OUR LADY OF FATIMA UNIVERSITY

Graduate School

MASTER OF ARTS IN NURSING

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MAN 202 CURRICULUM DEVELOPMENT IN NURSING

MODULE 6

CURRICULUM IMPLEMENTATION

SPECIFIC OBJECTIVES:
After the completion of the module, you will be able to:
Specific Objectives:
 Define what curriculum implementation is.
After the completion of the module, you will be able to:
 Identify the factors that influence an effective
1. Describe curriculum and curriculum planning.
implementation.
2. Identify curriculum planner
 State and describe the models of curriculum
3. Develop a curriculum
implementation.
 Enumerate and explain the teaching/learning
Week 11 Curriculum Implementation
strategies.
Introduction
Curriculum implementation is not an event, but a change process. It is in this stage
where all the product of conceptualization will be put to test and applied. As defined by
Loucks and Liebermann in 1983, curriculum implementation is the “trying out of a new
practice and what it looks like when actually used in a school system.” With this change
in the curriculum, it can be expected that this there will be some resistance and reluctance
that will surface. But change is a result of a new knowledge. Individuals are more
comprehensible to know change if they appreciate the need for change, its importance
and functions. There is no perfect outline on how to implement a curriculum. It will only
be guided by the factors that shape an effective implementation.

Curriculum Implementation
Curriculum implementation is an important part of curriculum development as this
pertains to the conversion of the planned course of study into syllabi, schemes of work
and lessons to be delivered to students. There is no perfect outline on how to implement
a curriculum. It will only be guided by the factors that shape an effective implementation
(Uys and Gwele, 2005).
1. Facilitative and visionary leadership. Effective and successful implementation
is impossible without a visionary and facilitative leader and manager.
 Developing and sharing a vision.
 Obtaining the services of an external change facilitator.
2. An organizational culture and climate conducive to change. Implementing a
new curriculum might need an overhaul and deconstruction of the traditions and
customs that have been in place to facilitate improvement.
3. Evolutionary planning and coordinating of resources. Because curriculum is
said to be a process, rather than an event, continuous planning and allocation of
resources is required.
4. Participant training and development.
 Obtaining base-line data on staff readiness to implement a new curriculum.
  Creating a space for staff to reflect and deliberate on their conceptions of
teaching and concerns about the new program.
 Providing individualized and targeted staff training and development.
5. Monitoring and checking progress. Continuous sharing and discussion of the
implementation data with the whole staff helps maintain the feeling of ownership
by the entire school.
6. Continued assistance and support. A transformative curriculum does not
anticipate an unvarying implementation from the teachers but encourage the
individuality of its instructors which will be apparent in their teaching practice.

Main Reasons Why People Resist Change (PACT, 2013)

1. People resist because they do not understand.
2. People resist because of lack of ownership.
3. People resist if they do not have the competencies to cope with the changes.
4. People resist if there is a lack of incentives or benefits.
5. People resist if they do not have the time to engage with the change.

Curriculum Implementation Model (Bediako, 2019)

1. Overcoming Resistance to Change Model (ORC Model). This model emphasized
that if we would like to implement change, we must resolve people’s apprehension and
doubt. This can be grouped into four developmental stages and concerns.
 Stage 1 Unrelated concerns. The teacher will not resist change because it is not
related to any of his/her own personal or professional domain.
 Stage 2 Personal concerns. The teacher will respond to change and is concerned
on how he/she will be involved in the new activity.
 Stage 3 Task-related concerns. The teacher will be concerned with the changes
that the new curriculum will affect her routine such as availability of materials, time
involved and new strategies to be adopted.
 Stage 4 Impact-related concerns. The teacher will be concerned on how others
will be influenced by the change.
2. Leadership-Obstacle Course Model (LOC Model). This model sees staff resistance
to change as problematic. We can resolve this by providing the five conditions.
 Clear understanding of the change must be relayed.
 Relevant skills must be provided to individuals.
 Necessary materials and resources must be available.
 Revision of organizational structure must be done if necessary.
 Participants of the innovation must be motivated.

3. Linkage Model. This model sees two systems: the user system and the resource
system. There must be a link between these two, and the resource sytsem must perceive
the problems and concerns of the user system. The resource system must perform the
cycle of diagnosis, search, retrieval, fabrication of solution, dissemination and evaluation.

4. Rand Change Agent Model (Rand Model). This utilizes the three stages of change
process: the initiation, implementation, and incorporation stage.

Successful Strategies to Manage Curriculum Change (Jones and Anderson, 2001)

1. Make curriculum change a high priority.
2. Provide support to achieve success.
3. Plan and resource for effective curriculum change.
4. Provide effective leadership to drive change.
5. Create a shared approach as a vehicle of effective change.
6. Recognize and use staff contributions.
7. Gain the confidence of the staff.
8. Deal with negative perceptions of change and professional development.
9. Use accommodation to promote teamwork.
10. Recognize and deal effectively with staff wants and needs.

Teaching/Learning Strategies. These are the processes that are used to actually deliver
the curriculum (Moyer and Witman-Price, 2008).
1. Classroom activities
 2. Small-group activities
3. Independent activities
4. Laboratory experiences

Active Learning. There is less sustained lecture time, students are involved through
stimulation to talk more, participate and invest energy
Passive Learning. Information is given in a short period of time.

Sources of Constraints in Choosing and Implementing Learning Activities (Young

and Patterson, 2007)
1. Faculty
2. Students
3. Time
4. Resources

SAQ:
1. How are learning experiences identified for implementation of the curriculum?
2. How can you improve situations involving constraints to learning experiences? Give
examples of each and explain.
3. Supposing you are a faculty of a nursing school and you would like modify the
curriculum, how would you propose on the change that you like?

References:
 Uys, L., Gwele, N. (2005). Curriculum Development in Nursing: Process and
Innovation. Routledge Taylor & Francis Group.
 Performance-Based Academic Coaching Teams. (2013). Curriculum
Implementation. Retrieved from
https://pact.tarleton.edu/PACT/TransciptPDFs/CurriculumImplentationModule.pdf
 Bediako, S. (2019). Models and Concepts of Curriculum Implementation: Some
Definitions and Influence of Implementation. Retrieved from
 https://www.researchgate.net/publication/333338710_Models_and_concepts_of_cur
riculum_implementation_some_definitions_and_influence_of_implementation
 Jones, C., Anderson, M. (2001). Managing Curriculum Change. Retrieved from
https://core.ac.uk/download/pdf/4159306.pdf
 Moyer, BA, Witman-Price, RA. (2008). Nursing Education: Foundations for Practice
Excellence. F. A. Davis Company.
 Young, L., Patterson, B. (2007) Teaching Nursing: Developing a Student-Centered
Learning Environment.