GRADUATE SCHOOL

Master of Arts In Nursing

Academic Year 2022-2023

Outcomes-Based Education
Syllabus
MN 204
Curriculum Planning and Development in Nursing
 SAN PABLO COLLEGES
City of San Pablo

GRADUATE SCHOOL

PHILOSOPHY

The San Pablo Colleges (SPC) is an educational institution with a Catholic outlook committed to the complete development of Global Pilipino learners for the service of God, country and
fellowmen.

GRADUATE SCHOOL VISION

A leading educational institution which nurtures relevant, responsive and value-laden lifelong learning.

GRADUATE SCHOOL MISSION

The San Pablo Colleges upholds the holistic development of learners making them globally competitive through outcomes-based and technology–driven instruction, quality research and
proactive community engagement, thereby creating sustainability for all.

GRADUATE SCHOOL PROGRAM EDUCATIONAL OBJECTIVES

The PEOs of the Graduate School are aligned with the principles and requirements of OBE.

· The professional accomplishments of graduates three to five years after graduation:

 Graduates are well-informed on the professional development and advancement in the fields of Educational Management, English, Filipino and Guidance and Counseling and are
equipped with competent leadership and service in the academe and research including the preparedness and readiness to confront trends, issues, concerns, problems and
challenges in education arena.

 Graduates are strongly engaged on the achievement of creation of new knowledge/new practices in the chosen field earmarked by innovators as competent leaders and education
providers for improved quality of life and service.
·
 Graduates are lifelong learners in the chosen field of specialization to be able to continuously upgrade their competency and skills throughout their lives.
 SAN PABLO COLLEGES
City of San Pablo

GRADUATE SCHOOL

COURSE CODE : MN 204 FACULTY : Dr. May M. Veridiano

COURSE TITLE : Curriculum Planning and Development in Nursing CONSULTATION HOUR : 9-10:30AM
Monday - Saturday
Intersemester

COURSE DESCRIPTION : The course is designed to expose major problems requisite to curriculum development in nursing education and the basic principles in
developing curriculum for nursing education.

Program Objectives
1. Enable nurses to take leadership roles in ether clinical or academic institutions.
2. Empower nurses with the knowledge, skills, and values that will respond to the continuously changing health needs of society.
3. Enhance nurses with the use of evidence-based nursing research
Program Learning Outcomes:

1. Serve as a leader to facilitate improvement and change in the health care delivery system in different settings.
2. Build networks and effectively communicate and collaborate with health care teams, leaders, and colleagues.
3. Integrates principles of ethics and respect human beings in their professional practice.
4. Demonstrate professional inquiry in the evaluation of the current trends and issues in the nursing profession.
5. Critically appraise research and evidence for evidence-based practice

Course Learning Outcomes :

1. Acquire a broader understanding of the legal aspects & ethical issue in nursing practice.
2. Appreciate the importance of the knowledge of the legal aspects ethical issue in nursing practice.
3. Analyze legal problems and make critical decisions on legal & ethical issues.
4. Improve competencies in handling legal & ethical cases related to nursing practice.
 WEEK TOPIC/S LEARNING OUTCOMES METHODOLOGY/STRATEGY RESOURCES ASSESSMENT
At the end of the learning experience,
the learners will be able to:
1ST WEEK Know the Vision, Orientation Synchronous Synchronous Virtual classroom
Mission and Objectives  Vision, Mission, Objectives of >orientation using PPT slides >Zoom meeting/ attendance
of the institution as well SPC and the Graduate School Google Meet
as the course Asynchronous >messenger
objectives, content and >overview of the course >provision of course syllabus,
various tools, platforms >course objectives web references, web site
utilize in teaching >course requirements Asynchronous
learning activities. >messenger
>Brightspace

2ND WEEK Define different 1.TERMINOLOGIES Synchronous Synchronous Virtual classroom

terminologies and terms A. Curriculum >Reporting >Zoom meeting/ attendance
associated to b. Objectives > lecture with interactive Google meet
curriculum of nursing c. Education discussion >messenger Posted assignment
program d. Teaching
e. Nursing Curriculum Asynchronous Asynchronous Rubric for Oral
f. Curriculum development learning >home assignment >messenger Participation
>learning activities >Brightspace
Explain the concept and A. Common Concepts of Curriculum >self-directed
factors affecting nursing The Nature of Nursing Education
practice and the trends 1. Common problems/Issues in
and issues of the Nursing
curriculum
B. Factors Affecting Nursing Practice
and the Implications to the
Preparation of the Nurse Practitioners
1. Culture & values
2. Socio- economic, political,
technological factors
3. Special policies & health are
 delivery system, national health plan

