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PRESENTED BY,KAVYA.R

ROLES OF THE CURRICULUM ADMINISTRATOR

Role of the union government

It has an advisory role,it has advisory bodies which helps in developing necessary guidelines for development of curriculum.

Role of national bodies (INC)

It formulates philosophy, objectives, syllabi and framework of all the courses.It will give permission to start and to continue the course.It can stop the program if it feels that school/ college is not having necessary facilities.

ROLE OF STATE GOVERNMENT

It permits the school/college to start and continue the course according to the infrastructure.ROLE OF FACULTIES OF EDUCATION IN UNIVERSITIES

Helps to propagate the concepts and principles of curriculum development and its implementation and also conduct evaluation and research on curriculum.

ROLE OF CURRICULUM CO-ORDINATOR As co-ordinator has multiple functions in the curriculum,

he /she has a expanded role in all phase of curriculum. The major role includes:

1.Planning Develop philosophy and objectives for educational programme. Identifies the present needs related to educational programme.Investigates, evaluates and secures resources.Formulates the plan of action.Selects and organizes learning experience. Participates in the formulation of admission and recruitment policies

2.Organising

Determine the number of position and scope and responsibility of each faculty and staff.

Analyses and prepares the job description, indicates line of authority, responsibility in the relationship and channels of communication by means of organizational chart.

Delegates authority with responsibility.

Maintain a plan of workload among staff members

3.Directing

Recommends appointments and promotions based on qualification and experience.

Provides adequate orientation to staff members.

Guides and encourages staff members in their job activities.

Consistently makes administrative decision based on establishment policies.

Creates staff involvement in designing educationally sound programme.

Provides freedom for staff to develop active training course within the framework of the curriculum.

Promotes staff participation in research.

Procures and maintain physical facilities which are of a standard.

4.Co-ordinating

Co-ordinates activities relating to the programme such as administration meeting, staff meeting, parents teachers meeting.

Co-ordinates various committees like curriculum committee, ethical committee, budgeting committee.

Co-ordinates various programme like S N A and motivate the staff and students to participate in the various programs.

Recognize the need for continuing education self and staff and provide stimulation of opportunities for such such development.

5.Controlling

Maintain recognition of the educational programme by

accrediting bodies like K N C, I N C and university.

Prepare, secures approves and administrates the budget.

INTEGRATING NURSING SERVICE AND NURSING EDUCATION

• Integration refers to the linking of all types of knowledge and experiences contained within the curriculum plan.

• In nursing the curriculum that is formulated should have a proper framework of theory and practice.

• The theory which is taught should help the nurses within this field to analyze, synthesis, organize the concepts and principles of nursing which acts as guide for excellent nursing practice.

• Nursing education and nursing service are both sides of same coin, so both are equally important. Therefore there is a need for something called “integration”, which is proper blending of nursing education and nursing practice or service in nursing curriculum.

Objectives of integration

• To provide quality nursing care

• To understand thoroughly about nursing by nurses and nurse educators

• To obtain personal and professional satisfaction in performing nursing care.

• To upgrade the quality of nursing and nursing profession

• To promote health, prevent illness by providing high quality care.

Professionals involved in integration• Nurse administrators• Nurse supervisors• Nurse educators• Nursing curriculum developers• Nursing curriculum evaluators• Nursing textbook authors• Nursing faculty assigned to curriculum

committee

Domain involved in integrating nursing service & nursing education

• Cognitive domain

knowledge

• Affective domain

attitude

• Psychomotor domain

practice

Steps involved in integrating nursing service & nursing education

• The theory which is framed for nursing should be feasible, applicable and realistic in terms of practice.

• Nurse educators should select appropriate methods for teaching and practice.

• There should be continuity, integration and sequence in whatever subjects taught to nursing students.

• Nurse educators who teaches the theory of procedures in class room, should teach the practice of procedures and supervise the nursing students in all different settings.

• Curriculum framed for nursing should be frequently evaluated for its effective integration of nursing education and nursing service.

Methods of integration

• Demonstration method or laboratory method

• Ward teaching

Planned teachingIncidential or bedside teaching

• Case presentation

• Case study

• Nursing rounds

• Nursing care conference

• Nursing team conference

Team leader direction conference

Intershift and interdepartmental conference

• Morning and evening reports

Oral

report

Written

report

Responsibilities of nursing educators

• The person who teach and show the practice should be efficient and have adequate knowledge.

• Students should be frequently evaluated by using an evaluation format.

• Curriculum to be effectively prepared in such a way, that there is correlation of theory along with practice.

• Adequate provision and facilities to be provided by the institution for the nursing students to practice the skills whatever is taught.

• Nursing education must be updated with latest technology used in nursing to meet nursing demands employed.

• Adequate manpower to be employed; that is adequate staff, 10:1 ratio to evaluate the students.

• The curriculum that is framed should meet the demands of nursing international level.

