Planning for an Educational Program

8/9/2019 Planning for an Educational Program

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Arvee Tee Lodronio, RN, EMR-B


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The curriculum for professional nursing

may be defined as all the planned opportunities subject matter (body of knowledge, skills,

values and attitudes) and learning activities that

the faculty plans and implements in all settings

(classroom, laboratory, hospital, public healthagency, community, etc.) for a particular groupof students for specified time period.

Curriculum Planning and Development

in Nursing Education


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These levels of curriculum planning were identified inrelation to the level of remoteness from the act of learning itself.

These levels include:

1. The societal curriculum - a planning which is planned bylarge group, organization, boards, etc from national or

regional group. (ex. CMO 14)

2. The institutional curriculum this is planned by a faculty fora clearly identified group of students in a particular institution.A course offered by an educational institution, faculty orschool. (BU Curriculum)

3. The instructional curriculum - consist of the content and thelearning activities planned day by day or weed by week by aparticular teacher for a particular group of student. (manuals,

modules, course outline)


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The instructional curriculum also can be

considered as:1. The curriculum provided (what the teacher and/or

students plans)

2. The curriculum selected and experienced by thestudents.

These two should coincide but they are notnecessarily synonymous, for in the final analysis it is

the learner who determines what she will learn.


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1.Educational Philosophy

2.Educational Psychology

3.Type, needs and changes in Society

4.The Students

5.Life Activities6.Knowledge

Major Factors which Influence Curriculum Plans

and Development in Nursing Education


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S

TUDENT

PHILOSOPHY

OF NURSNGEDUCATION

EDUCATIONALPSYCHOLOGY ACTIVITIES

KNOWLEDGESOCIETY

CURRICULUM


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Philosophy of nursing education is the vital factorin the curriculum, for it forms the basis for thefinal selection of the aims and the objectives of

the curriculum. Since a major purpose ofeducation is to bring about changes in thebehavior of the student, the type of changes to bebrought about one of the most important

problems of education. To determine whatchanges are desired involves value judgments andis influenced by the underlying philosophy of thecurriculum.

Educational Philosophy


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Philosophy of Nursing Education Providesdirective knowledge and guiding principle whichunify and serves as criteria for the evaluation of

aims and processes.


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The science which provides us with data on

problems of learning through experimentation.It provides us with data from which the

principles of learning are developed. Theprinciples of learning, in turn, provide the basis

for the development of principles and methods

of teaching. Educational aims and objectivesare the educational ends - they are the results

to be achieved through learning.

Educational Psychology


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Unless these ends are in conformity with theconditions instinct in learning, they are worthlittle as educational goals.

Educational psychology provides knowledge ofindividual differences, evaluation, learning; servesas background for principles of teaching andcurriculum.


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Type of Society (Population, Socio-economic status andPolitical Force) Local

Global Social Needs of Patients

Families

Communities

Problems and Changes in Society

- Social Changes

- Technological Changes

- Health Needs

Type, needs and changes in Society


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Nature

Purpose

Needs

Interest

The Students


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The term life activities is used here to include the nursing

and the personal activities in which the student willengage as a nurse and as a person. These activities, whichoverlap but can be classified under the following general

categories:

1. Professional

2. Family

3. Civic4. Leisure

5. Spiritual

Life Activities


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Central to all curriculum development. It is at thestock in trade of all schools, whether theircurricula consist of subject matter courses in

which mastery of content is pursued as an end initself, or of experience centered courses wheremastery of content is not pursued as the end butis used to a resource.

- Foundational (Sciences, humanities, etc.)

- Nursing and related fields.

Knowledge


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There are 3 general approaches to

curriculum development: the sociologic, thepsychological and the logical. Each of these

approaches is based on a particular learning

theory which directs the selection and theorganization of the learning experiences.


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However, regardless of the approach selected,the curricular elements need to be related to oneanother vertically and horizontally so that a

systematic body of ideas and activities will beexpanded continuously into larger or moremeaningful patterns. The criteria of continuity,sequence, correlation and integration can serve

as guides for the effective organization ofcurricular elements.


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These major types of curriculumorganization were discussed. These included thesubject curriculum, the activity or experience

curriculum and the core curriculum. The structureof the professional nursing curriculum does not fitany of these types but is a combination of allthree.


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The nursing curriculum consist of 2 types ofpreparation: (1) foundational and (2) professional.The foundational part of the curriculum includes a

liberal arts program which leads to the personaldevelopment of which the nursing courses arebuilt. The professional aspect of the curriculumincludes courses in nursing and related field.


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The content and the sequence of nursing courses

in the professional nursing curriculum is undergoingstudy. The use of the traditional clinical blocks to build thecurriculum is no longer considered to be satisfactory by

many nurse educators. Curriculum studies are beingundertaken by faculties to try to identify some unifying

threads, such as nursing principles, nursing problems andetc, which could be used to organize the curriculum.


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This poses a problem because nursing

knowledge has not itself been systematicallyderived, tested and organized. Another problemconfronting nurse educators is a better selection,organization and correlation of learning experiences

in the various setting the classroom, the hospital,the home, the public health agency.


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Todays nurse must function as a generalist, dealingwith the problems of each patient separately whetherhe has mental, surgical or medical problems, whether

he is an infant, a child, an adolescent or an adult andwhether he is in the hospital or at home or in the clinic,and at the same time she must have a unity of nursingcare focused on the total care of patients. Therefore,

the curriculum for the preparation of a nurse who cancarry out these professional functions humanely andcompetently must be developed somehow.


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Documents

Planning for an Educational Program