nursing curriculum development

7/28/2019 Nursing Curriculum Development

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JOFRED M. MARTINEZ, RN


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Formal nursing education and curriculum can be

traced to the 17th century and the French Sisters of

Charity, according to Em Olivia Bevis and Jean

Watson.

Until this time, untrained helpers, mostly servants,

were nurses. When the order was formed in 1633,

the prescribed course of study was a two-month

probationary period followed by seven to eight

months of instruction and supervision. The instruction

consisted lectures, quizzes and religious exercises.


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A significant advance in the nursing curriculum,

according to Bevis and Watson, occurred in 1860 due

to the influence of Florence Nightingale.

There was a year of training and a probationary

period, followed by three years of hospital service.

Curriculum was based upon the development of 12

personal characteristics and 13 functions and skills.

Most experts consider it a well-organized and highly-

structured curriculum, and it was accepted worldwide.


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Bevis and Watson point to the establishment of

formal "Curriculum Guides" as being a turning point

in the history of the development of the nursing

curriculum.

In 1917, the Education Committee of the League of

Nursing Education produced its "Standard

Curriculum." It was designed to help nursing schools

improve their programs and standards, as nursing

requirements were minimal and not uniform.


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The work defined objectives, content and methods for

each course. It provided lists of needed materials and

equipment and bibliographies. The work was revised

in 1927 and 1937.


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The most significant advance in the nursing

curriculum came when institutes of higher learning

adopted nursing education programs, according to

Bevis and Watson.

Based on the studies of Mildred Montag, who

designed a two-year course of study for "technical

nurses" in the late 1940s and 1950s,many two-yearcolleges developed associate of arts degree

programs.


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Shortly thereafter, colleges introduced baccalaureate

programs that based a professional nursing

education on two years of prerequisite courses and

liberal arts.

College-based programs and expanding curricula

saw a "geometric explosion," or a rapid rise in the

number of nursing programs in higher education,from the 1950s through 1970s.


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In 1949, Ralph Tyler, a consultant with the University

of Washington School of Nursing, introduced

"Syllabus for Education 360," which was then revised

in 1950 to "Basic Principles of Curriculum and

Instruction."


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Tyler's model was based on objectives or "goal-

attainment," according to Keating. Tyler identified four

principles for teaching:

1. Defining appropriate learning objectives.

2. Establishing useful learning experiences.

3. Organizing learning experiences to have amaximum cumulative effect.

4. Evaluating the curriculum and revising those

aspects that did not prove to be effective.


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This is considered the Classic Curriculum Model, one

the earliest ideas in education that leads to the

measurement of outcomes. Other models have

followed, such as the CIPP and Baldridge EvaluationSystem, but the Tyler Model remains the foundation

for a performance-based nursing curriculum.


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Can a school exist without a curriculum?

Why or why not?

How does a strong belief or philosophy influencecurriculum?

As future teachers, how important will a curriculum

be to you?

What are the implications of an ever changing

curriculum to teachers?


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Curriculum, derived from a Latin word currere which

means torun,over the time it has been translated

to mean course ofstudy(Wiles & Bondi, 1989). Ronald C. Doll (1996) defined curriculum as the

formaland informal content and process by which

learners gain knowledge and understanding,develop skills and alter attitudes, appreciations and

values under the auspices of thatschool.


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William E. Doll, Jr. (2002), described curriculum in

relation to a shifting paradigm, moving from a formal

definition to a focus on ones multiple interactionswith others and ones surroundings.


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1. RECOMMENDED CURRICULUM proposed by

scholars and professional organizations

2. WRITTEN CURRICULUM appears in school, district orcountry documents

3. TAUGHT CURRICULUM what teachers implement

and deliver in the classrooms or schools.4. SUPPORTED CURRICULUM resources, textbooks,

computers, audio-visual materials which support and

help in the implementation of the curriculum


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5. ASSESSED CURRICULUM tested and

evaluated

6. LEARNED CURRICULUM What the students

actually learn and what is measured.

7. HIDDEN CURRICULUM The unintendedcurriculum

( ALLAN GLATTHORN, 2000)


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Subject- centered design model- focuses on thecontent of the curriculum

Examples:a. Subject design - centers on the cluster of content

b. Discipline design - focuses on academicdisciplines

c. Correlation design - Subjects are related to oneanother but each subject maintains its identity.


