CURRICULUM PROCESS

Prepared byWAHIDNO

INTRODUCTIONCurriculum is composite of entire range of experiences the learner undergoes of school or college. It is a systematic arrangement of the sum total of selected experiences planned by a school or college or defined group of student to attain the aims of particular educational program.

INTRODUCTIONA curriculum directed to the education of the nurses is designed within three frameworks1. The Legally established limits for the nursing

activities of the nurses within the individual state or union and union territorial.

2. The natural role of nurse in the profession of nursing.

3. The type of nursing situations or areas where specifically qualified persons are able to learn for nursing.

PHASES OF CURRICULUM PROCESS

I. Formulating the statement of philosophy of the school or college or university

II. Establishment of purposes and objectives of the school or college or university

III. Selection of learning experience to achieve the purpose and objective

IV. Effecting organization of selected learning experience

V. Evaluation of the total program.

SIMPLE CURRICULUM PROCESS

PHILOSOPHY

PURPOSES & OBJECTIV

SELECTION OF LEARNING

EXPERIENCE

ORGANIZATION OF LEARNING

EXPERIENCE & CONTENT

EVALUATION OF TOTAL PROGRAM

I. FORMULATING THE STATEMENT OF THE PHILOSOPHY

Philosophies are the beliefs and standards of the persons who starts a program.The philosophy serves as a framework within which an organization, school or college or educational program can function with an objective and purpose.The philosophy is expressed in different ways as the quality of education, selection, of teachers and students.

GUIDELINES FOR DEVELOPMENT OF PHILOSOPHY

An educational philosophy states the values which are believed to be right, true and good by the persons responsibilities for the school or college.An educational philosophy will be unique to the particular society and individual whom it serves.All teaching staff should participate in the formulation of the school philosophy or college philosophy.

College or school philosophy is used as a screen.College or school philosophy should not conflict with the philosophy of the institution of which it is a part.College or school philosophy should be re – examined periodically to determine its suitability in the light of the changing conditions.

II. AIMS GOALS AND OBJECTIVES

The term ‘Purposes’ refers to describe the overall goals of the total education program and the term ‘objective’ refers to the breakdown of purposes into the specific goals which can be used to pinpoint the content.The objective is developed to indicate what changes in behavior it is hoped to bring about in the student as a result of the courses being offered.

FACTORS TO BE CONSIDERED

Statement of philosophy.Social and health needs of the people.Kind of students to be expected in the education program.Level of professional competence to be attained.Role of nurse (after qualifying) in society.Statutory minimum requirements.Teaching, physical and clinical resources availability.

III. SELECTION OF A LEARNING EXPERIENCES

A learning experience is something in which the student actively participate and which results in a change of behavior.The teacher should select only experiences which will result in a change in behavior outlined in the objectives of the program.

CLASSIFICATION OF LEARNING EXPERIENCES

Direct Learning Experiences◦ These are first hand experiences with various

objects or symbols. Examples for direct learning experiences are as

followsObserving samples or specimensExperimenting with physical and chemical materialsSetting up apparatus for experimentOperating machinesConstructing models, charts, plansDrawing pictures and painting models

Dramatizing historical eventsSummarizing a lengthy descriptionCollecting, analyzing and interpreting the data and generalizing.Listing important facts and pointsPresenting ideas orally or in writingConducting physical examination of clientsPerforming nursing proceduresHandling different types of medical equipments and articles.

Indirect Learning experiences

Those experiences which are not the first hand information.

Reading accounts or descriptions or discussion in books, journals, magazines and newspaper.

Observing pictures photos maps and modelsListening to oral descriptions and lecture

talks

IV. ORGANIZATION & INTEGRATION OF EXPERIENCIES & CONTENTThe major task to be attempted

in phase IV is the combining of information about experiences, including developmental sequences & stage discovered in phase II.

With information derived from the taxonomic analyses of phase III in order to setup educational experiences designed to achieve the goals of phase I

Phase IV is concerned with educational sequences, this is with sequences of selected experiences with content planned to produce certain behavior within the general areas of understandings, sensitivities, feelings, attitudes, values and skill.

ORGANIZATION OF LEARNING EXPERIENCEAfter the content knowledge & learning

experiences have been selected carefully in relation to be desired objectives, they must organized in the curriculum.

The element of the curriculum should be relative to one another vertical & horizontally, so that systematic body of ideas and activities will be expanded continuously into larger and more meaningful patterns.

CRITERIA FOR ORGANIZING LEARNING EXPERIENCE 1. Continuity2. Sequence3. Integration

Guidelines for the selection, organization of learning experiences1) A learning experience is defined

as an interaction between the student and condition in the environment to which he/she can react.

2) The faculty should develop a systematic approach to the selection of learning experience through which student are provided with opportunity to meet the objective

3) Effective learning depends upon planned organization of the experiences included in the curriculum

4) The teaching method used should depend upon the purposes to be serve the learner, the teacher and the available resources.

5) The selection, organization and guidance of student’s learning experiences should be submitted to continuous appraisal by the faculty.

V. EVALUATIONThe final phase in the curriculum process is the coming to the conclusions about the success or failure, of the educational enterprise by means of some measurement or assessment of change in behaviour.

Criteria for evaluation of curriculum

1) Child centered2) Concentrate on the experience

of human race as a whole3) Best on the twin principle of

unity & reality4) Broad-bases, flexible &

changing/dynamic and should not be rigid & static

5) Possess continuity, articulation & integration

6) Provide for individual differences among children/student

7) Social significance8) Consist of purposeful activities &

meaningful experience 9) Provide direct instruction10)Provide democratic value11)Achieve the rounded growth of

the child or student

Guidelines for curriculum evaluation

Curriculum evaluation – A continuous process

An organized plan for student evaluation

Evaluation of results as the basis for curriculum revision & improvement.

BibliographyNursing Education, BT

Basavanthappa, 2003 Jaypee Brothers

Curriculum Development and Evaluation in Nursing, Sarah B. Keating. Third Edition

http://www.moe.gov.tt/curriculum_process.html