2. PRESENTED BY,
KAVYA.R

3. ROLES OF THE CURRICULUM
ADMINISTRATOR
Role of the union government
It has an advisory role,it has advisory bodies
which helps in developing necessary guidelines for
development of curriculum.
Role of national bodies (INC)
It formulates philosophy, objectives, syllabi and
framework of all the courses.It will give permission to
start and to continue the course.It can stop the
program if it feels that school/ college is not having
necessary facilities.

4. ROLE OF STATE GOVERNMENT
It permits the school/college to start and
continue the course according to the
infrastructure.
ROLE OF FACULTIES OF EDUCATION IN
UNIVERSITIES
Helps to propagate the concepts and
principles of curriculum development and its
implementation and also conduct evaluation
and research on curriculum.

5.  ROLE OF CURRICULUM CO-ORDINATOR
As co-ordinator has multiple functions in the curriculum,
he /she has a expanded role in all phase of curriculum.
The major role includes:
1.Planning
Develop philosophy and objectives for educational
programme.
Identifies the present needs related to educational
programme.
Investigates, evaluates and secures resources.
Formulates the plan of action.
Selects and organizes learning experience.
Participates in the formulation of admission and
recruitment policies

6. 2.Organising
Determine the number of position and scope and
responsibility of each faculty and staff.
Analyses and prepares the job description, indicates
line of authority, responsibility in the relationship and
channels of communication by means of organizational
chart.
Delegates authority with responsibility.
Maintain a plan of workload among staff members

7. 3.Directing
Recommends appointments and promotions based
on qualification and experience.
Provides adequate orientation to staff members.
Guides and encourages staff members in their job
activities.
Consistently makes administrative decision based on
establishment policies.
Creates staff involvement in designing educationally
sound programme.

8. Provides freedom for staff to develop active training
course within the framework of the curriculum.
Promotes staff participation in research.
Procures and maintain physical facilities which are
of a standard.

9. 4.Co-ordinating
Co-ordinates activities relating to the programme
such as administration meeting, staff meeting,
parents teachers meeting.
Co-ordinates various committees like curriculum
committee, ethical committee, budgeting committee.
Co-ordinates various programme like S N A and
motivate the staff and students to participate in the
various programs.

10. Recognize the need for continuing education self and
staff and provide stimulation of opportunities for such
such development.

11. 5.Controlling
Maintain recognition of the educational programme by
accrediting bodies like K N C, I N C and university.
Prepare, secures approves and administrates the budget.

12. INTEGRATING NURSING SERVICE
AND NURSING EDUCATION
• Integration refers to the linking of all types of
knowledge and experiences contained within
the curriculum plan.

13. • In nursing the curriculum that is formulated should
have a proper framework of theory and practice.
• The theory which is taught should help the nurses
within this field to analyze, synthesis, organize the
concepts and principles of nursing which acts as guide
for excellent nursing practice.
• Nursing education and nursing service are both sides
of same coin, so both are equally important. Therefore
there is a need for something called “integration”,
which is proper blending of nursing education and
nursing practice or service in nursing curriculum.

14. Objectives of integration
• To provide quality nursing care

15. • To understand thoroughly about nursing by
nurses and nurse educators

16. • To obtain personal and professional
satisfaction in performing nursing care.

17. • To upgrade the quality of nursing and
nursing profession

18. • To promote health, prevent illness by
providing high quality care.

19. Professionals involved in integration
• Nurse administrators
• Nurse supervisors
• Nurse educators
• Nursing curriculum developers
• Nursing curriculum evaluators
• Nursing textbook authors
• Nursing faculty assigned to curriculum
committee

20. Domain involved in integrating nursing
service & nursing education
• Cognitive domain
knowledge

21. • Affective domain
attitude

22. • Psychomotor domain
practice

23. Steps involved in integrating nursing
service & nursing education
• The theory which is framed for nursing
should be feasible, applicable and realistic in
terms of practice.

