SUBJECT: NURSING EDUCATION

TOPIC: CURRICULUM DETERMINANTS, STEPS AND

PROCESS

SUBMITTED TO:
MRS. K. VANI
ASSOCIATE PROFESSOR
C.M.PATEL COLLEGE OF NURSING
SUBMITTED BY:-
MS. HIRAL PATEL
F.Y. M.SC. NURSING
C.M.PATEL COLLEGE OF
NURSING

SUBMITTED ON: 16/11/2019

INTRODUCTION:

Name of student : Ms Hiral Patel

Name of evaluator : Mrs K. Vani
Subject : Nursing Education
Topic : Curriculum determinants, steps and process
Date : 16/11/2019
Time : 10:00 A.M to 11:00 A.M
Duration : 1 hour
Venue : F.Y. M.Sc. Nursing
Type of teaching : Lecture method
A.V. Aids : Power-point presentation, chalkboard

GENERAL OBJECTIVE:
At the Completion of the lecture the Students will accumulate the Knowledge about
curriculum determinants, steps and process.

SPECIFIC OBJECTIVES:

After the completion of Lecture students will be able to:

 Introduce the curriculum development
 Explain the meaning of curriculum
 Define the curriculum
 Describe the determinants of curriculum
 Describe the steps of curriculum
 Elaborate the process of curriculum
 INTRODUCTION

 Curriculum is derived from the Latin word' currere' meaning' to run'. This implies that one of
the functions of a curriculum is to provide a template or design which enables learning to take
place. Curricula usually define the learning that is expected to take place during a course or
program of study in terms of knowledge, skills and attitudes, they should specify the main
teaching &learning and assessment methods and provide an indication of the learning resources
required to support the effective delivery of the course. A curriculum is more than a syllabus.
A syllabus describes the content of a program and can be seen as one part of a curriculum, most
curricula are not developed from scratch and all operate within organizational and societal
constraints.

 MEANING OF CURRICULUM

 Curriculum is the foundation of the teaching-learning process. The development of programs

of study, learning and teaching resources, lesson plans and assessment of students, and even
teacher education are all based on curriculum.

 The dictionary meaning of word 'curriculum' is a 'course, especially the course of study at a
university'.

OR

 Curriculum is that which is taught in schools, a set of subjects, content, a program of studies,
a set of materials, a sequence of courses, a course of study, a set of performance objectives
everything that goes on within the school, including extra-class activities, guidance, and
interpersonal relationships. Everything that is planned by school faculty.

 DEFINITION OF CURRICULUM:

 “Curriculum is the sum total of student activities which the school sponsors for the purpose of
achieving its objectives”.

- Albert’s A and Albert’s E (1959)

 "Curriculum is the systematic arrangement of the sum total of selected experiences planned by
a school for a defined group of students to attain the aims of a particular educational
programme"

-Florence Nightingale International Foundation

 DETERMINANTS OF CURRICULUM:

 Philosophy
 Sociology
 Psychology
 Scientific
 Political
 Environment
 Historical

1) Philosophical determinants of curriculum:

 Philosophy is not only a powerful determinant of aims of education, but is also equally a strong
deciding factor of contents and methods of education. The alms speak of' why of education'.
The content speaks of ‘why of education'? The methods, ‘how of education'.

 The characteristics of curriculum that is determined by the

philosophical foundations of education are as follows:
 It aims at the all-round development of the individual.
 It is based on the philosophy of the nation.
 It reflects the ideals and aspirations of the people.
 It inculcates the desired ideals of life in the youngsters.
 It helps in the development of proper philosophy of life.
 It is in accordance with the aspiration level of the individual.
 It enables the learners to learn the desirable cultural values, social norms, intellectual
virtues, and moral doctrine.
 It helps in the developments of personal and national character.

 philosophical principles serving as determinants of curriculum are

following:
 Child centeredness (Naturalistic philosophy):

 The naturalistic philosophical movement made curriculum child-centered.

