MASTER ROTATION PLAN

(G.N.M 2nd YEAR)

NURSING EDUCTION
SUBMITTED TO : SUBMITTED BY:
Mrs. Kanchan Mala Priya Kumari
Assistant Professor Roll No-08
MENTAL HEALTH NURSING M.Sc. Nursing 1st Year
NSCN, PALAMPUR CHILD HEALTH NURSING
NSCN, PALAMPUR

SUBMITTED ON - 10/07/2021

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INTRODUCTION

‘Unit' is developed psychologically in the student as a means of integration; unitary teaching necessitates the interlocking of ideas in order to
achieve full understanding. '

DEFINITION

"A unit may be defined as a large subdivision of the subject matter where in a principle or a topic or a property is central to the well organized
matter".

AIMS OF THE UNIT PLAN

1. Objectives (Central objectives)

2. Specification of level of the learner and placement with the curriculum

3. Resource materials needed for the course

4. The unit plans

5. Evaluation measures and here are some of the examples of units.

OBJECTIVES TO BE REALISED

The objectives to be realized through the unit are the second dimension of the year plan. In every unit of a subject, according to the subject, the
objectives should be selected and formulated with the help of cognitive, affective a psychomotor domain.

TIME AVAILABLE FOR TEACHING

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While planning, a teacher should necessarily consider the time factor. The number of periods allotted per week will enable a teacher to calculate
how many periods would be available during the year for teaching a subject. He/she will have to be very careful here. He/she has to consider the
non-availability of the periods, during examination weeks, sports and games week, exhibition week, non teaching days, preparatory days for
examination or school or college social gathering days, etc. When the available number of periods are properly assigned to the Units of a
subject, in accordance with its requirements the arrangement is known as year planning. Time available for teaching can be shown
diagrammatically in master rotation plan.

Here the teacher has to bear one thing that in his mind, there cannot increase or decrease the total number of periods/hours available for a
subject, since the number of periods per week for a subject is fixed by the Deptartment of Nursing Education and the course (content) for a
subject is also laid down. The teacher will have to use his discretion and his past experience before assigning a particular number of periods to
the different units of a subject.

TIME REQUIRED FOR TESTING

While calculating total number of periods available for teaching a subject, the teacher will have to take into account the number of periods
required for unit testing. When a unit is taught, the test is known as ‘unit test’ is to be held. For this, periods required, in the year plan, the
number of periods required for testing per unit should also be mentioned.

CHARACTERISTICS OF UNIT PLANNING

Unit teaching has definite characteristics which distinguish it from non-unitary types of teaching, which are as follows:

1. Unit planning recognizes that learning takes place most effectively in terms of whole rather than fractions, i.e. emphasis is placed on
significant and comprehensive problems, concepts and activities rather than on fragmentary pieces.

2. Unit planning recognizes that learning is developmental and therefore provides for vertical and horizontal organization of learning
experiences. Here the nurse student is given opportunity to relate and integrate her learning experiences in a specific unit with her total learning
experiences from her life activities, outside the curriculum as well as activities within the curriculum.

3. Unit planning recognizes that learning takes place most effectively when there is an understanding and acceptance of goals to be achieved and
when there is full and free participation in planning for the attainment of these goals.

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4. Unit planning recognizes the necessity for providing for individual differences in rates of learning and interests, therefore, variety of
assignments such as projects field trips, conferences and other similar activities are planned by and for individual and groups.

5. Unit planning recognizes that true learning renders the learners increasingly skilled in self-directions, therefore opportunities are provided for
the student steadily and gradually assume more responsibility for the selection, organization and evaluation of many of her own learning
experiences.

6. Unit planning provides a sound basis for evaluation: Setting up of goals in terms of change of behaviour, e.g. attitudes, under- standings,
abilities and skills provide a basis for evaluation of learning outcomes.

TYPES OF UNIT PLANNING:

Caswell and Campbell (1985) classified the types of units into two main categories.

1. Subject matter units

 Topical unit
 The generalization unit
 The unit based on significant aspect of environment or culture.

2. Experience unit

 Unit based on centre of interest

 Unit based on student purpose
 Unit based on student need.

SUBJECT MATTER UNIT:

In this unit students attain their wholeness of integration through the learning activities. The source of units is outside of the learner. The primary
goal of these units is a phase of aspect of the culture or a major division of subject matter.

