COURSE PLANNING

Introduction

Course planning involves the strategic design and organization of educational content
and activities to achieve specific learning objectives within a given timeframe. It
encompasses identifying learning goals, selecting appropriate teaching methods and
resources, sequencing topics logically, and assessing student progress. Effective
course planning considers factors such as student needs and backgrounds, educational
standards, available resources, and desired outcomes. It aims to create a cohesive and
engaging learning experience that fosters student success and mastery of the subject
matter.

Definition
 It is defined as a process of planning the entire content of the programme
which has to be done before the commencement of course"
 "It is a planning ahead of the system which requires a continues refining"

The following steps can be used in developing a course:

Step 1: Divide the course into blocks
Step 2: Formulate the course outcomes
Step 3: Divide the course into logical units of about equal weight
Step 4: Develop the units
Step 5: Select appropriate student assignments
Step 6: Select appropriate teaching/learning resources
Step 7: Choose an appropriate textbook
Step 8: Determine how students will demonstrate learning
Step 9: Write the course guide to be given to students
Step 10: Review
Step 11: Organize the course resources.
Step 1: Block in the Course
Write the headings of a course outline, and fill in what you already know about the
course, e.g., duration, placement, scoring, etc., according to INC syllabus.
Step 2: Formulate the Course Outcomes
Use the level or program objectives to inform the choice of course objectives. Check
with the curriculum strands, so by that you pitch the course objectives at the
appropriate level. Ask colleagues and students to read the objectives and check
whether they are clear and specific enough.
Step 3: Divide the Course into Logical Units of About Equal Weight
This can be done according to the time (e.g., one unit per es week of the course), or by
another form of logic (e.g., one unit for every activity of daily living in a fundamental
nursing course).
Step 4: Develop the Units
For each unit, decide what the essential tasks of the student will be (explaining,
implementing, evaluating) and choose the appropriate content, teaching method,
teaching/learning resources and assessment strategy. This step involves the
development of the case materials. The teacher needs to choose the teaching approach
according to the expected learning outcomes. As for example, If one wants to teach
students a procedure, a demonstration is much more appropriate than a lecture. If one
wants to teach students to interpret health indicator statistics, group work in class
might be the best approach. In developing the course, a brief justification for the
choice of content, and for the teaching approach is necessary, so that reviewers can
understand the motivation.
Step 5: Select Appropriate Student Assignments
The overall weight of the course has to be taken into account when one decides how
many assignments to put into the course. One should also consider whether they
should all be individual assignments or whether some group assignments are more in
line with the program objectives, whether all should be presented in writing or
whether some can be presented in the form of a demonstration, and whether the
teacher should assess all of them or whether students can assess each other's projects
for further learning. Once the assignments have been chosen, the assessment criteria
have to be formulated. Again, a brief justification for the selection of the specific
assignments should be included.
Step 6: Select Appropriate Teaching/Learning Resources
This might include videos, models, articles from journals field trips, and many more.
Many of these resources will need some advance planning, and they may have to be
acquired from outside the organization. The primary teaching resources may be seen
as being the teacher and the textbook, since obtaining additional resources is often
expensive and time consuming. One should thus, use additional resources only when
they are necessary.
The following guidelines can be used to identify the need for additional resources
 When an emotional response or attitudinal change is indicated, additional
resources might be necessary. For instance, one can lecture to students about
the need to talk to families of dying patients about the possibility of organ
transplantation, but the impact of a visit from an articulate patient with renal
failure might have a much more powerful effect.
 When the textbook does not deal adequately with a topic, additional readings
might be necessary, e.g., when local figures and policies are not reflected in
the textbook. When students are unlikely to experience a specific problem in
their usual clinical placements, a field trip or classroom visit might be
indicated. For instance, if there is a natural disaster in a rural area due to
flooding, students might be assigned to do a field trip, since they are not likely
to see a refugee situation in their usual community health placements.
Step 7: Choose an Appropriate Textbook
 Textbooks are usually used to provide the students with a resource that covers the
course content reasonably comprehensively. Although one would expect all
tertiary level students to do additional readings, it is an economical use of their
time to refer firstly to a standard textbook. Behar (1994) calls the textbook both
the hub of the process of acquiring knowledge, and the link to other resources.
 Students should not be spoon feed. Usually in various nursing colleges, students
are given notes by teachers. Students only study those notes and don't refer books
to supplement their notes. This restrict the knowledge of students. Students should
be motivated to refer different books for additional learning and making their
notes.
 Textbooks are usually used to provide the students with a resource that covers the
course content reasonably comprehensively. Although one would expect all
tertiary level students to do additional readings, it is an economical use of their
time to refer firstly to a standard textbook. Behar (1994) calls the textbook both
the hub of the process of acquiring knowledge, and the link to other resources.
 It is important that teachers first develop their course, and then choose the
textbook, and not use a textbook as a curriculum guide or lesson plan. Textbooks
can contribute to curriculum choices, but should not be the curriculum.
 It is a totally unsatisfactory situation to depend on extensive notes being taken
down in class. The time of both the student and the teacher can be better utilized
than for dictating notes.
When considering which textbook is the best for a specific course, the
following may be considered:
 Is the content and approach in line with the objectives and framework of the
course.
 Is the content accurate and based on current scientific evidence.
 Is the level of the textbook, both in terms of the depth and breadth of content
covered and the language used, appropriate for the level of the course.
 Is the role of the nurse reflected in the textbook in line with the philosophy of the
school.
 Do the print size, book size and illustrations contribute to understanding and
usefulness.
 Is the textbook realistically priced in terms of the resources of the students
 If no appropriate textbook is available, notes might have to be prepared for the
course.
Step 8: Determine how Students will Demonstrate Learning
 Written tests and examinations
 Continuous clinical assessment and clinical examinations.
Demonstration of learning should, however, be based on the expected learning
outcomes, and the most appropriate format should be chosen to assess the specific
outcomes. Asking a student to write how she/he will teach a client is not as valid an
assessment method as actually seeing the student demonstrating this behaviour. The
spirit and style of the assessment, as reflected through the demands of the various
learning tasks, often is the best way of assessing whether superficial regurgitation
type learning or deep understanding is the real aim.
Step 9: Write the Course Guide to be given to Students
The format of the course guide is described below. It is an important document for
both teacher and student, and as a first communication between the two parties, it
should reflect the personality and philosophy of the teacher.
The following components are useful in a course guide
Course description
This is a brief description of the course, which distinguishes it from other courses. It
should correspond with the description given in the macro-curriculum and in the
academic calendar of the educational institution.
Learning outcomes
Course learning outcomes are more specific than level outcomes, and should relate to
both the curriculum strands and the level and/or program outcomes. Remember that
the student should be able to use these specific learning outcomes to understand what
breadth and depth of knowledge and what level of skill is required.
Course particulars
This is the 'demographics of the course, and includes duration, prerequisites, method
of evaluation and periods scheduled for class and venue. Learning/teaching methods:
A brief description is given of what learning experiences the student can expect, both
inside and outside the classroom.