24. • Nurse educators should select appropriate
methods for teaching and practice.
• There should be continuity, integration and
sequence in whatever subjects taught to
nursing students.

25. • Nurse educators who teaches the theory of
procedures in class room, should teach the
practice of procedures and supervise the
nursing students in all different settings.

26. • Curriculum framed for nursing should be
frequently evaluated for its effective
integration of nursing education and
nursing service.

27. Methods of integration
• Demonstration method or laboratory method

28. • Ward teaching

29. • Case presentation

30. • Case study

31. • Nursing rounds

32. • Nursing care conference

33. • Nursing team conference
Intershift and
interdepartmental
Nursing conference
service
management
Team leader conference
direction
conference

34. • Morning and evening reports
Oral report Written report

35. Responsibilities of nursing educators
• The person who teach and show the practice
should be efficient and have adequate
knowledge.
• Students should be frequently evaluated by
using an evaluation format.
• Curriculum to be effectively prepared in such a
way, that there is correlation of theory along
with practice.

36. • Adequate provision and facilities to be
provided by the institution for the nursing
students to practice the skills whatever is
taught.
• Nursing education must be updated with latest
technology used in nursing to meet nursing
demands employed.
• Adequate manpower to be employed; that is
adequate staff, 10:1 ratio to evaluate the
students.
• The curriculum that is framed should meet the
demands of nursing international level.

37. • TYPES OF COLLABORATIVE
PARTNERSHIPS
TYPE OF EXAMPLE OF ACADEMIC
COLLABORATIVE SERVICE PARTNERSHIP
PARTNERSHIP
NETWORKING PARTNERSHIP Professional conference meetings with
Informal partnering new or established partners
COORDINATED PARTNERSHIP Clinical rotations are altered to meet
Partnering to achieve common service demands,while achieving
purpose student educational needs.
COOPERATIVE PARTNERSHIP Use of joint appointments from service
Partnering to share resources and in academic classes.
information and alter activities for
mutual benefits

38. TYPE OF COLLABORATIVE EXAMPLE OF ACADEMIC
PARTNERSHIP SERVICE PARTNERSHIP
COLLABORATIVE Both partners need a valued
PARTNERSHIP commodity or product outcome and
Partners share resources with an enhanced capacity such as
other partners for mutual benefits agreeing to share expert lecturers.
and to achieve a common purpose.
FULL PARTNERSHIP Both partners are engaged in
Involves contracting and intensive developing a new system of
collaboration to have long term delivering a joint program that
positive outcomes for a common enhances capacity.
purpose.

39. COLLABORATIVE MODELS WITHIN NURSING
• Nursing-Institution Collaborative
Relationship(England 1986).
INSTITUTIONAL
GOAL
NURSING
CURRICULUM
ADMINISTRA
ADMINISTRAT
TOR
OR

40. • Collaboration at the level of clinical practice
At the clinical practice level the staff nurse
may collaborate with clinical instructor to develop
the plan of care,provide care in an integrated and
comprehensive manner and evaluate the
outcome of the care.
Collaboration with nurse specialist
The nurse educators works with clinical
nurse specialist to develop a curriculum that is
more appropriate to health care needs and day to
day clinical practice situations.

41. • Collaboration with Nurse Researcher
Collaboration between nurse
researchers and nurse educator in clinical
practice helps to approach and solve
problems and issues systematically.

42. DUAL ROLE OF SUPERVISOR & EDUCATOR
NURSING
PRINCIPAL
SUPERINTENDENT

43. COMMON BARRIERS IN
COLLABORATION
• Lack of communication
• Lack of understanding and appreciation for what
the others contribute to the team
• Inability to work together.
• Lack of mutual trust
• Lack of respect
• Misconceptions
• Overlap of responsibilities and expertise
• Unresolved conflicts
• Unwillingness to share autonomy & responsibility

55. Nursing education
Students coached by Nurse
supported by Clinical
Clinician
Facilitators
Clinical facilitators are
supported by Hospital
administration and
university