PROBLEMS RELATED TO

CURRICULUM DEVELOPMENT
By: Almarie Joyce C. Dickson
PROBLEMS RELATED TO CURRICULUM
DEVELOPMENT

 A. Selection of Learning Experiences in the curriculum

 The sources which influence the selection of objectives also
influence the selection of learning experiences, and the
experiences selected will determine in some degree the way
in which the curriculum will be organized
 Therefore learning experiences must be selected in relation to
the objectives desired
 Principles can serve as guides in the selection of learning
experiences
PROBLEMS RELATED TO CURRICULUM
DEVELOPMENT

 B. Organization of Learning Experiences in the

Curriculum
 The organization of curricular experiences in the curriculum
has received less attention than any other aspect in
curriculum
 The major difference is between those advocating that the
learner’s interests, concerns or experiences should be the
organizing center and those who propose that meaning, unity
and organization are inherent in the subject fields and that the
learner must come to grasp it.
SOLUTION OF THE PROBLEM OF SELECTION AND
ORGANIZATION OF LEARNING EXPERIENCES IN THE
CURRICULUM

Three (3) Major Approaches

1. Sociologic
• Educators imply that organized bodies of subject matter should be
used only as resource areas as they contribute to the learner’s
immediate concern and to insight into related problems
• They imply that content should be used without regard for the
limitations of subject lines or departments
• E.g. clinical teaching situation
2. Psychological
• Educators would organize curriculum content in large functional
units. They would organize learning experiences around
fundamental and abiding interests, needs, and experiences of the
learner
• E.g. Nursing care study
SOLUTION OF THE PROBLEM OF SELECTION AND
ORGANIZATION OF LEARNING EXPERIENCES IN THE
CURRICULUM

Con’t
3. Logical
• Policy of teaching a given school subject in large units
is followed, drawing on the material of other subjects
as may be necessary and re-arranging to admit a greater
correlation of the topics in the separate subjects
• It is also called subject-matter approach
PROBLEMS RELATED TO CURRICULUM
DEVELOPMENT

 C. Function of the Organization of the Curricular

Elements
 The primary educational function is to relate the various
learning experiences which together comprise the curriculum
so as to produce the maximum cumulative effect in attaining
the objectives of the school as defined by Tyler
 Second function is the effect that it has on student motivation
 Basing the order of experiences in the student’s development
as well as within the subject matter.
CRITERIA FOR THE ORGANIZATION OF LEARNING
EXPERIENCES IN THE CURRICULUM

Elements of the curriculum should be related to one

another vertically and horizontally so that a systematic
body of ideas and activities will be expanded
continuously into larger and more meaningful patterns
A. Continuity and sequence
 Vertical organization of learning experiences- relationship
existing between different levels of the same subject or
skills
 Emphasis on learner’s experiences upon particular elements
(continuity)
 Related to continuity but going beyond it (sequence)-it
emphasizes higher levels of understanding with each
successive learning experiences
CRITERIA FOR THE ORGANIZATION OF LEARNING
EXPERIENCES IN THE CURRICULUM

Curriculum practices in the arrangement of sequence of

learning experience varies widely.
2 broad groups:
1) Curriculum includes usual subjects of study

2) The sequence of experiences usually based to one of the

ff:
a. Chronological Order – places events in succession in
terms of time in which they occur
b. Logical Order – bases organization on empirical decision
of primacy, each concept/principle is developed as it
grows
c. Difficulty – simple to complex; concrete-abstract
CRITERIA FOR THE ORGANIZATION OF LEARNING
EXPERIENCES IN THE CURRICULUM

B. Integration
• “intelligent behavior” as Hopkins used the word
• Constant interaction between the individual and his environment, and the
efforts of the individual to adjust these two are called behavior
• integrating personality may be described further as one who knows
universe including God and his fellow man, knows and accepts morals
and religious values, recognizes but also gives evidence of continuous
growth and development
• Integration of learning experiences does not take place automatically; it
must be planned for.
• Opportunity must be provided for his/her to integrate various learning
experiences.
• In this process, gap between theory and practice in nursing can be closed.
CORE CURRICULUM
 Part of the experience curriculum that is concerned with
kinds of experiences that will develop the general
competencies in order to live effectively within
democratic way of life.
 It is acquired based on “common learning” regardless of
what occupation that he/she may follow
 The curriculum core idea is based on the fundamental
psychological principle that learning involves change in
behavior brought about through experiences
STRUCTURAL ORGANIZATION OF THE NURSING
CURRICULUM – NEED FOR CURRICULUM CHANGE
 Too much emphasis on subject matter w/o much
relationship to the student’s real needs – e.g.
memorization than understanding
 Curriculum consists largely blocks of subject-matter
based on hospital classification system of patients rather
than on sound education rationale- e.g. MS nursing
 Too little correlation bet. Student’s theory and clinical
learning practices
 Too little emphasis on selection of clinical learning
experiences on the basis of objectives – service needs of
the hospital
STRUCTURAL ORGANIZATION OF THE NURSING
CURRICULUM – NEED FOR CURRICULUM CHANGE
 Little help given to students in applying principles from
the basic discipline to nursing courses and from nursing
theory to clinical practice
 Students receive little or no experience in assuming
responsibilities/ decision making because everything is
decided by their teacher/administrator
 Learning experiences are planned and directed w/o
sufficient regard for what we know about the learning
process
PROBLEMS RELATING TO THE ORGANIZATION OF
THE NURSING MAJOR

A. Problem for the selection and the organization of Nursing

Knowledge in the curriculum
• Nursing knowledge has not yet been classified into a systematic
body of knowledge rather it is based largely on conventional
wisdom and common sense knowledge.
• Body of knowledge would provide the nurse educator with
basic principles which could be used as organizing threads for
the curriculum
• Most curricula in nursing is based on the basis of clinical
blocks-it does not prepare students for professional nursing
practice
• Nurse must function as generalist, deals with problems of each
patient separately yet create a unity in nursing care focused on
the total needs of the patient
PROBLEMS RELATING TO THE ORGANIZATION OF
THE NURSING MAJOR

B. Selection, the organization and direction of learning

experiences in the various life settings and their
correlation and integration with subject-matter courses
• Settings are not under the control of teachers-much less
flexibility in planning
• In order to develop professional nursing skills, student
must not only gain knowledge from the classroom but
also add knowledge from the study of patient and to
develop nursing skills in caring for the patient