INTRODUCTION

Curriculum is the base of education on which the teaching learning process is planned and
implemented or in the totality of all the learning to which students are exposed, during their
study in the school, in the classroom, in the laboratory, in the library, in the work shop, on the
farm and in the playground.
There are several types of curriculum like activity curriculum, experience curriculum, traditional
curriculum etc

DEFINITION
Definition: curriculum is the sum of total of students activities which the school sponsors for the
purpose of achieving its objectives
Alberts A and Alberts E
Curriculum is defined as all of the directed learning experiences of children and youth under the
influence of the school
American association of school administration(1959)

There are five phases of curriculum process

Formulating the statement of philosophy

The philosophy and administration of school, college, institution, or education program
originates from the board of Trustees and its member constituted by the Government or any
private trust, who are expected to become acquainted with the interest and problems in the
community. For example community may decide to organize hospital for the care of sick,
organization of university or college or school of nursing may follow. The board of trusteed are
selected because they are expected to be acquainted with conditions in their fields of
specialization. These people bring their belief and standard to the committee and together they
organize and write a statement of philosophy for the institution that represent the collective
beliefs of the group.
Such a statement of philosophy will be found in the college, university, or school. It serves as
framework within which the organization school or college or educational program can function
with a purpose and objective.

The guidelines for the preparation of a statement of a philosophy of a school or college of

nursing are as follows:
1. In this guidelines the term school refers to college also an educational philosophy
states the values which are believed to be right, true and good by the persons
responsible for the school or college.
All action is guided by some philosophy. This statement applies whether or not the acting
individual or group has internationally contemplated and can state accepted values standards and
ideal based upon the principles which guide the action.
To conduct a school, a statement of educational philosophy considered agreed upon by the
faculty, is essential for harmony in carrying out the common endeavor. The faculty of a school of
nursing is responsible for preparing the student to become qualified nursing participationers of
the intended level. The faculty is engaged in a enterprise which directly involves human life and
well being. The nursing profession and education for it, therefore their beliefs about life in
general and nursing and education in the particular require examination, expression and
discussion in order that they may reach agreement before making a formal statement of
education philosophy.
2. An educational philosophy will be unique to the particular society and individuals
whom it serves.
Every school is to some degree, different from all other schools. This divergence may be great or
small because of the many factors involved- community, students, teachers, purposes, resources,
etc. hence a school philosophy is unique because it is formulated within a specific context and
prepared by a particular group of individual.
The following questions are the kind which nursing faculty members may wish to consider
before stating their educational philosophy.

What is taught to be the good life in this community?

What values are held dear by the people?
What are the common ideals?
What is believed to be the best way to earn a livelihood, to get education to relate to other
people?
What is the nature of learning?
What are the functions of of the nurse in society and her responsibility too?
What is the nature of education?

3. All teaching staff should participate in the formulation of the school philosophy.

Decision on who constitute the teaching staff must be made by school, nursing service
personnel(ward sister) teach nursing subjects and supervise the practice of students assigned
within their service areas for nursing practice. Social workers, doctors, and other who give only
limited instruction are often not included as teaching staff.
4. School philosophy is used as a screen.
School philosophy is used as a screen to select those important objectives which the school will
endeavor to achieve and to eliminate those, which have little importance or are not consistent
with the values stated in the philosophy.
Studies of the needs of the students entering and participating in the nursing programs result in
the production of a multude of objectives
5. School philosophy should not conflict with the philosophy of the institution of which it
is a part.
Schools of nursing are frequently operated under the auspice of another institution. Usually this
is a hospital, although institutions of higher learning have recently also established many
nursing schools. In any case the philosophy of the controlling institution and that of the school of
nursing should be compatible.
6. School philosophy should be Re- examined periodically to determine its suitability in
the light of charging conditions.
Alteration in community values, in nursing priorities and in teaching personnel are example of
the type of the changes which may affect the philosophy.
FORMULATING THE STATEMENTS
On setting a new school of nursing, one of the first things to be done by the staff to be done by
the staff is to formulate a statement of philosophy. In simple terms this is a written statement of
the beliefs and values which the school staff has agreed upon as a group, in relation to basic
nursing education program being offered.
To formulate a statement of philosophy the staff should hold discussion, identify the areas in
which they wish to make a definite statement of their beliefs and come to unanimous decision as
to what is desirable feasible in the interest of the student , the school, the public and the
profession.
The statement of philosophy will be the foundation on which the objective of the program will be
determined, the policies framed and the school managed.
The statement may be written in narrative form or may be listed, it is suggested, as sort of
resolution with appropriate introductory words such as:

The teaching staff of the..school of nursing

1. Beliefs that.
2. Recognize that..
3. Accept that..
The following are a few questions which the teaching staff may wish to consider when
determining the school philosophy and some of the answer which could be incorporated in the
statement.
1. What responsibility does the nurse have to society?
2. What is concept of the basic course in general nursing do we consider?
That it is formal, professional, education which should be conducted in accordance with
accepted educational principles?
3. What are our beliefs in regards to education?
Do we accepts that the development of basic nursing curriculum requires a
knowledge of educational principles?
To what degree should the student take responsibility for her own learning?
The formulation of a statement of philosophy on the basis of questions such as this will give
direction to the school staff in the overall organization of the school, in the provision of physical
facilities, the selection and the welfare of staff and students, the planning and development of the
curriculum.
Followed by list of various action which should be taken by the staff if the philosophy is to be
put into practice:
Sample statement philosophy 1
Statement no 1: the staff of this school of nursing believes that the basic course in nursing is a
formal educational preparation which should be based on sound educational principles. we
recognize it as the foundation on which the practice of nursing is built and on which further
professional education depends. At the same time we believe that we have a responsibility to the
student and to society to make provision in the program for the continued development of the
student as an individual an a citizen as well as a nurse.

SELECTION OF LEARNING EXPERIANCES

Learning refers to a more permanent change in behavior, which occurs as a result of practice.
The term behavior as is issued here, demands special attention. It refers to mental, emotional and
physical reactions or responses.
A learning is something in which the student actively participate and which result in a change of
behavior. For eg. A child sees a flame, he puts his finger in the flame in stimulus, burning
experience is response or reaction. With this experience next time next time when child sees
flame , he will not put his figure in the flame because it will burn. Here the response or reaction
to the stimulus has changed. This in known as change in behavior learning.
The selection of learning experiences is broadly speaking. Deciding on what will be the contents
of the curriculum. Since the curriculum refers to all learning experiences planned and guided by
the faculty to achieve there stated objectives, the selection of learning experiences which will
most likely help to attain these objectives represent the change in behavior i.e the knowledge
skills and attitude. The learning experiences may be desirable or undesirable, but in an
educational program a desirable experience is one which results in change in behavior outlined in
the objectives of the program.

CLASSIFICATION OF LEARNING EXPERIANCE

Learning experience can be classified in to two categories i.e direct and indirect learning
experience.
DIRECT LEARNING EXPERIENCE
There are first hand experience with various objects or symbols. These experiences are more than
perceptual learning in the sense that they include experience with symbol. Perceptual learning
arises out of experience dependent upon seeing, hearing, smelling, testing, toughing, feeling,
handling and manipulating.

Some of direct experiences are as follows:

Observing sample or specimen eg urin, stool
Experimenting with physical and chemical method.
Constructing models, charts and diagrams
Dramatizing historical events

INDIRECT LEARNING EXPERIANCES;

These are those experiences which are not first hand experiences. In education program like
nursing education is most of he time every student cannot get direct experience. In all matters
related to nursing. So the will be given some opportunities in the form of some assignment where
they can feel appreciate the procedure through their immigration.
e.g student read the description of Jog falls he thrills even in the absence of object or
simuli.student will have thrilling experience which is indirect experience.

Observing pictures, photos, map, charts, models

Listening to oral description, lectures, talks
Reading accounts or discussion of the book, journals, magazines etc.

CHARACTERISTICS OF GOOD LEARNING EXPERIENCE

1.
2.
3.
4.
5.
6.
7.
8.

The learning experience should be directly related to the behavioral objectives.

The learning experience should be meaningful.
The learning experience should satisfy
The learning experience should be appropriate to the maturity level of learner
The learning experience should be related to the maturity
The learning experience should be reinforced
The learning experience should be varied reach in content and novel.
The learning experience should be related to the availability of the materials.

ORGAMIZATION OF LEAARNING EXPERIANCES

After the content knowledge and learning experience have been selected carefully in relation to
the desired objectives, they must be organized in the curriculum. The elements of the curriculum
should be related one another vertically and horizontally, so that the systematic body of ideas and
activities will be expanded continuously into larger and more meaningful patterns. It means that:
The learning experiences of this semester or year, build upon those of last semester or last year
but go more deeply upon those of last or last year but go more deeply and broadly into the
subject so as to produce of deeper and broader understanding and increased skill on the part of
the student.
The learning in one area of instruction are related to and interdependent on the other areas of
learning that the student is now engaged in.

CRITERIA FOR ORGANIZING LEARNING EXPERIENCE

Criteria which can serve as guides for the effective organization of content (subject matter) and
learning experience in curriculum are continuity, sequence and integration (CSI).
Continuity is refers to the relationship existing between different levels of the same subject or
skills. It is the recurring emphasis in the learners experiences upon particular elements, i.e
vertical organization of LE.
Sequence is also related to continuity, but going little beyond its relationship. In sequence each
successive experience goes more deeply and broadly into the subjects. For ex. Continuity and
sequence in the nursing curricula will be way in which basic nursing courses are related to
medical surgical nursing s
PRINCIPLES TO BE FOLLOWED WHILE ORGANIZING NURSING EXPERIENCE..
(a) Learning experience have to be so organized that succeeding experience built upon those
which preceded..
(b) Learning experience in one area and other areas should be related to each other .
(c) Learning experience should utilize the allotted time in a cost effective manner
(d) Learning experience should be organized in broad areas in order to facilitate relating the
learning experience in allied areas
(e) Broad principles of education has to be applied and emphasized.
(f) Provide ample opportunities for the students to concentrate and relate the various
activities in different areas of learning so that the required ability and skills are easily
attained.
(g) Provide opportunity to concentrate on one or more electives.
(h) In organizing nursing educational program the curriculum may have to be organized in
terms of broad subject matter like, humanities, behavioral science, biological science, and
nursing science.
(i) Organizing of learning experiences in the curriculum should be neither flexible nor too
rigid.
(j) Clinical experience and assignment should be valued on the basis of experience provided
to students.
(k) Learning experience have to be organized in such a way that the student is able to
practice professional nursing for the next few years.

