicts, prepares, produces, relates, shows, solves, uses.

Analysis: Separates material or concepts into component parts so that its organizational structure
may be understood. Distinguishes between facts and inferences.

Key Words (verbs)

analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates,

distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates.

Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole,
with emphasis on creating a new meaning or structure.

Key Words (verbs)

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categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies,
organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes,
tells, writes.

Evaluation: Make judgments about the value of ideas or materials.

Key Words (verbs)

appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates,

evaluates, explains, interprets, justifies, relates, summarizes, supports

Affective domain 5 levels

(important aspect in nursing, feelings, attitude, values, interest)

1.Receiving

2.Responding

3.Valuing

4.Organization

5.Characterization

Receiving Phenomena: Awareness, willingness to hear, selected attention.

. Key Words: asks, chooses, describes, follows, gives, holds, identifies, locates, names, points to,
selects, sits, erects, replies, uses.

Responding to Phenomena: Active participation on the part of the learners. Attends and reacts to a
particular phenomenon.

. Key Words: answers, assists, aids, complies, conforms, discusses, greets, helps, labels, performs,
practices, presents, reads, recites, reports, selects, tells, writes.

Valuing: The worth or value a person attaches to a particular object, phenomenon, or behavior. .

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completes, demonstrates, differentiates, explains, follows, forms, initiates, invites, joins, justifies,
proposes, reads, reports, selects, shares, studies, works.

Organization: Organizes values into priorities by contrasting different values, resolving conflicts
between them, and creating an unique value system.

alters, arranges, combines, compares, completes, defends, explains, formulates, generalizes,

identifies, integrates, modifies, orders, organizes, prepares, relates, synthesizes.

Internalizing values (characterization): Has a value system that controls their behavior.

acts, discriminates, displays, influences, listens, modifies, performs, practices, proposes, qualifies,
questions, revises, serves, solves, verifies.

Psychomotor domain has 7 levels

1. Perception

2. Set

3. Guided response

4. Mechanism

5. Complex overt response

6. Adaptation

7. Organization

Perception: The ability to use sensory cues to guide motor activity. This ranges from sensory
stimulation, through cue selection, to translation.

Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates,
selects.

Set: Readiness to act. It includes mental, physical, and emotional sets.

Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers.

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Guided Response : It includes imitation and trial and error.

Key Words: copies, traces, follows, react, reproduce, responds

Mechanism: Learned responses have become habitual and the movements can be performed
with some confidence and proficiency.

assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates,
measures, mends, mixes, organizes, sketches.

Complex Overt Response: The skillful performance of motor acts that involve complex
movement patterns

assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats,
manipulates, measures, mends, mixes, organizes, sketches.

Adaptation: Skills are well developed and the individual can modify movement patterns to fit
special requirements.

Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies.

Origination: Creating new movement patterns to fit a particular situation or specific problem.
Learning outcomes emphasize creativity based upon highly developed skills.

Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes,
originates.

Qualities of objective

 Relevant
 Feasible & achievable
 Measurable

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  Observable
 Unequivocal
 Logical

Syllabus and curriculum

Curriculum is a systematic arrangement of the sum total of selected experience

planed by a school for a defined group Course outline planning by a school for a defined
group of students to attain the aims of a particular educational program. There is a
considerable difference between the syllabus and finished curriculum. The syllabus was given
by the statuary body like Indian nursing council and it is the responsibility of the nursing
faculty to interpret the syllabus and crate a curriculum. Thus, a syllabus is a list of the content
of a course or a collection of courses which may or may not be in a logical order. A syllabus
generally lists a series of topics which should be covered and which may form the basis of
examination questions.

