steps in curriculum development

1. PREPARED BY:
MRS. NISHA DIVAKARAN
ASSISTANT PROFESSOR
KVM COLLEGE OF NURSING
STEPS OF CURRICULUM DEVELOPMENT
BLOOMS TAXONOMY OF EDUCATIONAL
OBJECTIVES
MASTER ROTATION PLAN
COURSE PLAN
UNIT PLAN
LESSON PLAN

2. STEPS IN CURRICULUM
DEVELOPMENT
DEFINITION
According to Cunningham
“Curriculum is a tool in the hands
of an artist to mould his material , according to
his ideals in his studio “
STEPS
According to Ralph Tyler there are four main steps
1, Formation of educational objectives .
2, Selection of learning experiences.

3. Contd………
3, Effective and efficient organisation of
learning experience.
4, Evaluation of the curriculum.
Step I – Formulation of educational
objectives.
Educational objectives are the statement
of the desired changes in behavior as a
result of specific teaching and learning
activity .

4. Data required for formulating
educational objectives
 Philosophical statement of institute
 Social and health needs of society.
 Needs of the students.
 Resources available in the society.
 Entry criteria or level of students.
 Minimum requirements-Clinical and other
facilities prescribed by the statutory bodies.
 Future trends in nursing.

5. Criteria for the selection and
statement of objectives
 It have to be stated in terms of desired
changes in behaviour.
 Objective should be stated in the form which
makes them most helpful in selecting the
learning experiences.
 The objectives for the specific subjects , unit
or lesson should have a direct contribution to
attainment of overall objective of the
curriculum.
 Objective should be attainable.

6. Contd………
 Objectives selected should meet the social
needs and social changes.
 It should consider the needs , ability and
levels of the students.
 Objectives of each course , topic , unit ,
lesson should helps in the total development
of the student.
 Objectives selected should serves as a
motivating factor for the teacher and the
students.
 Objectives should be easily accepted and
understood by the teacher and the students.

7. Contd………
 Objectives should be co-operatively planned
and developed by all teachers and by the
teacher and students.
 It should not be too detail.
 Objectives should be simple and concise in
nature.
 While developing and formulating objectives,
the scheme of evaluation have to be planned
and developed.

8. Steps in the formulation of
educational objectives
 Identify the needs of the learner.
 Identify the needs of the society.
 Study the suggestions of the expert.
 Formulate the philosophy.
 State the objectives.
 Formulate a theory of learning.
 Screen the objectives through the
educational philosophy and eductional
psychology.

9. Contd………
 Define the objectives clearly in terms of
content.
 State the objectives in terms of behavioral
changes.

10. SELECTION OF LEARNING EXPERIENCES
Learning experience is defined as deliberately
planned experiences in selected situations
where students actively participate , interact
and which results in desirable changes of
behaviour in the students.

11. Principles in the selection of
learning experiences
 Learning needs should be in relation to the
selected objectives.
 Learning activities should be in relation to the
real situations.
 There is an effective integration between
theory and practice.
 The same learning experience should result in
several outcomes.
 The selected learning experiences should
motivate the students.

12. Contd………
 Learning is enhanced by using variety of
teaching-learning method.
 Learning experience should be planned and
organised.
 Students will learn effectively if the
experiences are satisfactory to them.
 It should not be beyond the particular stage
of development of the students.
 Learning experience should be according to
the needs of the students.

13. Characteristics of good learning
experiences
 It should allow the student to learn by doing.
 It should create motivation and interest.
 It should be challenging to students.
 It should be satisfy the needs of the time.
 It should bring out multiple outcomes.
 It should help students to acquire needed
knowledge , skill and attitude.
 It should be helpful in gathering information.
 It should helpful in attaining educational
objectives.

14. Criteria for the selection of
learning experiences
 Learning experiences selected should be
consistent with the philosophy of the
institute.
 It should be varied and flexible enough.
 It should be so selected that it will give the
student an opportunity to practice the kind of
behaviour implied in the objective.
 It provide opportunity for the development of
independent thinking and decision making.

15. Contd………
 It should be adapted to the needs of the
students so that they can obtain satisfaction.
 It should be arranged in a manner that
provides continuity , correlation and
integration of theory and practice.
 It should be planned and evaluated
co-operatively by the teacher and the
student.

16. Organisation of the
Learning experiences
According Tyler
Primary aim of organisation of
learning experiences in the curriculum is to
bring and relate various learning experiences
together to produce the maximum
cumulative effect.

