FORMULATION OF PHILOSOPHY AND OBJECTIVE

Introduction:

The words aims, goal, purposes and objective are often used interchangeably in relation to the educational
objective of a school program.

Educational objectives:

 Aims can broadly be defined as a general statement which attempts to give both shape and direction to a set
of more detailed intentions for the future.
 Educational outcome is the end result of an educational experience and is most general of all terms essential
with goal.
 General goals are subdivided into immediate and long term goals.
 Long-term goals are end goals attained by the end of the program or after one has qualified. Immediate
goals are specific for a lesson or unit.

Classification of objectives:

 Objectives are classified into three types by Guilbert. They are general objectives, intermediary objectives
and specific or instructional objectives.
 General objectives are corresponding to the functions of the learner after completion of the education.
 Intermediate objectives are arrived at by breaking down the professional functions into component activities
which together indicate the nature of those functions.
 Specific or instructional objectives are corresponding or derived from precise professional task whose
results are observable and measurable against given criteria.

According to Heidgerken:

 Central objectives:
 It is the core of the unit. It is the central learning product desired and gives clarity, design, meaning and
unity to learning activities determined by objectives. It is the ultimate aim to be achieved.
 Contributoring objectives:
 They are those which help in the attainment of the central objectives. It is dependent on certain
understanding, skills, attitudes and appreciation which are known as contributory.
 Tangible and intangible objectives:
 Objectives in the area of knowledge and skill are highly tangible. Learning outcomes in these areas are
easily identified and capable of most direct measurement.
 The least tangible objectives are in the realms of attitude, interest and values, those objectives dealing with
understanding, aspect of thinking are of intermediate tangibility.

Sequence for Formulating Objective:

State the goal or aim of course

State the secondary level goals for the units

Formulate the specific behavioural objectives

Formulate the experiential level goals for each learning experience

Objective may be stated as:

 Teacher centred objectives

 They are the activities that the teacher as to do. For example, to demonstrate, to discuss, etc. But these are
not the ultimate purpose of the educational program. Any statement of educational objective should specify
the desired changes expected in students behaviour.

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 Subject matter centred objective:
 These are objectives stated in the form of topics, concepts and generalizations. It may be as listing topics
and content of topics, concepts and generalizations. It may be as listing topics and content those are to be
dealt with, in the course.
 These are not a satisfactory form of stating objectives because they do not specify what the students are
expected to do with these elements.

 Behaviour centred objective:

 Objectives sometimes are stated in the form of generalized pattern of behaviour which may not indicate the
area of life or content to which the behaviour applies, eg. Objectives stated to develop appreciation, to
develop critical thinking, etc.
 These are highly generalized objectives and cannot be achieved satisfactorily. It is necessary to specify
more definitely the content and the area to which the problem applies.

 Learner centred objective:

 These types of objectives specify what the learner is to do in terms of desired outcome of learning. Learner
centred objectives are an excellent guide to teachers for selection of learning activities, for bringing out
desired changes behaviour of learners and to evaluate the outcomes of learning.
 Criteria for the selection and statement of objectives:
 Objectives should be stated in terms of desired changes in behaviour.
 The desired changes in behaviour should be consistent with the educational philosophy of the
curriculum.
 Objectives should be attainable and practical.
 Objectives should be related to the needs and level of learner.
 Objectives should serve as a direction for the teacher and the student.
 Objectives should help in developing the evaluation devices to measure whether the objectives are
attained.
 Objectives should be easily understood by the teacher and the learner.
 Each statement has to have only one objective.
 Objectives should be measurable.

SELECTION OF LEARNING EXPERIENCES

Meaning :An experience is the lesson one learns as a result of or from his/her interaction with people in
various and varied situations and or with the environment.

Definition:

 Learning has been defined as any relatively permanent change in behaviour that results as a result of
practice or experience.
 Learning experiences may be defined as deliberately planned experiences in selected situations where
students actively participate, interact and which result in desirable changes of behaviour in the students.
Thus, selection of learning situations together with corresponding learning activities will comprise the
learning experience.

