SEMINAR ON

Model, Type And Frame Work Of Curriculum

MODEL OF CURRICULUM

 A model is a representation of something and curriculum models are usually represented in

graphic form, ie in writing and diagrams.

 It is possible to identify a number of generic models within which individual author developed
their own models, the key points of which are outlined as follows.

PRODUCT MODEL OR BEHAVIOURAL OBJECTIVE MODEL

 This model is usually ascribed to Ralph Tyler. He articulated a rationale for effective curriculum,
viewing education as “ a process of changing the behavior patterns of people, using behavior in
the broad sense to include thinking and feeling as well as overt action.”

IMPLEMENTING A BEHAVIORAL OBJECTIVE MODEL

 There is no universally accepted terminology with regarded to the formation of educational goals,
but the following guide may to clarify the concepts involved.

 Educational out come

 This is the end result of an educational experience and the most general of all terms associated
with goals.

 Educational Aim

 This is the term used mainly in Britain, which equates with the American term ‘ general goal. ‘ An
aim is a broad general statement of goal direction which contains reference to the worthwhile ness
of achieving it.

SECONDARY LEVEL GOALS

 There are subdivisions of the general goal that specify particular areas within its framework.

 Specific Behavioral Objectives

 This is also termed instructional objectives or terminal objectives. These are highly specific
statements that describe the changes in behavior that constitute learning. They must always
contain a verb that indicated exactly what the learner must do in order to achieve the objective.

The following is suggested when formulating educational goals for Nursing

1. Formulate the educational aims, ensuring that there is some indication of the worthwhile ness of
achieving them.

2. Formulate the secondary level goal which will break down the material into manageable section
for study.

3. Formulate specific behavioral objectives from the secondary level goals.

4. Formulate many experimental objectives from the secondary level goals.

LEVELS OF OBJECTIVE

 In order to perform the role adequately, the nurse needs a variety of behaviors. She must be able to
remember and understand the theoretical aspects of nursing, such as pathophysiology.
Therapeutics and behavioral sciences.

 In addition she must possess a wide variety of skills that demand physical ability and coordination
such as assisting patients who have difficulty in performing activities of living.

DOMAINS OF EDUCATIONAL OBJECTIVES

1. Cognitive domain:- this is concerned with knowledge and intellectual abilities

2. Affective domain:- which is concerned with the attitudes, values, interests and appreciation.

3. Psychomotor domain:- which is concerned with motor skills

COGNITIVE DOMAIN

Level 1 knowledge

At this the most basic level all that is required is the bringing to mind of such things as specified
facts or terminology as stated in the subcategories. Typical verbs used in this levels are – defines, describes,
identifies, labels, names, states, lists etc.

Level 2 Comprehension

This refers to understanding which is usually demonstrated by the learner making limited use of
the information. Such activities as paraphrasing a communication whilst maintaining the intent of the
original would constitute translation.

Level 3 Application

This level learner is required to apply rules, principles, concepts etc to real situations. These
should be sufficiently unfamiliar to avoid the mere recall of previous behaviors. Typical verbs used are
demonstrates, discovers, prepares, produces, uses, solves, shows etc

Level 4 Analysis

This involves the ability to break down information into its component parts which may be
elements of information, relationship between elements or organization and structure of information. Its
purpose is to the separate the important aspects of information from the less important thus clarifying the
meaning. Typical verbs used are differentiates, discriminates, distinguishes etc.

Level 5 Synthesis

At this level the learner is required to combine various parts into a new kind of a whole. Creativity
is present because the learner produces something unique such as a plan or design. Typical verbs used are:-
complies, composes, creates, devices, plans etc

Level 6 Evaluation

This implies the ability to make judgments regarding the value of material and involves the use of
criteria. Typical verbs used are –compares, contrasts, criticizes, justifies, appraises, judges etc.
AFFECTIVE DOMAIN

These have particular significance for nursing because it deals with the realm of feelings and
attitudes which constitutes the caring functions. The affective domain consists of five levels.

Level 1 receiving (attending)

At this level the learner is sensitive to the existence of something and progresses from awareness
to controlled or selected attention. Typical verbs used are :- asks, chooses, selects, replies etc

Level 2 Responding

This is concerned with active response by the learner, although commitment not yet demonstrated.
Typical verbs used are:- answers, assists, conforms, complies, helps etc.

Level 3 valuing

Objective at this level indicate acceptance and internalization of the values or attitudes in question.
Typical verbs used are:- initiates, invites, joins, justifies etc

Level 4 organization

Having internalized the values the learner will encounter situations in which more than one value
is relevant. Typical verbs used are ;- discriminates, listens etc

PSYCHOMOTOR DOMAIN

Level 1 Perception

This basic level is concerned with the perception of sensory dues that guide actions and ranges
from awareness of stimuli to translation into action. Typical verbs used are :- chooses, differentiates,
distinguishes, identifies, detects etc

Level 2 set

This is concerned with cognitive, affective and psycho motor readiness to act. Typical verbs used
are :- begins, moves, reacts, shows, starts etc.