17. Criteria for effective
organisation of the curriculum
content
Continuity - Learning is a continues process.
Continuity is achieved through building each
experience one after another.
Sequence - It refers to building of learning
experience one over the other more deeply
or broadly.
Integration - It is relating the learning
experiences in such a way that the learner
gets a unified view of whole learning.

18. Principles to be followed while
organising learning experiences
 Learning experiences have to be so organised.
 Learning experiences in one area and other
areas should be related to each other.
 It should utilise the alloted time.
 It should be organised in broad areas inorder to
facilitate relating the learning experience in
allied areas.
 Broad principles of education has to be applied.
 Provide opportunity to concentrate on one or
more electives.

19. Contd………
 In organising nursing educational programme
the curriculum may have to be organised in
terms of broad subject matter like humanities
, behavioural sciences and nursing sciences.
 Organisation of learning experiences should
be neither too flexible nor too rigid.
 Clinical experience and assignments should
valued on the basis of experiences provided
to students.

20. Elements of organising the
learning experiences
 Grouping learning under subject headings.
After selecting the learning experience , organise
them with intention to provide optimum
experience to the students.
 Preparation of master plan for curriculum.
It will guide the teachers in the placement of
subject matter and clinical experience. This will
give a clear picture as to how , in which year and
in what stage is the subject matter going to be
taught and the clinical experience to be offered.

21. Contd………
Master plan explains the following
 Total duration of programme.
 Explanation of different courses of study with
special reference to theory and practical.
 Total alloted hours in terms of theory and
practical for each course.
 Teaching-learning methods.
 Scheme of evaluation.
 Details of students activities like co-curricular
activities , health check up , vacation.

22. Contd………
Placement of learning experiences in the
total curriculum.
All the elements of the curriculum should
be related to one another.
Principles of sequence , integration and
correlation will help to organise the
learning experience in an effective
manner.
Preparation of correlation chart .
It helps to identify the extent of correlation
achieved in the total curriculum in relation
to the different courses of study.

23. Contd………
Organisation of clinical experiences.
Clinical experience is the vital element in the
curriculum of any nursing educational
programme. Students achieve speed and
accuracy in carrying out the nursing
procedures only through a well planned and
organised clinical experience.
Teaching system
Teaching of various subjects can be organised in
different ways like complete block or
teaching block system , partial block system
and study day system.

24. Evaluation of the
curriculumCurriculum Evaluation involves an assessment
of the philosophy of the institution , goals of
the institution , nursing content taught in
each course , course objectives , teaching-
learning method , course evaluation method.
In Curriculum Evaluation , the Evaluation of
five ‘M’s are done
Men- Whether curriculum has been organised
and implimented properly by the faculty
members and other personnel involved.

25. Contd………
Money- Whether money meant for curriculum
development is utilized properly.
Materials- Evaluation of text books , literature
and the like used for the development and
implementation of curriculum.
Methods- Whether teaching-learning methods
which are planned in the curriculum are
appropriate.
Minutes- Whether adequate time is given for
theory and practical in each course like
medical surgical nursing , mental health
nursing etc.

26. Purposes of curriculum evaluation
 To find out Whether the objectives stated in
the first stage has been achieved or not.
 Check whether the experience selected are
suitable for attaining the operational goals.
 Check the content adequacy and integration
of experience and content effectiveness.
 Check whether there is any change in the
initial behaviour of the person after the
educational experience.

27. Criteria for curriculum
evaluation The curriculum should be child centered.
 It should concentrate on the experience of
human race as a whole.
 Curriculum should be broad based , flexible ,
should not be rigid and static.
 Curriculum should posses continuity ,
articulation and integration.
 It should consider the individual difference.
 It should have a social significance.
 It should consist of purposeful activities.

28. Contd………
 The curriculum should provide direct
instruction.
 The curriculum should achieve all round
development of students.
Principles of Curriculum Evaluation
 Evaluation of curriculum should consist of
finding out to what extent the objectives
are being achieved .
 Objectives for evaluation should be in
terms of behaviour or the reactions to be
measured.

29. Contd………
 Plan of evaluation should be comprehensive
enough to measure the behaviour.
 Techniques and methods used in evaluation
should be on the basis of specific behaviours
expected and measured .
 The satisfactory evaluation programme should
include variety of evaluation tools or
instruments.
 Records of clinical practice should reflect the
objectives of practice and give evidence of the
extent to which students have achieved the
objectives.