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d. Broad field design/interdisciplinary

variation of the subject centered design

Compartmentalization of subjects and integratethe contents that are related to each other


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Who teaches?

The Teacher

Who do the teachers teach?The Learners

What do the teachers teach?

Knowledge, Skills and Values How do teachers teach?

Strategies and Methods


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How much of the teaching was learned?

Performance

With whom do we teach?Community Partners


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The curriculum is continuously evolving

The curriculum is based on the needs of the people. The curriculum is democratically conceived.

The curriculum is a result of a long-term effort

The curriculum is a complex of details. The curriculum provides for the logical sequence of

subject matter.


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The curriculum complements and cooperates with

other programs of the community. The curriculum has educational quality

The curriculum has administrative flexibility.


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Curriculum development describes all the ways inwhich a training or teaching organization plans and

guides learning.

This learning can take place in groups or withindividual learners. It can take place inside or outside

a classroom.

It can take place in an institutional setting like aschool, college or training centre, or in a village or a

field. It is central to the teaching and learning process

(Rogers and Taylor 1998).


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Systematic planning of what is to be taught and

learned in schools as reflected in courses of study

and school programs.

The primary focus of a curriculum is on WHAT is to be

taught and WHEN, leaving to the teaching profession

decisions as to HOW this should be done. In practice,

There is no clear distinction between curriculum

content and methodology - how a topic is taught often

determines what is taught.


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FOUR STEPS TO CURRICULUM DEVT.:"The Tyler Rationale"

1. What educational purposes should the school seek

to attain?

2. What educational experiences can be provided that

are likely to attain these purposes?

3. How can they be organized?4. How can we determine whether these purposes are

being attained?


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She believe that those who teach curriculum, the

teacher could participate in developing it.

She advocated the teachers take inductive approach

the act or process of inducting somebody into a

position or an organization .


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Diagnosis of learner's needs and expectations of the

larger society

Formulation of learning objectives

Selection of learning content

Selection of learning experiences

Organization of learning activities Determination of what to evaluate and the means of

doing it


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STEP 1:

DIAGNOSIS OFNEED

STEP 2:

FORMULATIONOF OBJECTIVE

STEP 3:

SELECTION OFCONTENT

STEP 4:

ORGANIZATIONOF CONTENT

STEP 5:

SELECTION OFLEARNING

EXPERIENCE

STEP 6:

ORGANIZING OFLEARNING

EXPERIENCE

STEP 7:

DETERMINATION OF WHAT TOEVALUATE AND OF THE WAY

AND MEAN OF DOING IT


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Curriculum conceptualization and legitimation

Curriculum diagnosis

Content selection

Experience selection Implementation

Evaluation


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Technical - relating to specializing in industrial

techniques or subjects or applied science

Scientific - relating to conforming to science or its

principles

It allows us to plan of mind


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To those who believe in approach , it is not the

vehicle for dehumanizing education , but rather a wayof planning to optimize students learning and allow

them to increase their output.

According to this point of view, curriculumdevelopment is a plan or blueprint for structuring the

learning environment and coordinating elements of

personnel, materials, equipment.


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Uses empirical methods wouldanswer the question.

WHAT SHALL BE TAUGHT?


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They tress not the outputs of production but rather

the learner, especially through activity-orientedapproaches to learning

Those favoring this approach note that not all ends of

education can be known nor indeed do they need tobe known in all cases

Considered the curriculum evolved rather than being

planned precisely


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Advocates might well identified themselves as

postmodern, realize that one cannot separatecurriculum development from the people involved in

the process or from those who will experience the

curriculum

View world not a machine but as a living organism

Focus of curriculum activity not the content but the

individual


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Curriculum Development appears to be a living,

breathing or organism, rather than a cold, precise,

exact and certain machine that dehumanizes thoseinvolved in its development and those who

experience the products of such development


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He posits technical model the one who accepts the

assumption of modernity, also limited by its sensitivity

to the politics of curriculum making and that

curriculum cannot be generated in a manner that is

neat systematic, or ends oriented.


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In this process, educators make known their ideas

and values as to what is essential for learning and

what is to be taught, what contents is to be praisedand the very function of itself

It enables individuals to realize that means and ends

affect each other, constantly modifying the very realityabout which one is deliberating


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ANALYZE PHASES in the analysis phase, the instructional problem is

clarified, the instructional goals and objectives are

established and the learning environment andlearner's existing knowledge and skills are identified.


