CURRICULUM DEVELOPMENT MODEL IN NURSING EDUCATION

Curriculum Development Model In Nursing Education-Free PDF

  • Date:02 Apr 2020
  • Views:17
  • Downloads:0
  • Pages:6
  • Size:446.38 KB

Share Pdf : Curriculum Development Model In Nursing Education

Download and Preview : Curriculum Development Model In Nursing Education


Report CopyRight/DMCA Form For : Curriculum Development Model In Nursing Education


Transcription:

38 Ajitha Nancy Rani V Hemavathy,PHASES AND STEPS IN CURRICULUM DEVELOPMET. Here 12 essential steps progress from one to the next It also shows the interaction and relationships of the four. essential phases of the curriculum development process I Planning II Content and Methods III Implementation. and IV Evaluation and Reporting It is important to acknowledge that things do not always work exactly as depicted in. Each phase has several steps or tasks to complete in logical sequence These steps are not always separate and. distinct but may overlap and occur concurrently For example the curriculum development team is involved in all of the. steps Evaluations should occur in most of the steps to assess progress The team learns what works and what does not and. determines the impact of the curriculum on learners after it is implemented Each step logically follows the previous. It would make no sense to design learning activities before learner outcomes and content are described and identified. Similarly content cannot be determined before learner outcomes are described. In the experience of the author and confirmed by other curriculum specialists the following curriculum. development steps are frequently omitted or slighted These steps are essential to successful curriculum development and. need to be emphasized, Two types of evaluation are included in the Phases and Steps illustration 1 Formative provides feedback during. the process of developing the curriculum and 2 Summative answers questions about changes impact that have. occurred in learners because of their learning experiences Summative evaluation provides evidence for what works what. does not work and what needs to be improved, In every step of the curriculum development process the most important task is to keep the learner in this case. youth in mind and involve them in process For example the curriculum team members who have direct knowledge of. the target audience should be involved in con ducting the needs assessment From the needs assessment process the. problem areas are identified gaps between what youth know and what they need to know are identified and the scope of. the problem is clarified and defined The results may prompt decision makers to allocate resources for a curriculum. development team to prepare curriculum materials, A brief description of each of the curriculum development steps is described below After reviewing these. descriptions you should have a very clear idea of how the steps occur in each of the phases and what each step includes. www tjprc org editor tjprc org, Curriculum Development Model in Nursing Education 39.
PHASE 1 PLANNING, Nobody plans to fail but failure results from a failure to plan. The planning phase lays the foundation for all of the curriculum development steps The steps in this phase. Identify Issue Problem Need, The need for curriculum development usually emerges from a concern about a major issue or problem of one or. more target audience This section explores some of the questions that need to be addressed to define the issue and to. develop a statement that will guide the selection of the members of a curriculum development team The issue statement. also serves to broadly identify the scope what will be included of the curriculum content. Form Curriculum Development Team, Once the nature and scope of the issue has been broadly defined the members of the curriculum development. team can be selected Topics covered in this section include 1 the roles and functions of team members 2 a process. for selecting members of the curriculum development team and 3 principles of collaboration and teamwork The goal. is to obtain expertise for the areas included in the scope of the curriculum content among the team members and develop. an effective team,Conduct Needs Assessment and Analysis. There are two phases in the needs assessment process The first is procedures for conducting a needs. assessment A number of techniques are aimed toward learning what is needed and by whom relative to the identified. issue Techniques covered in this section include KAP Knowledge Attitude and Practice Survey focus groups and. environmental scanning,PHASE 1I CONTENTS AND METHODS.
As the twig is bent so grows the tree, Phase II determines intended outcomes what learners will be able to do after participation in curriculum. activities the content what will be taught and the methods how it will be taught Steps include. State Intended Outcomes, Once the issue is defined the curriculum team is formed the needs assessed analyzed and prioritized the next. step is to refine and restate the issue if needed and develop the intended outcomes or educational objectives. An intended outcome states what the learner will be able to do as a result of participating in the curriculum activities. This section includes 1 a definition of intended outcomes 2 the components of intended outcomes condition. performance and standards 3 examples of intended outcomes and 4 an overview of learning behaviors A more. complete explanation of the types and levels of learning behaviours is included in the Addendum as well as intended. outcome examples from FAO population education materials. www tjprc org editor tjprc org,40 Ajitha Nancy Rani V Hemavathy. Select Content, The next challenge in the curriculum development process is selecting content that will make a real difference in. the lives of the learner and ultimately society as a whole At this point the primary questions are If the intended outcome. is to be attained what will the learner need to know What knowledge skills attitudes and behaviours will need to be. acquired and practiced, The scope breadth of knowledge skills attitudes and behaviours and the sequence order of the content are.
