The document discusses various aspects of curriculum including definitions, models, development, implementation, evaluation and factors influencing it. It defines curriculum as the sum total of learning experiences and activities planned by the institution to achieve its objectives. Three models of curriculum are described - behavioral objective model, process model and fourfold model. Steps in curriculum development include formulation of objectives, selection of learning experiences, organization and evaluation. Records related to students, staff, administration are important for planning, evaluation and accountability.
2. Introduction
■ The word 'curriculum' is derived from the Latin word currere which means
'run'.Thus, curriculum is a runway for attaining the goals of education.
■ Curriculum may be considered as the blueprint of an educational
programme. It is the base of education on which the teaching and learning
process is planned and implemented.
■ Nursing curriculum includes the learning opportunities (subject matter) and
the learning activities (clinical experiences and practices) that the faculty
plans and implements in various settings for a particular group of students
for a specified period of time in order to attain the desired objectives.
3. Definition
■ Curriculum is a tool in the hands of an artist to mould his material
according to his ideals in his studio. In this definition, the artist is the
teacher, the material is the student,ideals are the objectives and the
studio is the educational institution.
- Cunningham
■ Curriculum is the sum total of student activities that the school sponsors
for the purpose of achieving its objectives.
- Alberty
5. Behavioural objective model
This theory was developed by RalphTyler (1950)
■ For him, the function of the curriculum is to set forth the order and scope of
what has to be taught so that learning may be enhanced. He identified four
fundamental questions to be answered in the process of developing a
curriculum
■ What educational purposes should the school seek to attain, i.e. its objectives?
■ How can learning experiences be selected, which are likely to be useful in
attaining these?
■ How can learning experiences be organized for effective instruction?
■ How can the effectiveness of learning experiences be evaluated?
6. Stenhouse process model
■ Stenhouse (1975) formulated the process model.This is an input model, i.e.
Emphasis is on learning experience or the process of education.
■ He believed that it was possible to organize a curriculum without having to specify in
advance the expected behavioural change in students.
■ According to him, the content of a curriculum can be selected on the basis that it is
worthwhile in itself and not merely as the means to achieve a behavioural objective.
■ The teacher's role is to appraise the student's work, with a focus on developing self-
appraisal Qualities among students.
■ In this model, the teacher’s commitment to professional development is vital.
Teachers need to see themselves as learners rather than as experts and continually
strive to improve their performance and judgement.
7. Beattie s fourfold model
■ Beattie suggests that there are four fundamental approaches in
relation to the task of planning a curriculum for nursing..
■ Curriculum as a map of key subjects
■ Curriculum as schedule of basic skills.
■ Curriculum as a portfolio of meaningful personal experiences.
■ Curriculum as a agenda of important cultural issues.
8. Curriculum planning and development
■ Elements of curriculum planning
Curriculam planning ranges from deciding the overall goals of the
curriculum to lesson planning .It includes
■ Planning overall goals , objectives , learning experiences and evaluation.
■ Planning various courses
■ Unit planning
■ Lesson planning
9. Principles of curriculum development
■ The conservative principle
■ The forward looking principle
■ The creative principle
■ Principle of totality
■ Principle of preparation for life
■ Principle of connecting to life
■ Child centered curriculum
■ Principle of variety and flexibility.
■ Traning for lesiure.
■ Principle of character building
10. Steps in curriculum development
■ Formulation of educational objectives
■ Selection of learning experiences
■ Effective and efficient organisation of learning experience
■ Evaluation of the curriculum
12. Curriculum implementation
■ Curriculum implementation is an essential part of curriculum development
because it is through implementation that the intended changes, as specified
in the curriculum document, are applied in practice.
■ The implementation strategy could serve as a point of reference for
developing a personnel development programme.The members of the
curriculum committee act as consultants who advise educators on the
implementation of the curriculum.
■ They also provide inputs during personnel development sessions about the
demands of the new curriculum.
13. Curriculum evaluation
■ In curriculum evaluation evaluation of five M s is done.
■ Men: Whether the curriculum has been organized and implemented
properly by the faculty members and other personnel involved.
■ Money:Whether money meant for curriculum development is utilized
properly
■ Materials: Whether evaluation of textbooks, literature, etc., is used for the
development and implementation of the curriculum.
■ Methods: Whether teaching-learning methods planned in the curriculum
are appropriate.
■ Minutes: Whether adequate time is given for theory and practicals in each
course, eg medical-surgical nursing, mental health nursing, etc.
15. Institutional records and reports include the following
documents
■ Administrative documents
■ Faculty documents
■ Staff and students documents
16. Types of records
Records and reports for INC
■ Admission register
■ Students attendence register
■ Clinical experience records
■ Students health records staff attendance records
■ Acquaintance register
■ Internal assessment register
■ External marks register
17. Staff records
In the personal file of each staff member, there should be the following items
■ Application form
■ Copy of letter of appointment for posting order and any subsequent letter showing
changes.
■ Job description-what the candidate is expected to do in each category
■ Record of staff member’s educational qualification, previous experience,
membership in professional societies or contribution of articles in journals, or
participation in seminars, conferences, etc.
■ Periodic evaluation or progress report.
■ Leave records.
■ Health record
■ Anecdotal record
18. Students records
■ Application forms and other reports collected at the time of admission,
medical reports, school records and results of tests carried out at the
time of selection.
■ A record of each student’s clinical performance.
■ A progress report showing grades and other pertinent information.
■ A final/permanent record giving a summary of instruction, clinical
experience, grades and relevant material.
■ Health record.
■ Admission record
■ Anecdotal record
19. General records
■ Philosophy, objective and curriculum
■ Written policies
■ Statement of budget proposals and allotments
■ Minutes of staff meetings
■ Prospectus of college
■ Inventory registers
20. Institutional Reports
■ The number and nature of reports will depend on what is required by
the controlling body and nursing council.The types of information that
are commonly required in an annual report are as follows:
■ Factual data relating to students, staff, clinical facilities, physical
facilities, administration andcurriculum.
■ developments made in the college programme since the last report.
■ Proposals and plans for future developments.
■ Problems encountered.
■ Recommendations
21. Importance of records and reports
■ They provide a basis for analysing needs and give direction towards goal
achievement.
■ They provide a basis for short and long-term planning,
■ They prevent duplication of services and help follow-up services
effectively.
■ They help to evaluate the care and teaching which has given.
■ They enable teacher to judge the quality and quantity of work done.
■ They serve as a guide to professional growth.
