SUBJECT: NURSING EDUCATION

UNIT-X: CURRICULUM DEVELOPMENT

CLASS PRESENTATION ON

FORMULATION OF
PHILOSOPHY,
OBJECTIVES,SELECTION AND
ORGANIZATION OF LEARNING
EXPERIENCES

SUBMITTED TO
SUBMITTED BY

DR. RAMACHANDRA
MS.
MADHURIMA KUNDU
ADDL. PROFESSOR & HOD
M.SC. IN PSYCHIATRIC NURSING
DEPT. OF
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NURSING
STUDENT NIMHANS
NIMHANS

FIRST YEAR

FORMULATION OF EDUCATIONAL PHILOSOPHY

Formulating a philosophy of teaching and learning statement isnt meant to be easy.

Self-reflection can be awkward, and the teaching and learning environment evokes
feelings and emotions that dont necessarily translate well into words. Nevertheless,
creating a philosophy of teaching and learning statement is ultimately both
personally and professionally rewarding, and is therefore well worth the effort.
Expressing your philosophy of teaching and learning in print serves two main
purposes:
1. It presents a capsule summary of your understanding of the value and
purpose of teaching and learning to current and prospective employers,
students, and colleagues; and
2. It encourages deep self-reflection that in turn enhances your ability to
contribute positively to your learning community. Statements generally
proceed in one of two directions. They are either:
subject- or discipline-specific (a philosophy of teaching history or of
teaching physics), and focused on practical, specialized strategies;
or
broader statements of general aims and ideas, focused more on
your students themselves than on what theyre learning in the
classroom.
Neither approach is necessarily better, but one of them generally suits each
teacher more than the other. Single-discipline instructors, for example, are more
likely to think about teaching and learning in the context of their field. Teachers
whose work crosses traditional academic boundaries more regularly, or who
combine theoretical study with public policy analysis, might be more apt to take a
broader view.
Having determined which approach fits best, the next issue to consider is style.
Teaching and learning philosophies generally come in two forms:

Some are constructed as a series of personal paragraphs, drawing

attention to the teachers own thoughts, feelings, knowledge, and
values. They tend to include personal anecdotes and examples,
and are inevitably written in the first person. This style is the more
common of the two, particularly in subject-specific statements.
Other teachers write more formally, listing perhaps through a
series of bullets a set of ideas and opinions that form the basis of
the authors understanding of the teaching and learning process.

This approach will likely resonate more in task-oriented disciplines

and individuals who tend to emphasize accuracy and specificity.
Teachers whose greatest pleasure comes from inspiring their students creative
abilities are more likely to present their philosophy in a less structured manner. Just
like they encourage their students not to feel constricted by popular standards or
expectations, their prose should flow freely and naturally. Other teachers, whose
excellence is based on their organizational abilities, their clarity inside and outside
of the classroom, and the transparency of their attitudes and beliefs, often prefer
the uniformity and imposed discipline of a series of bulleted or numbered thoughts
and ideas. Regardless, an effective philosophy of teaching and learning should aim
to answer the following questions:

Why do I teach?
What does good teaching mean to me?
What does effective learning mean to me?
Do I have a particular teaching style or approach? If so, how would
I describe it?
What makes me unique as a teacher?
What do I expect from my students?
What can my students expect from me?
What do I do to continue to improve?

The standard length of a teaching and learning philosophy is 250-750 words but,
ideally, one should aim to develop a version that can fit on a single page. Keeping in
mind that one of the purposes of creating a statement of teaching and learning
philosophy is to explain oneself to a prospective employer; it makes sense to have
an iteration of the statement that adheres to the same basic rules as the standard
resume (1 or 2 pages, depending on your degree of specialization or expertise). It is
therefore fairly common for aspiring teachers to create two versions of their
philosophies:

One that is as long as it takes for them to express themselves

comfortably; and
Another that can be included in applications that stipulate word
and space limitations.

Similarly, some find it easier to develop two entirely separate statements:

One that is discipline-specific; and

Another that is broader and perhaps more abstract.

There is no style that suits everyone, but there is almost certainly one that will
make one more comfortable.
EDUCATIONAL OBJECTIVES:
o

Definition
The result sought by the learner at the end of educational programme. i.e. what
the students should be able to do at the end of a learning period, that they could
not do beforehand.

