☆ Aim and Objectives

■Aim – At the end of seminar

Student will be able to
understand what is
curriculum, it’s type and
curriculum design.
■Objectives – at the end of
seminar Student will be able
1. Explain meaning of
curriculum
2. Types of curriculum
3. Curriculum design –
components and
approaches
☆Lesson plan
■ Introduction
■ Curriculum – definition
■ Curriculum – types
■ Curriculum design – components and
approaches
■ Research
■ Summary
☆Introduction
■ The term curriculum has been derived from a Latin word ‘Currere’
means ‘to run’, ‘to run a course’ or ‘the path’ that one takes up to
achieve the goal. Thus, one can say that the curriculum is a path-
way to achieve the educational goals. Originally, it meant the
process and ways of passing the knowledge from one
generation to the next. A common understanding of the
curriculum is a pro- gramme of studies with specified
course, leading to an academic certification, diploma or
degree. However, in broader context curriculum is anything and
everything that teaches a lesson, planned or otherwise. Curriculum
is one of the most important components of education system,
where traditioally it was subject or content centred, while in modern
era it is learner or life centred. Therefore, it is essential that
curriculum must be revised from time to time based on the needs of
the learner, the society and the nation.
☆ Curriculum -
definition
■ Curriculum is a tool in the hands of
the artist (the teacher) to mould his
material (the pupils) according to his
aim and objectives in his studies
(the school).- Cunningham

As per Florence
Nightingale
international
foundation –Curriculum
is a systematic
arrangement of the sum
total of selected
experiences planned by a
school for a defined group
Thus, curriculum is........
■ A programme of studies.
■ A course of study.
■ that which is taught in educational institute.
■ a set of subjects and the course content.
■ a set of performance objectives and learning experiences.
■ everything that in planned by an educational institute.
■ a series of experiences undergone by a learner in an
educational institute.
■ Is everything that goes within the educational institute
including extra-curricular activities, guidance
Nursing curriculum
■ It is the learning
opportunities(subject
matter) and the learning
activities(clinical
experiences and
practices) that the
faculty plans and
implement in various
settings for a particular
group of students for a
specified period of time
in order to attain the
objectives.
☆ Curriculum – types
■ Curriculum may be of different types to suit the requirement of the
course.

1. Subject oriented Curriculum

2. Competence based Curriculum

3. Experience based Curriculum

4. Core Curriculum
1. Subject oriented
Curriculum
■ The teaching – learning
experiences and evaluation are
subjected based.
■ Most of nursing curriculum fall
under this category. Nursing
student has to pass through various
subjects or disciplines before
successfully completing the course.
■ It is type of curriculum in which the
content is organized based on the
subject to be cover in particular
course. For example GNM , B.Sc.
Nursing curriculum prescribed by
the INC are the subject cented
curriculum.
2. Competence based
curriculum
■ Competence based curriculum is
also called as task oriented or
activity based curriculum. The
actions the learner has to perform
during his/her period of education
and their requirements drives to
make a curriculum plan.
■ The concentration is mostly on the
work of a successful graduate
which shapes him/her into a
competent professional. The task
can be cognitive skills, definitive
communication skills or mixed
type encompassing more than one
domain. Nursing curricula need to
adopt this approach more widely.
3. Experience based
curriculum
■ Experience based curriculum places the learner in an
actual setting, E.g: a student nurse is posted in the
clinicals, which helps the learner to know and gain
experience in real life situations.
■ The type of curriculum that gives priority to active learning
of a subject may be known as an activity curriculum.
■ The verbal system of education neither suits the mental
need of the child nor the circumstances of life.
■ It is the philosophy of Pragmatism behind this curriculum
which beliefs in learning to be practical, useful, and work-
oriented.
■ Activity involvement in learning naturally gives better
results.
■ Work is a natural and easier means of learning anything. It
is also the native and natural tendency of children.
4. Core curriculum
■ Core curriculum is an essential or key aspect of a subject or
discipline covered in the curriculum for the study and
mastery by all groups of students with the same level of
learning. Core curriculum is about the competencies
required of all students and here students study an area in
depth. E.g: Nursing process, quality assurance, cardio-
pulmonary resuscitation is some of the topics of core course
 1.
Statemen
t of
philosoph
y
Program Statemen
Curriculum of t of
evaluation objectives
Design -
Componen
Component
ts
s of of
curriculum curriculum
Instruction Total
al methods duration

Learning
experienc
e
 ■ Curriculum is planned for particular educational program.
C Hence, curriculum invariably invariably include :

O 1. The statement of philosophy of the educational program

M 2. The statement of the objectives of the educational program

3. Total duration of the educational program with break up of hours for
P theoretical and practical courses and supervised clinical experience
O and clinical practices, if any

