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Surendra SharmaAsisst. ProfessorAmity University, Gurgoan,India
INTRODUCTIONEducation 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
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.
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
• Principle of conservation• Principle of selectivity• Principle of forward looking • The creative principle• Activity and experience curriculum• Principle of preparation of life• Principle of linking with life • Child centered curriculum
contd…..
Principle of maturity Principle of individual difference Vertical and horizontal articulation Principle of comprehensiveness and
balance Principle of loyalties Principle of flexibility and need baseness Principle of common subjects/core
subjects Principle of leisure Principle of sensitivity
CURRICULUM COMMITTEEIt is a committee consisting of
members who actively participate in the development or construction of curriculum for their school/college.
• Curriculum administrator• Principal • School boards• Communities • Law makers • Educational researchers• Teacher educators• Publishers
contd….
• State department of education• Parents • Students• Non school educators• Project directors • Authors • Testers• Accreditors• Polisters• Lobbyists• Philanthropists
STEPS IN CURRICULUM DEVELOPMENT
According to Ralph Tyler, there are four main steps or tasks in curriculum development
Formation of educational objectives Selection of learning experiences Effective and efficient organization of
leaning experiences Evaluation of the curriculum
A). Formation of Educational ObjectivesEducational 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 autor etc.
• Future trends in nursing • Criteria to be fulfilled in order to appear for
internationally reputed qualifying examinations like CGFNS.
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 society Identity the needs of society Study the suggestions of experts Formulate the philosophy] State the objectives gathered from
various sources
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 the educational objectives in terms of behavioral outcomes or changes.
2. Selection of Learning ExperiencesLearning experience
It is defined as deliberately planned experiences in selected situations where students’ activity participate, interact and which results in desirable changes of behavior in the students.
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 experiences selected should be Consistent with the philosophy of the
institute & lead to attainment of objectives of objectives of program
Varied and flexible enough Given opportunity to practice the kind of
behavior implied in the objectives Provide opportunity for the development of
independent thinking and decision making sound judgmental, intellectual resourcefulness, self discipline and sound integrity of purpose.
Adapted to the needs of students Arranged in manner that provide,
continuity, correlation and integration of theory and proactive
Planned and evaluated co-operatively by teacher & students
Selected and arranged to give appropriate and emphasis and weightage according to the relative importance of various learning experiences and contents.
3). Organization of Learning Experiences
Continuity, sequence and integration has 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
Elements of organizing the learning experiencesElements to be considered while organizing the learning experiences are,
Grouping learning under subject headings Preparation of master plan for curriculum Placement of learning experiences in the
total curriculum Preparation of correlation chart Organization of clinical experience Teaching practice systems have to be
followed
4). Evaluation of the CurriculumCurriculum evaluation involves
An assessment of the philosophy of the institution
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.
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.
MAJOR FACTORS OF DEVELOPMENT OF CURRICULUM
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 curriculumTwo 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 curriculumIt 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 curriculumAccording 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
SUMMARY
CONCLUSION
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