 It was Jean Jacques Rousseau, for the first time in the educational history of mankind
subordinated curriculum to the child.
 Froebel, another pioneer, felt that curriculum should be centered on the nature of the
child.
 Prior to that curriculum had been either subject-centered or teacher-centered. It
narrowly conceived and single-tracked. It was neither productive nor creative. It was
mostly bookish and teacher-tailored.
 In Child-centered curriculum, the child is the center of the educative process. Hence,
the curriculum, the methods of teaching and the whole of school environment become
the child-centered and child-oriented.
  Need centeredness (Pragmatic philosophy):

 The principle of need centeredness of curriculum gives the recognition of the interests
of children in the process of education.
 It was due to the impact of the pragmatic philosophy of education.
 It emphasized the importance of building the curriculum around the needs of children.
 Curriculum should not only reflect the present interests of children but should also
involve larger interests of the human race.

 Activity centeredness (projects and basic curriculum):

 In the past, the curriculum was considered as the subject matter curriculum.
 According to Sir TP Nunn, the famous British educational philosopher, the curriculum
should be thought of in terms of activities, and experiences rather than pieces of'
knowledge to be acquired and facts to be stored'.
 Education to be imparted by means of educational activities and experiences organized
by the pupils themselves, which demand the active participation of the students. Under
this Principle, subjects are to be studied as branches of knowledge but as creative and
activizing activities.
 The project curriculum and the basic curriculum are the examples of the activity
centered curricula.
 The principle of activity centeredness in curriculum is the contribution of Professor
John Dewey, William Kilpatrick, HH Home and other pragmatic educational
philosophers of the West and those like Mahatma Gandhi of the East.

2) Sociological determinants of curriculum:

 Sociological Determinants of Curriculum sociologica1 approach to education demands
that we should bear in mind the needs, requirements, imperatives and aspirations of the
community for which the curriculum is being prepared. It should be dynamic, flexible,
and revisable to be progressive with changing times. This approach considers not only
the needs of the society, but it also recognizes the needs of the children. Schools are the
social institutions specially set-up for the transmission of the culture by society. Schools
seek to discharge this function through the curriculum.

 Sociological considerations that guide curriculum development are:

 Core values and needs of Indian society
 Changing values of the people
 Demands of modernization
 Good family life, ways of life
 Faith, beliefs and attitude of people
 Cooperation
 Media explosion
 Population explosion
 Regional and national imbalance
 Economic efficiency
 Education for fellowship and leadership
 Creative and purposeful activities
 Knowledge, attitudes and beliefs.
 The characteristics of the curriculum that is determined by sociological
foundations of education are as follows:

 It is framed in such a way so as to realize the social aims of the education.

 It makes education an effective media of social control.
 It keeps in mind the social changes and reflects the social needs of the community.
 It is dynamic, flexible and progressive.
 It transmits the ideals and values that society upholds and considers to be inherited by
the new generation.
 It is related to social interests and problems of the society.
 It enables the youngsters to participate efficiently in social life.
 It inculcates in them respect for different vocations and professions and creates dignity
of labor.
 It develops desirable social attitudes.
 It aids them in promoting the social progress.
 It is so framed as to develop each individual to the optimum possible level.

 Sociological principles serving as Determinants of a Curriculum:

 Integratedness:

 All knowledge is considered as unitary.

 Subject matter boundaries are artificial boundaries created for the convenience of
piecemeal learning I. e. learning in parts.
 Logical integration of different activities and subjects, to become a meaningful whole,
is being increasingly felt as a dire educational need.

 Life-centeredness:

 Education is of life, for life and by life.

 Life centered or community centered curricula reveal nothing but the socialized
curricula.
 It enables the students to become socially efficient, economically sufficient, and
intellectually alert, physically fit, professionally proficient and culturally competent
person.
 The socialized curricula view education as the investment on human resources, which
will be duly capitalized for development of national resources in the long run.
 The Areas or Living Curricula maybe considered as belonging to socialized curricula
in which curriculum is organized around classified activities of life, like parenthood,
good home membership, good citizenship.

 Social-utilitarianism:

 All education is considered to have a transference effect.

 The curriculum provided in educational institutions will have greater positive
transference when there is identity of learning and life situations. Hence, there is an
imperative need of curricula to be linked to life.
 3) Psychological determinants of curriculum:
 Psychological determinants of curriculum focus on understanding psychology of a
child. Various psychological determinants are as follows:

 Knowledge of the nature of the learner and the learning process and the conditions
facilitating optimum learning.
 Knowledge of growth and development.
 Knowledge of intelligent development capacities.
 Interests of the teamer.
 Curriculum to be child centered, learning experiences should be provided in accordance
with the mental development of teamer, I. e. Ability grouping.

4) Scientific determinants of curriculum:

 Science and technology, information and technology.