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DESIGN PHASES

The design phase deals with learning objectives,assessment instruments, exercises, content, subject

matter analysis, lesson planning and media selection.

The design phase should be systematic and specific.


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DEVELOP PHASES

The development phase is where instructionaldesigners and developers create and assemble the

content assets that were blueprinted in the design

phases.


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IMPLEMENT PHASES

During the implementation phase, a procedure fortraining the facilitators and the learners is developed.

The facilitators' training should cover the course

curriculum, learning outcomes, method of delivery,and testing procedures.


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EVALUATION PHASES

Ongoing cycle of (formative and summative)evaluation of all aspects of the curriculum in order to

understand how the program works, how successfully

it works, and whether it, in all its complexity, isresponding to students needs, teachers abilities.

INDUSTRY EXPERTS EXPERIENCE TEACHERS


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INDUSTRY EXPERTS EXPERIENCE TEACHERS

DRIVE JOB FUNCTIONIDENTIFY COMPETENCIES FOR EACH JOB FUNCTIONS

CLASSIFY GENERIC AND TECHNICAL SKILLS

LIST SKILLS WHICH CAN BE DEVELOPED

THROUGH THEORY INSTRUCTIONS

LIST SKILLS WHICH CAN BE DEVELOPED

THROUGH LABORATORY INSTRUCTIONS

DEVELOP PROGRAMME STRUCTURE

DETAIL OUT

CONTENTS FOR

THEORY

DETAIL LABORATORY

CONTENTS FOR THE TOTAL

PROGRAMMEPREPARE APPROPRIATE

INSTRUCTIONAL MATERIAL

TRY OUT IMPLEMENTATION

FEEDBACK FROM STUDENTS, TEACHERS, INDUSTRY EXPERTS

REVISE THE CURRICULUM


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1. Aim: one sentence (more or less) description ofoverall purpose of curriculum, including audience and

the topic

2. Rationale: paragraph describing why aim is worthachieving. This section would include assessment of

needs.

3. Goals and objectives: list of the learning outcomesexpected from participation in the curriculum. This

section includes a discussion of how the curriculum

supports national, state, and local standards.


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4. AUDIENCE AND PRE-REQUISITES: describes who

the curriculum is for and the prior knowledge, skills,

and attitudes of those learners likely to be successful

with the curriculum.

5. SUBJECT-MATTER DESCRIPTION: designation of

what area of content, facts, arena of endeavor, that

the curriculum deals with. (This is a furtherelaboration of the "topic" description in the Aim.)


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6. INSTRUCTIONAL PLAN: describes the activities

the learners are going to engage in, and the

sequence of those activities. Also describes what

the TEACHER is to do in order to facilitate those

activities.

7. MATERIALS: lists materials necessary for

successful teaching of the curriculum. Includes a listof web pages


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8. ASSESSMENT AND EVALUATION PLAN: includes

plan for assessing learning and evaluating the

curriculum as a whole. May include description of a

model project, sample exam questions, or otherelements of assessment. Also should include plan

for evaluating the curriculum as a whole, including

feedback from learning


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Based on the 1987 Philippine Constitution, all schoolsshould aim to:1. inculcate patriotism and nationalism2. foster love of humanity

3. promote respect for human rights.4. appreciate the role of national heroes in the historicaldevelopment of the country.

5. teach the rights and duties of the citizenship.

6. strengthen ethical and spiritual values7. develop moral character and personal discipline8. encourage critical and creative thinking9. broaden scientific and technological knowledge and

promote vocational efficiency


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It is a clear concept of what the institution would liketo become in the future.

It provides the focal point or unifying element

according to which the school staff, faculty, studentsperform individually or collectively.

It is a guiding post around which all educational

efforts including curricula that should be directed. It should be ambitious


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It spells out how it intends to carry out its vision.

It targets to produce the kind of persons the

students will become after having been educatedover a certain period of time.


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These are translated vision and mission which arebroad statements or intents to be accomplished.

These are called educational objectives.

Objectives direct the change in behavior which isthe ultimate aim of learning.

They provide the bases for the selection of learning

content and experiences. They also set the criteria against which learning

outcomes will be evaluated.


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Information to be learned in school.

It is another term for knowledge.