31. Bloom classified educational objectives in 3
domains
1.Cognitive – intellectual & knowledge
2.Affective – attitude , values, interest &
appreciation
3.Psychomotor - skill

32. Cognitive domain consist of 6 levels of
objectives
1.Knowledge
2.Comprehension
3.Application
4.Analysis
5.Synthesis
6.Evaluation

33. Category Key Words (verbs)
Knowledge: Recall data or
information.
defines, describes, identifies, knows,
labels, lists, matches, names, outlines,
recalls, recognizes, reproduces, selects,
states.
Comprehension: Understand
the meaning, translation,
interpolation, and interpretation
of instructions and problems.
State a problem in one's own
words.
.
comprehends, converts, defends,
distinguishes, estimates, explains, extends,
generalizes, gives an example, infers,
interprets, paraphrases, predicts, rewrites,
summarizes, translates.
Application: Use a concept in a
new situation or unprompted
use of an abstraction. Applies
what was learned in the
classroom into novel situations
in the work place.
applies, changes, computes, constructs,
demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares,
produces, relates, shows, solves, uses.

34. Analysis: Separates material
or concepts into component
parts so that its
organizational structure may
be understood.
Distinguishes between facts
and inferences.
analyzes, breaks down, compares,
contrasts, diagrams, deconstructs,
differentiates, discriminates, distinguishes,
identifies, illustrates, infers, outlines, relates,
selects, separates.
Synthesis: Builds a structure
or pattern from diverse
elements. Put parts together
to form a whole, with
emphasis on creating a new
meaning or structure.
categorizes, combines, compiles, composes,
creates, devises, designs, explains, generates,
modifies, organizes, plans, rearranges,
reconstructs, relates, reorganizes, revises,
rewrites, summarizes, tells, writes.
Evaluation: Make
judgments about the value of
ideas or materials.
appraises, compares, concludes, contrasts,
criticizes, critiques, defends, describes,
discriminates, evaluates, explains, interprets,
justifies, relates, summarizes, supports.

35.  Affective domain 5 levels (important aspect in
nursing, feelings, attitude, values, interest)
1. Receiving
2. Responding
3. Valuing
4. Organization
5. Characterization

36. Receiving Phenomena:
Awareness, willingness to hear,
selected attention.
.
Key Words: asks, chooses, describes,
follows, gives, holds, identifies, locates,
names, points to, selects, sits, erects,
replies, uses.
Responding to Phenomena:
Active participation on the part of
the learners. Attends and reacts to
a particular phenomenon.
.
Key Words: answers, assists, aids,
complies, conforms, discusses, greets,
helps, labels, performs, practices,
presents, reads, recites, reports, selects,
tells, writes.

37. Valuing: The worth or value a person
attaches to a particular object, phenomenon,
or behavior. .
completes, demonstrates,
differentiates, explains,
follows, forms, initiates,
invites, joins, justifies,
proposes, reads, reports,
selects, shares, studies,
works.
Organization: Organizes values into
priorities by contrasting different values,
resolving conflicts between them, and
creating an unique value system.
alters, arranges, combines,
compares, completes,
defends, explains,
formulates, generalizes,
identifies, integrates,
modifies, orders, organizes,
prepares, relates,
synthesizes.
Internalizing values (characterization): Has
a value system that controls their behavior.
acts, discriminates, displays,
influences, listens, modifies,
performs, practices,
proposes, qualifies,
questions, revises, serves,

38. Psychomotor domain has 7 levels
1.Perception
2.Set
3.Guided response
4.Mechanism
5.Complex overt response
6.Adaptation
7.Organization

39. Category Key Words (verbs)
Perception: The ability to use sensory cues
to guide motor activity. This ranges from
sensory stimulation, through cue selection, to
translation.
.
Key Words: chooses,
describes, detects,
differentiates, distinguishes,
identifies, isolates, relates,
selects.
Set: Readiness to act. It includes mental,
physical, and emotional sets.
Key Words: begins,
displays, explains, moves,
proceeds, reacts, shows,
states, volunteers.
Guided Response includes imitation and
trial and error.
Key Words: copies, traces,
follows, react, reproduce,
responds

40. Mechanism: Learned responses have
become habitual and the movements can be
performed with some confidence and
proficiency.
assembles, calibrates,
constructs, dismantles,
displays, fastens, fixes,
grinds, heats, manipulates,
measures, mends, mixes,
organizes, sketches.
Complex Overt Response: The skillful
performance of motor acts that involve
complex movement patterns..
assembles, builds,
calibrates, constructs,
dismantles, displays,
fastens, fixes, grinds, heats,
manipulates, measures,
mends, mixes, organizes,
sketches.