Expectations of students
This section outlines for students what is expected of them. It includes both general
expectations, for instance the level of class attendance and participation required, and
specific expectation, for instance the assignments, the submission dates and the
assessment criteria of each task.
Step 10: Review
Before implementing the course, it should be reviewed by the curriculum committee,
to ensure that it fits in with the overall curriculum, and by other colleagues for content
e validity. It is always useful to provide such reviewers with a written guide or
questionnaire, so that you get systematic written feedback.
Step 11: Organize the Course Resources
This is the last step, and it involves everything from making sure that the textbooks
are available, duplicating the course guide, booking the teaching venue, arranging
classroom visits from experts, ordering additional references or audio-visual material
for the library, and liaising with clinical settings. All these preparations are essential
to make the course run smoothly.
Course Plan should Contain
 Objectives
 Specifications for level of learner and placement within the curriculum
 Resource materials needed for the course.
 Unit plans.
 Evaluation measures.
 Bibliography for both teachers and students.
Content of Course Plan
 Mention the objectives or outcomes to be achieved through the given course.
 Specify the level of learners.
 Brief course description.
 Mention the placement of the course within the curriculum.
 Organize the organization, content topic wise, unit wise or lesson plan wise.
 Describe the resource materials and methods of teaching.
 Give the plan of learning activities for students (e.g: assignments).
 Describe the procedures for ongoing and terminal evaluation.
 Give references for teachers as well as for students.
 Mention place, length of experience, experience record, observations,
procedures, plan for rotation with field experiences, supervised and guided
practice.
Purpose of course planning
• To ensure autonomy.
 It gives stability.
 It helps to solve the problem.
 It supports the curriculum process.
 It secures future progress.
 It brings about improvements.
 It promotes utilization of resources.

