CURRICULUM

DEVELOPMENT
Helen D. Alalag
CURRICULUM
CURRICULUM
Choices and decisions in the
development of a curriculum
is based on the
sociocultural, technological,
and economic changes in
society as well as thorough
understanding of the
educational philosophy and
ideologies on which it is
based (OConnor, 2006).

FACTORS WHICH INFLUENCE CURRICULUM
DEVELOPMENT
1. PHILOSOPHY OF NURSING
EDUCATION
- Constitutes the basis for final
selection of the aims and
objectives of the nursing
curriculum

FACTORS WHICH INFLUENCE
CURRICULUM DEVELOPMENT

2. EDUCATIONAL
PSYCHOLOGY
- Refers to the science which
develops learning thru
behavior development and
experimentation



FACTORS WHICH INFLUENCE
CURRICULUM DEVELOPMENT
3. SOCIETY
-Serves as an important
guide in the selection of
educational objectives and
the development of the
curriculum in nursing.



FACTORS WHICH INFLUENCE
CURRICULUM DEVELOPMENT
4. STUDENTS
-Curriculum recognizes
the importance of the
individual needs of
students as individuals.


FACTORS WHICH INFLUENCE
CURRICULUM DEVELOPMENT
5. LIFE ACTIVITIES
- Refer to personal
activities in which
students engage
information as a nurse
and as an individual

FACTORS WHICH INFLUENCE
CURRICULUM DEVELOPMENT
6. KNOWLEDGE
- Ways of acquiring thru the
curriculum are identified in
relation to 2 roles:
A. Onlooker
B. Participant

TYPES OF CURRICULUM PREPARATION
1. FOUNDATIONAL
- includes the liberal
arts program which
leads to the personal
development of the
student.
TYPES OF CURRICULUM PREPARATION
2. PROFESSIONAL
- are major course in
nursing and related
fields including
theoretical and related
learning experiences.


PURPOSES OF CURRICULUM
- Curriculum is an
intellectual process to
promote mastery of the
subject matter with the
Primary purpose of
building a storehouse
of information, skills
and values (Keating, 2006)
CURRICULUM MODEL
PLANNNING
AND
CONDUCTING
A CLASS
PLANNING SEQUENCE
DEVELOPING
A COURSE
SYLLABUS
COURSE SYLLABUS
- A contract between
teacher and learners
- Helps learner determine
what is to be learned and
what is expected of them

CONTENT:
A . THE TITLE OF THE COURSE
- specified by the curriculum,
should be clearly stated and the
name of the instructor
B. THE COURSE DESCRIPTION
- specify the scope or coverage of
the course as well as the
prerequisites for the course
CONTENT:
C. THE COURSE GOAL AND
OBJECTIVES
- Stated in behavioral terms
and are fairly distributed
along the three domains

CONTENT:
D. THE OUTLINE OF TOPICS
- Reflects the coverage of the
course
- Topics and subtopics are logically
arranged
- Time allotment per unit lesson
should be specified
CONTENT:
E. METHODS TO BE USED
- Strategies or activities that are
appropriate for the course or
subject and the learners
concerned
- Strategies should be varied,
innovative, and should reflect
active learning activities for the
students
F. TEXTBOOKS AND
REFERENCE MATERIALS
- Listing of references
according to standard format
of bibliographical Entries
G. METHODS OF
EVALUATION

FORMULATING COURSE OBJECTIVES
COURSE OBJECTIVES:
- Identify what
knowledge, skills, and
values are expected
of the students
- Principles: SMARTER
Principles: SMARTER
S- simple
M- measurable
A- Achievable
R- realistic
T- time bound
E- excellent value
R- rewarding

PURPOSE
To guide in the
selection and
choice of course
content and
materials
TAXONOMY OF OBJECTIVES
1. COGNITIVE DOMAIN-
measures knowledge,
comprehension, application,
analysis, synthesis and
evaluation using oral test
-Example: The learner decides
how much insulin to take
depending on the amount of
carbohydrate consumed

Graphic design
Greeting card
Illustrated story
Journal
Labeled diagram
Large scale
drawing
Lecture
Letter
Letter to the
editor
Lesson
Line drawing
Magazine article
Map
Map with legend
mobile

Monograph
Museum exhibit
Musical
composition
News report
Pamphlet
Pattern with
instructions
Photo essay
Picture dictionary
Poem
Poster
Reference file
PowerPoint
presentation
Survey
Transparency of
overhead
Vocabulary list
Written report
Crossword
puzzle
Debate
Detailed
illustration
Diary
Diorama
Display
Drama
Dramatic
monologue
Editorial
Essay
Experiment
Experimental log
Fact file
Fairy tale
Fable
Family tree
Advertisement
Annotated
bibliography
Art gallery
Biography
Blueprint
Board game
Book cover
Bulletin board
Card game
Chart
Collage
Collection w/
illustration
Collection w/
narrative
Comic strip
Computer program
Example of Product List: (Products which can be used to demonstrate
application of thinking skills framework
TAXONOMY OF OBJECTIVES
2. PSYCHOMOTOR DOMAIN-
measures the actual
performance (skill) in doing a
nursing procedure where the
learner can demonstrate
what he has learned
Example: The learner mixes
the two types of insulin in
one syringe correctly