N 4. Learning experience for theory, practical and clinical component

with their respective objectives, courses of studies, placement
E sequences and learnings situations.
N 5. Instructional methods or methods of teaching for the theoretical,
practical and clinical component Of the educational program
T 6. Program of evaluation to ascertain effectiveness of the educational
S program through curriculum evaluation (covers evaluation methods,
plan and schedule of evaluation and use of results of evaluation).
Components of nursing
curriculum
1. Philosophy of nursing educational programme
2. Objectives of educational programme
3. Detail course plan for each course Course plan includes placement,
subjects, alloted time for theory and practical, learning experience,
areas of clinical posting, teaching learning method, class by nurse
educators or professionals etc.
4. Programme of evaluation
■ A nursing education program’s philosophy typically centers
onpreparing students to be competent, caring, and ethical healthcare
professionals who contribute to the well-being of individuals, families,
and communities through a holistic, evidence-based approach
☆ Curriculum- Approaches
1. Behavioural approach
2. Managerial approach
3. System approach
4. Humanistic approach
5. Academic approach

1. Behavioural Approach
■ It is based on the Behavioural Principle, goals and objectives
are specified, content and activities are also arranged with
learning objectives. Learning outcomes are evaluated in terms
of the goals and objectives set at the beginning. Its main aim is
to achieve efficiency. Change in behaviour indicates the
measure of accomplishment.
2. Managerial approach
■ Managerial approach is based on the following principles:
1. General Leader: He/She sets the policies and priorities,
establishes the direction of change and innovation, and plans and
organizing curriculum and instruction.
2. Curriculum Leader: He/She looks at the curriculum changes
and innovations as they administer the resources and restructure
the school infrastructure. Role of curriculum leader:
■ To help in the development of the School’s educational goals.
■ To design programs of study by grade levels.
■ To help in the evaluation and selection of textbooks.
■ To assist teachers in the implementation of the curriculurn.
■ To develop standards for curriculum and instructional evaluation
Through this approach, educator are able to plan and focus the
curriculum on specific programs, schedule, space, resources,
3. System approach
■ The whole system is approached by system theory. The whole
approach represents the line- staff relationship of personnel
and represents the way, how the decisions are made. It gives
equal importance to all levels:
1. Administration
2. Counselling
3. Curriculum
4. Instruction
5. Evaluation.
■ A curriculum plan using this approach stresses the use of
organizational diagrams, flow charts, and committee structures
including subjects, courses, unit plans, and lesson plans
4. Humanistic approach
■ It is rooted in progressive philosophy and follows the child-
centered movements. It considers the formal or planned
curriculum and the informal or hidden curriculum. It also
considers the whole child and believes that in the curriculum
the total development of the individual is the prime
consideration. Grounded in utilizing instructional strategies
such as cooperative learning, independent learning, small-
group learning, and social activities instead of competitive,
teacher-dominated, large group learning. Schools that adopt
this approach emphasize active student participation in the
context of learning
5. Academic approach
■ The Academic approach founded on the theories of John
Dewey, Henry Morrison, and Boyd Bode. This approach to
curriculum is based on centering curriculum that is non-
traditional, such as historical knowledge, philosophical, social,
and political. Schools adopting this approach are able to
develop a student’s sense of self beyond subject matter and
pedagogy.
☆Summary
■ The curriculum is a fundamental
aspect of education that encompasses
various types, components, and
approaches to ensure effective
teaching and learning. Incorporating
educational technology into curriculum
design enhances engagement,
personalization, and accessibility,
ultimately leading to improved
educational outcomes. By
understanding these elements,
educators can create meaningful
learning experiences that prepare
students for success in their academic
and professional endeavors.
☆ Research
■ Research-based curriculum design models,
like Tyler’s and Taba’s, emphasize teacher
planning and assessment, focusing on
learning objectives, experiences, and
evaluation to create effective curricula.
■ Tyler’s Model (Rational Model):
■ Focus: Aims to systematically design
curriculum based on four key questions: What
educational objectives should be achieved?
What learning experiences can be provided?
How can these experiences be organized?
How can we evaluate the effectiveness of the
curriculum?
■ Key Principles: Clear objectives, planned
Taba’s Mode
■ Focus : Emphasizes a more iterative and student-centered
approach to curriculum development, involving teachers in the
process
■ Strength: Allows for flexibility and adaptation to the specific
needs of learners and teachers.
☆ Bibliography
Sr.
Name of the book Author Edition Pg. No.
No.
Education Lakshmi
1st 83,84,85,
1 technology/ Prasanna
edition 86
Nursing education M.
Dr. Suresh
Communication K.
2 and education Sharma, 2nd edition 157,158
technology Reena
Sharma
☆ References
■ https://www.slideshare.net/slideshow/nursing-education-cu
rriculum-and-models-curriculumpptx/266514353
■ https://www.slideshare.net/slideshow/curriculum-
development-149378865/149378865