also discussed Intended outcomes of population education with content topics is provided in the Addendum section as an. example and application of how intended outcomes are linked with content. Design Experiential Methods, After the content is selected the next step is to design activities learning experiences to help the learner achieve. appropriate intended outcomes An experiential learning model and it s components i e experience share process. generalize and apply are discussed in this section. Additional Topics Include, Learning styles and activities appropriate for each style. A list of types of activities with descriptions,An activity design worksheet for facilitators and. Brief discussions on learning environments and delivery modes. Ten population education sample activity sheets along with tips for facilitators working with youth and dealing. with sensitive topics are included in the Addendum. PHASE III IMPLEMENTATION,Produce Curriculum Product. Once the content and experiential methods have been agreed upon the actual production of curriculum materials. begins This section includes 1 suggestions for finding and evaluating existing materials 2 evaluation criteria and. 3 suggestions for producing curriculum materials,Test and Revise Curriculum.
This step includes suggestions to select test sites and conduct a formative evaluation of curriculum materials. during the production phase A sample evaluation form is provided. Recruit and Train Facilitators, It is a waste of resources to develop curriculum materials if adequate training is not provided for facilitators to. implement it Suggestions for recruiting appropriate facilitators are provided with a sample three day training program. Implement Curriculum, Effective implementation of newly developed curriculum products is unlikely to occur without planning. www tjprc org editor tjprc org, Curriculum Development Model in Nursing Education 41. Strategies to promote and use the curriculum are discussed in this step. PHASE IV EVALUATION AND REPORTING,Design Evaluation Strategies. Evaluation is a phase in the curriculum development model as well as a specific step Two types of evaluation. formative and summative are used during curriculum development Formative evaluations are used during the needs. assessment product development and testing steps Summative evaluations are undertaken to measure and report on the. outcomes of the curriculum This step reviews evaluation strategies and suggests simple procedures to produce valid and. reliable information A series of questions are posed to guide the summative evaluation process and a sample evaluation. format is suggested,Reporting and Securing Resources.
The final element in an evaluation strategy is delivering the pay off i e getting the results into the hands of. people who can use them In this step suggestions for what and how to report to key shareholders especially funding and. policy decision makers are provided and a brief discussion on how to secure resources for additional programming. PHASES AND STEPS IN CURRICULUM DEVELOPMENT, See Figure 2 on the previous page further illustrates how the 12 essential steps progress from one to the next. It also shows the interaction and relationships of the four essential phases of the curriculum development process. I Planning II Content and Methods III Implementation and IV Evaluation and Reporting It is important to. acknowledge that things do not always work exactly as depicted in a model. Each phase has several steps or tasks to complete in logical sequence These steps are not always separate and. distinct but may overlap and occur concurrently For example the curriculum development team is involved in all of the. steps Evaluations should occur in most of the steps to assess progress The team learns what works and what does not and. determines the impact of the curriculum on learners after it is implemented Each step logically follows the previous. It would make no sense to design learning activities before learner outcomes and content are described and identified. Similarly content cannot be determined before learner outcomes are described. In the experience of the author and confirmed by other curriculum specialists the following curriculum. development steps are frequently omitted or slighted These steps are essential to successful curriculum development and. need to be emphasized,REFERENCES, 1 J C Aggarwal PRINCIPLES METHODS AND TECHNIQUES OF TEACHING second edition vikas publishing. house pvt ltd p no 306 320, 2 Carroll Iwasiw dolly Goldenberg CURRICULUM DEVELOPMENT IN NURSING EDUCATION JONES. AND BARTLETT PUBLISHERS P NO 27 30 165 170, 3 Sarah B Keating CURRICULUM DEVELOPMENT AND EVALUATION IN NURSING Lippincott Williams. and Wilkins p no 159 173,www tjprc org editor tjprc org.
42 Ajitha Nancy Rani V Hemavathy, 4 Micheal Golby Jane Greenwald CURRICULUM DESIGN Croom Helm London in association with the Open. University press p no 181 204 249, 5 K P Neeraja TEXT BOOK ON NURSING EDUCATION Jaypee brothers publication page no 80 89. CURRICULUM DEVELOPMENT MODEL IN NURSING EDUCATION AJITHA NANCY RANI1 amp V HEMAVATHY2 1Associate Professor Sree Balaji College of Nursing Chennai Tamil Nadu India 2Principal Sree Balaji College of Nursing Chennai Tamil Nadu India ABSTRACT Every Journey Begins With the First Step The curriculum development process systematically organizes what will be taught who will be taught and how

Related Books