PSYCHOMOTOR DOMAIN (DAVE)
LEVEL
CATEGORY
OR LEVEL
BEHAVIOR
DESCRIPTIONS
EXAMPLES OF ACTIVITY OR
DEMONSTRATION &
EVIDENCE TO BE MEASURED
KEY WORDS (VERBS WHICH
DESCRIBE THE ACTIVITY TO
BE TRAINED OR MEASURED
AT EACH LEVEL)
1
IMITATION Copy action of
another; observe and
replicate
Watch teacher or trainer and
repeat action, process or activity
Copy, follow, replicate,
repeat, adhere
2
MANIPULA-
TION
Reproduce activity
from instruction or
memory
Carry out task written from
verbal instruction
Re-create, build, perform,
execute, implement
3
PRECISION Execute skill reliably,
independent of help
Perform a task or activity with
expertise and high quality w/o
assistance or instruction; able to
demonstrate an activity to other
learners
Demonstrate, complete,
show, perfect, calibrate,
control
4
ARTICULA-
TION
Adapt & integrate
expertise to satisfy a
non-standard
objective
Relate and combine associated
activities to develop methods to
meet varying, novel
requirements
Construct, solve, combine,
coordinate, integrate, adapt,
develop, formulate, modify,
master
5
NATURALI-
ZATION
Automated,
unconscious mastery
of activity & related
skills at strategic level
Define, aim, approach &
strategy for use of activities to
meet strategic need
Design, specify, manage,
invent, project-manage
TAXONOMY OF OBJECTIVES
3. AFFECTIVE DOMAIN-
measures the belief, attitude,
and values regarding the
course given
Example: A student accepts
the responsibility of
identifying his own learning
needs and the outcome of his
intervention.




AFFECTIVE DOMAIN
LEVEL
CATEGORY OR
LEVEL
BEHAVIOR
DESCRIPTIONS
EXAMPLES OF ACTIVITY OR
DEMONSTRATION & EVIDENCE TO
BE MEASURED
1
RECEIVE Open to experience,
willing to hear
Listen to teacher or trainer, take interest
in session or learning experience, take
notes, turn up, make time for learning
experience, participate passively
2
RESPOND React and
participate actively
Participate actively in group discussion,
active participation in activity, interest in
outcomes, enthusiasm for action,
question and probe ideas, suggest
interpretation
3
VALUE Attach values and
express personal
opinions
Decide worth and relevance of ideas,
experiences; accept or commit to
particular stance or action
4
ORGANIZE Reconcile internal
conflicts; develop
value system
Qualify & quantify personal views, state
personal position & reasons, state
beliefs
5
INTERNALIZE OR
CHARACTERIZE
Adopt belief system
and philosophy
Self-reliant; behave consistently with
personal value set
SELECTING CONTENT
COURSE CONTENT is
usually prescribed in the
curriculum
Teacher provides the
course description to
guide him what to teach

ORGANIZING CONTENT
It must be designed and structured
in a LOGICAL SEQUENCE
A teacher can move from
generalization to specifics or vice
versa
Example: start a pre-op class for
patients by talking about effects of
anesthesia and then mention
examples of anesthetic agents

SELECTING TEACHING METHODS
ONE OF THE
MOST COMPLEX
PARTS OF
TEACHING
(CRENTON, 1986).
CHOOSING A
TEXTBOOK /
REFERENCES
TEXTBOOK
Major sources for learning
Enhance or strengthen the
abilities of students to
understand the subject
matter
Provides specific
explanations and
rationale of a particular
topic

CRITERIA FOR TEXTBOOK SELECTION
a. Authoritative and
Reliable
b. Revised periodically
for updating
purposes textbook
must stay current.
CRITERIA FOR TEXTBOOK SELECTION
c. Mechanical
factors
d. Purpose and
objective
e. Content
CHARACTERISTICS OF GOOD TEXTBOOKS:
1. Well organized and easy to
understand
2. Scholarly in style and words
used are simple and
understandable
3. Teaching and learning aids are
complete such as index, table of
contents, references,
illustrations, questions, problems
and the like

ASSESMENT
&
EVALUATION
EVALUATION
Process of ascertaining or
judging the value of
something through careful
appraisal
Measurement or appraisal of
an activity in terms of a
particular standard
BASED ON PRINCIPLES
Anything that exist at all
exists in some amount and
can be measured
Learning method and
materials of instruction is
not known until there
effect is measured

EVALUATION PROCES FOR TEACHING
NURSING COURSES
EVALUATION PROGRAM
should reflect the
following:
a. The educational
objectives
b. The teaching and
learning procedures