41. Adaptation: Skills are well
developed and the individual can
modify movement patterns to fit
special requirements.
Key Words: adapts, alters, changes,
rearranges, reorganizes, revises,
varies.
Origination: Creating new
movement patterns to fit a particular
situation or specific problem.
Learning outcomes emphasize
creativity based upon highly
developed skills.
.
Key Words: arranges, builds,
combines, composes, constructs,
creates, designs, initiate, makes,
originates

42. MASTER ROTATION PLAN
 Definition
Master rotation plan is the overall plan of
rotation of all students in a particular
educational institution showing the
placement of students belonging total
programme includes both theory and practice
denoting the study block, partial block,
clinical block, team nursing, examination,
vacation, co-curricular activities etc.

43.  Purposes
Act as an advance plan before implementation
of curricular activities during an academic year.
All concerned are aware of the placement of
students in the clinical fields.
 Co-ordination become more effective when
theory and practice correlates and integrity
exists.
Helps the students and teachers to prepare
themselves for working in the areas.

44.  Evaluation of the programme is more effective.
 The faculty members and nursing service staff
are in a position to make advance plans for their
leave or vacation with out interrupting teaching-
learning activities.

45.  Principles
 Plan in accordance with the curriculum plan.
 Plan in advance for each student in class for all
years.
 Plan the activities by following maxims of
teaching.
 Post the students based on their background
preparation and the extent of guidence
available.

46. Select areas that can provide expected
learning experience
Plan to build on previous experience.
Acquaint the clinical staff and clinical supervisors
with clinical objectives and rotation plan.
Provide clinical experience ofsame duration to
all the students.
 Rotate each student through each learning
experience or block.

47. Teaching System
 The teaching block system.
 The practical block system.
 Study day system.
 Daily classes.
 Team nursing.

48. CLINICAL ROTATION PLAN
Clinical rotation plan is the statement which
explains the order of the clinical posting of
various groups of nursing students belonging to
different classes in relevant clinical areas and
communit)' health settings as per the
requirements laid down by the statutory bodies.
A well planned clinical rotation plan will help
students to gain maximum experience from the
clinical area and community' settings.

49. Factors Influencing the Clinical Rotation Plan
(a)Requirement stated by the statutory bodies.
(b) The objectives of the course.
(c) Only a limited number of students can be
posted in a particular clinical area, especially in
critical care areas.
(d) The number of students should be taken into
account while preparing the clinical rotation
plan.

50. (e) Infrastructure of various clinical areas.
(f) Duration of experience in each area.
(g) Nurse educators available for supervision.

51. Principles of Developing Clinical Rotation Plan
(a)It must be developed in accordance with the
master plan of the curriculum.
(b) It must be made in advance with the
co-operation of all the faculty members involved
in the clinical teaching.
(c) Maxims of teaching should be followed while
selecting areas of experience.
(d) Principle of continuity, sequence and
integration should be followed.

52. e) Enough teaching staff should be made available
in the clinical areas.
(f) Seeking suggestions of the nursing staff
working in the clinical areas will ensure their co-
operation.
(g) First year students should receive maximum
supervision and attention.
(h) All students should get enough experience as
per the clinical rotation plan.

53. (i) All assignments related to the clinical area
should be finished before the completion of the
postings.
(j) Overcrowding in the clinical area with
different groups of students is not
advisable.

54. Types of Rotation Plan
1) Master Rotation Plan
Master rotation plan' is an overall plan of rotation
of all students in a particular educational
institution showing the entire teaching-
learning activities and related events during an
academic year like details of theoretical
instruction, duration and areas of clinical
instruction, particulars of community health
nursing postings, period of vacation, study
leave for university examinations, examination
week, etc.

55. 2) Individual Rotation Paln
It is made to make sure that each smdent m a
particular block posting undergoes experience in
each area. For example, in a four week period of
operation theatre posting where the student
needs to gain experience from different theatres
like gastroenterology, orthopaedics, etc an
individual rotation plan can be made for each
student by indicating different areas of posting
during this period in order to ensure adequate
experience.