It is a collection of facts, concepts generalization,

principles and theories

Two types of curriculum

a. SUBJECT CENTERED VIEW It represents therepository of accumulated discoveries and

inventions of man down the centuries, due to

mans exploration of his world.


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b. LEARNER CENTERED CURRICULUM

relates knowledge to the individual's personal

and social world and how he or she defines

reality.


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EDUCATION EXPERIENCES MUST BE ORGANIZEDTO REINFORCE EACH OTHER.

Continuity - refers to the vertical reiteration of major

curricular elements. Sequence - refers to experiences built upon

preceding curricular elements but in more breadth

and detail. Integration - unified view of things. Solving problems

in arithmetic as well as in other disciplines.

We aim for educational effectiveness & efficiency.


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That ordering of the experience had to be somewhatsystematic so as to produce a maximum cumulative

effect

Organizing elements such as: ideas, concept, valuesand skills showed be a woven as a threads into a

curriculum fabric

These elements could serve as organizer and meansand method of instruction and could relate the

different learning experiences among different

subjects


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They have all content, regardless of

Their design or developmental models

How individuals view the content is affected by theirview of knowledge and reality their philosophical

posture


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What will lead to student self-sufficiency?

What is significant?


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Two definitions of "significant":

1. having or conveying a meaning; expressive,

suggesting or implying deeper or unstated

meaning important, notable; consequential

2. what is valid?

3. what is interesting?

NOTE: Student may not even KNOW his own interests

What is useful? What is learnable? What is feasible?


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The core of the heart of the curriculum

Instructional strategies, methods, educational

activities like field viewing, conducting experiments,

interacting with computer programs, field trips and

other experiential learning.


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1. Valid in light of the ways in which knowledge and

skills will be applied in out-of-school situations

2. Feasible In terms of time, staff expertise, facilities

available within and outside of the school ,

community expectations

3. Optimal in terms of students learning the content

4. Capable of students to develop their thinking skills

and rational powers


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5. Such students can broaden their interest

6. Capable of stimulating students greater

understanding of their own existence as individual oras a member of a group

7. Capable of fostering students an openness to new

experience &tolerance acts diversity8. To facilitate learning and motivates students continue

learning


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9. Capable of allowing students to address their needs

10. Such that they will foster the total devt. of students

cognitive, affective, psychomotor, social and spiritual

domain


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It may refer to the formal determination of the

quality, effectiveness or value of the program,

process, product of the curriculum


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Context refers to the environment of the curriculum.Context evaluation refers to situation analysis

Input refers to the integration of the curriculum which

include goals, instructional strategies, the learners, theteachers, the contents and all the materials needed

Process refers to the ways and means of howcurriculum has been implemented.

Product Indicates if the curriculum accomplishes itsgoal. It will determine to what extent the curriculumobjectives have been achieved.


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PROCESS OF THE CURRICULUM EVALUATION

1. Focus on one particular component of the

curriculum

2. Collect or gather information

3. Organize the information

4. Analyze information5. Report the information


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Upgrading the quality of the teaching - learning

process Increasing the capability the teacher

Broadening the delivery of education

Revolutionizing the use of technology to boost

educational paradigm shifts.


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Pilot Testing or Field try out- this process involves

gathering empirical data to support whether thematerial or the curriculum is useful, reliable, relevantand valid

It is a developmental process that gives the signal asto whether the particular curriculum can already beimplemented with confidence.


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Curriculum Monitoring - a periodic assessment and

adjustment during the try - out period. It provides a decision that would even end or

terminate the program

Curriculum Evaluation - refers to the systematicprocess of judging the value , effectiveness andadequacy of a curriculum


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TWO WAYS OF CURRICULUM EVALUATION

1. School Based evaluation- an approach to curriculumevaluation which places the content, design,operation, and maintenance of evaluation procedurein the hands of the school personnel.

2. Accreditation- voluntary process of submitting acurricular program to the external accrediting bodyfor review in any level of education.


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Curriculum and Program studies

Classroom Management

Instructional Processes or methodologies

Graduation requirements

Administrative Support for Effective Instruction

Evaluation of Academic Performance of students


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Highlight curriculum expectations

Gather information about what students know and

can do Motivate student to learn better

Motivate and encourage teachers to meet theidentified needs of students

Provide evidence to tell how well the students havelearned.

Obtain feedback that helps teachers, students and

parents make good decisions to guide instruction


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What shall be included for purpose of learning? After

that, the deal with HOW to present, and arrange theWHAT that is selected for learning, so that students

can learn or experience.

