INTRODUCTION

TO
CURRICULUM
DEVELOPMENT
Meaning:
Latin word derived from “currere” = race
course.
The whole body of courses offered by an
educational institution for a particular
group of students.
The term curriculum is used to describe a
plan or design upon which educational
provision is based.
 CATEGORIES OF NURSING
CURRICULUM
1. Pre registration curriculum leading to an
academic award license to practice.
2. Post registration curriculum – Describe modules
(courses) for career development eg. Post graduate
nursing, Ph. D. Nursing
CONCEPT OF CURRICULUM
1. Curriculum as objective
Any statement as objective of the school should be
a statement of changes to take place in
students(Tayler-1989)
2. Curriculum as a subject matter
A curriculum is the offering of socially valued
knowledge , attitude and skills made available to
students through a variety of arrangements during the
time they are at the school/ college / university (Bell-
1973)

3.Curriculum as students experience

A curriculum is the all the learning which is planned
and guided by the school which is carried out i9n and
outside of the school(Kerr-1968)
4.Curriculum as opportunities for students
A curriculum is the all the opportunities encountered
by the students and their direct involvement in the
programme(Quinn1988)
5. According to Skilbeck (1984)
Curriculum as a structure of forms and fields of
knowledge
 Curriculum as a chart or map of the culture
 Curriculum as a pattern of experiences.

 Curriculum as a learning technology

TRADITIONAL AND MODERN CONCEPT OF
CURRICULUM
T M
Refers to subject matter Refers to achievement of
& learning decided by learners objective based
school on their ability & aptitude
Predominate subject Predominate learner
centered/ teacher centered activities
centered activities

Physical structure Experience of the learner

classrooms and labs are in and out of the school are
vital vitals
Text book and Learner centered
teaching methods workbook and learning
are important materials are important

Teacher book Teacher gives

predominates minimum guidance

Cognitive, social, Development of

moral and ideal knowledge, attitude
values are important and skills are
important
 DEFINITION OF
CURRICULUM
1. C is plan for providing sets of learning
opportunities for person to be
educated (Saylor,et.al., 1981).
2. C refers to the learning experiences of
the students based on the objectives ,
plans and designs for learning and
implementation of the plans and
designs in the school environment
(Skilbeck 1984)
3.A curriculum is a plan or design
for education and training, that
addresses the following questions.
• What is to be taught?
• When it is to be taught?
• Why is to be taught?
• How is to be taught?
• Where is to be taught?
• Who will teach?
• Who will learn?( Quinn 1994)
4.C is a sum total of all experiences the school
plans for its learners to achieve the
educational objectives (Alberty & Alberty
1980)
5C is the means of attaining of the philosophy
of education (G.W. Minor)
6.C is the sum total of all experiences provided
systematically by a school for a particular
group of students for a particular period of
time in order to achieve the educational
objectives (Florence Nightingale
Foundations)
CURRICULUM DEVELOPMENT IN
NURSING

1. Heidgerken(1940-60) believed that C.is a

planned day to day activity/ experience of
student and faculty including both organized
instruction and clinical experience
2. Hilda Taba(1962) Curriculum in nursing is
composed of particular elements such as
statement of aims ,objectives , selection and
organization of contents ,patterns of teaching
and learning and finally includes the
evaluation/outcomes
3.Beuchamp(1968)C. in nursing is a written
document defining the scope and arrangement of
projected educational programme of a school.
4.Bavis(1988)C in nursing is the totality of learning
experiences that are designed to achieve the
specific educational goals.
5.Ralph Tyler(1968)C. in nursing focuses on
learning activities of the student and the teacher
interactions . It explains:
 Nature and scope of content
 Selecting and achieving educational
outcome
 Involvement of teacher and learner in
selecting and organizing learning
experiences
 Evaluation of outcome

