CURRICULUM DEVELOPMENT

Helen D. Alalag

CURRICULUM

CURRICULUM Choices and decisions in

the development of a curriculum is based on the sociocultural, technological, and economic changes in society as well as thorough understanding of the educational philosophy and ideologies on which it is based (O’Connor, 2006).

FACTORS WHICH INFLUENCE CURRICULUM DEVELOPMENT1. PHILOSOPHY OF NURSING EDUCATION

- Constitutes the basis for final selection of the aims and objectives of the nursing curriculum

FACTORS WHICH INFLUENCE CURRICULUM DEVELOPMENT

2. EDUCATIONAL PSYCHOLOGY

- Refers to the science which develops learning thru behavior development and experimentation

FACTORS WHICH INFLUENCE CURRICULUM DEVELOPMENT3. SOCIETY-Serves as an important guide in the selection of educational objectives and the development of the curriculum in nursing.

FACTORS WHICH INFLUENCE CURRICULUM DEVELOPMENT4. STUDENTS-Curriculum recognizes the importance of the individual needs of students as individuals.

FACTORS WHICH INFLUENCE CURRICULUM DEVELOPMENT5. LIFE ACTIVITIES- Refer to personal activities in which students engage information as a nurse and as an individual

FACTORS WHICH INFLUENCE CURRICULUM DEVELOPMENT6. KNOWLEDGE- Ways of acquiring thru the curriculum are identified in relation to 2 roles:

A. OnlookerB. Participant

TYPES OF CURRICULUM PREPARATION1. FOUNDATIONAL

- includes the liberal arts program which leads to the personal development of the student.

TYPES OF CURRICULUM PREPARATION

2. PROFESSIONAL- are major course in nursing and related fields including theoretical and related learning experiences.

PURPOSES OF CURRICULUM- Curriculum is an

intellectual process to promote mastery of the subject matter with the Primary purpose of building a storehouse of information, skills and values (Keating, 2006)

CURRICULUM MODEL

PLANNNING AND CONDUCTING A CLASSPLANNING

SEQUENCE

DEVELOPING A COURSE SYLLABUS

COURSE SYLLABUS- A contract between teacher and learners

- Helps learner determine what is to be learned and what is expected of them

CONTENT:

A . THE TITLE OF THE COURSE - specified by the curriculum, should be clearly stated and the name of the instructor

B. THE COURSE DESCRIPTION - specify the scope or coverage of the course as well as the prerequisites for the course

CONTENT:

C. THE COURSE GOAL AND OBJECTIVES

- Stated in behavioral terms and are fairly distributed along the three domains

CONTENT:D. THE OUTLINE OF TOPICS- Reflects the coverage of the

course - Topics and subtopics are

logically arranged- Time allotment per unit

lesson should be specified

CONTENT:E. METHODS TO BE USED- Strategies or activities that

are appropriate for the course or subject and the learners concerned

- Strategies should be varied, innovative, and should reflect active learning activities for the students

F. TEXTBOOKS AND REFERENCE MATERIALS

- Listing of references according to standard format of bibliographical Entries

G. METHODS OF EVALUATION

FORMULATING COURSE OBJECTIVES

COURSE OBJECTIVES:- Identify what knowledge, skills, and values are expected of the students

- Principles: SMARTER

Principles: SMARTERS- simpleM- measurableA- AchievableR- realisticT- time boundE- excellent value

R- rewarding

PURPOSETo guide in the selection and choice of course content and materials

TAXONOMY OF OBJECTIVES1. COGNITIVE DOMAIN- measures knowledge, comprehension, application, analysis, synthesis and evaluation using oral test

-Example: The learner decides how much insulin to take depending on the amount of carbohydrate consumed

• Graphic design

• Greeting card• Illustrated

story• Journal• Labeled

diagram• Large scale

drawing• Lecture• Letter• Letter to the

editor• Lesson• Line drawing• Magazine

article• Map• Map with

legend• mobile

• Monograph• Museum exhibit• Musical

composition• News report• Pamphlet• Pattern with

instructions• Photo essay• Picture

dictionary• Poem• Poster• Reference file• PowerPoint

presentation• Survey• Transparency of

overhead• Vocabulary list• Written report

• Crossword puzzle

• Debate• Detailed

illustration• Diary• Diorama• Display• Drama• Dramatic

monologue• Editorial• Essay• Experiment• Experimental

log• Fact file• Fairy tale• Fable• Family tree

• Advertisement• Annotated

bibliography• Art gallery• Biography• Blueprint• Board game• Book cover• Bulletin board• Card game• Chart• Collage• Collection w/

illustration• Collection w/

narrative• Comic strip• Computer

program

Example of Product List: (Products which can be used to demonstrate application of thinking skills framework