EVALUATION PROCES FOR TEACHING NURSING
COURSES
c. Student
progress
d. Learning
outcomes

CRITERIA FOR SELECTION OF
EVALUATIVE DEVICES
1. SAMPLE COURSE OBJECTIVES- all
course objectives should be tested.
2. SAMPLING OF THE COURSE
CONTENT- the teacher must make
certain enough items represent the
range of the course content taught
with emphasis on what the students
must know rather than the nice to
know component of the course

CRITERIA FOR SELECTION OF EVALUATIVE DEVICES
3. VALIDITY- validity of the
test is the degree or extent
to which it measures what it
intends to measure.
4. RELIABILITY- can be
determined through
application and statistical
computation.
CRITERIA FOR SELECTION OF EVALUATIVE DEVICES
5. PRACTICALITY-
development of evaluative
devices capable of being
administered and scored
with reasonable ease and
within the limits of time
and resources imposed by
circumstances.
CRITERIA FOR SELECTION OF EVALUATIVE DEVICES
6. USEFULNESS- tests are
used for various
purposes, besides
providing basis for
students grades and
diagnosing students
capabilities.
EVALUATIVE DEVICES:
1. Essay examination
2. Objective examination
3. Objective problem-
situation test
4. Standardized tests
5. Rating scales




EVALUATIVE DEVICES:
1. ESSAY EXAMINATION
Subjective type of evaluation
in which students are given
questions requiring critical
description of situations
based on concepts or
principles learned

EVALUATIVE DEVICES:
ESSAY EXAMINATION
Time consuming to score-
testing the highest level of
thinking, particularly
analysis, synthesis and
evaluation of given
situation

EVALUATIVE DEVICES:
2. OBJECTIVE EXAMINATION
Consist of a large number of
questions and statements
Students answers are
indicated by marking the
correct response to a
particular question in a
prescribed manner


Example:
A. MULTIPLE CHOICE
QUESTIONS- challenging to
create but are easy to score;
nursing examinations are made
of multiple choice items; these
could help students get familiar
with the type of test and
determine the level of knowing,
recall, and beyond recall.

Example:
B. TRUE OR FALSE
QUESTIONS- designed to test
the learners ability to
identify the correctness of the
statement of fact or
principles but limited to test
the level of knowing,
knowledge and
comprehension

Example:
C. MATCHING QUESTIONS-
used to test the lowest level
of knowing which is useful in
determining the learner recall
of the mentioned relationship
between two things such as
terms and definitions, dates
or events

EVALUATIVE DEVICES:
3. OBJECTIVE PROBLEM-
SITUATION TEST
Describe a situation, not
previously presented to
the students with
sufficient detail to point
out the problem involved.



EVALUATIVE DEVICES:
4. STANDARDIZED TESTS
-With 3 types:
a. INTELLIGENCE TESTS-
attempts to indicate the
capacity, the brightness or
native intelligence of
students as compared to the
norm of her age


EVALUATIVE DEVICES:
3 types:
B. PROGNOSTIC
TESTS- intended to
discover the
possibilities of a
students success in
a particular area.

EVALUATIVE DEVICES:
3 types:
C. ACHIEVEMENT TESTS-
designed to indicate the
accomplishment of the
students in the particular
course areas of the
curriculum.


EVALUATIVE DEVICES:
5. RATING SCALES
- Standardized method of
recording interpretations of
behavior.
- Students are rated on a scale
from the low to high with
respect to a particular or
specific indicator



EVALUATING PATIENT LEARNING
1. Ask the patient to read
pamphlets or brochures
and facts summarizing
what the nurse have
taught. Repeat
important information.
EVALUATING PATIENT LEARNING
2. Interview patients with
observation, discussion
and gesturing which can
elicit adequate response
and understanding of the
information taught.
EVALUATING PATIENT LEARNING
3. Determine change of patient
behavior related to health
care practices.
Example: teach mother how to
bathe a newborn, she may be
able to repeat what was
taught about bathing and can
answer the question asked by
the nurse.

EVALUATING PATIENT LEARNING
4. Do a return
demonstration to
determine skills learned
and collect evidence of
teaching effectiveness
-Evaluate performance and
provide reinforcements

EVALUATING PATIENT LEARNING
5. Document the teaching
information and evidences
of what the patient had
learned. This is done legal
and accreditation or audit
purposes.

2 FRAMEWORK FOR EVALUATIVE MEASUREMENT
A. NORM REFERENCED
MEASUREMENT
- Applied to clinical
evaluation, where each
students performance is
measured against that of
the other students in the
clinical group.

FRAMEWORK FOR EVALUATIVE MEASUREMENT
B. CRITERION-REFERENCED
MEASUREMENT
- Learner s compared to a well-
defined or predetermined
criteria of performance
standard that has been
delineated in terms of good
behaviors.