CURRICULUM DEVELOPMENT

INTRODUCTION
Curriculum is the crux of the whole educational process without
curriculum , we cannot conceive any educational endeavours. The
curriculum in a literal sense is a pathway towards goals. The educational
process is a set in to motion towards its aim through the curriculum or
course. Education finds its effect and results through implementation of
its curriculum by the school. Curriculum may be considered as an
educational programme.

DEFINITION

 All the experiences of pupil which has undertaken in the guidance of

the school
(Blonds encyclopedia 1969)

 A curriculum is an attempt to communicate the essentials principles

and features of an educational proposal in such a form that it is open
to critical scrutiny and capable of effective translation into practice.
(Stenhouse1975)
DEFINITION OF NURSING CURRICULUM

 Nursing curriculum is the learning opportunity and the learning

activities that the faculty plan and implement setting for a particular
group of students for a period of time in order to attain the objective.

THREE FACTS OF CURRICULUM

1. Goals and purpose of education
2. Process of curriculum
3. Evaluations of products

Curriculum includes course of studies ,methods of teaching

extra and curricular activities in addition to the regular
programme. Curricular activities are direct products of the
situations which arise out of the teachers deliberate
planning .

1.Co –curricular programmes

2.Extra- curricular programmes
3.Curricular programmes

The basic reasons for the existence of a school generally

accepted to be the intellectual development of the learner
1. Intellectual development is conceived as a mastery of
subject matter achieved primarily through teachers
expositions , drills ,test etc. The primary purpose is to
 build a store house of information , skills , and values
which amy be useful to the individuals in his future life. i.e
subject matter curriculum , formal lecture classes.
2. Intellectual development is conceived as being directed
towards the development of the process itself .i.e problem
solving , creative thinking etc, mastery of subject matter in
and of itself is secondary, it serves as a resources with the
primary emphasis on problem solving.
3. Intellectual development of an individual is related to and
dependent on the development of all aspect of personality.

Growth of the learner is interrelated : emotional health ,personal

health and social adjustment , skill in group interaction ,
physical health all contribute and are essentials to intellectual
effectiveness. Therefore the curriculum must give consideration
to curricular and to co curricular activities.
More and better use of group technique widening the nursing
students contact with students and teachers.
 Development for effective functioning in all areas of
living is important . Therefore the school has a
responsibility to provide learning experience for the
students development for citizenship etc.

COMMUNITY ORIENTED NURSING PRACTICE

 1. Community and tasks analysis to assess the needs of
community ,nursing components of the National Health
Policy Goals and planning to meet their needs
2. Provision for correlation and verification of theory and
clinical practice
3. The recommendation made by the relevant health related
committees report

ACCORDING TO KA FEITHWOOD (1981) CURRICULUM

ENCOMPASSES
1. Educational philosophy
2. Values and objectives
3. Organizational structure
4. Materials
5. Teaching strategies
6. Student experience
7. Learning outcomes
MAIN COMPONENT
1. Programme of studies language , behavioural science theory
2. Programme of activities learning experiences in clinical area
3. Programme of guidance to solve their educational personal
professional and vocational problems
ACCORDING TO AGNES .S .ROBINSON (1971) THE
COMPONENT OF CURRICULUM ARE
1. Philosophy
2. Goals and objective
3. Content
4. Processes
5. Resources ,course statement
6. Conceptual framework
7. Planning ,organizing , implementation and evaluation of
learning experiences in classroom , lab in the community and
extra curricular activities.
MODERN CONCEPT OF CURRICULUM
Modern curriculum encompasses all the meaningful and desirable
activities outside the school provided that they planned organized
and used educationally. As such curriculum is something more than
subject matter and even more than the course of study. The
secondary education commission have also pointed out as
“according to the best modern educational thought curriculum does
not mean only the academic subjects traditionally taught in the
school but it include the totality of the experiences that the pupil
receives through the many old activities that go on in the school in
the classroom , in the library , in the playground and in the
numerous informal contacts between teachers and pupils.
NATURE OF CURRICULUM
Curriculum has following characteristics ;
1. It is continous and ongoing
2. It is flexible to meet the changing demands of the society and
health scenario of the country ,advancements and trends in
health fields in terms of scientific and technological pattern.
3. It has society and health orientation
4. It is oriented to life situations
5. It refers to individual ,social , national , international needs
6. It is an ideal and realistic approach
7. It is dependent on the philosophy and object respective
educational programme
8. It is dualistic in the sense that it involves the learner and the
course content
9. It is stated in two ways ( in terms of subject and in terms of
children activity)
10. It is prepared by the traditional authority
11. It is based on the abilities , aptitudes , interest of children
12. Curriculum is influenced by political , scientific and
philosophical factors
13. Curriculum is intimately connected with achievements and
aspirations of people