C. Curriculum Issues and Trends,

future Directions for Curriculum

PRELIM EXAMINATION
Rubric for written
examination

TIME TOPIC/S LEARNING OUTCOMES METHODOLOGY/STRATEGY RESOURCES ASSESSMENT

3RD WEEK Describe and explain 2 APPROACHES TO CURRICULUM Synchronous Synchronous Virtual classroom
the approaches to DEVELOPMENT >Reporting >Zoom meeting attendance
curriculum development > lecture with interactive >messenger
A. Curriculum Models discussion Posted assignment
1. Tyler’s Model of Planning > case analysis Asynchronous
2. Hilda Taba’s Grassroot Model >messenger
3. BSN Competency-Based Seminar >Brightspace Seminar evaluation
Curriculum Resource Person will be the
4. BSN Outcomes -Based Curriculum Nurse-leader of the academic
5. Palmas’ Limear Model institution Rubrics for Video
a Conceptualizing Phase Presentation
b Contextualizing Phase Interview with the Dean of the
c Operationalizing Phase College of Nursing
d Instituitonalizing Phase
B. Principles of Curriculum Planning Asynchronous
C. Foundations of the Nursing >home assignment
Curriculum >learning activities
1 The Humanities >self-directed learning
2 THe Behavioral Sciences
 3 Physical and Biological
Sciences

4TH WEEK Explain the Structural 3 SRUCTURAL FRAMEWORK Synchronous Synchronous Virtual classroom
Framework >Reporting >Zoom meeting attendance
A. Philosophy and Education > lecture with interactive >messenger
1 The Place and functions of discussion Posted assignment
Philosophy in Education > case analysis Asynchronous Midterm Exam
2 Th Relationship between >messenger
Philosophy and Education >Brightspace
3 Different Educational Interview with the nurse-leader Rubric for oral
Philosophies, their with involvement in the planning participation
characterisitics, axiology, and curriculum development
epistemology, ontology and
weaknesses
a. Idealism Asynchronous
b. Scholasticism >home assignment
c. Realism >learning activities
d. Progressivisim >self-directed learning
e. Humanism
f. Experimentalism
g. Others

Rubric for written

MID TERM EXAMINATION examination

TIME TOPIC/S LEARNING OUTCOMES METHODOLOGY/STRATEGY RESOURCES ASSESSMENT

5th WEEK Analyze and discuss 4 THE CURRICULUM Synchronous Synchronous Virtual classroom
the program curriculum A. Curriculum Objectives/School >Reporting >Zoom meeting/ attendance
its’ component Purpose > lecture with interactive Google meet
1 sources of Objectives discussion >messenger Posted assignment
2 Screening of Goals > case analysis
3 Levels of School Objectives Asynchronous
 4 Instructional Objectives Workshop on Course Outline >messenger Rubric for written
and syllabus making (OBE) >Brightspace works
a Taxonomy of Objectives
B Formulation of Objectives
B. Components to consider in Asynchronous
developing a Curriculum Context >home assignment
sources, Selection and Organization >learning activities
of Learning Context >self-directed
C. Related Learning Experiences,
Curriculum & Instruction, the 8 M’s of
Teaching and Learning Course
Planning
1 Course Outline, Syllabus
2 Resource Unit/Instructional
Plan
3 Module
D. Evaluation of Learning
1 Concept and Rationale of
Evaluation
2 Characteristics of Evaluation
of Instructional Outcomes
a. Preparation Phase
b. Administration Phase
c. Utilization Phase
3 Planning for Evaluation of
Student’s Performance
a. Classroom
b. RLE
c. Curriculum Evaluation
6TH
WEEK Describe court system 5 ACCREDITATION Synchronous Synchronous Virtual classroom
and the anatomy of trial A. Government (compulsary) >Reporting >Zoom meeting attendance
Recognition Steps and > lecture with interactive >messenger
Requirements discussion Posted assignment
B. Private (voluntary) > case analysis Final Exam
1. FAAP and the Accreditation
 Agencies Interview with the nurse-leader Asynchronous Rubric for Oral
2. Accreditation of the Nursing with involvement in >messenger Participation
Program Accreditation >Brightspace
a. steps, areas surveyed
b. Levels of accreditation
c. Benefits of accreditation Asynchronous
C. CHED’s Directives on >home assignment
Accreditation >learning activities
>self-directed

FINAL EXAMINATION Rubric for written

Works

Learning Activities

UNIT 1
1. What factors affect nursing practice todays? List their implications and changes in curriculum planning for nursing schools of the future.
2. Discuss the curriculum issues and trends, locally and globally, affecting the nursing education (at least 2 citations)
3. Enumerate and describe some alternative curriculum plans that may crops up in the future.