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Experience units: In this unit students attain their wholeness through the experiences of the learner needs; purposes and interest are essential
elements in determining whether a series of activities or body of content has real units.

BO Smith and other ( l950) classifies units as

(i) Subject matter units and

(ii) Process units.

In subject matter units, instruction is viewed as a process by which certain materials are studied, so as to produce learning that is produced in
the form of knowledge, skills, attitude, appreciations and the like. In reality, this type of unit emphasizes assimilation of a body of readymade
knowledge.

In process unit, instruction is viewed for the stand point of the process of thinking in which instructional materials are used in solving problems
of some kind. This type emphasizes the process of thinking involved in evaluation of what the student says or does in reaching conclusion about
problems.

CRITERIA OF A GOOD UNIT

• The needs, capabilities and interests of the students should be kept in view.

• A variety of experience should be planned for better learning, e.g. field trips, experiments, demonstrations, projects, etc.

• The previous experience and background of the students should be taken into account.

• The length of the unit should be based on interests of the students.

• Provide an opportunity for new experiences.

• Familiar and related topics should be included in the unit.

• It should be related to social and physical environment of the students; help, anticipate

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and satisfy some of the future needs of the students.

• Unit should be a part of sequence that permits growth from year to year.

• Unit planning should be the result of co-operative planning of teachers and students.

• Signifies the unity or wholeness of learning activities related to some problem or project.

• Psychological principle, ‘Learning by whole is followed.

• Importance has to be given to integrate learning outcomes.

• Represents both subject matter and learning experience as well.

• Organises the subject matter into units of experience.

• Organises similar type of subject matter. .

• lt achieves a set of specifications and objectives.

• Teacher should have through knowledge about subject content so that she can decide the difficult units.

• The availability of periods should be considered.

STEPS IN UNIT PLANNING

A unit should be viewed as a whole. Teacher should be thoroughly familiar with the content before he or she makes any attempt to write out the
successive steps.

1. Content Analysis In unit planning emphasis is placed on analyzing its content into, terms, concepts, facts, situations, processes,
generalizations, conclusions, principles, laws, relationships, etc.
2. For example, in the language units, it should be analyzed into new works, new phrases, idioms, facts, figures of speech, central idea,
concepts, proverbs, word building, etc.

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 3. The content analysis helps the teacher to have a thorough knowledge of the subject matter; It would help to teacher to have a teacher with
a full awareness of the depth of the subject matter. The teacher, again, enters the class with full confidence since he/she has mastery over
the subject matter. Again because of the content analysis, the teacher will not be likely to miss any point while teaching the subject.
4. Objectives with specification The second step is to find out the objectives with specifications, that can be realized through the content
analysis.
5. Learning activities The third step is to organize those activities that will best achieve the specifications. To organize learning activities
is the most befitting and beneficial manner is an art as well as science. Keeping its individual differences and the psychology of the
learner in view, the content, specifications and the learning activities should be planned in the unit plan.
6. Testing procedures This is fourth and last step in the unit plan. Here, the types of evaluation tools and techniques are mentioned
through which the teacher would get evidence of the achievements of objectives on the part of the students

DIFFERENCE BETWEEN UNIT PLAN AND DAILY LESSON PLAN

A daily lesson plan is a plan showing the teaching points, specifications to be achieved, organization of learning activities in detail and the
actual test items to which students are to be exposed.

The difference between unit plan and daily lesson plan are as follows:

l. A unit may extend over more than a period. It may take 8 to 10 periods depending upon the subject matter, the specification to be achieved and
the learning activities to be organized, while a daily lesson plan is confined only to one period.

2. In a unit plan, the content is grouped under the headings of terms, concepts, facts, generalizations, principles, etc. While in daily lesson plan
the content is presented in the form of teaching points and is socialized in a psychological and logical sequence.

3. In a unit plan, learning activities are merely mentioned, while in a daily lesson plan, they are shown in detail. The unit plan should give a clear
idea to the supervisor of what the teacher and students are going to do at a particular time during the learning process.

4. In a unit plan, the types of evaluation tools and techniques are mentioned, while in a daily lesson plan, the actual test items to be exposed to
the students are a pre-requisite. The test items may be in the form of an essay or an objective or a short answer type of questions.

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5. Daily lesson plans should be made in the context of the over-all unit plan and should be continuous from one day to the next. The work of
each day should be in a way an extension and continuation of the previous day’s work. Daily lesson plans should not be fragmentary or
inefficient.

