Curriculum

approaches and
underlying value
positions within the
context of nursing
education
 Content-based
-strategically delivering information at right time and
situation, compelling students to learn out of passion.
The philosophy behind CBI is that when students are
engaged with more content, it will promote intrinsic
motivation.
 Content-based

-from basic knowledge and becomes more complex

-simple to complex
 Approaches

Demonstration Mimicking

Imitation Audio-visual
Syllabus

- Theme-based model
- Built around specific
topics and subtopics.
Syllabus
-Macro level: consist of a
sequence of modules selected
to reflect student interest in a
multidisciplinary perspective
Syllabus
-Micro-level: modules move
from initial exercise intended to
stimulate student interest in the
theme through variety of
exercises
 Learner
Roles
Understand their own
learning process.

Support in collaborative
modes of learning

Learning by doing
 Role of Teachers

Knowledgeable in Selecting and

the subject adapting materials

Materials
development
 Content-Based focuses on:

Facts First, Repetition Relying on

Application Across Classes Educator
Second
Outcomes-based
Curriculum
Outcomes-based Curriculum

-competency-oriented
-performance based
- develops transferable
life skills
1. Problem-solving
2. Critical thinking
 Understanding OBE

- Decisions about the curriculum are driven by the

outcomes the learner should demonstrate
- Educational outcomes specified from beginning of
the programme
 The term “outcome”

- Competency, standards, benchmarks and attainment

targets
- Clear, observable demonstrations of student
learning
- “Demonstration” is the key word in the term
“outcome”
Traditional OBE

-Traditional OBE has a number of limitations:

1. Does not give learners or educators an understanding
of why this learning is important
2. Focuses on either doing or recalling content
Transitional OBE

-Transitional OBE incorporates the characteristics of traditional

OBE and those of transformational OBE.
1. Traditional OBE- More visible during the curriculum
development process
2. Transformational OBE- orientating learners on their future role
3. Transitional OBE- alternative methods of assessment and the
grading systemt
 Characteristics of transformational OBE

Learners must follow Learners are The learner’s

the beginning of the facilitated towards progress is based on
programme and the achievement of his or her
followed throughout the the outcomes demonstrated
learning process achievement
 Characteristics of transformational OBE

Continuous assessment Applied competence is

learner’s needs are
functions as a tool to emphasized in OBE with
catered for by means
help learners the learners demonstrating
of a variety of
experience using their ability to perform
instructional
authentic learning tasks with understanding
strategies and
experiences and to adapt learnt
assessment tools
behaviour to new
situations.
Example of OBE
programme
An example of a
module outcome
with clarifying
statements
 Conclusion

1. help the learner to monitor his or her own development.

2. help the learners monitor the discrepancy between their self-
perceptions or self-assessments and external information about
their competence
3. be to the benefit of the learner instead of the institution.
4. reflect the competence acquired, namely, the performance itself,
in the sense that process as well as products are documented
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