Teacher's Role in Course Planning

 The extent, to which a teacher will plan courses individually, will vary from
institution to institution.
 The general objectives, general areas of subject matter, evaluation measures
for each course will be determined at the institutional or faculty or
instructional level to ensure continuity and progression in learning, to avoid
gaps and nonproductive repetition in subject-matter context and to provide the
reinforcement of previous learning.
These all will depend on:
 Teacher's own self-appraisal.
 Attitude towards their students teaching and learning.
 Knowledge and skills related to the area of teaching.
 Composition of learner's group.
 Teacher's insight and skill sound ideas and understandings known conditions
INTRODUCTION TO FORENSIC NURSING AND INDIAN LAWS
PLACEMENT: V SEMESTER
THEORY: 1 Credit (20 hours)
DESCRIPTION: This course is designed to help students to know the importance of
forensic science in total patient care
and to recognize forensic nursing as a specialty discipline in professional nursing
practice.
COMPETENCIES: On completion of the course, the students will be able to
1. Identify forensic nursing as an emerging specialty in healthcare and nursing
practice
2. Explore the history and scope of forensic nursing practice
3. Identify forensic team, role and responsibilities of forensic nurse in total care of
victim of violence and in preservation
of evidence
4. Develop basic understanding of the Indian judicial system and legal procedures
COURSE OUTLINE
UNIT TIME LEARNING CONTENT TEACHING / ASSESSM
 (HRS) OUTCOMES LEARNING METHOD
ACTIVITIES

I 3 (T) Describethe Forensic Science  Lecture cum  Quiz –

discussion
natureof  Definition
forensicscience  History
anddiscusissues  Importance in medical science  Write
concerning  Forensic Science Laboratory report
 Visit to
violence Violence
Regional
  Definition Forensic
Science
  Epidemiology Laboratory
  Source of data
Sexual abuse – child and women

II 2 (T) Explain Forensic Nursing Lecture cum  Short

concepts
 Definition discussion
of forensic
nursing and  History and development  Objec
scope of
practice  Scope – setting of practice,
for forensic areas of practice and sub
nurse specialties
 Ethical issues
 Roles and responsibilities of
nurse
 INC & SNC Acts
III 7 (T) Identify Forensic Team Lecture cum Objective t
Discussion
members of  Members and their roles
forensic team Comprehensive forensic nursing
care of victim and family Hypothetical
and describe /real case
role  Physical aspects presentation
Short answ

of forensic  Psychosocial aspects
nurse
 Cultural and spiritual aspects
 Legal aspects Observation
 Assist forensic team in care of post-
beyond scope of her practice Mortem
Write repo
 Admission and
discharge/referral/death of
victim of violence
Visit to
 Responsibilities of nurse as a department
witness of forensic
Evidence preservation – role of medicine
nurses
 Observation
 Recognition
 Collection
 Preservation
 Documentation of Biological
and other evidence related to
criminal/traumatic event
 Forwarding biological samples
for forensic examination

IV 3 (T) Describe Introduction of Indian  Lecture cum  Short

Constitution discussion
fundamental  Asses
Fundamental Rights  Written writte
rights and
Assignment Assig
  Rights of victim
human rights
 Visit to prison  Write
  Rights of accused
commission report
Human Rights Commission

V 5 (T) Explain Indian Sources of laws and law-making  Lecture cum Quiz
powers
judicial system Discussion
Overview of Indian Judicial
and laws
System
 Discuss the   JMFC (Judicial Magistrate  Guided reading  Short an
First Class)
importance of
  District
POSCO Act
  State
  Apex
Lecture cum
Civil and Criminal Case discussion.
Procedures
  IPC (Indian Penal Code)
  ICPC
  IE Act (Indian Evidence Act)
Overview of POSCO Act

Conclusion
Course planning is a plan for ordering and directing the teaching-learning experiences
that students encounter in an educational institution. The process of providing the plan
and keeping it running smoothly is known as course development. Curriculum
development is the more comprehensive term, which includes planning
(determination of aims and goals), design, implementation and evaluation and course
planning determines the planning of teaching leaning experiences.

SUB:NURSING EDUCATION
 COURSE PLANNING
OF
V SEMESTER BSC NURSING

SUBMITTED TO,
MS. MANI NANDY MITRA
SENIOR LECTURER
CON,NBMCH
SUBMITTED BY,
BISHAKHA MAITY
MSC NURSING PART-1
CON,NBMCH