 To achieve complete development of an individual and to prepare for complete living
& I. e. Human activities.
 Self-preservation.
 Self-protection.
 Social and political protection.
 Proper utilization of leisure time.

5) Political determinants of curriculum:

 Political Determinants to Develop Democratic Values of Social Justice, Equity,
Socialism, Rights and Duties, Fraternity

6) Environmental determinants of curriculum:

 Pollution, earthquake, ozone layer depletion.

7) Historical determinants of curriculum:

 Country's historical background, culture, tradition.

 STEPS OF CURRICULUM:

 Regulatory bodies, governing bodies e.g. INC

 Need Identification for curriculum development
 Formulation of core curriculum committee with curriculum coordinator by INC
 Selection of experts from various nursing. And medical departments (interdeparment
and intradepartment)
 Defining goals, philosophy, goal, mission statement of curriculum to be planned
 Selection of various technical working groups (TWG) from experts for division of
work
 Selection of group leader, who will represent each TWG at national level
  Distribution of subjects/course/content matter to various working technical working
Groups (TWG)
 Sub division of work in each group under the guidance of group leader
 Submission of content matter by each member of TWG to group leader
 Revisions, modification within TWG through series of events
 Try out pilot study through workshops, CNE
 Final submission to I leader of each TWG
 Meeting of leaders to all TWGS
 Discussion, modifications by national core committee through various interactive
meetings
 Formation of final draft
 Implementation of developed curriculum-try out
 Revision after try out and final implementation at national level
 At institutional level, implementation of course plan/syllabus as formed by core
committee
 At institutional level development of unit plan, master rotation plan and clinical rotation
plan
 Evaluation

 PROCESS OF CURRICULUM DEVELOPMENT:

 The curriculum is based on the philosophy and Purposes of Me school or college or
university and its construction requires an understanding of educational Psychology
together with knowledge and skill in the Principle and practice of nursing education.
Curriculum development means recreating or modifying what is taught to students.
 The process progresses from evaluating the existing program, to design an improved
program, to implementing a new program and back to evaluating the revised program.

 There are 5 steps in the development of the curriculum:

 Step 1 Formulating the statement of philosophy of the school or college or university.

 Step 2 Establishment of purposes and objectives of the school or college or university.
 Step 3 Selection of learning experience to achieve the purposes and objectives.
 Step 4 Effective organization of the selected learning experiences.
 Step 5 Evaluation of the total program.

 Step 1 Formulating the Statement of Philosophy:

 The philosophy of the college/school or institution for education program originates

from the board of trustees and its members constituted by the government or any private
trust, which are expected to become acquainted with the interests and problems in the
community. It serves as a framework within which the organization, school or college
or educational program can function with the purpose and objective.
 An educational philosophy states the values which are believed to be right, true and
good by the persons responsible for the school or college. On setting up a new school
of nursing, one of the first things to be done by the staff is to formulate a statement of
philosophy. In simple terms this is written statement of believe and values which the
school staff has agreed upon as a group, in relation to the basic nursing education
program being offered.
 The statement of philosophy will be foundation on which the objectives of the program
will be determined the policies framed and the school managed. It should be
communicated to the hospitals as well as school or college staff, to all new staff on
appointment, to student and to other interested persons.

 Step 2 Establishing Purposes and Objectives:

 The term 'purposes' refers to describe the overall goals of the total education program
and the term 'objective' refers to the breakdown of purposes into the specific goals
which can be used to pinpoint the content. The reason for formulating objectives is to
indicate what changes in behavior it is hoped to bring about in the students as a result
of the courses being offered.
 While determining the purposes and objectives, following factors should be
considered:

 Statement of philosophy, school or college or university.

 Social and health needs of the people.
 Kind of students to be expected in education program.
 Level of professional competence to be attained.
 Role of nurse (after qualifying) in society.
 Statutory minimum requirements.
 Teaching physical and clinical resources availability.

 The objectives of the institution become the objectives of the curriculum of the
educational program. The curriculum designed by teachers and students should reflect
their personal, economical and educational philosophies as well as those of the
institution or university. It includes planned learning outcomes for which school or
college is responsible for attainment of behavioral objectives.