UNIT 11
1. Examine an existing nursing curriculum. What principles do you think were applied in the planning of the curriculum? Explain. What foundation courses
are included?
2. Discuss the Tyler’s Model of Curriculum Development Why is it so popular and widely quoted in may references in the curriculum. is this model still
relevant in the 2000s
3. The present curriculum is outcomes-based. is this relevant to our present society?
4. Based on your observation, experiences and readings. What is wrong with the nursing curriculum Today? Given the opportunity to improve the nursing
educational system, what improvement do you suggest?
 5. In a curriculum, there are foundation courses, mandated courses, and professional course, discuss why these are important and why should a student
nurse pass through all the subjects in the curriculum.
UNIT 111
1. Make a tabulation to compare the different education philosophies as to their ontology, axiology, epistemology. aim of education role of the teacher, and
role of the students.
2. Criticize a sample philosophy of education as to its axiology, epistemology, and ontology.
3. Formulate your own philosophy of nursing education.
4. Discuss the importance of a conceptual framework.
UNIT 1V
1. Select a concept in nursing and formulate a WELL WRITTEN BEHAVIORAL OBJECTIVES IN EACH LEVEL OF THE THREE DOMAINS CONTAINING
ALL THE ELEMENTS OF AN OBJECTIVE.
2. Select a concept in nursing and develop an instructional plan according to the prescribed guide,
3. Observe a classroom where instruction is being conducted. Observe the activities and learning of the teacher and students. make a written report of the
following questions/
a. How is curriculum important to instruction and vice versa?
b. What aspects of teaching and learning have you observed?
c. What M’s of teaching and learning were manifested?
4. How can a teacher dispel the ideas of students that examinations are to be feared? Discuss.
5. Make an evaluative tool for either RLE or classroom utilized the principles learned.
UNIT V
1. Interview Dean of the College of Nursing ask about the following.
a. What are the difficulties they have met, if any?
b. What are the benefits of their college has received due to accreditation?
c. Will she recommend it all to all schools?
d. read their self-survey report and the accreditors recommendations made during the team visit. What are your observations?
2. Read the CHED’s directives on accreditation. reflect and discuss.
3. Discuss why all schools should strive to pass private voluntary accreditation.
4. What are the accrediting agencies in a private institutions and government institutions (LGU and National) discuss the policy and the areas surveyed.
Basis for Evaluating Reports
Comprehensiveness/Responsiveness 50%
Organization/Logic 10%
Clarity 10%
Stimulating: Manner of delivery 15%
Encouraged Participation 10%
Time Management 5%
Total 100%

Basis for Class participation

Active Participation 30%

Critical-minded in his/her analysis of issues 30%’
Asked relevant questions 10%
Relates to current events/own organization 20%
Treat colleagues with respect 10%
Total 100%

Basis for evaluating paper requirements/learning activities

Responsiveness (Quality of Content) 60%

Organization (logical flow of content) 20%
Form and Style 15%
Timeliness (Submitted on time) 5%
Total 100

Course Requirements

Attendance and Participation 10%

Individual reports 20%
Midterm and Final Examination 40%
Course Requirements 30%
 REFERENCES

Curriculum Development The Philippine Experience, 2008, 2 nd Edition, Adelaida L. Bago

Leadership Roles and Management Functions in Nursing,2017, 8 TH Ed., Bessie L. Marquiz, Carol J.
Professional Nursing in the Philippines 12th Ed., 2016, Lydia M. Venzon,RN,MAN, Ph.D, FPCHA
Nursing Management Towards Quality Care 2010, 4th Ed., Lydia M. Venzon,RN,MAN, Ph.D, FPCHA, Jennifer M.V. Nagtalon, BSN, RN
Leadership and Management in Nursing 2016, 2nd Ed., Crestita B. Tan, RN,MAN, Ph.D, Eden I. Beltran, RN, MAN
CMO No. 14,series of 2009 Community-Centered and Competency-based curriculum
CMO No. 15,series of 2017 Outcome-based curriculum

GRADING SYSTEM

Class Standing 65%

Test/Examination 30%
Oral Participation 25%
Attendance 10%
Course Requirement 35%

100%
 APPROVAL SHEET

Prepared by:

May M. Veridiano, FRIN, PhD

Program Chair