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CLASS

PRESENTATION
ON
STRATEGIES & PROCESS OF
CHANGE

EVALUATION
CURRICULUM

SUBJECT: NURSING EDUCATION

UNIT: CURRICULUM DEVELOPMENT

SUBMITTED TO

SUBMITTED BY

Dr. RAMACHANDRA

DONA XAVIER

ADDITIONAL PROFESSOR
DEPT. OF NURSING
NIMHANS

1 ST YEAR MSC NURSING


NIMHANS

1. Introduction
Curriculum is an important element of education. Aims of education are reflected in the
curriculum. In other words, the curriculum is determined by the aims of life and the society.
Aims of life and the society are subjected to constant change.
Curriculum development is a process of improving the curriculum. Various approaches has
been used in developing a curriculum. Commonly used approaches consists of analysis (i.e. :
need analysis and task analysis), design ( i.e. : objective design), selecting ( i.e. : selection of
appropriate learning teaching methods, selection of appropriate assessment method),
formation( i.e. : formation of the curriculum implementation committee , curriculum
evaluation committee) and review ( curriculum review committee).
Curriculum change is a complex and difficult process and requires careful planning, adequate
time, funding support and opportunities for teacher involvement. Understanding the changing
process can be challenging and exciting.
Evaluation is the methodological area that is closely related to, but distinguishable from more
traditional social research. Evaluation utilizes many of the same methodologies used in
traditional, social, research but evaluation takes place within a political and organizational
context, it requires group skills, management ability, sensitivity to multiple stakeholders and
other skills that social research in general does not rely on.
2. Definition of evaluation
evaluation is the systematic process for determining the degree to which changes in
the behaviour of the students are actually taking place Tyler
Evaluation is the systematic assessment of merit of some object
Evaluation is the systematic acquisition and assessment of information to provide
useful feedback about some object
3. Curriculum evaluation
It is a process of assessment, certain specific characteristics of the program, individual or an
institution described, these will serve as the basis for making an assessment about the
individual program or the institution. It is a continuous process of assessment, certain
specificcharacteristics of the program, individual or an institution described;will serve as the
basis for making an assessment about the individual program or the institution.
It helps in making decision about the students, teaching learning techniques, objectives to be
realized. Evaluation includes measurement but goes beyond in having qualitative
considerations and suggesting modifications for deficient areas whereas measurement
includes a variety of testing procedures that describes an output in quantitative terms.
4. Meaning and need for curriculum evaluation
It refers to observations and judgements made about what actually happens in the
school though judgements about what the students have achieved and what else may
be included.
It determines the work or value of curriculum, whether it is fulfilling its purpose for
which it was formulated.

Evaluation is a necessary step to find out whether curriculum is right or wrong.\


b) If the strategies discover that, the organizational potentials does not match with the
performance requirements, and then the standards must be lowered
c) Another rare and drastic corrective action is reformulating the strategy which requires
going back to the process management, reframing of plans according to new resource
allocation trend.
7. Evaluation strategic models
a. scientific experimental models :Scientific experimental models are probably the most
historically dominant evaluation strategies. Taking their values and and methods from
sciences especially the social sciences they prioritize on the desirability of impartiality,
accuracy, objectivity, and the validity of the information generated. Under scientific
experimental models, the tradition of experimental and quasi experimental designs, objectives
based research that comes from the education, econometricallyoriented perspectives
including cost effectiveness and cost benefit analysis and the recent articulation of theory
driven evaluations are there.
b) Management oriented systems models
Two of the most common of theseare PERT (program evaluation and review technique) and
CPM (clinical path method). Both have been widely used in business in our country.it would
also be legitimate to include the logical frame work or log frame model developed at US
agency for international development and general systems theory and operations research
approaches in this category. Other two management oriented systems models were originated
byevaluators:
The UTOS model (unit treatments observation settings)
The CIPP model( context input process product)
These management oriented systems models emphasis comprehensiveness in evaluation,
placing evaluation within a larger framework of organizational activities
c) Qualitative anthropological models
The evaluation process included in this category are the approaches known in evaluation as
naturalistic or fourth generation evaluation and the grounded theory approach of Giaser and
Strauss among others.
d) Participant oriented models
As the term suggests, they emphasise the central importance of the evaluation participants,
especially clients and users of the program or technology. Client centred and stakeholder
approaches are examples of participant oriented models as these are consumer oriented
evaluation systems. In fact in recent years, attention has increasingly turned to how one might
integrate results from evaluations that use different strategies, carried out from different
perspectives and using different methods.
8. Methods and techniques of curriculum evaluation
Discussions

Experiments
Interviewing ( individual, group opinions)
The process of piloting new curriculum
The importance of initial and continuing teacher training
The possible roles of regional and school based leaders in putting new curriculum into
practice

i) Curriculum evaluation and student assessment


Curriculum evaluation is presented as an important source of curriculum policy change and
on going feedback for continuous curriculum adaptation in the process of implementation.
The module focusses on processes and techniques of evaluation who would who would
evaluate whose opinions are important, which types of qualitative and quantitative data can
be useful, how to gather the data and what to do with the data.
15. Factors influencing the change in the curriculum
1. General societal changes

Population growth
Population pattern
Move toward urbanization
Consumption of natural resources

2. Health care changes


Increasing government control in health care
Increasing need for health professional to work with other professionals as well as the
system.
Increasing the professionalization of health workers
Increasing socialization in health field
Increasing the supply of health workers perhaps resulting in oversupply
Rapid obsolesce of practice, skills and knowledge level.
16. Need for curriculum revision
To restructure the curriculum according to the needs of learners society
To eliminate unnecessary units, teaching methods and contents
To introduce latest and update methods of teaching and content, new knowledge and
practices
To add or delete number of clinical hours of instruction
Conclusion
A worthwhile curriculum is never static, it is supposed to be dynamic; when analysedthe
intended objectives, the learning experience, the content, and the methods of evaluation
are parts or steps in curriculum development and have continued to change. What should be
borne in mind is that curriculum innovation entails the introduction of new ideas and
practices in anyone part of the curriculum; it means to renew an existing curriculum or add something
newton the curriculum so as to make it more relevant to the varying needs and aspiration of
the learners, and to the ever changing needs of the society.

Bibliography
1. Aleyamma Kurian George, principles of curriculum development and change, 1 st edition 2002
2. Sarah B Keating, Lippincott welkins and Williamss publications, curriculum development and valuation in
nursing
3. Www. Nano surf .Com
4. KP.Neeraja, Textbook of nursing education, Jaypee publications 2003
5. BT.Basavanthappa, textbook of nursing education, Jaypee publications 2003
6. https://www.scribd.com/doc/98714668/10/Defining-Curriculum-Change-and-Innovation

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