Learning situation + learning action

Learning experiences

Theory Practice

Theoretical learning Practical learning

Experience Experience

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 Principles in selection of learning experiences:
 Selection should be based on the educational objectives.
 Learning activities should be in relation to real-life situations where the students are expected to
practice after being qualified.
 Selection of learning experiences should be done in such a manner that there should be an integration
between theory and practice.
 The learning experiences should provide for and assist the students in effective experimental learning.
 Learning experiences should develop the students logical and analytical thinking.
Community oriented
Oriented to meet the health needs and demands of the society
Oriented to primary prevention
Oriented to nursing care practices of various levels such as primary, secondary, and tertiary
levels.
Oriented to values in nursing.

Criteria for selection of learning experiences :

 It should be consistent with the philosophy of the educational institution and lead to the achievement of the
ultimate goal of the program.
 It should be varied and flexible so, as to meet the demands of the learners.
 It should provide for sufficient opportunity for self activity of the student.
 It should provide for the development of higher mental functions such as independent thinking, decision-
making, sound judgment, intellectual resourcefulness and creative and critical thinking.
 It should be based on the needs of the learner.
 It is arranged in a manner that provides continuity, correlation and integration of theory and practice.
 It should provide for planned evaluation by the teacher and students.

ORGANIZATION OF LEARNING EXPERIENCES

This involves two steps:

1. Grouping of learning experiences

2. Placement of selected learning experiences covering sequencing and integration.

1) Grouping of learning experiences: once the learning experiences are selected according to the criteria, it
should be organized in such a way that the student will receive maximum benefit. The practice of grouping
them under subject heading is one method of organization.
Learning experiences pertaining to learning of various subjects like Anatomy, Physiology,
Microbiology, Community Health Nursing, Medical Surgical Nursing and Fundamentals of Nursing, etc.
are grouped under the concerned subject.
The subjects may be again grouped under major heading:
a. Basic sciences applied to nursing: Anatomy, Physiology, Microbiology.
b. Behavioural science applied to nursing: psychology, sociology.
c. Nursing: fundamentals of nursing, medical surgical nursing, community health nursing, maternal and
child health nursing and mental health nursing.

2) Placement:
The following are the criteria which can serve as guide for effective organization of the subject matter and
the learning experiences in the curriculum.
o Continuity: it refers to the relationship existing between different levels of the same subject or skills.
o Sequence: it means placement of learning experiences in such a manner that the students will proceed from
simple to complex, concrete to abstract and from normal to abnormal. Learning of anatomy and physiology
in Ist year will help to understand the pathology which is an altered physiology.
o Integration: this means a state of wholeness, harmony and relatedness. It is blending things together into a
harmonious whole. The learning experiences are offered so that, a student can integrate all learning
experiences in solving the problems of varied situations.
o Correlation: it is also related to the integration. It is bringing together all relevant and related experiences in
order to make learning easier.

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Teaching system:

The teaching of various subjects in the curriculum may be organized in different ways. They are:

 The teaching block

 Partial block system
 Study day system
 Daily classes

 The teaching block

For each course or subject, there is a prescribed theory hours. While planning for a course, we have to plan
for both theory and practicals. In teaching block, only the subject content or theory is taken for a prescribed
period.
It is so planned that it is spread at intervals throughout the curriculum. During this, he students are
withdrawn from the clinical posting so that, student can concentrate on the learning of subject matter. All
the students in the whole class can attend. It makes the planning of curriculum easier.

 Partial block system

In partial block system, the students may be in the teaching block each morning or afternoon for two or
three hours per day during the week of their experience.
The remaining time they can be in the ward or community area. If this system is followed, daily theoretical
instructions are required to spread over a greater length of period to cover the courses of study.

 Study day system

One day in a week can be completely planned for theory classes for students. Thus, in this system daily
classes are not conducted.
The advantage is that the students are free from clinical responsibilities for a full day and it is easier to
organize the teaching.

 Daily classes
The classes for students are held daily, regularly each day. The students will be in the field in the morning
and attend the classes in the afternoon or vice versa.