UNIT PLANNING IN NURSING COURSES

Since there is wide applicability of all types of unit plans in nursing courses, the term "teaching-learning unit" has been used to describe unit
planning in nursing courses. The term ‘teaching-learning unit’ embodies the new concept of unified learning experiences involving
comprehensive problems or projects which are important to the students in nursing, thus permitting inclusion of the knowledge component in a
course, selected, structured and unified in comprehensive problems or projects by focusing on objectives. It permits the inclusion of the
knowledge components and a series of teaching and learning activities, selected and organized to provide learning outcome specified in the
objectives. Thus, the teacher may plan teaching-learning units within one nursing course which emphasizes

(i) The acquisition of knowledge (through both teacher and/or learner activities).

(ii) Attainment of skills (through supervised nursing activities and problem-solving activities either in group action such as in a clinical
conference or individually in nursing care study).

The term "teaching-learning unit" also can be used to refer unit teaching, as well as unit planning. The essential activities of unit planning
include the following:

1. Selection and statement of objectives.

2. Selection of type of unit to be used.

3. Selection of learning situations.

4. Selection of knowledge components.

5. Selection of the organizing centres-learning and teaching activities.

6. Selection of methods of evaluation.

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These activities are interrelated and one activity influences the others. Therefore, in reality, they cannot be carried out independently of each
other. A good statement of objectives gives direction to the selection of knowledge content and desired behaviour change. This inturn, gives
direction to the selection of organizing centres for learning. The brief descriptions of the activities in planning teaching-learning unit are as
follows:

THINGS MUST IN UNIT PLAN

 You must stick to a timeline to complete a unit.

 You must have the resources for the activities before you begin planning the lessons you choose.
 You must be aware of teaching standards as well as subject matter standards.

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 NETAJI SUBHASH COLLEGE OF NURSING , PALAMPUR
UNIT PLAN(2021-2022)
M.Sc. NURSING 1st YEAR

CHILD HEALTH NURSING

BATCH: 2021-2022

SUBJECT: CHILD HEALTH NURSING

NAME OF THE UNIT: PREVENTIVE PEDIATRICS AND PEDIATRIC NURSING

STIPULATED HOURS (INC): 15 HRS

ALLOTED HOURS: 15 HRS

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Competencies Content Hour Method of Teaching and Teaching Aids Method of
The student is Teaching learning Evaluation
able to activities
Define concept , Concept , aims 1 Lecture cum Teacher provide Power Point Question and
aims and scope of and scope of group discussion overview of Slides and Chalk answer report
preventive preventive preventive Board
pediatrics pediatrics pediatrics
Describe Maternal health 2 Lecture cum Group Interacts, Power Point Question and
Maternal health and its influence group discussion Teacher explains Slides and Chalk answer report
and its influence on child health Board
on child health antenatal aspects
antenatal aspects of preventive
of preventive pediatrics
pediatrics
Explain Immunization , 3 Lecture cum Teacher explains Power Point Question and
Immunization , expanded program group discussion Slides, Chalk answer report
expanded program on immunization / Board and
on immunization / universal Pamphlets
universal immunization
immunization program and cold
program and cold chain
chain
Explain Nutrition Nutrition and 3 Lecture cum Group interacts, Power Point Question and
and nutritional nutritional group discussion Teacher explains Slides and Chalk answer report
requirements of requirements of Board
children, changing children, changing
patterns of feeding patterns of feeding
, baby-friendly ,baby-friendly
hospital initiative hospital initiative
and exclusive and exclusive
breastfeeding breastfeeding

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Describe Health Health education, 1 Lecture cum Group interacts, Power Point Question and
education, nutritional group discussion Teacher explains Slides and Chalk answer report
nutritional education for Board
education for children
children
Explain Nutritional 2 Lecture cum Group interacts, Power Point Question and
Nutritional programs group discussion Teacher explains Slides and Chalk answer report
programs Board
Explain national National and 2 Lecture cum Group interacts, Power Point Question and
and international international group discussion Teacher explains Slides and Chalk answer report
organizations organizations Board
related to child related to child
health health
Enumerate role of Role of pediatric 1 Lecture cum Group interacts, Power Point Question and
pediatric nurse in nurse in the group discussion Teacher explains Slides answer report
the hospital and hospital and
community community

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