• TYPES OF COLLABORATIVE PARTNERSHIPSTYPE OF

COLLABORATIVE PARTNERSHIP

EXAMPLE OF ACADEMIC SERVICE PARTNERSHIP

NETWORKING PARTNERSHIP Informal partnering

COORDINATED PARTNERSHIP Partnering to achieve common purpose

COOPERATIVE PARTNERSHIP Partnering to share resources and information and alter activities for mutual benefits

Professional conference meetings with new or established partners

Clinical rotations are altered to meet service demands,while achieving student educational needs.

Use of joint appointments from service in academic classes.

TYPE OF COLLABORATIVE PARTNERSHIP

EXAMPLE OF ACADEMIC SERVICE PARTNERSHIP

COLLABORATIVE PARTNERSHIP Partners share resources with other partners for mutual benefits and to achieve a common purpose.

FULL PARTNERSHIPInvolves contracting and intensive collaboration to have long term positive outcomes for a common purpose.

Both partners need a valued commodity or product outcome and an enhanced capacity such as agreeing to share expert lecturers.

Both partners are engaged in developing a new system of delivering a joint program that enhances capacity.

COLLABORATIVE MODELS WITHIN NURSING• Nursing-Institution Collaborative

Relationship(England 1986).

INSTITUTIONAL GOAL

CURRICULUM ADMINISTRAT

OR

NURSINGADMINISTRA

TOR

• Collaboration at the level of clinical practice

At the clinical practice level the staff nurse may collaborate with clinical instructor to develop the plan of care,provide care in an integrated and comprehensive manner and evaluate the outcome of the care.

Collaboration with nurse specialist

The nurse educators works with clinical nurse specialist to develop a curriculum that is more appropriate to health care needs and day to day clinical practice situations.

• Collaboration with Nurse Researcher

Collaboration between nurse researchers and nurse educator in clinical practice helps to approach and solve problems and issues systematically.

DUAL ROLE OF SUPERVISOR & EDUCATOR

NURSING SUPERINTENDENT PRINCIPAL

COMMON BARRIERS IN COLLABORATION

• Lack of communication• Lack of understanding and appreciation for what

the others contribute to the team• Inability to work together.• Lack of mutual trust• Lack of respect• Misconceptions• Overlap of responsibilities and expertise• Unresolved conflicts• Unwillingness to share autonomy & responsibility

Different models of collaboration between nursing education and service

PresenterKAVYA.R

IntroductionThe nursing profession is faced with

increasingly complex health care issues driven by technological and medical advancements, an ageing population, increased numbers of people living with chronic disease, and spiraling costs

Meaning

Collaboration is an intricate concept with multiple attributes. Attributes identified by several nurse authors include sharing of planning, making decisions, solving problems, setting goals, assuming responsibility, working together cooperatively, communicating,

and coordinating openly

Definition

A process by which members of various disciplines (or agencies) share their expertise. Accomplishing this requires these individuals understand and appreciate what it is that they contribute to the whole

Types of Collaboration

1. Interdisciplinary

2. Multidisciplinary

3. Transdisciplinary

4. Interprofessional collaboration 

Need for Collaboration between Education and Service

Considerable progress has been made in nursing and midwifery over the past several decades, especially in the area of education. Countries have either developed new, or strengthened and re-oriented the existing nursing educational programmes in order to ensure that the graduates have the essential competence to make effective contributions in improving people’s health and quality of life.

Models of Collaboration between Education and Service

Clinical school of nursing model

• This was the concept of visionary nurses from both La Trobe and The Alfred Clinical School of Nursing University.

Dedicated Education Unit Clinical Teaching Model

Key Features of the DEU are• Uses existing resources                                                    • Supports the professional development of nurses • Potential recruiting and retention tool • Allows for the clinical education of increased numbers of students • Exclusive use of the clinical unit by School of Nursing • Use of staff nurses who want to teach as clinical instructors • Preparation of clinical instructors for their teaching role through

collaborative staff and faculty development activities • Faculty role to work directly with staff as coach, collaborator,

teaching/learning resource to develop clinical reasoning skills, to identify clinical expectations of students, and evaluate student achievement

• Commitment by all to collaborate to build an optimal learning environment

Research Joint Appointments (Clinical Chair)

• The goal of this approach is to use the implementation of research findings as a basis for improving critical thinking and clinical decision-making of nurses. 

Practice-Research Model (PRM)

It is an innovative collaborative partnership agreement between Fremantle Hospital and Health Service and Curtin University of Technology in Perth, Western Australia. The partnership engages academics in the clinical setting in two formalized collaborative appointments. This partnership not only enhances communication between educational and health services, but fosters the development of nursing research and knowledge.

Collaborative Clinical Education Epworth Deakin (CCEED) model

The Collaborative Learning Unit (British Columbia) Model

In the CLU model, students practice and learn on a nursing unit, each following an individual set rotation and choosing their learning assignment (and therefore the Registered Nurse with whom they partner), according to their learning plans.

The Collaborative Approach to Nursing Care (CAN- Care) Model

The Bridge to Practice Model

First, students complete all of their clinical experiences in one participating hospital. Second, one full-time teaching faculty serves as a liaison for each bridge hospital.

Conclusion

Discussion

Thank You