 Step 3 Selection of Learning Experiences:

 A learning experience is something in which the student actively participates and which
results in a change of behavior. The selection of learning experiences is broadly
speaking deciding on what will be the contents of the curriculum. The teacher should
select only experiences which will result in desirable outcomes in both the hospital and
community health field. The kind of learning experiences which the student will require
will depend on the objectives of the curriculum.

 Step 4 0rganization and Integration of Experiences and Content:

 After the content knowledge and teaming experiences have been selected carefully in
relation to the desired objectives, they must be organized in the curriculum. The
elements of the curriculum should be relative to one another, so that systematic body
of ideas and activities will be expanded continuously into larger and more meaningful
patterns.

 Criteria for organizing learning experiences:

Which can serve as guides for the effective organization he content (subject matter) and
learning curriculum are continuity, sequence and integration. (CSI)
 Continuity: It refers to the relationship existing between different levels of the same
subjects or skills. It is the recurring emphasis in the learner’s experiences upon
particular elements.
 Sequence: It is also related to continuity, but going little beyond its relationships. In
sequence, each successive experience goes more deeply and broadly into the subjects.
Each new experience reinforces and extends the previous one. For example continuity
and sequence in the nursing curricula will be way in which basic nursing courses are
related to medical-surgical nursing, OBG nursing, mental health nursing and
community health nursing and other areas of nursing.
 Integration: It refers to the relationship among view and behavior is a horizontal
relationship teaming experiences which bring about a unified which cuts across several
subjects and the areas of the student’s life.
 The terms ‘integrating’ refers to continuous, intelligent and interactive adjusting. The
characteristics of integrating behavior may be broadly summarized to include goals,
process and outcomes in the following terms:
 Individual acts as a whole person.
 Various aspects of the whole persons are working harmoniously towards the desired
ends.
 Individual reacts to the total desired situations.
 Interaction is a social process.
 Integration helps students for better adaptation to his or her environment.

 Step 5 Evaluation of the Curriculum:

 The final step in the curriculum process is the coming to conclusions about the success
or failure of the educational enterprise by means of some measure mentor assessment
of change in behavior. The basic principles of curriculum construction serves on basis
for curriculum evaluation. These principles are drawn from the philosophical,
psychological, sociological bases and help the teacher in the realization of the aims and
objectives of education (Flow Chart 10. 1).
 MODELS OF CURRICULUM DEVELOPMENT:

 Curriculum development is understood as a process implying a wide range of decisions

concerning learning experiences, taken by different experts at different levels, 1.e.
politicians, experts, and teachers at the national, provincial, local, institutions and
international levels.

 Objective Model:

 The objective model of curriculum design contains content that is based on specific
objectives. These objectives should specify expected learning outcomes in terms of
specific measurable behaviors.

 This model comprises four main steps:

 Agreeing on broad aims which are analyzed into objectives.

 Constructing a curriculum to achieve these objectives.
 Refining the curriculum in practice by testing its capacity to achieve its objectives.
 Communicating the curriculum to the teachers through the conceptual framework of
the objectives (Gatawa, 1990: 30).

 Product Model:

 The key elements of a product model of the curriculum are objectives, knowledge,
experience and evaluation.
Behavioral objectives provide the foundations on which product models of the
curriculum are built. The intended outcome (the product) of a learning experience is
prescribed beforehand. The individual is in the centre of the educational area and is, to
some extent, regarded as a receptacle for knowledge. What is to be learned is
predetermined by others and the teamer takes a passive role except for the processing
of great masses of information coming from all directions.

 Process Model:

 Process approaches to the curriculum as being more open-ended than the product
approach. Continuous development is emphasized and the outcome is perceived in
terms of the development of certain desirable processes and potentialities. There are
four elements of a process model. It will be evident at the elements which comprise the
nursing process (assessing, planning, implementing and evaluating) are used. Various
components of process model are Curriculum idea (goals), content, methodology,
outcome and evaluation.

 The Tyler Model:

 One of the best known curriculum models is the Tyler Model introduced in 1949 by
Ralph Tyler in his classic book Basic Principles of Curriculum and Instruction in which
he asked 4 questions:

1. What educational purposes should the school seek to attain?

 2. What educational experiences can be provided that are likely to attain these
purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?

 It is sometimes known as the 'Tyler rationale' or the 'objectives model'. This model
provides a framework of how to construct a planned curriculum. The rationale for the
model is based on four questions which were posed in Tyler's book Basic Principles of
Curriculum and Instruction.