TAXONOMY OF OBJECTIVES2. PSYCHOMOTOR DOMAIN- measures the actual performance (skill) in doing a nursing procedure where the learner can demonstrate what he has learned

Example: The learner mixes the two types of insulin in one syringe correctly

PSYCHOMOTOR DOMAIN (DAVE)LEVEL CATEGORY

OR LEVELBEHAVIOR

DESCRIPTIONSEXAMPLES OF ACTIVITY OR

DEMONSTRATION & EVIDENCE TO BE MEASURED

KEY WORDS (VERBS WHICH DESCRIBE THE ACTIVITY TO BE TRAINED OR MEASURED

AT EACH LEVEL)

1 IMITATION Copy action of another; observe and

replicate

Watch teacher or trainer and repeat action, process or activity

Copy, follow, replicate, repeat, adhere

2 MANIPULA-TION

Reproduce activity from instruction or

memory

Carry out task written from verbal instruction

Re-create, build, perform, execute, implement

3 PRECISION Execute skill reliably, independent of help

Perform a task or activity with expertise and high quality w/o

assistance or instruction; able to demonstrate an activity to other

learners

Demonstrate, complete, show, perfect, calibrate,

control

4 ARTICULA-TION

Adapt & integrate expertise to satisfy a

non-standard objective

Relate and combine associated activities to develop methods to

meet varying, novel requirements

Construct, solve, combine, coordinate, integrate, adapt, develop, formulate, modify,

master5 NATURALI-

ZATIONAutomated,

unconscious mastery of activity & related

skills at strategic level

Define, aim, approach & strategy for use of activities to

meet strategic need

Design, specify, manage, invent, project-manage

TAXONOMY OF OBJECTIVES3. AFFECTIVE DOMAIN- measures the belief, attitude, and values regarding the course given

Example: A student accepts the responsibility of identifying his own learning needs and the outcome of his intervention.

AFFECTIVE DOMAINLEVEL CATEGORY OR

LEVELBEHAVIOR

DESCRIPTIONSEXAMPLES OF ACTIVITY OR

DEMONSTRATION & EVIDENCE TO BE MEASURED

1 RECEIVE Open to experience, willing to hear

Listen to teacher or trainer, take interest in session or learning experience, take notes, turn up, make time for learning experience, participate passively

2 RESPOND React and participate actively

Participate actively in group discussion, active participation in activity, interest in outcomes, enthusiasm for action, question and probe ideas, suggest interpretation

3 VALUE Attach values and express personal opinions

Decide worth and relevance of ideas, experiences; accept or commit to particular stance or action

4 ORGANIZE Reconcile internal conflicts; develop value system

Qualify & quantify personal views, state personal position & reasons, state beliefs

5 INTERNALIZE OR CHARACTERIZE

Adopt belief system and philosophy

Self-reliant; behave consistently with personal value set

SELECTING CONTENTCOURSE CONTENT is usually prescribed in the curriculum

Teacher provides the course description to guide him what to teach

ORGANIZING CONTENT• It must be designed and

structured in a LOGICAL SEQUENCE

•A teacher can move from generalization to specifics or vice versa

Example: start a pre-op class for patients by talking about effects of anesthesia and then mention examples of anesthetic agents

SELECTING TEACHING METHODS

ONE OF THE MOST COMPLEX PARTS OF TEACHING (CRENTON, 1986).

CHOOSING A

TEXTBOOK /

REFERENCES

TEXTBOOKMajor sources for learning

Enhance or strengthen the abilities of students to understand the subject matter

Provides specific explanations and rationale of a particular topic

CRITERIA FOR TEXTBOOK SELECTION

a. Authoritative and Reliable

b. Revised periodically for updating purposes textbook must stay current.

CRITERIA FOR TEXTBOOK SELECTION

c. Mechanical factors

d. Purpose and objective

e. Content

CHARACTERISTICS OF GOOD TEXTBOOKS:1. Well organized and easy to

understand2. Scholarly in style and words

used are simple and understandable

3. Teaching and learning aids are complete such as index, table of contents, references, illustrations, questions, problems and the like

ASSESMENT &

EVALUATION

EVALUATION•Process of ascertaining or judging the value of something through careful appraisal

•Measurement or appraisal of an activity in terms of a particular standard

BASED ON PRINCIPLES•Anything that exist at

all exists in some amount and can be measured

•Learning method and materials of instruction is not known until there effect is measured