JJ Guilbert.
The statements of those changes in behavior which are desired as a result of
specific learner and teacher activity which is a two way process.
Taxonomy of educational objectives

A systematic organization of objectives in three domains helps in precise

formulation and evaluation of the system of education. The domains are:
o Cognitive domain
o Psychomotor domain
o Affective domain
The cognitive domain
It is particularly applicable to classroom test development. In nursing, test items are
most effective when written at the application or higher levels of cognition. Bloom's
(1956) cognitive levels can be described as follows:
a) Knowledge: The ability to recall previously learned material. It refers to the
simple remembrance of a fact, concept, theory, or principle. A learner is
expected to remember information exactly as it is presented in a textbook or
from a class-room lecture
b) Comprehension: The ability to grasp the meaning of material. Comprehension
represents the lowest level of understanding and is demonstrated by translating
material from one form to another. A learner is expected to translate facts, to
interpret the importance of the information, to take in information and give it
back in another way, and to extrapolate or make predictions based on the understanding of the material
c) Application: The ability to use learned, methods, phenomena, principles,
procedures, rules, and theories to solve problems in material in new and
concrete situations. Application calls for a learner to use abstractions to apply
concepts, laws unique real-life situations
d) Analysis: The ability to break down material into its component parts so its
organizational structure can be understood. Analysis requires a student to break
down information, view the relationships among the parts, recognize the effects,
and understand the meaning of the information
e) Synthesis: The ability to combine elements to form a unique new idea,
procedure, or object. This level requires creative behavior on the part of the
student. The result of synthesis is a product that was not there before
f) Evaluation: The ability to use criteria and standards to make qualitative or
quantitative judgments about the value of ideas, solutions, methods, and so on.
2. Conative or Psychomotor Skills or Domain of Practical Skill
This deals with the routine actions carried out by the student. The student is able to
perform a practical act automatically and with a high degree of precision and
efficiency, having effective control over the practical skill. Three levels are included:
a) Imitation: The student, exposed to an observable action makes an attempt to
copy it step by step, guided by an impulse to imitate, he needs a model.
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b) Control: The student is able to demonstrate a skill according to instructions and

not merely on the basis of observation. He also begins to differentiate between
one set of skills and another and to be able to choose the one required, he starts
to adapt at handling instruments.
c) Automatism: A high degree of proficiency is attained in using the skill, which
now requires only a minimum of energy.
3. Domain of Attitudes or Affective Domain (Communication skill)
This is the behaviour representative of feeling or conviction; an objective dealing
with emotions or feelings indicated by words, e.g. interest, appreciation,
enthusiasm, motivation and attitudes. These are reflective of the values; a
persistent disposition to act either positively or negatively towards a person, group,
object, value or situation. It refers to interpersonal relations. Three levels are
identified:
a) Receptivity or attention: Sensitivity to the existence of a certain
phenomenon; willingness to receive.
b) Response: Sufficient interest in the phenomenon noticed to do something about
it.
c) Internalization: Perception of a phenomenon affecting values. This enables you
to adapt your attitude to the other person as if you were experiencing the same
phenomenon yourself. Eg: On the death of a child, your attitude to members of
his family will show them that your care about their grief and are ready to help
them to get over it.

Components of a Complete Statement of Objectives

1. Condition: Behaviour can be displayed under certain condition. The condition
will favour the learner to display the desired behaviour. It relates to the aspects
of circumstances. Eg: A learner will be attending a workshop, then only he will be
able to explain the concept of title of workshop.
2. Behaviour: Manifested in action, what the student must perform. An objective
in behavioural terms indicates what behaviour a learner should display after
going through the unit. Eg: After Psychology (I year) and Psychiatry (III year)
classes, the learner will be Mote to distinguish normal and abnormal behaviour.
Here the learner will display his behaviour by listing down the differences in a
chart form.
3. Standard/Criterion/level: Acceptable level of performance expected horn the
student. It relates to the aspects denoting the extent to which learning has taken
place. While stating objectives, teacher has to set some 'norms' for the
behaviour to be displayed. The learner must know, to what level they should be
able to perform (time, accuracy, minimum number of correct responses etc.).
The standard of objectives also depends on the level of the learners.
Types of Educational Objectives