MASTER ROTATION PLAN

Introduction:
Overall plan of rotation of all students in a particular education institution, showing the placement of the
students belonging to total programme (4 years in B.Sc. N and 3 years in GNM) include both theory and
practice denoting the study block, partial block, placement of student in clinical blocks, team nursing,
examinations, vacation, co-curricular activities etc.

Definition :
According to Nurses of Indian-Journal-

 Master rotation plan is an overall plan which shows rotation of all the students in a particular
educational institution.

 Master rotation plan shows the placement of the students belonging to various groups/ classes in a
clinical nursing as well as community.

 Master rotation plan denotes duration of the placement that includes theoretical block, partial block
( half clinical, half theory block) and clinical block).

Purposes of Master Rotation Plan:

 Availability of an advance plan before implementation of curricular activity during an academic year,
for the entire programme.
 All concerned are aware of the placement of students in clinical fields.
 Co0ordination becomes more effective when theory, practice correlates and integrity exits.
 Helps the students and teachers to prepare themselves for working in the areas.

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 Effective co-ordination can be made for smooth running of organizational activities between the faculty
and service staff.
 Evaluation of the programme is more effective.
 It helps to make tentative advance plans for leave or vacation.

Principle of Master Rotation Plan:

 Plan in accordance with the curriculum plan for entire course/programme.

 Plan in advance for each students in the class for all years.
 Plan the activities by following maxims of teaching.
 Post the students based on their background preparation and the extent of guidance available.
 Select areas that can provide expected learning experience.
 Plan to build on previous experiences.
 Acquaint the clinical staff/ clinical supervisor with clinical objectives and rotation plan.
 Plan for all students to enter and leave at same time schedule.
 Rotate each student through each learning experience or block.
 Provide each clinical experience of same duration to all the students.

Features of Master Rotation Plan:

 It shows the relationship between classroom teaching and experience.

 Each area of clinical experience in indicated by a code to which a guide is attached.
 The period of clinical experience vary in length each year but total duration of such experience is the
same for all students.
 Students of one class are divided into group and rotated through same clinical areas.
 It is prepared in advance for the whole year.
 It gives complete and clear picture about the students.
 It must include period of vacation teaching block, preparation time, examination and vacation.
 The teacher should be aware of the students placement.
 Overlapping particular area or shortage in particular area can be noted.
 The teacher should follow Indian Nursing Council and University syllabus.
 The teacher should consider all three domains.

Domains used in planning:

1. Cognitive domain- It includes knowledge, comprehension, application, analysis, synthesis and

evaluation.
2. Affective domain- It includes receiving, responding valuing organization and characterization.
3. Psychomotor domain- It includes imitation, manipulation precision, articulation and naturalism.

Benefits:

 Provide planned learning experience in all clinical & community area.

 Complete the theory and clinical learning of students in a systematic way and avoid confusions and
clashes in the planning.
 Better coordination of various clinical experiences for all groups of students.
 Evaluation and supervision is early and more effective.
Guidelines for preparing M.R.P:

I.N.C / university

Guidelines / syllabus

Programme

Theory (total time) Practical (total time)

Subject Areas
Hours/ week/ month 5 hours/ week/ month
 Factors to be considered:

 Objective of the courses

 Number of students in the class
 Number of department or areas
 Size of the department eg. Surgical ward, post operative ward etc.
 Duration of experiences
 Number of persons available for supervision.

Responsibility of teaching staff:

 Correlate theory and practice.

 Participate in teaching, supervision and evaluation.
 Prepare the students in theory block before they enter the clinical block.
 Maintain adequate and regular attendance at both the classroom and clinical.
 Report to the principal or concerned person for the any change or modification.
 Plan for regular meeting to evaluate the effectiveness of a plan.

CLINICAL ROTATION PLAN

Definition: :‘‘Clinical rotation plan is the statement, which explains the order of the clinical posting of various
groups of nursing students belonging to different classes in relevant clinical areas and community health settings
as per the requirements laid down by the statutory bodies.’’

Objectives:

 It will help student to gain maximum experience from clinical area and community settings.
 It will contribute towards the attainment of overall objectives of the nursing educational programme.