56. COURSE PLANNING
Any nursing educational programme is a
combination of various courses like medical
surgical nursing, mental health nursing, etc.
These courses are placed in an intertwined
manner in order to attain the objectives of the
educational programme.

57. The two levels of course planning are :
(a)At the level of the course itself, ie, organising
both content and learning experiences within
the course.
(b)Planning in relation to the total programme.
This level is concerned with the placement of the
course in the programme and its relationship to
other courses. A course is a combination of
various but interrelated units.

58. Principles of Course Planning
(a)State the objectives in behavioural terms.
(b)Follow principles meant for selecting the
content of a course.
(c)Establish sequence. This can be achieved by
following the maxims of teaching.
(d)Ensure logical and psychological continuity.
(e) Principle of integration.
(f) The courses should give adequate weightage to
the core curriculum content.

59. (g) Unity curriculum.
(h) Select learning approaches that are
acceptable to all faculty members like problem
solving and problem based learning.
(i)Flexibility in selecting teaching-learning
methods.
(j) Provide variety in modes of learning.

60. Principles for Selecting the Course Content
(a)Content should contribute to the achievement
of the objectives.
(b)It should be appropriate to the level of that
group of students.
(c)Content should have community orientation.
(d)It must be sensitive to the changing health
needs as well as the aspirations of the students.

61. (e) It should be experience based.
(f) Content should have transcultural perspective.
(g) It should provide functional relationship with
allied disciplines or professions.
(h) It must be wide and comprehensive.
(i)It should provide for continuing learning.
(j) Content should contribute to the personal as
well as professional development of the
students.

62. Elements of a Course Plan
(a)Course description.
(b)Behavioural objectives.
(c)Placement of the course by specifying the level
of learners.
(d)Explain the time allotted. If clinical experience is
needed, specify the time meant for theory and
practical experience.

63. (e) In case of courses associated with field
experience like community health nursing,
details of the field experience.
(f) Organise the content into unit wise or lesson
plan wise.
(g) Details of the resource materials and teaching-
learning methods to be followed.
(h) Details of learning activities for students.

64. (i) Details of formative and summative evaluation,
ratio between internal assessment and
university examination, etc.
(j) References for teachers and students.

65. UNIT PLANNING
UNIT- Definition
A unit can be defined as purposeful learning
experience focused upon behaviour of the
learner and enable him to adjust to a life
situation more effectively.

66. Characteristics of a Good Unit
(a)Organise various learning activities or
experiences around a central problem or
purpose.
(b) Unit should be suitable to the needs,
capabilities and interests of die students.
(c) Provision for a variety of learning experiences
like clinical postings, theory classes, field trips,
etc.
(d) Contribute to the development of students by
providing new experiences.

67. (e) Interrelated topics should be included in a unit.
(f) It should deal with a sizable topic so that the
length of the unit can be kept within the limits.
(g) It should emerge out of the students' past
experiences.
(h) It should provide opportunities for creative
experience.
(i) It should allow the utilization of various
resources like textbooks, journals etc.

68. Elements of a Unit Plan
(a)Selection and statement of objectives.
(b)Selection of content.
(c) Organisation of content.
(d) Deciding upon the time allotment.
(e) Selection of teaching and learning activities.

69. (f) Determining the teacher expertise - depending
upon the nature of the unit, certain units are
taught by nurse educators, doctors or other
professionals.
(g) Selection of methods of evaluation.
(h) Selection of reference.

70. Types of Units
Resource unit: The resource unit is a teacher's
guide to planning and action. It is in fact a
blueprint of suggestions and resources for
developing a theme, problem or topic.
Elements:
(a)Statement of objectives.
(b)Problem or topic.
(c)An approach or initiation.

71. (d) Content or subject matter basic to the area of
study.
(e) Direct and related experiences.
(f) Evaluation of learning.
(g) A collection of instructionl resources.

72. Teaching unit : The term 'teaching unit' is used to
describe the development of unit for teaching in
the classroom. Also referred to as the unit in
action, the teaching unit focuses on
implementation of the learning activities. In the
teaching unit, the areas of learning and the
sequences in which they are presented may or
maynot be prescribed. Always, however the
needs, the maturity level and the background
experiences of the students set the
boundaries of the teaching unit and
determine its direction

73. Uni
t
Objective Content
s
Time Teacher/Lear
ner Activity
Teacher
Specialis
t
Evalu
ation
Referenc
e