1. General objectives or Professional functions: Correspond to the functioning

of the types of health personnel trained in an establishment. The course
objectives must be in harmony with the general curriculum objectives of the
programme of the school. Eg:
a. Providing preventive and curative care to the individual and the community in
health and sickness.
b. Health education of the public will depend on the population's general level of
education.
c. The graduates of the new baccalaureate nursing programme will be prepared
to function as a generalist with beginning competencies in a specialized area
of nursing.
2. Intermediate objectives or Professional activities: Arrived at by breaking
down professional functions into components which together indicate the nature
of those functions. Eg: Planning and carrying out blood sampling session for a
group of adults, in the community. These components are professional activities
which in turn can be broken down into more specific acts that are called,
professional tasks as long as they can be measured against given criteria.
Sometimes, there can be several intermediate levels rather than a single one.
Intermediate objectives reflect the health needs of a population living in a given
context. It acts only a means or working instrument and not an end in itself. It
was drawn up as a basis for choosing instruments of evaluation for measuring
the skills of students.
Institutional objectives: The graduate of the new Baccalaureate nursing
programme will be prepared to function as a generalist with beginning
competencies in a specialized area of nursing. e.g. The graduate will be prepared
to function at a variety of settings and be able to:

Obtain health histories and make health assessments.

Provide safe and competent care in emergency situations and acute
illnesses.
3. Specific or Instructional Objectives (Professional tasks)
Instructional objectives are descriptions of performance the instruction is expected
to produce. Defining objectives help to identity the terminal outcomes of instruction
In terms of observable performance of learners.

Qualities

Relevant: It should be free of any superfluous material but cover every point
relating to the aim in view.
Unequivocal: "Loaded words" (words open to a wide range of
interpretations) should not be used, to avoid any possibility of
misunderstandings. For example,
Many Interpretations
Interpretations

Fewer

To know.

To write.

To discuss.

To identify.

To understand.
differentiate.

To

To appreciate.

To list.

To believe.

To compare.

To have faith in.

To contrast.

Feasible: It must be ensured that what the student is required to do can

actually be done, within the time allowed and with the facilities to handle.
Logical: The objective must be internally consistent.
Observable: Unless there is some means of observing progress towards an
objective, it will be impossible to tell whether the objective has been
achieved.
Measurable: The objective must include an indication of acceptable level of
performance on the part of the student. The existence of a criterion for
measurement will make it easier to choose or to construct a valid evaluation
mechanism.

Characteristics of Specific Objectives

Should be written in behavioural terms (what the students must do)

Should reflect the condition (under what circumstances)
Should reflect the standard (with what degree of skill)
Should be reasonable in number of behavioural changes expected out of
the teaching unit should not be too many or too less usually 4-5
behavioural objectives are stated for a unit.
Should be consistent with unit theme and related to each other and to
the unit.
Should be approximately of some level of generality or specificity.
Should be distinctive but not completely independent.
Should be descriptive.

Purposes of Specific Objectives

State the instructional objectives in clear simple languages. It has advantages for
both teacher and students. After stating the objective the teacher will be clear
about the purpose of the lesson/ unit and the student will know what exactly are
expected to achieve / perform.
Teacher's Viewpoint
Serves as a guide in selection of important and desirable subject matter.
Describes behaviour in terms of student performance.
Indicates direction towards which the behaviour is to be geared.
Serves as a basis for evaluation.

Student's Viewpoint
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Students know the worthiness of the programme in terms of cost (time,

energy and money).
Give direction to the students towards in-depth study.
The expected achievement at the end of the course.

The Components of a Task

Practical skills or conative domain (initiation)

Communication skills or effective domain (attitudes) feelings (conviction)
Intellectual skills or cognitive domain (problem-solving).

Elements

To act / task.
The content.
The condition.
Criteria

The objectives are classified into:

Teacher centred objectives: For example, to develop teaching skills, to use
AV aids effectively in teaching situation.
Student centred objectives: For example, to understand the subject indeath.
FORMULATION OF EDUCATIONAL OBJECTIVES
Educational objectives are the statements of those desired changes in behavior as a
result of specific teaching-learning activity or specific teacher-learner activity.
Data Required for Formulating Educational Objectives
The following information will help to formulate educational objectives in an
effective manner:

Philosophical statement of the institute.

