DEVELOPING HEALTH SCIENCES CURRICULA:

PRINCIPLES AND PROCESS

Only workbook for HSE 3704

“The success of tomorrow’s students will be built upon the education we design today” Dr Linda Price

HSE 3704 Curriculum Development workbook Compiled: Dr JC Lubbe Page 1

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HSE 3704 Curriculum Development workbook Compiled: Dr JC Lubbe Page 2

HSE 3704 Curriculum Development workbook

ContentsSection A.....................................................................................................................4

1. Welcome........................................................................................................42. Purpose and Module outcomes.....................................................................53. Prescribed and/or recommended reading......................................................64. The Internet / Worldwide Web........................................................................85. What are you expected to do to complete this module successfully?............86. Assessment...................................................................................................97. How does this workbook work?......................................................................98. The personal e-portfolio.................................................................................99. Reflections are good (mirror-mirror on the wall…).......................................10

HSE 3704 Curriculum Development workbook Compiled: Dr JC Lubbe Page 3

Section A

1. Welcome

A warm welcome to you as a HSE3704-student!

You’ve received this workbook, because you are currently registered for your third

year module(s). This implies that you have passed your second year modules and

are now in the final year of your BA Cur degree. Well done! A few more stretches to

go and you will have your degree.

I am so proud of you that you did not decide to opt-out and register your nursing

education ‘qualification’ with SANC without completing your degree. We need

dedicated, academically strong students like you in our profession. You are the

future nurse educators who we desperately need. Currently, only 13 056 of the

129   000 Professional Registered Nurses (PRNs) have an additional qualification in

nursing education. In the next 5 -10 years, a large number of these nurse educators

will be retiring. You will need to fill that gap. I believe that the combination of all the

HSE-modules has (or will) equip you for this highly rewarding challenge. Two video-

clips worth watching at this point: https://www.youtube.com/watch?v=PPpPcg26M2Q

and https://www.youtube.com/watch?v=_kCKcnuUx8E .

To prepare you for your future role as a nurse educator in this highly digital world, I

have included a variety of activities to make this module fun, informative, engaging

and contemporary. (In short: It will be so worth your time and effort!!)

To enable you to make the most of this interactive workbook, you will need:

A computer

Access to the internet

Some computer skills – you do not need to be an expert. If you can use most

of the functions of MS Office, you’ll be able to create the content.

HSE 3704 Curriculum Development workbook Compiled: Dr JC Lubbe Page 4

Pre-Week0

8 hours

If you do not own a computer or have access to one, I have wonderful news for you.

Unisa has negotiated discount for the students to enable them to buy a notebook or

electronic device and data bundles. Please visit myUnisa for more detail (e-solutions

for students).

As you are most probably aware of (and I would be concerned if you did not know

this), this module forms part of one of the following undergraduate degrees:

Bachelor of Arts in Nursing Science Health Services Management and Education (0216X - HHS)

Bachelor of Arts in Nursing Science Health Services Management, Education and Community Health (0216X - HSM)

The Education and Training Quality Assurance bodies (ETQAs) for this qualification

is the South African Nursing Council (SANC), the Council for Higher Education

(CHE), as well as the South African Qualification Authority (SAQA). Therefore the

content will adhere to SANC’s regulation, R.118 (of 23 January 1987) and the SAQA

approved course (SAQA ID_____).

This module is on a NQF-level 7 and the credit weight of this module is 12 credits.

Each credit calculates to 10 notional hours. This implies that it will take the average

student 120 hours to reach the outcomes of this module. These 120 notional hours include the time you spent reading the content and completing the activities and

assessments. Therefore, if your semester is only 14 weeks long, you will need to

spend at least 8½ quality hours per week on this module (120 hours ÷ 14 weeks =

8½ h/week). That calculates to nearly 2 hours per weekday. Please plan your study

time accordingly.

2. Purpose and Module outcomes

The purpose of this module is to equip you as a student with Bloom’s higher

cognitive skills of analysis, evaluation and synthesis. We further want to guide you

towards your own professional identity and integrity. We want you to purposefully

practice critical thinking skills in the application of the theory of curriculum

development in health sciences education.

In short, we want you to be an excellent creative educator!

HSE 3704 Curriculum Development workbook Compiled: Dr JC Lubbe Page 5

In this module you will be introduce to curriculum theory in general, and the

curriculum development and evaluation process in particular. This module is aimed

at developing your understanding of what a curriculum is, how it is developed and

how it is evaluated to determine the requirements for curriculum revisions.