 The Leyton Soto Model:

 Leyton Soto observed the linear nature of the Tyler model and the separation of the
three sources of objectives. He eliminated some of the objectives to the Tyler model
and added some of his refinements and clarifications He charted.
 Three basic elements: Philosophy, psychology and source.
 Three basic processes: Selection, organization, and evaluation.
 Three fundamental concepts: Objectives, activities, and experiences.
 These experiences are the behaviors that are written into the objectives and activities
are selected and organized. Tentative objectives are screened based philosophy and
psychology Selected tentative objective are converted into precise objectives. Based on
precise objectives, only experiences, I. e. The terminal behaviors, are evaluated.
 This model clearly depicts inter-relationship between various components.
 Thus, the Leyton model presented an integrated or comprehensive model for curriculum
development from the point of selecting objectives to the point of evaluating
experiences.

 The Taba Model:

Another approach to curriculum development was proposed by Hilda Taba in her book
Curriculum Development: Theory and Practice published in 1962.She argued that there
was a definite order in creating a curriculum. She believed that teachers, who teach the
curriculum, should participate in developing it which led to the model being called the
grass-roots approach. She noted 7 major steps to her grass-roots model in which
teachers would have major input.

Diagnosis of needs of students

Formulation of objectives

Selection of content

Organization of content

Selection of learning experience

Organization of learning activities

Evaluation
  Taba proposed 7 major steps to her grass-roots model in which teachers would have
major input throughout the curriculum development process:

 Diagnosis of need: The teacher who is also the curriculum designer starts the process
by identifying the needs of students for whom the curriculum is planned. For example,
the majority of students are unable to think critically.

 Formulation of objectives: After the teacher has identified needs that require attention,
he or she specifies objectives to be accomplished.

 Selection of content: The objectives selected or created suggest the subject matter or
content of the curriculum. Not only should objectives and content match, but also the
validity and significance of the content chosen needs to be determined, I. e. The
relevancy and significance of content.

 Organization of content: A teacher cannot just select content, but must organize it in
some type of sequence, taking into consideration the maturity of learners, their
academic achievement, and their interests.

 Selection of learning experiences: Content must be presented to students and students

must be engaged with the content. At this point, the teacher selects instructional
methods that will involve the students with the content.

 Organization of learning activities: Just as content must be sequenced and organized,

so must the learning activities. Often, the sequence of the learning activities is
determined by the content. But the teacher needs to keep in mind the particular students
whom he or she will be teaching.

 Evaluation and means of evaluation: The curriculum planner must determine just what
objectives have been accomplished. Evaluation procedures need to be designed to
evaluate learning outcomes.

 The Oliva Model:

 According to Oliva, a model curriculum should be simple, comprehensive and

systematic. The Oliva Curriculum development model is composed of 12 components,
namely:
 Component 1: Philosophical formulation, target, mission and vision of the institution
 Component 2: Analysis of the needs of the com-munity where the school is located
 Components 3 and 4: General purpose and special purpose curriculum
 Component 5: 0rganizing the design and implement curriculum
 Components 6 and 7: Describe the curriculum in the form of the formulation of general
objectives and specific learning
 Component 8: Define the learning strategy
 Component 9: Preliminary studies on possible strategies or assessment techniques to be
used
 Component 10: Implement the learning strategy
 Components 11 and 12: Evaluation of learning and curriculum evaluation.
  BIBLIOGRAPHY
1. Basvanthappa B. T., “Nursing Education”; 2nd edition; Jaypee Brothers Medical Publication;
New Delhi.

2. Neerja K. P., “Textbook of Nursing Education”; 1st edition; reprinted 2009; Jaypee Brothers
Medical Publication; New Delhi.

3. Suresh k. Sharma, “Communication and Education technology in Nursing”, 1st edition, 2012,
Elsevier publication.

4. R. Sudha. “Nursing Education – Principles & concepts”; 1st edition; Jaypee Brothers medical
publications (P) ltd.

5. Susan B. Bastable “Nurse as educator”, 3rd edition.2010, johns and barlett India pvt ltd.

6. Jaspreet Kaur Sodhi, “Comprehensive Textbook of Nursing Education”, 1st edition 2017; Jaypee
Brothers Medical Publication; New Delhi.

 WEBSITE:
1. http://www.gsdma.org/

2. www.ndma.gov.in/

3. www.google.com

4. www.wikipedia.com