CURRICULUM MODELS,FRAMEWORKS,

PROCESS OF CURRICULUM CHANGE,

EQUIVALENCE OF COURSE

Presented To : Dr Shilpi Sarkar

Presented By : Reshma
M. Sc 1st Year Student
RCN Jamia Hamdard
CONTENTS
• General Objectives
• Specific Objectives
• Educational Objectives
• Introduction
• Definition
• Curriculum models
• Purposes of models
CONTINUE
Curriculum Framework
Process of curriculum change
 Equivalence of course
Research input
Summary
Conclusion
Questions
Bibliography
 GENERAL OBJECTIVES

• It should be concise for the teacher and learners

• It should be feasible for the teacher and learner to

accomplish

• It encompass previous learning and require the

learner to integrate and then apply certain
knowledge skills.
SPECIFIC OBJECTIVES

This objective should be specify

expected learning outcomes in terms of
specific behavior.
EDUCATIONAL OBJECTIVES

Educational Objectives will provide

useful guidelines for teachers to
adopt a most systematic approach in
designing and planning instructional
strategies, particularly with respect to
CONTINUE
A : what to teach
B : how to teach
C: How to assess
D : what to evaluate
 INTRODCUTION
What is curriculum model?

The term curriculum model refers

to an educational system that
combines theory with practice.
 DEFINITION
‘Curriculum can be defined as a plan used
in education and direct teacher
instructions’.

‘A Simplied representation of reality

which is often depicted in diagrammatic
form’.
 WHY IS IT ESSENTIAL?

Curriculum models are essential

in determining program content &
in training & supervising staff to
implement “high quality
programs”
 NIGHTINGALE MODEL
A significant advance in the nursing curriculum,
according to Bevis and Watson occurred in 1860 due
to the influence of Florence nightingale .
Most experts consider it as well organized and highly
structured curriculum and it was accepted worldwide.
Based on certain skills and characteristics the training
was imparted.
 CURRICULUM MODEL
• THE TYLER MODEL

• THE TABA MODEL

• THE SAYLOR AND ALEXANDER

MODEL
 TYLER MODEL 
The Tyler model is comprised of four major parts.
These are:
1) defining objectives of the learning experience
2) identifying learning activities for meeting the
defined objectives;
3) organizing the learning activities for attaining the
defined objectives;
4) evaluating and assessing the learning experiences
 RALPH MODEL
The Tyler Model, developed by Ralph
Tyler in the 1940's, is the quint essential
prototype of curriculum development in the
scientific approach. Originally, he wrote
down his ideas in a book Basic Principles of
Curriculum and Instruction for his students to
give them an idea about principles for to
making curriculum.
 TABA MODEL
Another approach to curriculum development
is was proposed by Hilda taba in her book
curriculum development. Theory and Practice
Published in 1962 she urges on
A definitive order in creating a
curriculum

Teacher –principal participant

Developed the 7 major steps to her

grass root model
 SAYLOR AND ALEXANDER MODEL
Galen Saylor and William Alexander (1974)
viewed curriculum development as consisting
of four steps. According to them, curriculum
is “a plan for providing sets of learning
opportunities to achieve broad educational
goals and related specific objectives for an
identifiable population served by a single
school centre”.
This has resulted in changes and
innovations in current nursing
practice and, importantly,
dissemination of
best practice outcomes.
PRACTICE RESEARCH MODEL IN
NURSING

The key concepts exemplified in the

application of
the model include practice-
driven research development,
collegial partnership, collaborative
ownership and best practice.
THE COLLABORATIVE LEARNING UNITS

The Collaborative Learning Unit (CLU) model of

practice education for nursing is a clinical
education alternative to Preceptorship.

In the CLU model, students practice and learn on a

nursing unit, each following an individual set
rotation and choosing their learning assignment
(and therefore the Registered Nurse with whom
they partner), according to their learning plans.
Unlike the traditional one-to-one preceptorship-, an
emphasis is placed on student responsibility for self-
guiding, and for communicating their learning plan with
faculty and clinical nurses (e.g., the approaches to learning
and the responsibility they are seeking to assume).

