1. Surendra Sharma
Asisst. Professor
Amity University,
Gurgoan,India

2. INTRODUCTION
Education aims the behavior modification of
learners. Behavior modification is achieved
through a series of activities curriculum is
concerned with guiding the teachers and
students in the educative process.
Therefore curriculum for the preparation of
a teacher, nurse and student who can carryout
these professional functions humanely and
competently must be developed.

3. MEANING AND DEFINITION OF
CURRICULUM
The term curriculum is derived from the Latin
word “currere” which means, “run”. Thus,
curriculum is a runway of attaining the goal of
education. Curriculum may be considered as a
blueprint of an educational program.
According to Cunningham, “curriculum” is
the tool in the hands of an artist to mould his
material, according to his ideals in his studio”. In
this definition, artist is the teacher, material is
the student ideals are objectives and studio is
the educational institute.

4. COMPONENTS OF NURSING CURRICULUM
Curriculum invariably contains
• The statement of philosophy of the educational
program
• The statement of the objectives of educational
program
• Total duration of educational programme
• Detailed course plan for each course.
• Program of evaluation such as type of
examinations, various grades according to results,
percentage meant for internal assessment in
university examinations etc.

5. CURRICULUM PLANNING AND
DEVELOPMENT
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A process in which participants at many levels
make decisions about the purposes of leaningteaching situation.
 It is the process of gathering, starting, selecting
balancing and synthesizing relevant information
from many resources in order to design those
experiences that will assist learners in attaining
the goals of curriculum.
 It is the orderly study and improvement of
schooling in light of stated objectives.

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CHARACTERISTICS
It is a continuous process
It takes place at many levels
It involves many groups, decisions about a
variety of planning and issues.
It is ultimately concerned with the experiences
of learners

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BASIC PRINCIPLES OF CURRICULUM
CONSTRUCTION
Principle of conservation
Principle of selectivity
Principle of forward looking
The creative principle
Activity and experience curriculum
Principle of preparation of life
Principle of linking with life
Child centered curriculum
contd…..

8.  Principle of maturity
 Principle of individual difference
 Vertical and horizontal articulation
 Principle of comprehensiveness and balance
 Principle of loyalties
 Principle of flexibility and need baseness
 Principle of common subjects/core subjects
 Principle of leisure
 Principle of sensitivity

9. CURRICULUM COMMITTEE
It is a committee consisting of members who
actively participate in the development or
construction
of
curriculum
for
their
school/college.
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Curriculum administrator
Principal
School boards
Communities
Law makers
Educational researchers
Teacher educators
Publishers
contd….

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State department of education
Parents
Students
Non school educators
Project directors
Authors
Testers
Accreditors
Polisters
Lobbyists
Philanthropists

11. STEPS IN CURRICULUM DEVELOPMENT
According to Ralph Tyler, there are four main
steps or tasks in curriculum development
 Formation of educational objectives
 Selection of learning experiences
 Effective and efficient organization of leaning
experiences
 Evaluation of the curriculum

12. A). Formation of Educational Objectives
Educational objectives are the statements of those
desired changes in behavior as a result of specific teaching
learning activities or specific teacher-learner activity.
Philosophical statement of the institute
Social health needs of the society
Needs of the students
Resources available in the society
Entry criteria or level of students
Specification of positions to the held by the students on
the completion of program as staff nurses, nursing autor
etc.
• Future trends in nursing
• Criteria to be fulfilled in order to appear for internationally
reputed qualifying examinations like CGFNS.
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Steps in the formulation of educational
objectives
According to Ralph Tyler there are nine
essential tasks or steps in the formulation of
education objectives
Identify the needs of society
Identity the needs of society
Study the suggestions of experts
Formulate the philosophy]
State the objectives gathered from various
sources

14.  Formulate a theory of learning
 Screen the objectives through educational
philosophy and educational psychology helps to
determine the methods of teaching, principles
of teaching, methods of learning etc.]
 Define the objectives clearly n terms of content
 State the educational objectives in terms of
behavioral outcomes or changes.

