Curriculum development is defined as the process of selecting, organizing, executing and evaluating the learning experiences on the basis of the needs,

Curriculum development is defined as the process of selecting, organizing, executing and evaluating the learning experiences on the basis of the needs, abilities, and interest of learners, and on the basis of the nature of the society or community.

CURRICULUM DEVELOPMENT

Principles of curriculum development

1. The conservative principle

2. The forward looking principle

3. The creative principle

4. Principle of totality form

5. Activity principle

6. Preparation for life

7. Principle of connecting to life

8. Child centered

9. Integration and correlation

10. Comprehensiveness and balance

11. Principle of loyalties

12.Variety and flexibility

13.Connecting to community needs

14.Connecting with social life

15.Leisure

16.Core and common subjects

17.All round development

18.Democracy, secularism and socialism

19.Dignity of labour

20.Principle of character building

Major Factors Which Influence Curriculum Development in Nursing Education

Philosophy of nursing education Educational psychology Society Student Knowledge explosion and scientific

advancements Technological advancements in patient care Educational technology Transnational career opportunities Resources

STEPS IN CURRICULUM DEVELOPMENT

According to Ralph Tyler1. Formulation of Educational Objectives2. Selection of Learning Experiences3. Organization of Learning Experiences4. Evaluation of the curriculum

1. Formulation of Educational Objectives

Data required for formulating educational objectives―Philosophy―Needs of the society―Needs of the student―Resources available in the society―Level of the students―Specifications of positions to be held by the student

on the completion of the programme―Minimum facilities required―Future trends

Criteria for selection and statement of objectives– State in terms of desired changes in behaviour– Should be helpful in selecting learning experience– S’d be consistent with the accepted educational

objective– Objectives for the specific subjects or units s’d

contribute to the attainment of overall objective– S’d be attainable and practicable– Worthwhile and contribute to the needs of the society– Consider the needs, ability and level of students– s’d contribute to the continued and total development

of the students

– S’d serve as a motivating factor for the teachers as well as the students

– S’d be easily acceptable and understandable– S’d maintain continuity, sequence, correlation and

integration of learning activities– Co-operatively planned and developed– Each statement s’d contain only a single objective– S’d be simple and concise in nature– S’d plan the scheme of evaluation

Steps in the Formulation of Educational Objectives1. Identify the needs of the learner2. Identify the needs of the society3. Study the suggestions of the experts4. Formulate the philosophy5. State the objectives gathered from various sources in a

proper way6. Formulate a theory of learning7. Screen the objectives through educational philosophy

and educational psychology and select the appropriate ones

8. Define the objectives clearly9. State in terms of behavioural outcomes

2. Selection of Learning Experiences

• Learning Experience: deliberately planned experiences in selected situations where students actively participate, interact and which result in desirable changes in the behaviour of the students

Principles to be followed• S’d be in relation to the selected objectives• S’d be in relation to the real life experiences

where the students are expected to practice• There s’d be effective integration between

theory and practice• According to the level of students• The same learning experience will result in

several outcomes and several learning experience may bring out same outcome

• S’d be constantly motivating

• S’d be planned and organized• Utilize variety of teaching learning methods• Students will learn effectively if experiences

are satisfactory to them• S’d not be beyond the particular stage of

development of the students• S’d be according to the needs of the students

and every student s’d be given similar learning experience

• S’d provide equal or same chance for all the students

Characteristics of good learning experience

• Learning by doing• Create motivation and interest• Challenging• Satisfy the needs of the time• Bring out multiple outcomes in students• Help student to acquire needed knowledge, skill

and attitude• Helpful in gathering information• S’d be helpful in attaining the educational objective

Criteria for Selection of Learning Experiences

• S’d be consistent with the philosophy and objectives• S’d be varied and flexible• Opportunity for self activity • Opportunity for development of independent thinking

and decision making• S’d be adapted to the needs of the students• Continuity, correlation and integration of theory and

practice• Planned and evaluated co-operatively by the teacher

and the student• Select according to relative importance

3. Organization of Learning Experiences

• Principles of continuity, sequence and integration

Continuity: building each experiences one after another

Sequence: building one over the other more deeply

Integration: relating the experiences to get a whole view

• Vertical (continuity and sequence)and horizontal organization(integration)

Principles to be followed

• Succeeding experiences are build upon preceding ones

• Learning experiences in one area s’d be related to other areas

• Utilize allotted time in a cost effective manner• Provide opportunities for the student to

concentrate and relate the various activities

• Provide opportunities to concentrate on one or more objectives

• Organize in terms of broad subject matter areas

• Neither too flexible nor too rigid• Clinical experiences and assignments s’d be

valued on the basis of experiences provided• Organize so as to practice professional nursing

Elements of Organization of Learning Experiences

1. Grouping learning experiences under subject headings

2. Preparation of master plan3. Placement of learning experience in the total

curriculum4. Preparation of correlation chart5. Organization of clinical experience6. Teaching system to be followed: complete

block/ teaching block, partial block and study day system

EVALUATION OF CURRICULUM

• CURRICULUM EVALUATION involves an assessment of the philosophy of the institution, 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 of study.

CURRICULUM EVALUATION

5 M’s–Man–Money–Materials–Methods–Minutes

NEED FOR CURRICULUM EVALUATION

• It determines the value of the curriculum.• To find out the cause for defective curriculum.• It clarify objectives and also to know the extent

of objectives achieved. it leads to the improvement of institution, teaching-learning process.

• To diagnose difficulties in curriculum process.• To gather information for administrative

purpose.• To provide quality control in education.

PRINCIPLES OF CURRICULUM EVALUATION

• Consists of finding out to what extend the objectives are being achieved.

• Objectives for evaluation should be in terms of behaviour

• Be comprehensive enough to measure adequately the significant behaviour.

• Techniques and methods used in evaluation should be on the basis of specific behaviors expected and measured.

PRINCIPLES CONTD….• Include a variety of evaluation tools or

instrument.• The decision on whether the student has had

adequate experience in a given area should be in terms of excellence of performance and not in terms of time spent.

• Record of clinical practice should reflect the objectives of practice and give evidence of the extent to which students have achieved the objectives

CURRICULUM REVISION• Means changing or altering the existing

curriculum and making the curriculum different in some way.

• To improve the existing curriculum• Alteration can be in any area where there is a

deficit• The philosophy, objectives, courses, teaching –

learning methods or evaluatory procedures• Approaches: Addition , deletion or

reorganization

NEED FOR CURRICULUM CHANGE

• To restructure the curriculum according to the needs of learner’s society.

• To eliminate unnecessary units, teaching methods and contents.

• To introduce latest and updated methods of teaching and content, new knowledge and practices.