Level 3 guided response

These objectives refer to the early stages in skills acquisition where skills are performed following
demonstration by the teacher. Typical verbs used are carries out, makers, perform, calculates etc.

Level 4 mechanism

At this level the performance has become habitual, but the movements are not so complex to the
next higher level. Typical verbs used are similar to the previous level.

Level 5 complex overt response

This level typifies the skilled performance and involves economy of effort, smoothness of action,
accuracy and efficiency. Verbs are similar to level 3

Level 6 adaptation
 Here the skills are internalized to such an extent that the nurse can adapt them to eater for special
circumstances .typical verbs used are ;- adapts; alters , modifies, recognizes etc.

Level 7 Origination

This is the highest level and concerns the origination of new movement patterns to suit particular
circumstances. Typical verbs used are composes, creates, designs, originates etc

PROCESS MODEL OF CURRICULUM

One of the major critics of the behavioral objectives model was the late Lawrence stenhouse, who
formulated an alternative approach known as the ‘process’ model. He saw the use of behavioral objectives
acting as a filter that distorted knowledge in schools. The minimum requirements for a curriculum are that
it should offer ;

A IN PLANNING

1. Principle for the selection of content- what is to be learned and taught.

2. Principles for the development of a teaching strategy- how it is to be learned and taught.

3. Principles for the making of decisions about sequence

4. Principles on which to diagnose the strengths and weaknesses of individual student and
differentiate the general principles 1,2 and 3 above, to meet individual cases.

B IN EMPIRICAL STUDY

1. Principles on which to study and evaluate the progress of students.

2. Principles on which to study and evaluate the progress of teacher

3. Guidance as to the feasibility of implementing the curriculum in varying school contexts, pupil
contexts, environments and peer group situations.

4. Information about the variability of effects in different contexts and on different pupils and an
understanding of the causes of the variation.

Cultural- Analysis ‘model of curriculum’.

This model has been developed by Denis Lawton as a reaction against what he sees as the dangers
of the behavioral objectives model. As the name implies, this model proposes a curriculum as the
whole way of life a society and the purpose of education is ‘ to make available to the next generation
what we regard as the most important aspects of culture’. Cultural analysis is the process by which a
selection is made from the culture and in terms of curriculum planning. Lawton offers a five- stage
model for this analysis.

Stage 1- cultural invariants

This examines all the aspects that human societies have in common, such as economic and model
aspects, beliefs and other systems.

Stage 2- cultural variables

Involves analyzing the differences between cultures in each of the systems.

 Stage 3- selection

From the culture this stage consists of comparing the cultural analysis of the systems with the existing
school curriculum.

Stage 4- Psychological Question and Theories

Stage 5- Curriculum Organization.

In this final stage the curriculum can now be planned on the basis of the cultural analysis carried out in
the previous stages.

TYPES OF CURRICULUM

Corresponding to the changes in the educational system in our country or in other countries there
have been changes in the concept and form of curriculum. As new systems of education developed, as
new psychological, philosophical and sociological principles modified the educational processes, new
types of curriculum came into being.

 Traditional or subject centered curriculum.

 Activity curriculum.
 Experience curriculum.
 Undifferentiated curriculum.
 Basic education curriculum.
 Life centered or Balanced curriculum.

TRADITIONAL OR SUBJECT CENTERED CURRICULUM

It is nothing but a statement of the subjects of study with indications of their extent and time limit.

 It is conceived in terms of subjects.

 It is rigid and static.
 It is constructed by adults after their own image
 It stresses repetition and memorization.
 It is not an expression of our cultural and spiritual heritage.
 It neglects other informal agencies of education
 It neglects mother-tongue
 It is book centered
 It is not progressive
 It is not comprehensive

THE ACTIVITY CURRICULUM

 It is a pity that even at present educational system in India lays undue emphasis on verbal
information, external examination and bookish knowledge.
 There is little attempt to see whether such knowledge and information produce the desired effect
on the behavior of pupils.
 Comenius suggested that “ whatever has to be learnt must be learnt by doing”
 This lead to the ‘activity principle’ in education which laid the foundation of active curriculum.
 In Activity curriculum, subject matter is translated in terms of activities and knowledge is laid as
an outgrowth and product of those activities.
 Activity is used as the medium for imparting all the requisite knowledge, skills and attitudes.