Planning of clinical experience

The planning of clinical experience is the function of the faculty. It should be based on the objectives. It is
planned in such a manner that it will meet the needs of the learner at a particular stage in a course and we
should make sure that the right clinical experience is provided at the right time. This job is made easier by
preparation of the clinical rotation plan.
It is must to prepare a separate clinical rotation plan for each clinical area. Rotation means regular,
successive and/or recurrent posting of various groups of nursing students belonging to different classes in
specific nursing fields that is different hospital ward, operation theatre, labor room, outpatient department,
and community health fields, etc. Rotation plan is a plan which gives the details of rotation of various
groups of students into the different areas of hospital for specified period of time.

The factors which are to be considered for planning a clinical rotation plan are:
 The plan should be based on the philosophy and objectives of the program.
 The number of students to be posted in each clinical areas to be taken into consideration.
 The number of the departments or wards or clinical areas to be considered.
 The size of the department, bed occupancy, work load of the particular areas is also considered.
 The duration of clinical experience in each area is taken into account.
 Number of supervisory faculty members available in each area to guide and supervise the students is
important.
 Consider the Indian Nursing Council/University requirements in relation to clinical experience.

Basic principles in Planning Clinical Rotation

 It must be in accordance with the total curriculum plan.

 Theoretical instructions should proceed as closely as possible the clinical experience.
 The supervisory faculty members are well prepared and be available with the student to provide
adequate guidance.
 Selection of area of experience should proceed from simple to complex.
 The clinical teaching staff should be involved whenever, feasible and must be familiar with the rotation
plan. A copy of the rotation plan should be available in each area.

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  First year students should be given maximum supervision by clinical supervisors and qualified nursing
staff.
 Each student should be rotated in all the areas without missing any area. If for any reason, if she misses
any of the area, it should be compensated by planning separately for her.
 Overcrowding in any clinical area with different groups or student should be avoided.
 All the students should complete the assignments and requirements of particular clinical area with in
that area. They should not carry over any of the assignments and it should be completed before they
leave the area.
 The rotation plan must be made in advance.
 Continuity of service, where considered essential must be maintained.

Advantages of clinical rotation plan:

 Every student should be exposed to all experiences.

 Supervision will be easy.
 Overcrowding can be avoided.
 Reduce confusion among teachers and students.
 Easy for evaluation.
 Students can fulfil all the objectives.

Role of teacher:

 Directs, manages and evaluates student learning I the clinical setting.

 Assist the student in integration of theory and practice, specific to the course’s learning activities and
level of the learner.
 Evaluates the student’s development of clinical reasoning skills.
 Directly observes and guides student’s learning activities with clients.
 Participates as a member of the course team in the course’s development and evaluation activities with
the lead faculty.
 Evaluates clinical teacher assistants and preceptors for their teaching effectiveness and provides
feedback to the lead faculty.
 Collaborates with the unit manager and staff so that the presence of students and their activities are
supportive of the unit’s goals and needs.
 Provide feedback to the lead teacher regarding the clinical setting’s effectiveness in supporting student
accomplishment of the course and program outcomes.

UNIT PLAN

Introduction –: The planning for the unit is known as UNIT PLAN usually after the year plan, the teacher plans
the unit plan. So the year plan should therefore be ready before one starts preparing the unit plan.

Definition-

A unit consists of a comprehensive series of related and meaningful activities so as to achieve students purposes
or goals provide essential educational experiences and result in appropriate behaviour changes.

Characteristics of Unit Plan-

1. Effectively in terms of whole rather than fraction.

2. Developmental & horizontal organization of learning experience.
3. Effective when is an understanding and acceptance of goal to be achieved & there is full and free
participation in planning for the attainment of those goals.
4. Necessity for providing for individual differences in rates of learning & interests.
5. Unit planning recognizes that true learning renders the learners increasingly skill in self-directions.
6. Unit planning provides sound basis for evaluation.

