1. CURRICULUM DEVELOPMENT
Curriculum development is defined as the process of selecting, organizing, executing and evaluating the learning experiences on the basis of the needs, abilities, and interest of learners, and on the basis of the nature of the society or community.

2. Principles of curriculum development
The conservative principle
The forward looking principle
The creative principle
Principle of totality form
Activity principle
Preparation for life
Principle of connecting to life
Child centered
Integration and correlation

3. 10. Comprehensiveness and balance
Principle of loyalties
Variety and flexibility
Connecting to community needs
Connecting with social life
Leisure
Core and common subjects
All round development
Democracy, secularism and socialism
Dignity of labour
Principle of character building

4. Major Factors Which Influence Curriculum Development in Nursing Education
Philosophy of nursing education
Educational psychology
Society
Student
Knowledge explosion and scientific advancements
Technological advancements in patient care
Educational technology
Transnational career opportunities
Resources

5. STEPS IN CURRICULUM DEVELOPMENT
According to Ralph Tyler
Formulation of Educational Objectives
Selection of Learning Experiences
Organization of Learning Experiences
Evaluation of the curriculum

6. 1. Formulation of Educational Objectives
Data required for formulating educational objectives
Philosophy
Needs of the society
Needs of the student
Resources available in the society
Level of the students
Specifications of positions to be held by the student on the completion of the programme
Minimum facilities required
Future trends

7. Criteria for selection and statement of objectives
State in terms of desired changes in behaviour
Should be helpful in selecting learning experience
S’d be consistent with the accepted educational objective
Objectives for the specific subjects or units s’d contribute to the attainment of overall objective
S’d be attainable and practicable
Worthwhile and contribute to the needs of the society
Consider the needs, ability and level of students
s’d contribute to the continued and total development of the students

8. S’d serve as a motivating factor for the teachers as well as the students
S’d be easily acceptable and understandable
S’d maintain continuity, sequence, correlation and integration of learning activities
Co-operatively planned and developed
Each statement s’d contain only a single objective
S’d be simple and concise in nature
S’d plan the scheme of evaluation

9. Steps in the Formulation of Educational Objectives
Identify the needs of the learner
Identify the needs of the society
Study the suggestions of the experts
Formulate the philosophy
State the objectives gathered from various sources in a proper way
Formulate a theory of learning
Screen the objectives through educational philosophy and educational psychology and select the appropriate ones
Define the objectives clearly
State in terms of behavioural outcomes

10. 2. Selection of Learning Experiences
Learning Experience: deliberately planned experiences in selected situations where students actively participate, interact and which result in desirable changes in the behaviour of the students

11. Principles to be followed
S’d be in relation to the selected objectives
S’d be in relation to the real life experiences where the students are expected to practice
There s’d be effective integration between theory and practice
According to the level of students
The same learning experience will result in several outcomes and several learning experience may bring out same outcome
S’d be constantly motivating

12. S’d be planned and organized
Utilize variety of teaching learning methods
Students will learn effectively if experiences are satisfactory to them
S’d not be beyond the particular stage of development of the students
S’d be according to the needs of the students and every student s’d be given similar learning experience
S’d provide equal or same chance for all the students

13. Characteristics of good learning experience
Learning by doing
Create motivation and interest
Challenging
Satisfy the needs of the time
Bring out multiple outcomes in students
Help student to acquire needed knowledge, skill and attitude
Helpful in gathering information
S’d be helpful in attaining the educational objective

14. Criteria for Selection of Learning Experiences
S’d be consistent with the philosophy and objectives
S’d be varied and flexible
Opportunity for self activity
Opportunity for development of independent thinking and decision making
S’d be adapted to the needs of the students
Continuity, correlation and integration of theory and practice
Planned and evaluated co-operatively by the teacher and the student
Select according to relative importance

15. 3. Organization of Learning Experiences
Principles of continuity, sequence and integration
Continuity: building each experiences one after another
Sequence: building one over the other more deeply
Integration: relating the experiences to get a whole view
Vertical (continuity and sequence)and horizontal organization(integration)

16. Principles to be followed
Succeeding experiences are build upon preceding ones
Learning experiences in one area s’d be related to other areas
Utilize allotted time in a cost effective manner
Provide opportunities for the student to concentrate and relate the various activities

17. Provide opportunities to concentrate on one or more objectives
Organize in terms of broad subject matter areas
Neither too flexible nor too rigid
Clinical experiences and assignments s’d be valued on the basis of experiences provided
Organize so as to practice professional nursing

18. Elements of Organization of Learning Experiences
Grouping learning experiences under subject headings
Preparation of master plan
Placement of learning experience in the total curriculum
Preparation of correlation chart
Organization of clinical experience
Teaching system to be followed: complete block/ teaching block, partial block and study day system

19. EVALUATION OF CURRICULUM
CURRICULUM EVALUATION involves an assessment of the philosophy of the institution, goals of the institution, nursing content taught in each course, course objectives, teaching- learning methods, course evaluation methods and the relationship of non nursing courses to the overall plan of study.

20. CURRICULUM EVALUATION
5 M’s
Man
Money
Materials
Methods
Minutes

21. NEED FOR CURRICULUM EVALUATION
It determines the value of the curriculum.
To find out the cause for defective curriculum.
It clarify objectives and also to know the extent of objectives achieved. it leads to the improvement of institution, teaching-learning process.
To diagnose difficulties in curriculum process.
To gather information for administrative purpose.
To provide quality control in education.

22. PRINCIPLES OF CURRICULUM EVALUATION
Consists of finding out to what extend the objectives are being achieved.
Objectives for evaluation should be in terms of behaviour
Be comprehensive enough to measure adequately the significant behaviour.
Techniques and methods used in evaluation should be on the basis of specific behaviors expected and measured.

23. PRINCIPLES CONTD….
Include a variety of evaluation tools or instrument.
The decision on whether the student has had adequate experience in a given area should be in terms of excellence of performance and not in terms of time spent.
Record of clinical practice should reflect the objectives of practice and give evidence of the extent to which students have achieved the objectives

24. CURRICULUM REVISION
Means changing or altering the existing curriculum and making the curriculum different in some way.
To improve the existing curriculum
Alteration can be in any area where there is a deficit
The philosophy, objectives, courses, teaching – learning methods or evaluatory procedures
Approaches: Addition , deletion or reorganization

25. NEED FOR CURRICULUM CHANGE
To restructure the curriculum according to the needs of learner’s society.
To eliminate unnecessary units, teaching methods and contents.
To introduce latest and updated methods of teaching and content, new knowledge and practices.