 Interaction of student and faculty

 What is learned and how learning takes

place.
TYPES OF CURRICULUM

1. Official curriculum
It include the philosophy, objectives,
and the list of competencies required
for individual course and syllabus. This
document is distributed to students ,
faculty, curriculum committee and
members of accreditation
2. Operational curriculum
It include what is actually taught to student and
how it is actually communicated to the learner ,
that include knowledge, attitude and skill
emphasized in class room and clinical area
3. Hidden curriculum
Non verbal cues are learned.
4. Null curriculum
Actually contents are not taught , the teacher
needs to recognize these area and emphasize
self directive learning eg. Leadership behavior
 5. Subject matter curriculum
 In this curriculum, the teacher
predominates, more emphasis is given to
teacher and content
 6.Activity curriculum
 It is learner centered. More emphasis is
given to the all round development of the
learner. Predominates practice
 7Integrated curriculum (Fused
Curriculum ,Broad field curriculum)
8.Correlated curriculum
One subject is connected with the
other Mathematics and physics;
Biostatistics with research
9. Core curriculum
Include learning experience that will
provide varied competencies with
different interest and abilities
PRINCIPLES OF CURRICULUM
DEVELOPMENT
• Objective based
• Principle of need
• Principle of utility
• Principle of variety
• Principle of flexibility
• Principle of relevance
• Principle of innovation
• Progressive principle
 Principle of conservation
 Principle of creativity
 Preparation for life and activity
TYPE OF CURRICULUM BY 2015
1. Community oriented curriculum
2. Use of technology in class room and work
place
3. Design of interdisciplinary study
4. Incorporation of cultural diversity
5. Internationalization in curriculum
 SHIFT IN CURRICULUM
TRENDS
1. From one correct theory (pt.) to theoretical
pleurism ( Pt, family, community, nurse,
environment)
2. From predominance of technology (Hi-
Tech) to Humanitarianism and caring (Hi-
Touch)
3. From focus of doing to focus on being
4. From specific content to developing
reflection and critical thinking
5.From framework of trg. (nurse)
to framework of educating the
whole community
6.From bio medical model to
health promotion model
7From teacher is an expert to
teacher is facilitator and
learner
8. From curriculum development
to faculty development
 THEORIES OF CURRICULUM
1. Beauchamp (1968) – Curriculum is a set of
related statement that gives explanations of
relationship between elements by directing its
use and its evaluation
2. John dewey(1902)adapted the philosophy of
pragmatism in education and life
3. Hameyer (1979) Process and product theory
4. Good lad(1979). Curriculum is set of intended
learning
 Student
What is intent
to learn
n the course Teacher
Philosopher/
educational as a whole what is
reformers to be taught to
Learning to bring behavioral
which Curriculum is a change
students are set of intended
exposed
learning

Citizen/policy Institution
makers. A body A whole body of
of equal offering knowledge
available for a offered by the
group of student school
 CONCLUSION

We can say that all theories more or less

emphasizes on conceptualized curriculum standard
for content or subject matter.
Planned activities are based on educational
objectives.
Learning outcomes towards achieving educational
aims
Learning experiencing is based in learning task
Experience for socialization and communication It
also develops values in students
 CURRICULUM MODEL
According to Beauchamp
Curriculum is design of social group for learners educational
experience at a school

CURRICULUM
TEACHER STUDENT
METHOD
In her teaching

PSYCHOLOGY

SOCIOLOGY
PHYSIOLOGY

CURRICULUM
THEORY

TEACHER PUPIL

CONTEST
METHOD
Summary:-
This model explains teacher and
her role is defined by society.
The content taught to be
influenced by the philosophical,
psychological and sociological
knowledge; the students need to
develop knowledge, attitude and
competency
WHEELERS MODEL

Aims ,
Evaluation Objectives
and goals

Selection
Orgn. Of Of
contexts learning
experience

Orgn. Of
Learning
experience
 RALPH TYLER
MODEL
Developing Philosophy

Establishing educational objectives

Selection of learning experiences

Organization of learning experiences

Evaluation
 STAKE’S
MODEL

Antecedent (how curriculum is taught)

Transaction (What happens when instruction

given)

Out come (effectiveness) of curriculum