Type of unit planning-

1. Subject matter units-

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 In this, group of units the wholeness or integration is attained through the learning activities of the student.
The emphasis is on large bodies of information or subject matter which have to be understood.
a. Topic unit:
 It is like customary topical organization of the subject matter, different from it only in degree.
 A topic is poor basis for developing a unit because it may cover much ground. Teachers may include
too much or too little that may confuse the students
 . Again, a topic is generally presented without referring to any problem-situation; hence, the topical unit
does not arouse much interest.
 It is not recommended by the modern educators for these reasons.
b. The generalization unit:
 It depends for its unity, on the principle, the law or the particular generalization to be developed.
 The main factor is the understanding of some principle and materials of instruction, subject matter,
learning activities.
 This type of organization has been found useful particularly in teaching sciences because laws,
principles and generalizations are of great importance in this field.

c. The unit based on significant aspect of environment or culture( Environmental unit ):

 It is organized around an important aspect of the environment or culture. It is also known as Morrison
unit named after Professor H.C.Morrison from the University of Chicago.
 He defined it as ‘A comprehensive and significant aspect of the environment, of an organized science,
of an art or of conduct, which being learned results in adaptation in personality.’ The definition reveals
if the learner has mastered the significant aspect of the environment presented, he will have made a
satisfactory adjustment, ehich he will be able to carry over in meeting similar situations.
 It is seen in the aforementioned units of subject matter that the subject matter and its acquisition are of
primary importance. It is necessary that the subject matter for the units must be selected and organized
so as to provide for the cumulative consistent and continuous growth of the individual.
 The material is organized and presented in a manner that promotes understanding rather than rote
memorization.

2. Experience unit-
Experience units attains its wholeness through the experiences of the learner, the experiences which it is
desired he/she should have as a result of certain life situations with which he/she may be confronted and to
which he/she fully reacts. These experiences are determined by the learner’s needs, purposes and interests.
The experience unit are of three sub-types as described by Caswell and Campbell:

a. Unit based on centre of interest:

 All activities and materials of instruction are determined by the interest of the learner. In this, it is
expected that the learner’s interest. This results in greater effort leading to knowledge acquisition and
better understanding.
 The limitation of this unit is learner’s knowledge may not be complete in terms of entire curriculum.
The learner may not be interested in all the activities of the curriculum.

b. Unit based on student purpose:

 It is developed based on the learner’s purpose.
 The activities and materials of instruction are selected, executed and taught to attain a definite end.
 These activities may be related to each other as they contribute to a common objective.
c. Unit based on student needs:
 It is based on the needs which the student regards as essential.
 The binding force in this unit is learner’s needs or requirements.
 Student-purpose unit and student-needs unit cannot be planned in advance. They have to be
continuously planned as they develop.
3. The resource unit:
 Its scope is broader, it is not meant for a specific group of students or for a specific school. It is
concerned with problem situation that may be present in many places with varying emphasis.
 It incorporates the major problems, issues, activities, materials of instruction, bibliographies,
evaluation techniques and other resource data which teachers can make use of while developing their
own teaching units.
 All these are pooled together and organized in the general pattern of a unit.

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  Generally a resource unit is formulated by a group of teachers guided by various experts and sound
library facilities.
4. The adaptive unit:
 It was developed by Jones at the University of Pennsylvania. In the words of Jones, ‘it consists of a
group or chain of planned, co-ordinated activities undertaken by the learner in order to obtain control
over a type of life situation.’ What unifies is not he development and acquisition of skills, attitudes,
knowledge, each as a separate aspect of learning, but it is ability to meet specific life situations,
resulting in greater adaptation or integration of the individual.
 The adaptation unit incorporates few features of experience unit where the emphasis on the learner
than the subject matter.
 The information to be imparted, the skills to be acquired, the attitudes and ideas to be learned and
practiced area taught as parts of the ‘entire or whole processes’, together and not as separate entities.
 Jones, Grizzell and Grinstead remarks the adaptive unit is based on the principles of learning which is
described by them as dynamic, individual, functional, unitary, purposive and creative.

Unit planning in nursing course-

 Since there is wide applicability of all type of unit plans in nursing courses, the term
 teaching-learning unit has been used to describe unit planning in nursing course.
 The term teaching-learning unit embodies the new concept of unified learning experiences involving
comprehensive problems or projects which are important to the student in nursing.