EVALUATION PROCES FOR TEACHING NURSING COURSESEVALUATION PROGRAM should reflect the following:

a. The educational objectives

b. The teaching and learning procedures

EVALUATION PROCES FOR TEACHING NURSING COURSES

c. Student progress

d. Learning outcomes

CRITERIA FOR SELECTION OF EVALUATIVE DEVICES

1. SAMPLE COURSE OBJECTIVES- all course objectives should be tested.

2. SAMPLING OF THE COURSE CONTENT- the teacher must make certain enough items represent the range of the course content taught with emphasis on what the students “must know” rather than the “nice to know” component of the course

CRITERIA FOR SELECTION OF EVALUATIVE DEVICES

3. VALIDITY- validity of the test is the degree or extent to which it measures what it intends to measure.

4. RELIABILITY- can be determined through application and statistical computation.

CRITERIA FOR SELECTION OF EVALUATIVE DEVICES

5. PRACTICALITY- development of evaluative devices capable of being administered and scored with reasonable ease and within the limits of time and resources imposed by circumstances.

CRITERIA FOR SELECTION OF EVALUATIVE DEVICES

6. USEFULNESS- tests are used for various purposes, besides providing basis for students’ grades and diagnosing students’ capabilities.

EVALUATIVE DEVICES:1. Essay examination2. Objective examination3. Objective problem-situation test

4. Standardized tests5. Rating scales

EVALUATIVE DEVICES:1. ESSAY EXAMINATIONSubjective type of evaluation in which students are given questions requiring critical description of situations based on concepts or principles learned

EVALUATIVE DEVICES:

ESSAY EXAMINATIONTime consuming to

score- testing the highest level of thinking, particularly analysis, synthesis and evaluation of given situation

EVALUATIVE DEVICES:2. OBJECTIVE EXAMINATIONConsist of a large number of questions and statements

Students’ answers are indicated by marking the correct response to a particular question in a prescribed manner

Example:A. MULTIPLE CHOICE QUESTIONS-

challenging to create but are easy to score; nursing examinations are made of multiple choice items; these could help students get familiar with the type of test and determine the level of knowing, recall, and beyond recall.

Example:B. TRUE OR FALSE QUESTIONS- designed to test the learner’s ability to identify the correctness of the statement of fact or principles but limited to test the level of knowing, knowledge and comprehension

Example:C. MATCHING QUESTIONS- used to test the lowest level of knowing which is useful in determining the learner recall of the mentioned relationship between two things such as terms and definitions, dates or events

EVALUATIVE DEVICES:3. OBJECTIVE PROBLEM-SITUATION TEST

Describe a situation, not previously presented to the students with sufficient detail to point out the problem involved.

EVALUATIVE DEVICES:4. STANDARDIZED TESTS-With 3 types:a. INTELLIGENCE TESTS- attempts to indicate the capacity, the brightness or native intelligence of students as compared to the norm of her age

EVALUATIVE DEVICES:3 types:

B. PROGNOSTIC TESTS- intended to discover the possibilities of a students’ success in a particular area.

EVALUATIVE DEVICES:

3 types:

C. ACHIEVEMENT TESTS- designed to indicate the accomplishment of the students in the particular course areas of the curriculum.

EVALUATIVE DEVICES:5. RATING SCALES- Standardized method of recording interpretations of behavior.

- Students are rated on a scale from the low to high with respect to a particular or specific indicator

EVALUATING PATIENT LEARNING

1. Ask the patient to read pamphlets or brochures and facts summarizing what the nurse have taught. Repeat important information.

EVALUATING PATIENT LEARNING

2. Interview patients with observation, discussion and gesturing which can elicit adequate response and understanding of the information taught.

EVALUATING PATIENT LEARNING 3. Determine change of patient behavior related to health care practices.

Example: teach mother how to bathe a newborn, she may be able to repeat what was taught about bathing and can answer the question asked by the nurse.

EVALUATING PATIENT LEARNING 4. Do a return demonstration to determine skills learned and collect evidence of teaching effectiveness-Evaluate performance and provide reinforcements

EVALUATING PATIENT LEARNING 5. Document the teaching information and evidences of what the patient had learned. This is done legal and accreditation or audit purposes.

2 FRAMEWORK FOR EVALUATIVE MEASUREMENT

A. NORM –REFERENCED MEASUREMENT

- Applied to clinical evaluation, where each student’s performance is measured against that of the other students in the clinical group.

FRAMEWORK FOR EVALUATIVE MEASUREMENT

B. CRITERION-REFERENCED MEASUREMENT

- Learner s compared to a well-defined or predetermined criteria of performance standard that has been delineated in terms of good behaviors.