NATURE OF NURSING CURRICULUM

In addition to the above features , nursing curriculum ;

 1. Health oriented
2. Flexible to meet the changing health needs of students
3. Influenced by the development in other health care profession
4. Influenced by transitional trends nursing education and
nursing services
5. Influenced by the policy decisions based on the National
health policy

PURPOSES OF CURRICULUM (AIMS AND OBJECTIVES)

1. To equip the learners through bringing the desirable
behavioural changes on them
2. To cope with and handle life situations realistic rationally
without sacrificing the human principles
3. Help on :
 Development of health personal at all levels
 Preparations of respective health team member specifically
for the tasks they will be required to perform in their
respective job positions
 Students participations in curriculum development
 Planned curriculum helps to realize the educational
objectives
4. Curriculum is intended :
 To draw out, cultivate ,excite and inspire the full
development of each students
 To create an atmosphere in which the students will learn to
think where facility and students will be critical enough to
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objective ,constructive , truthful to solve the problems
,reasons out and develop the power of truth
 To establish values through initimate acquaintance with the
humanities , arts , natural sciences , social sciences and
religions.
 To develop character of students .i.e integrity , honesty ,
judgement , cooperation , friendliness and good will
 To meet the needs of students with wide range of ability
aptitude and interest

ELEMENTS OF CURRICULUM
PRINCIPLES OF CURRICULUM DEVELOPMENT
• The creative principle
• Activity principle.
• Child centered.
• Linking with life
• Comprehensive & balanced
• Flexibility principle.
• Promote overall development.
• Principle of character building.
• Integration & Correlation
Based on interest, abilities, aptitude & need of the students
TYPES OF CURRICULUM
1. WRITTEN CURRICULUM:-
• Written format of curriculum.
• Prepared by specially constituted curriculum committee.
• Used as guidelines for proving the learning experience.

• EXAMPLE: - A written curriculum guidelines are prepared

by the curriculum committee of Indian nursing council of the
B.Sc. Nursing programme, which is used the nursing colleges
across India.
2. SOCIETAL CURRICULUM:-
• Unwritten form of curriculum, which informally teaches the
learners.