Social and health needs of the society.
Needs of the students.
Resources available in the society.
Entry criteria or level of students.
Specifications of positions to be held by the students on the completion of the
programme like staff nurse, nursing tutor, etc.
Minimum requirements in terms of clinical and other facilities prescribed by the
statutory bodies like nursing council, universities, etc.
Future trends in nursing.
Criteria to be fulfilled in order to appear for internationally reputed qualifying
examinations like CGFNS, MOH examinations, etc.

Criteria for the Selection and Statement of Objectives

Objectives have to be stated in terms of desired changes in behavior and the

area of subject matter through which behavior is to operate.
Objective should be stared in the form which makes them most helpful in
selecting the learning experiences and guiding the teaching activity.
The desired changes in behavior should be in consistent with the accepted
educational objective.
The objectives for the specific subjects or the units or lesson should have a
direct contribution to the attainment of overall objective of the curriculum.
The objectives should be attainable and practicable in the specific teachinglearning situation.
Objectives selected should be worthwhile, contributing both to the social needs
and social changes. (g) Objectives should consider the needs, ability and level
of students.
The objectives of each course, unit, topic and lesson should contribute to the
continued and total development of students.
The objectives selected should serve as a motivating factor for teachers as well
as students.
Objectives should be easily accepted and understood by the teacher and
learner.
Objectives have to be stated by making it possible to maintain continuity,
sequence, correlation and integration of learning activity.
o Objectives should be cooperatively planned and developed by all
teachers and by the teacher and student whenever and wherever
possible.
(m) Objectives have to be so worded that each statement contains only a
single objective.
(n) Objectives should not be too detailed detailing of objective will permit
wide flexibility in teaching and learning. Hence, the objective should be simple
and concise in nature.
(o) While developing and formulating the objectives, the scheme of evaluation
may have to be planned and developed.

Steps in the Formulation of Educational Objectives

According to Ralf Tyler, there are nine essential tasks or steps in the formulation of
educational objectives. They are:
I. Identify the needs of the learner.
2. Identify the needs of the society.
3. Study the suggestions of the export.
4. Formulate the philosophy.
5. Stare the objectives inferred or gathered from various sources in a proper way.
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6. Formulate a theory of learning.

7. Screen the objectives through educational philosophy and educational
pathology and select the appropriate ones. Screening of objectives through
educational philosophy will help select objectives in relation to human values
and thereby contribute to the total development of the student. Screening
through educational psychology helps determine the methods of teaching,
principles of teaching, methods of learning and the like.
8. Define the objectives clearly in terms of content.
9. State the educational objectives in terms of behavioral outcomes or change.
SELECTION OF LEARNING EXPERIENCES
Learning experience is defined as deliberately planned experiences in selected
situations where students actively participate interact and which result in desirable
changes of behavior in the students. In nursing education, selection of learning
experience is concerned with the decision about the content of subject matter and
clinical, community and laboratory practice. Thus, selection of learning situations
together with corresponding learning activities will comprise the learning
experiences. When these are in relation to the selection of subject matter, i.e.,
different theoretical courses of study, these will form the theoretical learning
experiences. When learning experiences are selected in terms of community and
clinical nursing practice and laboratory work these will constitute practical learning
experience. In short, learning experiences are those experiences which make
appropriate responses among students as indicated in the objectives.
Principles to be Followed In the Selection of Learning Experiences
All learning needs should be in relation to the selected objectives.
2. Learning activities should be in relation to those real life situations where the
students are expected to practice after being qualified.
3. Selection should he in a manner that there is an effective integration between
theory and practice.
4. Reactions sought must he within the range of possibility for the students
concerned.
5. The same learning experience will result in several outcomes and several learning
experiences may bring out the same outcome.
6. Leaguing experiences should be selected in such a way that learners ate
constantly motivated.