First they deal with knowledge & content specificallythey deal with teaching and learning experience

Regardless of their philosophical orientation, this

elements will not ignore


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Meat of curriculum plan but can consider the

experiences planned for students as the heart.

Key factors that shape the learners orientation to the

content and understanding to it.

TABA noted perhaps the first important consideration

in achieving the wider range of objectives is the fact

that the learning experience not the content means ofachieving the all objectives besides those knowledge

and understanding.


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Patrick Slattery noted education is a human

activity that is greatly affected by the environment It

is a placed in which individual affects their inner

experiences

John Holt pointed out space creates activity it

allows students to generate places and moods.


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Should address social needs, security needs

and belongingness, as well as development of

self awareness and empathy for other


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HAWKINGS AND VINTON

Stated long ago that classroom can no longer be the

sole learning environmentLANG

Noted that occupants of classroom must peek out

with windows, to the world beyond for illuminationand views


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He Is referring to educational elements/essential criteriain school for optimal educational space like;

Volume - must consider the scale and shape of the

educational activity ex. Silent reading in classroom,instance of quietness

Acoustic - auditory, audile, sound that conducive to

learning

Illumination - lights present in the educational

environment

Temperature - not too cold and not too hot classroom


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In developing the curriculum involves a large number

of persons, both school based, and community based.


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SCHOOL PARTICIPANTS

TEACHER

Most powerful implementers in curriculum

development

Decide the what aspects of curriculum new

developed and undergoing, determined the spent

time and how much of it on developing basic skills orcritical thinking skills


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Involved in curriculum committee which organized

curriculum by grade level, some organized according

to type of students under consideration

ex. Gifted child or committee of disabled learning

teaching is implementing curriculum development

activity, from formation of goal and aims to the

evaluation and maintenance of the curriculum


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Teachershould be viewed as an intellectual engaged

in some form of thinking.

Teacher should not be viewed as a Performer

Professionally equipped to realizes effectively any

goals set for them


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STUDENTS

Secondary students are more involved in curriculum

planning development

RONALD DOLL note:

Students are the consumers of education and they

deserved to supply input to educators regarding

curricular matters


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PRINCIPALS

Curriculum leaders, they restructure the school

MARY RAYWID note;

considered restructuralists, proposed 2 broad

strategies to attain their goals regarding the changing

authorities and governance

Return authority for decision making to the school site

and to democratize the process of decision making


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JOHN GOODLAD school site management

School site should be recognized as the primary unit

of education

A place ofaction with regard to curriculum decision

making, then the principal must be a visionary leader

possessing a clear view of mission of the school and

a strong belief on her professional values


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Large school they are facilitator of curriculum:

furnishing time for current curricular activities

arranging for in services training, sitting on curriculum

advisory committee as a resource agent, and refiningthe mission of the school.

In small school principal actively more on curriculum

initiators, developers and implementers


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CURRICULUM SPECIALIST

Major role in curriculum development and

implementation

Chairpersons, supervisors, coordinators, directors or

curriculum generalists.

Expert in creating and implementing curricula, no

content major


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ASSISTANT SUPERINTENDENT Primary responsible for curriculum activities

Line administrator, report directly to the

superintendent Is a chair or serves as advisor to the general

curriculum advisory committee

Responsible in Informing major trends occurring in

the field of curriculum and how these trends being

translated to the school system to the superintendent


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SUPERINTENDENT

Chief administrator of school system and keep it

running

Responds the matter before the school boards,

initiate curriculum activities, starts program for in

service training for teacher, informing district

personnel of changes


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BOARD OF EDUCATION

Legal agents of school & Representative of general

public: spokesperson in the community which

responsible for overall management of the school


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Lay Citizens

Non professionals

Few people would contest that the school belongs tothe public

Concerned in general terms but really not interested

in becoming actively engaged in curriculum

development because of little knowledge about

course content


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1. "Curriculum Development & Evaluation in Nursing";

Sarah Keating; 2006

2. "Toward a Caring Curriculum: A New Pedagogy for

Nursing"; Em Olivia Bevis and Jean Watson; 1989


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Good teaching is one-fourth

preparation and three-fourths theater.~Gail Godwin


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Who dares to teach must

never cease to learn.~John Cotton Dana

nursing curriculum development

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