15. 2. Selection of Learning Experiences
Learning experience
It is defined as deliberately planned
experiences in selected situations where
students’ activity participate, interact and which
results in desirable changes of behavior in the
students.

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Characteristics of good learning experiences
Learning experiences should allow the student learning
by doing
Learning experience should create motivation and
interest among students.
Learning experiences should be challenging to the
students
Should satisfy the needs of the time
Should bring out multiple outcomes in students
Should help students to acquire needed knowledge skill
and attitude
Should be helpful in hunting or gathering information
Should be helpful to the students in attaining the
educational objectives

17. Criteria for the selection of learning
experiences
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Learning experiences selected should be
Consistent with the philosophy of the institute &
lead to attainment of objectives of objectives of
program
Varied and flexible enough
Given opportunity to practice the kind of behavior
implied in the objectives
Provide opportunity for the development of
independent thinking and decision making sound
judgmental, intellectual resourcefulness, self
discipline and sound integrity of purpose.

18.  Adapted to the needs of students
 Arranged in manner that provide, continuity,
correlation and integration of theory and
proactive
 Planned and evaluated co-operatively by
teacher & students
 Selected and arranged to give appropriate and
emphasis and weightage according to the
relative importance of various learning
experiences and contents.

19. 3). Organization of Learning Experiences
Continuity, sequence and integration has to
be followed while organizing the learning
experiences. Continuity is achieved through
building each experience one after another.
Sequence refers to building of learning
experience are over another more deeply and
broadly. Integration is relating the learning
experiences in such a way that the learner gets a
unified view of while learning

20. Elements of organizing the learning experiences
Elements to be considered while organizing the
learning experiences are,
 Grouping learning under subject headings
 Preparation of master plan for curriculum
 Placement of learning experiences in the total
curriculum
 Preparation of correlation chart
 Organization of clinical experience
 Teaching practice systems have to be followed

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4). Evaluation of the Curriculum
Curriculum evaluation involves
An assessment of the philosophy of the
institution
Program goals of the institution
Nursing content taught in each course
Course objectives
Teaching learning methods
Course evaluation methods and
The relationship of non-nursing courses to the
overall plan study.

22.  A. Men whether curriculum has been organized and
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implemented properly by the faculty members and
other personnel involved
B. Money whether money meant for curriculum
development is utilized properly
C. Materials evaluation of text books, literature and
the like used for the development and
implementation of curriculum
D. Methods whether teaching learning methods
which are planned in curriculum are appropriate
E. Minutes whether adequate time is given for theory
and practical in each course like medical surgical
nursing, mental health nursing etc.

23. MAJOR FACTORS OF DEVELOPMENT OF
CURRICULUM

24. PATTERNS OF CURRICULUM ORGANIZATION
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1. Student centered curriculum
Co-operation, common interests, working together
are under lying elements brings about growth in life
related skills.
Learners are active partners in the curriculum pupil’s
interest individual’s needs are essential ingredients of
curriculum
Flexibility should be brought in the content, areas of
learning use of instructional materials.
Suitable resources have to be collected reference
books, newspapers, journals, excursions, libraries,
films, audiotapes and TV etc.

25. 2. Correlated curriculum
Two or more subjects often exists in a school
side by side with no apparent connection. In
some cases, these points are ‘natural’. For
example, mathematical formulate needed for
solving problems in physics or chemistry.

26. 3. Integrated or fused curriculum
It means ‘blended together’. A bouring
together of subjects and students might provide
a stronger base for learning for example; post
basic B.sc (N) program, all the subjects which
basic students learned in four years, will be
studied with in tow years as they had
preliminary training in diploma course and post
basic B.se (N) will become base for learning

27. 4. Core curriculum
According to John Dewey’s “philosophy of
experimentalism gave concepts of core
curriculum
 Focus of learning upon fundamental human
activities
 Learning viewed of continuous reconstruction
of experience
 Problem solving
 Basic democratic values and dynamic changes in
political and social ideas, cultural factors.
 Acceptance of cognitive theories of learning. It is
a dynamic, organic process

28. SUMMARY
CONCLUSION