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7. Learning experiences should be planned and organised in such a way that the
student gets meaning out of each experience and the student should see the
relationship between past and present experiences and focus on the future needs.
8. Learning is enhanced by utilizing a wide variety of teaching-learning methods.
9. Students will learn effectively, if the experiences are satisfactory to them.
10. Learning experience should consider the students' ability to undergo the desired
changes in behavior.
11. Learning experiences selected should not be beyond the particular stage of
development of the students.
12. Learning experiences selected should be according to the needs of the students
and every student should be given similar learning experiences.
Characteristics of Good Learning Experience
Characteristics of good Learning Experience are

Learning experience should allow the student to learn by doing.

Learning experience should create motivation and interest among students.
Learning experience should be challenging to students.
Learning experiences should satisfy the needs of the time.
Learning experiences selected should bring out multiple outcomes in
students.
Learning experiences should help students to acquire needed knowledge, skill
and attitude.
Learning experiences should be helpful in hunting or gathering information.
Learning experiences which are planned and selected should be helpful to the
student in attaining the educational objectives.

Criteria for the Selection of Learning Experiences

Following criteria will help in selecting the appropriate learning experiences:
I. Learning experience selected should be consistent with the philosophy of the
institute and lead to the achievement of the objectives of the program.
2. Learning experiences should be varied and flexible enough. This can be achieved
by keeping in mind the learners abilities to undergo the desired change of behavior
and not going beyond their particular stage of development.
3. Learning experiences should be so selected that it will give the student an
opportunity to practice the kind of behavior implied in the objective. It should
provide sufficient opportunity for self-activity so that the transfer of knowledge
remembered, skill acquired and desirable attitudes become habitual.
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4. Learning experiences should provide opportunity for the development of

independent thinking and decision making, sound judgement, intellectual
resourcefulness, self-discipline and sound integrity of purpose.
5. Learning experiences should be adapted to the needs of the students so that they
can obtain satisfaction from behaving in the manner implied in the objective.
6. Learning experiences are arranged in a manner that provides continuity,
correlation and integration of theory and practice and clinical learning experience.
7. Learning experiences are planned and evaluated cooperatively by the teacher
and the student. The various experiences provided will be effective, interesting and
useful if the evaluation can be cooperatively planned by the teacher and the
student.
8. Learning experiences arc selected and arranged to give appropriate emphasis
and weightage according to the relative importance of the various learning
experiences and contents.
ORGANIZATION OF LEARNING EXPERIENCES
Organization of learning experience has to be done carefully, systematically and
sequentially. According to Tyler, primary aim of organisation of learning experiences
in the curriculum is to bring and relate various learning experiences together to
produce the maximum cumulative effect in order to give a unified view of the whole
so that the educational objectives are achieved. Continuity, sequence and
integration has to be followed while organizing the learning experiences.
Continuity is achieved through building each experience one after another.
Sequence refers to building of learning experience one over the other more deeply
and broadly.
Integration is relating the learning experiences in such a way that the learner gets a
unified view of whole learning.
Learning experiences have to be vertically and horizontally organized. In vertical
organization, the learning experiences planned for the entire curriculum have to be
arranged in such a way that the learning progresses week by week, month by
month, semester to semester and year to year and two important criteria of
continuity and sequence arc maintained. In horizontal organization, all the learning
experiences have to be related in all areas of students' experience so that the
learning takes place in different times and are automatically related to learning of
another situation or subject. In horizontal organization, learning becomes wider and
deeper and criteria of integration become possible.
Principles to be Followed while Organizing Learning Experiences
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Learning experiences have to be so organized that succeeding experiences

build upon those which preceded.
Learning experience in one area and other areas should be related to each
other.
Learning experience should utilize the alloyed time in a cost-effective
manner.
Learning experiences should be organised in broad areas in order to facilitate
relating the learning experience in allied meas.
Broad principles of education have to be applied and emphasized.
Provide ample opportunities for the student to concentrate and relate the
various activities in different areas of learning so that the required ability and
skills are easily attained.
Provide opportunity to concentrate on one or more electives.
In organizing nursing educational programme, the curriculum may have to be
organized in terms of broad subject matter areas like humanities, behavioral
sciences, biological sciences and nursing sciences.
Organization of learning experiences in the curriculum should be neither too
flexible nor too rigid.
Clinical experience and assignments should be valued on the basis of
experiences provided to students.
Learning experiences have to be organized in such a way that the student is
able to practice professional nursing for the next few years.