All nursing staff members on the Collaborative Learning

Unit are involved in this model and, therefore, not only do
the students gain a wide variety of knowledge but the unit
also has the ability to provide practice experiences for a
larger number of students
 CURRICULUM FRAMEWORK
Curriculum framework provides a way for
faculty to conceptualize & organize
knowledge, skills, values & beliefs that
are critical to the delivery of a coherent
curriculum.
An organizing framework also
facilitates sequencing and
prioritizing of knowledge in a way
that is logical and internally
consistent (FINKE &
BOLAND,1988).
 Curriculum framework one framework that
may assist faculty, to identify course
content is the
knowledge/skills/values/meaning/experien
ce. In this framework “nursing is defined as
” the desire, intent, and obligation to apply
discipline . Specific knowledge, skills,
values meanings and experience their
desired state of health and all well being.
 INDIAN NURSING COUNCIL
 Indian Nursing Council plays a major role in the
development & revision of the nursing curriculum
 Nursing Educational Committee , part of INC will
prepare the curriculum for the prescribed courses.
 Members of the committee only will have an
opportunity to participate in curriculum
development & revision.
COURSE EQUIVALENCY 

Course equivalency is the term used in higher

education describing how a course offered by
one college or university relates to
a course offered by another. ... Or, it could be
bilateral, meaning both sender and receiver
acknowledge their acceptance of each
other's course as equivalent.
 PRINCIPLE 
Principle courses are regarded
as equivalent if they have the same
intended learning outcomes and
consequently the same graduate profile.
 equivalent courses should therefore have
the same overall educational aims and
assess their achievement at the same
standard.
 RESEARCH INPUT 1
Curriculum Framework for advance practice in nursing sub Saharan
Africa multi method study.

OBJECTIVES

The implementation of advance practice on nursing program in sub Saharan

Africa has been difficult due to lack of SSA specific curriculum frameworks
or bench marks to guide institutions in developing advance practice nursing
programs.

A few advance practice nursing programs in SSA were bench marked on

western philosophies and materials, making local ownership and
sustainability challenging
A few advance practice nursing
programs in SSA were bench marked
on western philosophies and
materials, making local ownership
and sustainability challenging
This present a SSA specific concept phased advanced
practice nursing (Child health nursing practitioner).

Curriculum framework developed to guide institution in

developing relevant and responsive advance practice
nursing curriculum in order to qualify CHNP and
contribute to a decreased incidence of preventable death
of children in the SSA region.
 DESIGN
A Sequential multi method study design
consisting of a scoping review.

Delphi study development of a framework by a

curriculum team, and evaluation of the curriculum
framework by faculty from 15 universities SSA.
SETTING
This study included universities from east,
west, central and southern Africa .
PARTICIPANTS
The study included international multi
disciplinary health professional and
curriculum development experts from 15
universities in 10 countries .
RESULT
A concept based advanced CHNP curriculum
framework was developed.
The faculty who evaluated the curriculum
framework for applicability with in their
institutions and the SSA context, unanimously
studied that the framework is detailed,
evidence based could be adapted for others
APN Speciality areas.
 CONCLUSION

The CHNP curriculum framework is

comprehensive, context specific and has the
potential to respond to the special child
healthcare needs of SSA.

It is adaptable for a specialty program in SSA.

RESEARCH INPUT 2

 An overview of education models for nursing

student clinical practice a literature review .

INTRODCUTION
 inthe past decade the nursing education research
developed & tested a number of clinical
educational models.
AIM
To describe review the most the
used clinical educational models
& to another their strengths &
weakness in foster the learning
process of nursing students .
METHODS :
A literature review of studies on clinical
education models for undergraduate
nursing students published in English was
performed electronic database pushed &
clinical were searched until November
2016.
RESULTS

Nineteen studies were included

in the review & five clinical
education model identified
1.The university tutor supervises a group of
student & select learning opportunities

2.A clinical expert tutor nurse works side

by side with one student.

3.The student is responsible for his/her

learning process with the supervision of the
word staff.
4.Aclinical tutor of the word is
dedicated to the students.

5.The student is not assigned to a

word but clinical learning
opportunities matched with his/her
needs are selected by the university
 CONCLUSION

All the clinical education models shared the

focus on students learning needs, their specific
characteristics better suit then for different
stages of students education & to different
clinical setting
 SUMMARY
General Objectives
Specific Objectives
Educational Objectives
Introduction
 Definition
Curriculum models
Purposes of models
Curriculum Framework
Process of curriculum change
Equivalence of course
Research input
Summary
Conclusion
Questions
Bibliography
 CONCLUSION
Framework provides a foundation for gathering
evidence from case studies of knowledge transfer
interventions.
we proposed that future empirical work is designed to
tell and refine the relevance. importance and
applicability of each of the components in order to
build a more useful model of knowledge transfer
which can server as a practical checklist for planning.
All the clinical education models
shared the focus on students learning
needs, their specific characteristics
better suit then for different stages
of students education & to different
clinical setting.
 QUESTIONS
what is curriculum models?
Why curriculum models are essential?
What is nightingale model?
what are the purposes?
What is framework?
 BIBLIOGRAPHY
1. K.P.
Neeraja, textbook of nursing education
pg135-136
2. Nursing education BT Basavanthapa 2013
3. SlideShare