EXPERIENCE CURRICULUM
  A curriculum which gives rich and varied experiences of knowledge, skills, attitudes and
appreciation is called the Experience Curriculum.

 Experience, in fact is the product of education process. No activity can be separated from
experience.

 Both the teacher and the pupil must share the educational experience and there must take place a
constant interaction between them.

 Experience always takes place in a social situation.

 Such experiences are shared for mutual advantages and enriching further experiences of similar
nature.

 Experiences are of two types, direct and indirect. Direct experiences are those which provide first
hand knowledge.

UNDIFFERENTIATED CURRICULUM

 Differentiation means specialization and undifferentiation is the opposite of specialization.

 Undifferentiated curriculum therefore means a curriculum which does not aim at the specialized
study of various subjects.

 It contains a certain amount of common knowledge and experiences consisted essential for all
children without any consideration of their sex and aptitude.

 Its main aim was to teach certain specific habits and skills through separated and isolated fields
without any consideration of child’s needs and interests.

 It requires a lot of intelligence and resourcefulness on the part already over burdened teachers. So
we have to think of a via media by which we could give up practice of dividing knowledge into
various water type compartments and bringing about the essential unity in different aspects of
learning.

BASIC EDUCATION CURRICULUM

 With a view to bring about an all round development of the child the curriculum of basic
education has been constructed around 3 integrally related centers.
 Physical Environment
 Social Environment
 Craft

All subjects and activities are coordinated with these centers.

General Principles of basic education curriculum are

1) Childs experience as the starting point

2) Curriculum should organize and develop experience

3) Curriculum should develop certain desirable attitudes

4) Principles governing the choice of the material

5) The principle of correlation

THE PRINCIPLES OF CURRICULUM CONSTRUCTION

o The principle of child centeredness.

o The principle of community centre readiness
o The principle of integration
o Conservative principle
o Creative principle
o The principle of activity centeredness.
o Forward looking principle
o The principle of elasticity and variety
o The principle of comprehensiveness
o The principle of balance
o The principle of utility
o Principle of Organization

LIFE CENTERED OR BALANCED CURRICULUM

If we keep all the important principles of constructing curriculum in mind and then select activity
and subjects for various grades of pupils the result will be a balanced curriculum.

Curriculum Framework

Presents a framework for nursing curriculum based on five conceptual corner stones- nursing
knowledge, skill, values, meanings and experiences.

Educational programs of the University and School of Nursing are organized in relation to
four major concepts

 Client System- individual, family, group, organization and community.

 Environment- Internal and External
 Health- Wellness or illness
 Nursing- Art and Science

Characteristics of Curriculum Framework

 Reflects the Indian Heritage

 Responds to the latest development in the field of education
 Establishes integration of theory and practice of education
 Provides multiple educational experiences to teachers
 Enables teachers to experiment with new ideas
 Provides for use of communication technology

CONCLUSION

Nursing Education has struggled for decades to develop a frame work that would adequately
reflect nursing and provide a stable yet dynamic curriculum for nursing education. Unfortunately most of
the frameworks the profession has used in the past either were adapted from other disciplines or based
processes concepts and theories that were too narrow to serve in the capacity of a unifying framework.

THEORY APPLICATION

Nursing Curriculum is based on the Neumann system model that focuses on the profession of
holistic health care. Neumann's model reflects general system theory, that is the nature of living open
systems. A system is open when it’s clients are exchanging information, energy within it’s complex
organization. Nursing education also based on this open system, including teachers and students they
exchange information through teaching learning processes. The Holistic approach denotes the whole
curriculum of Nursing Education.

ASSIGNMENT

Prepare a curriculum plan for a BSN Programe.

BIBLIOGRAPHY

BOOKS
1. Basavanthappa B.T, “ NURSING EDUCATION”, 1st Ed [2003], Jaypee Brothers [P] Ltd, New
Delhi Pp, 140-149
2. Neeraja K.P, “ TEXT BOOK OF NURSING EDUCATION”, Jaypee Brothers [P] Ltd, New
Delhi, Pp 128-139
3. Sankaranarayanan B, “ LEARNING AND TEACHING IN NURSING” 1st Ed [2003], Brainfill
Kerala.
4. Basavanthappa B.T, “ NURSING THEORIES” 1st Ed [2007], Jaypee Brothers [P] Ltd, New Delhi
Pp 286-297
JOURNALS
5. Nursing Education in Practice, Vol 4, No 2, June 2004. pub.Elzeveir.
6. Journal of Nursing Education, Vol 41, No 1, Jan 2002
INTERNET
7. www.google.com- American Association of College of Nursing Preparing curriculum framework
8. www.google.com- Enterprise Across the curriculum
9. www.google.com- University of Kansas school nursing curriculum
10. www.google.com- Pre service teacher education