Elements of Organizing the Learning Experiences

Elements to be considered whale organizing the learning experience are

Grouping learning experiences under subject headings.

Preparation of master plan for curriculum.
Placement of learning experiences in the total curriculum.
Preparation of the correlation chart.
Organization of clinical experience.
Types of teaching system have to be followed.
Grouping Learning under Subject Headings

After selecting the learning experiences, we have to organize them with an intention
to provide optimum experience to the students. The practice of grouping learning
experience under subject headings is the most preferred method of organizing the
learning experiences. In nursing educational programs, subject matter can be
grouped into humanities, behavioral sciences, nursing sciences, medicine and the
like.

Preparation of Master Plan for Curriculum

Preparation of master plan will guide the teachers in the placement of subject
matter and clinical experience. This will give a clear picture as to how, in which year
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and in what stage is the subject matter going to be taught and the relevant clinical
experiences to be offered. Master plan should be prepared in accordance with the
requirements prescribed by the statutory bodies like Indian Nursing Council and
universities-The master plan should also spell out the hours of planned instructions
and required hours of clinical experience per week or per month of the year.
Invariably, the master plan explains the following:
Total duration of the program, for example, three years for diploma program
and four years for graduate program.
o Explanation of different courses of study with special reference to theory and
practical, for example, theory and practical experience meant for medical
surgical nursing, mental health nursing, etc.
o Total allotted hours in terms of theory and practical for each course. Course
plan of each course with details like total units, hours and objectives for each
unit. Guidelines for providing practical experiences, master rotation plan, etc.
Specific mention about the core content of the curriculum, i.e., the most
important content in each course, for example, the nursing process approach
of giving patient care is emphasised in all courses
o d) Teaching-learning methods.
o Scheme of evaluation.
o f) Details of student activities like co-curricular activities, health check up,
vacation, etc.
Placement of Learning Experiences in the Total Curriculum
o

All elements of the curriculum should be related to one another. The learning
experiences should he so organized that they continuously reinforce each other and
broaden and deepen the understanding and skills of the learner. Following the
principle of sequence, integration and correlation will help organize the learning
experience in an effective manner.

Preparation of Correlation Chart

Preparation of correlation chart will help identify the extent of correlation achieved
in the total curriculum in relation to the different courses of study and the various
subjects and clinical experience offered in the program.

Organization of Clinical Experience

Clinical experience is the vital clement in the curriculum of any nursing educational
program. How well the students develop nursing expertise will be determined by the
volume and quality of clinical experience they receive. Students achieve speed and
accuracy in carrying out the nursing procedures only through a well planned and
organized clinical experience. Considering the importance of clinical experience, a
separate session is devoted for it in the coming pages.

Teaching System
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Teaching of venous subjects can be organised in different ways like complete block
or teaching block, partial block, study block. In the teaching block, the classroom
reaching and clinical postings are divided into specific blocks. Certain blocks are
devoted for theoretical instruction while some other blocks are meant for specific
clinical experience. In partial block system, the theoretical instruction as well as the
clinical experience goes hand in hand. The student may attend the classes in the
afternoon and go for postings in the morning or vice versa depending when the
experience would be varied and rich in accordance with the fulfillment of objectives.
In study day system, one day or more per week is completely kept for raking classes
and the other days students will be in the clinical areas. Usually a combination of
these systems is followed. Teaching block is preferred in the beginning of academic
year, especially in the case of first year students. Since all students cannot be
withdrawn from the clinics for teaching block at a time, academic year of senior
students usually starts with partial block. For first year students, partial block begins
after a few weeks of full day postings in the
Bibliography

Neerja, K.P. (2007), Textbook Of Nursing Education, (5th Edition) New-Delhi,

Jitendra P. Vij.,
Basavanthappa, B. T. (2004) Nursing Education, (Second Edition) New Delhi,
Jitendra P. Vij.,
Sankaranarayanan B, Sindhu B, Teaching and Learning Nursing,(4th Edition)
New-Delhi, Jaypee,2012
https://books.google.co.in/books?isbn=9350258757
faculty.mwsu.edu/nursing/lauren.jansen/philosophy.pdf

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