PURPOSE OF COURSE PLANNING

 To ensure autonomy.
 It gives stability.
 It helps to solve the problem.
 It supports the curriculum process.
 It secures future progress.
 It brings about improvements.
 It promotes utilization of resources

STRUCTURE OF COURSE PLAN

In planning course, two kinds of planning are involved:

 Identifying the kinds of elements and which specific learning has to be organized.
 The selection of be specific organizing centers which learning

Principles of course planning

 State the objectives in behavioral terms

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  Follow principles meant for selecting the content of course
 Establish sequence
 Ensure logical and psychological continuity
 Principle of integration
 The course should give adequate weightage to the core curriculum content
 Unity curriculum
 Select appropriate learning approaches
 Flexibility in teaching learning method
 Provides variety in modes of learning

Principles for selecting the course content

 Content should contribute to the achievements of the objective of the particular nursing
educational program
 It should be appropriate the level of that group of students to whom it is to be taught .
 Content should have community orientation
 It must be sensitive to the changing health needs as well as the aspiration of the
students
 It should be experience based
 Content should have transcultural perspective
 It should provide functional relationship with alied disciplines or professions
 It must be wide and comprehensive

Elements of a course plan

 Course description
 Behavioral objective
 Placement of the course by specifying the levels of learners
 Explain the time allotted
 In cooperate the field experience
 Organize the content into unit wise or lesson plan wise
 Details of the resource material and teaching learning method to be followed
 Details of learning activities of the student

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  Details of formative and summative evalution

Unit planning

Definition

Hanna,Haegman defined a unit can be defined as purposeful learning

experience focused upon behavior of the learning and enable him to adjust to a life
situation more effectively.

Characteristics of a good unit plan

 Organize various learning activities or experiences around a central problem or

purpose
 Unit should be suitable to the needs
 Provision of variety of learning experiences
 Contribute to the developments of the students
 It should deal with a sizable topic
 It should emerge out of the students past experience and should lead to broader
interest
 It should provide opportunities for creative experience
 It should allow the utilization of various resources like text books ,journals etc

Elements of unit plan

 Selection and statement of objectives

 Selection of content
 Organization of content
 Deciding upon the time allotment
 Selection of teaching and learning activities
 Determining the teacher expertise depending upon the nature of the unit ,certain
units are taught by nurse ,doctors and other professionals

Types of units

 Statement of objectives

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  Problem or topic
 An approach or initiation
 Content or subject matter basic to the area of study
 Direct and related experiences
 Evaluation of learning
 A collection of instructional resources

Lesson planning

A teaching unit generally contains a number of lessons .careful planning is essential for
experienced as well as beginner teachers. Experienced teachers use loosely structured
lesson plans, whereas beginners use highly structured lesson plans.

Definition

Lesson plan is a plan prepared by a teacher to teach a lesson in an organized manner. It is

a plan of action and calls for an understanding on the teachers part, about the students,
knowledge and expertise about the topic being taught and her ability to use effective
methods.

Purpose of lesson planning

 It demands adequate consideration of goals and objectives.

 It keeps the teacher on track
 It helps the teacher in effective teaching
 It prevents waste
 It provides confidence and self - reliance to the teacher

Principles of lesson planning

 The teacher should prepare a careful but flexible plan.

 The teacher must have mastery of and adequate training in the topic
 The teacher must be fully conversant with new methods and techniques of teaching
nursing

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  The teacher must know his students thoroughly and organize the material in a
psychological rather than merely logical fashion.
 The teacher must ensure active student participation

Steps in lesson planning

Planning:

The steps is concerned with the formulation of objectives, selection of the content of the
content, organization of the content, selection of teaching –learning methods, selection of
audiovisual aids etc

Preparation of introduction

This brief stage is concerned with introducing the lesson to the students in an interesting
manner and thereby preparing them to receive new knowledge. Different methods and
techniques can be used to prepare the students.

Presentation

During the presentation stage teacher and students actively engage in the teaching learning
process. The objectives of the lesson is largely attained during this stage

Recapitulation or closing stage

This is the last step of the lesson and concerned with planned repetition, giving
assignments, evaluating pupils progress and diagnosing pupil learning difficulties and
taking remedial measures

Performa for a lesson plan

Name of the teacher Class

Subject No of students

Unit Date and time

Topic of lesson Duration

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Previous knowledge of students Venue

Method of teaching

General objective

Specific objective

Specific Time Content Teachers Learners AV Evaluation

objective activity activity AIDS

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