On completion of this module (Developing Health Sciences Curricula: Principles and

Process) you should be able to:

participate in curriculum planning, design and evaluation

contribute towards enhancing the relevance of a proposed curriculum by

means of planning and conducting a situation analysis

In general, the issues that we will cover are:

what a curriculum is and its components

theoretical underpinnings of a curriculum

how a curriculum is developed

how educators can explore the curriculum context by means of a situation

analysis

how a curriculum is evaluated

3. Prescribed and/or recommended reading

As this is a dynamic and interactive module, the aim is to gradually move away from

specific paper based prescribed textbooks and rather make use alternative electronic

sources as found on the Worldwide Web (Internet). However, books that you will

usein this module include:

Billings, DM & Halstead, JA. 2009. Teaching in nursing: a guide for faculty. 3 rd

edition. St Louis: Elsevier Saunders.

Jacobs, M, Vakalisa, N & Gawe, N. 2004. Teaching-learning dynamics: a

participative approach for OBE. 3rd edition. Sandown: Heinemann.

Gultig, J, Hoadly, U & Jansen, J (eds). 2002. Curriculum: from plans to

practices reader. Oxford: SAID and Oxford University Press.

HSE 3704 Curriculum Development workbook Compiled: Dr JC Lubbe Page 6

Free e-books or sources include:

Uys, L.R & Gwele, N.S. 2005. Curriculum development in nursing. Process

and innovation. New York: Routledge, Taylor & Francis group. [electronic

resource].

Ebook: Curriculum development and evaluation in nursing, Second Edition @

http://dch360.com/file/8035788

Ebook: The ethical component of nursing education @

http://dch360.com/file/e800e92

Ebook: Innovative teaching strategies in nursing and related health

professions @ http://dch360.com/file/42eee31

The nature of curriculum. Chapter 1. Sage Publications @

http://www.sagepub.com/upm-data/44334_1.pdf

Curriculum development and implementation. Chapter 10. Sage Publications

@ http://www.sagepub.com/upm-data/443 31_10.pdf

Curriculum evaluation. Chapter 12. Sage Publications @

http://www.sagepub.com/upm-data/44333_12.pdf

Braun, H.; Kanjee, A.; Bettinger, E. And Kremer, M. 2006. Improving

education through assessment, innovation, and evaluation @

https://www.amacad.org/publications/braun.pdf

You will also need to take cognisance of the Acts, White Papers and policies

pertaining to your specific country. For the South African students, the follow are

important:

  SA Higher Education Act: 101 of 1997 as amended

  Higher Education Qualifications Sub-Framework

  National Qualifications Framework Act 67 of 2008

White Paper for Post-School Education and Training

Framework for Programme Accreditation, 2004

Criteria for Programme Accreditation

Important publications by the Council on Higher Education (CHE) South Africa:

A proposal for undergraduate curriculum reform in South Africa: The case for

a flexible curriculum structure

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Framework for Institutional Quality Enhancement in the Second Period of

Quality Assurance (QEP)

Flexible curriculum:

http://www.che.ac.za/sites/default/files/publications/Full_Report.pdf

4. The Internet / Worldwide Web

Each section in the workbook will contain hyperlinks to electronic resources that you

need to consult or use to enable you to complete the activities. You need to be

connected to the internet to be able to access the links. When you scroll over the

links with your cursor, an arrow or hand should appear. You can then just press

on the keyboard (hold it in) and left click with your mouse on the hyperlink.

Alternatively you can do the following:

- highlight the link

- right click on it

- left click and select copy (or copy hyperlink)

- in the address bar on your computer (internet page), left click

- then choose “paste & go”

- the link should open

In this digital age, it is incredibly important that you as an educator remain credible

and are therefore skilled in the use of different electronically applications and

programs.

5. What are you expected to do to complete this module successfully?

You are required to:

Read and follow all the instructions in Tutorial 101

Complete this entire workbook (e-portfolio)

Submit the assignments on or before the due date. No extensions will be

granted.

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Ctrl

Participate in the weekly online discussions on myUnisa

Write the reflective report s. Peter Pappas (2010) has created guidelines to

assist students (and educators) with their reflections. We will make use of his

guidelines to do our reflections.

6. Assessment

For HSE3704, there is no Summative (end-of-semester) assessment or exams. Yes,

your eyes are not deceiving you. No end-of-semester exams! But for that no-exam

privileged, assessment will be continuous (which is good and preferable). This entire

workbook as well as the electronic e-portfolio will be assessed for your final mark.

Activities that must be submitted will be indicated and graded. This is going to be

fun!

7. How does this workbook work?

The content of this workbook is scaffold – each section of the workbook builds upon

the previous section. This implies that you need to start at the beginning of the book

and work your way through to the end of the book. You therefore need to master a

specific section BEFORE moving forward to the following section.

Because this workbook will be assessed and marks will be allocated, you need to

complete this book by yourself. Group work is encouraged, but the final product must

be your own.