EXAMPLE: - A person learns from family, friends, community,

media, and organization

3.HIDDEN CURRICULUM:-
Each institute has their own different teaching structure & routine
in teaching when teaching done subconsciously it’s a hidden
curriculum.
4.NULL CURRICULUM:-
Curriculum exists only in the hearts & mind of educators but not
in reality.
5.SUBJECT-CENTERED CURRICULUM:-
It is a type of curriculum in which the content is organized based
on the subject to be cover in particular course.
EXAMPLE: - GNM, B.Sc. & M.Sc. nursing curriculum
prescribed by the INC these are the subject centered curriculum.
6.STUDENT-CENTERED CURRICULUM:-
In which content is organized based on the nature, capabilities,
interest, attitude & abilities of the students
7.FUSION CURRICULUM:-
In fusion curriculum, the two subjects are fused and generally
taught by the same instructor.
EXAMPLE: - GNM diploma course the psychology and
sociology are fused and pathology, pharmacology and genetics
are the fused subject in B.sc. nursing.
8. CORE CURRICULUM:-
Curriculum includes the core content or common to all the
students & rest specialized content are differently learned by the
different students.
EXAMPLE: - Advanced nsg. , nursing education, nursing
research and statistics are core or common to all M.Sc. nursing
specialty students
 CURRICULUM DEVELOPMENT
DEFINITION:-
“It is defined as the process of selecting, organizing, &
evaluating learning experiences on the basis of the needs,
abilities& interests of the learners”
PROCESS & STEPS OF CURRICULUM DEVELOPMENT
PHASE-I
(FORMULATING THE STATEMENT OF PHILOSOPHY)
 This is the first phase of the curriculum development process.
 Philosophy statement formulated by the regulatory bodies e.g.
– INC
PHASE-II
(ESTABLISHMENT OF PURPOSE & OBJECTIVES)
 One of the difficult phase of the curriculum development
process.
 Entire curriculum is based on aims & objectives.
PHASE-III
(SELECTION OF LEARNING EXPERIENCE)
 Learning is bringing changes in behavior. So selection of
learning experiences is one of the important steps of the
curriculum development.
The learning experience should be completely relevant to the
course plan.
 The following criteria always must be kept in mind while
selecting the content and learning experiences for the
particular curriculum:-
1. Validity & Meaningfulness: - The selected content must be
meaningful for the particular programme.
2. Relevance to course: - The selected content must be relevance
to the particular programme.
 
PHASE-IV
(EFFECTIVE ORGANIZATION OF THE SELECTED
LEARNING EXPERIENCES)
The next most important task in this phase is selection &
organization of the content and learning experiences.
The following criteria must be kept in mind while organizing the
content for the curriculum:-
1. Principle of Continuity
2. Principle of Integration
3. Follow teaching-learning Maxims

PHASE-V
(EVALUATION OF CURRICULUM)
 This is the final phase of the curriculum development.
 In which the evaluation strategies and methods are identified
and they are utilized for evaluation of implemented
curriculum.
 DETERMINANTS OF CURRICULUM/ FACTORS
INFLUENCING CURRICULUM DEVELOPMENT
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MODELS OF CURRICULUM DEVELOPMENT

1. The Tyler Model

 It is the most popular model of curriculum development,
which was introduced by “Relph W. Tyler” in 1946.
 It is also known as “Classic Model” of curriculum
development.
 The main features of Tyler model are as follows:-
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1. The curriculum developers may collect the information /
data from three main sources (student, society, & subject
matter)
2. THE TABA MODEL
 “Hilda Taba” proposed Taba model in 1962 which is also
known as “Instructional strategies model”
 She proposed that curriculum should be designed by the
teacher rather than the higher authorities. This model is also
known as “Grass-Root” approach
The following seven steps were proposed by Taba in her grass-
root model:-
4.THE SAYLOR, ALEXANDER AND LEWIS MODEL
 This model is given by “Galen Saylar” “William Alexander”
and “Lewis” in 1974.
 It was believed in this model that the curriculum plan is not a
single document but many smaller plans for each domain of the
curriculum.
 In this model, the curriculum development consist of the
following four steps:-
 BIBLIOGRAPHY
1. Anisha Maheshwari, (2009), Communication & Educational
Technology, (1st ed.), Indore, N.R.Brothers, pp 295-297.
2. BT. Basavanthappa, (2003), Nursing Education, (1st ed.), New
Delhi, Jaypee Brothers Medical Publishers (P) Ltd, pp 405-
408.
3. KP. NEERAJA, (2009), Textbook of Nursing Education, (1st
ed.), Delhi, Jaypee Brothers Medical Publishers (P) Ltd, pp
285-286.
4. Pramila.R, (2010), Nursing Communication & Education
Technology, Jaypee Brothers & Medical Publishers, New
Delhi, and pp: 276-277
5. S.S. Chauhan, (1995), Innovations in teaching learning
Process, (1st ed.), Delhi, Vilas Publishing house PVT LTD, pp:
121-125