The essential activities of unit planning-

I. Selection & statement of objectives

II. Selection of type of unit to be used
III. Selection of learning situation
IV. Selection of knowledge component
V. Selection of the organizing centres-learning & teaching activities
VI. Selection of methods of evaluation

Steps of unit plan:

Step 1 - develop your units vision and purpose.

Step 2 – decide what skills, concepts and terminology will be taught or emphasized.

Step 3 – plan a summative unit assessment.

Step 4 – translate your learning goals into lesson objectives.

Step 5 – sequence your content and scaffold your lesson objectives.

Format of unit plan:

Placement:
Subject:
Unit:
Prescribed hours:
Planned hours:
General objective:
Specific objective:

Time Content Teaching-learning actvts A.V.Aids Evaluation

References:

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 COURSE PLAN

Definition-

A course plan may be defined as complete series of studies leading to graduation or a degree in case of B.Sc
Nursing course requiring completion of several short courses.

Purposes of course plan-

 To ensure autonomy.
 It gives stability.
 It helps to solve the problem
 It supports the curriculum process
 It secures future progress.
 It brings about improvements
 It promotes utilization of resources

Levels of Course Plan-

 Pertains to organizing the both the content and learning experiences within a unit or a subject.
 Deals with designing the pattern for the entire program at the program level

Principles of Course Plan-

State the objectives in behavioural terms.

Establish sequence in order of succession, the content materials has to be organized.
The teacher should keep in mind
 What should the students learn from the course?
 What should be the sequence of topic/ units?
 How much time is to be allotted?
Provide cumulative learning by reinforcement.
Select an approach that is acceptable to all teachers.
Provide variety in modes of learning.
Unity curriculum:
 To reduce unmanageable bulk of specialized subjects and bring some unity into atomized
specialization.
 It also reduces the unit to manageable size and serves as a centre of organization.

Structure of Course Plan-

In planning course, two kinds of planning are involved:

o Identifying the kinds of elements and which specific learning has to be organized.
o The selection of be specific organizing centres which learners entire development be focused.

Elements of Course Plan-

 Objective- it state the objectives or outcomes to be achieved through the given course.
 Specifications for level of learner and placement with in the curriculum.
 Resources material needed for the course.
 Mention the placement of the course within the curriculum.
 Organize the content.
 Describe the resource materials and method of teaching.
 Prepare the plan of learning activities for students.
 Mention place, length of experience, experience record/ cumulative record, observations, procedures, plan
for rotation with field experiences, supervised and guided practice.
 Evaluation measures.

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 Bibliography.

Process of organizing learning experiences-

 The staff concerned for teaching the course and administrator of the program will discuss and agree on the
general scheme of organization of the course and its smooth implementation.
 Agreement.
 The basic units should be include.
 Flexible plans should be developed which can be handled by each teacher.
 The plan should be used for particular activities in a particular course.

Teachers role in Course Plan-

 Teachers plan unit of work.

 He/she should select materials and learning activities according to the level of students.
 He/she should plan carefully.
 He/she should avoid gaps and non-projective repetition in subject matter content.
 He/she should provide enforcement of previous learning.
 He/she has to set up working groups.
 He/she should formulate the objectives prior to the planning.
 He/she should possess knowledge adequately.
 He/she should have skills related to the area that they are teaching.
 The teachers plan should focuses on general objectives of the course, the unit plan and the class plan.
 He/she should be accountable every steps of planning.
 He/she should plan equally to all the students.

At the instructional level, Teachers plan-

 Basis for planning.

 Units of work
 Select materials and learning activities
 Arrange the teaching-learning environment.
All the above are to move the students towards goals.

Format of course plan:

Placement: Total prescribed hours:

Subject: Total planned hours:
General objective:
Specific objective:

Unit Time Content Teaching learning A.V.Aids Evaluation

References:

Bibliography-

 Bhasker nima, Elakkuvana Bhaskara Raj.D, Text Book of Nursing Education, 1 st edition (2013),
EMMESS Medical publisher
 Basher P. Shebeer, Text Book of Nursing Education, 1st edition (2015), EMMESS Medical publishers.
 https://www.slideshare.net
 https://slideplayer.com

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