** Remember to sign the declaration at the end of the workbook.**

8. The personal e-portfolio

Apart from the workbook, you need to create an e-portfolio. The value of the e-

portfolio is that you can use it in future when you apply for a position or promotion to

provide evidence of your accomplishment (of the stunning and creative content that

you as an educator have created). It is much more convincing to say “See what I can

do” than telling the panel that you are capable of creating content. You might want to

consider the following resources for future references:

HSE 3704 Curriculum Development workbook Compiled: Dr JC Lubbe Page 9

Seldin, P., Miller, JE., and Seldin, CA. 2012. The teaching portfolio: A practical guide to improved performance and promotion/tenure decisions. San Francisco: John Wiley & Sons (Chapter 9, pg 62-70)

Effective Practice with e-Portfolios. 2008. http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf

Dr. Helen Barrett , Using Technology to Support Alternative Assessment and Electronic Portfolios. http://electronicportfolios.com/portfolios.html

Innovations in Education http://electronicportfolios.org/balance/

Creating an e-portfolio is really not as difficult a task as you might think.

Activity 1: Go to www.weebly.com or www.mahara.org and create, free of charge,

your e-portfolio.

You will post your weekly reflections and tasks in this portfolio. Post the link to your

portfolio here: http://williamzn.weebly.com as well as in the myUnisa discussion

forum under the heading: E-portfolio.

Remember to also paste all the activities in this workbook, as you will submit this

workbook for grading purposes (and an electronic copy will possibly be retained for

moderation purposes). To assist you, I have made a demo portfolio for myself. You

can take a sneak preview @ http://irenelubbe.weebly.com/

9. Reflections are good (mirror-mirror on the wall…)

Before embarking on an academic journey, one needs to reflect a bit. Part of

reflection is not only asking yourself why you are doing a specific course, but also

looking at the path you have travelled to get to this 3 rd year module. Therefore,

before we start with this module, I want you to do the following:

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Activity 2: Get 3 photo’s – two of yourself, (1) young and (2) recent, looking very

professional) and (3) one of you with your family or friends. Paste it in the spaces

provided below.

Wow, just look at you!

Now complete the sentence: At 18 I wanted to an airhostess……And now I am a

registered nurse

I am sure you can guess the reason(s) for this scrapbook exercise …

Photo 1 and 2: As an individual you have developed and changed over the years –

you are very different from the scared 18-year old student who had to give a bed

bath for the first time. But, although you have changed, you are still YOU. With your

own convictions, principles, beliefs and values.

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Me (then)

Me and the rest of Me

Me (now)

Photo 3: Although you are your own unique person, you are part of a family, a group

and a community. You exert an influence on them and they on you.

But, “So what?” What does this have to do with Curriculum development?

Everything!

First: As an individual you are important (and so is your curriculum), but you are not

an island. And neither are our modules; the students we work with; or the patients.

We need to see it all in the bigger context.

Secondly: Just as we are not the same as we were 5/10/20 years ago, our

curriculums cannot stay the same. As our profession and our context changes, our

curriculum needs to change and adapt. It cannot stay stagnant. Change is good as it

indicates development and growth. But despite the changes, there are always things

that stay the same. This is the core values and guiding principles – the things that

directs our lives and choices - and in the case of our modules, our curriculum.

Take a few moments to reflect on your personal values and beliefs. In Column A,

write down your 5 highly valued and non-negotiable values that you hold dear.

Column A: My values Column B: The values of my employer1. integrity 1.caring/ support

2. loyalty 2.trust

3. caring 3.teamwork

4. independence 4.quality

5. determined 5. dedication

Now, in Column B, write down the values that underpin the organisation or institution

where you work. They should align (more or less). If not … you and your manager

need to talk!

We now know where we are coming from, where we currently are, but do we know

where we want to go. What is our vision (our dream) for our own lives?

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Complete the sentence: In 5 years’ time I want to …be a lecturer at a nursing college

or managing a health institution.

We will address the dream for your curriculum a bit later, but you can scribble a few

words down – just so that you do not forget.

Since I’m involved in research now, my curriculum will focus more on clinical

research and clinical trials as this is the way forward now in healthcare.

Let’s quickly take a closer look at the place where you are employed – or where you

want to work once you have obtained your nursing education qualification.

The name of your Institution: Match (maternal, adolescent and child health)

The vision of your Institution: to be an effective, sustainable, and equitable health

Syst em.

The mission of your Institution:

To provide health systems strengthening support to public sector facilities.

To improve the quality of health service delivery.

Conduct innovative research.

Why is this so important to know?

Because our vision tells us about the “WHAT/WHERE”; where do we see

ourselves in a specific time in the future – what are we working towards.

Our mission tells us about the “HOW”; the methods we will use to get there.

Our principles and values are the things that guides and directs us – the

compass – that keep us on our intended path.

We can never compile a curriculum without taking into account the vision, mission,

values and principles of the institution that employs us and where the curriculum will

be offered.

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And now we can start!

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