ELEMENTS OF ORGANIZING LEARNING EXPERIENCE

Elements to be considered while organizing the learning experience are:
(a) Grouping learning experiences under subject headings.
(b) Preparation of master plan for curriculum.

(c)
(d)
(e)
(f)

Placement of learning experiences in total curriculum.

Preparation of the correlation chart
Organization of clinical experience.
Type of teaching system have to be followed.

GROUPING LEARNING UNDER SUBJECT HEADINGS

After selecting the learning experiences, we have to organize them with an intention to provide
optimum experience to the students. The practice of grouping learning experience under subject
is the most preferred method of organizing learning experiences.
PREPERATION OF MASTER PLAN FOR CURRICULUM
Preparation of master plan 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 in the
subject matter going to be taught and relevant clinical experiences to be offered. Master plan
should be prepared in accordance with the requirements prescribed by the statutory bodies like
Indian Nursing Council
PLACEMENT OF LEARNING EXPERIENCE IN THE TOTAL CURRICULUM.
All elements of the curriculum should be related to one another. The learning experiences should
be so organized that they continuously reinforce each other and broaden and deepen the
understanding and skills of the learner.
PREPERATION OF CORELATION CHART
It will help to identify the extent of correlation achieved in the total curriculum in relation to the
different courses of study and the various subjects and clinical experiences offered in the
program
ORGANIZTION OF CLINICAL EXPERIANCES
Clinical experiences in the vital elements in the curriculum of any nursing educational
programme. How well the students develop nursing expertise will be determined by the volume
and quality of clinical experiences they receive. Student achieve speed and accuracy in carrying
out the nursing procedures only through a well planned and organized clinical experiences.

FORMULATION OF EDUCTIONAL OBJECTIVE

Educational objectives are the statements of those desired changes in behavior as a result of
specific teaching-learning activity.
Data required for formulating educational objectives:

The following information will help to formulate educational objectives in an effective manner :
(a)
(b)
(c)
(d)
(e)
(f)

Philosophical statements of the institute.

Social and health needs of the society.
Needs of the students.
Resources available in the society.
Entry criteria or level of students.
Specification of position to be held by the students on the completion of the programme
like staff nurse, nursing tutor, etc.
(g) Minimum requirement in terms of clinical and other facilities prescribed by the statutory
bodies like nursing council, universities, etc
(h) Future trends in nursing.
(i) Criteria to be fulfill in order to appear for internationally repute qualifying examinations
like CGFNS, MOH exams, etc.
Criteria required for the selection and statement of objective
Following criteria will help to state the objective in a meaningful way:
(a) Objectives have to be stated in term of desired changes in behavior and the area of
subject matter through which behavior is to operate.
(b) Objective should be stated in the form which makes them most helpful in selecting the
learning experiences and guiding the teaching activity.
(c) The desired changes in behavior should be in consistent with the accepted educational
objectives.
(d) The objective for the specific subjects or the units or lesson should have a direct
contribution to the attainment of overall objectives of the curriculum.
(e) The objectives should be attainable and practicable in the specific teaching learning
curriculum.
(f) Objectives selected should be worthwhile, contributing both to the social needs and social
changes.
(g) Objectives should consider the needs and ability of students.
(h) The objectives of each course, unit, topic, and lesson should contribute to the continued
and total development of students.
(i) The objectives selected should serve as a motivating factor for teacher as well as
students.
(j) Objectives should be easily accepted and understood by the teacher and learner.
(k) Objectives have to be stated by making it possible to maintain continuity, correlation,
sequence, integration and learning activity.
(l) Objectives should be co-operatively planned and developed by the teacher and by the
teacher and students whenever and wherever possible.
(m)Objectives should have to be worded that each statement contains only a single objective.
(n) Objectives should not be too detailed..detailing of objectives will permit wide flexibility
in teaching and learning. Hence the objectives should be simple and concise in nature.

Steps in formulating objectives

According to Ralf Tyler, there are nine essential tasks or steps in the formulating of
educational objectives:
1. Identify the needs of the learner.
2. Identify the needs of the society.
3. Study the suggestion of experts.
4. Formulate the philosophy.
5. State the objectives inferred or gathered from various sources in proper way.
6. Formulate a theory of learning.
7. Screen the objectives through educational philosophy and select objectives in relation
to human values and thereby contribute to the total development of students.
8. Define the objectives clearly in terms of content.
9. State the educational objectives in terms of behavioral outcomes or change.