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PROBLEMS RELATED TO

CURRICULUM DEVELOPMENTBy: Almarie Joyce C. Dickson


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PROBLEMS RELATED TO CURRICULUM

DEVELOPMENT

A. Selection of Learning Experiences in the

curriculum

y 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

y Therefore learning experiences must be selected in

relation to the objectives desired

y Principles can serve as guides in the selection of

learning experiences


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DEVELOPMENT

B. Organization of Learning Experiences in the

Curriculum

y The organization of curricular experiences in the

curriculum has received less attention than any other

aspect in curriculum

y The major difference is between those advocating

that the learners 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.


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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 mattershould be used only as resource areas as they contribute

to the learners immediate concern and to insight intorelated problems

They imply that content should be used without regardfor the limitations of subject lines or departments

E.g. clinical teaching situation

2. Psychological

Educators would organize curriculum content in largefunctional units. They would organize learningexperiences around fundamental and abiding interests,needs, and experiences of the learner

E.g. Nursing care study


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SOLUTION OF THE PROBLEM OF SELECTION

AND ORGANIZATION OF LEARNING

EXPERIENCES IN THE CURRICULUM

Cont

3. Logical

Policy of teaching a given school subject in large

units is followed, drawing on the material ofother 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


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DEVELOPMENT

C. Function of the Organization of the Curricular

Elements

y 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

y Second function is the effect that it has on student

motivation

y Basing the order of experiences in the students

development as well as within the subject matter.


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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

y Vertical organization of learning experiences-

relationship existing between different levels of the same

subject or skills

y Emphasis on learners experiences upon particularelements (continuity)

y Related to continuity but going beyond it (sequence)-it

emphasizes higher levels of understanding with each

successive learning experiences


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Curriculum practices in the arrangement ofsequence of learning experience varies widely.

2 broad groups:

1)

Curriculum includes usual subjects of study2) The sequence of experiences usually based to

one of the ff:

a. Chronological Order places events insuccession in terms of time in which they occur

b. Logical Order bases organization on empiricaldecision of primacy, each concept/principle isdeveloped as it grows

c. Difficulty simple to complex; concrete-abstract


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B. Integration

intelligent behavior as Hopkins used the word

Constant interaction between the individual and hisenvironment, and the efforts of the individual to adjust thesetwo are called behavior

integrating personality may be described further as one whoknows universe including God and his fellow man, knowsand accepts morals and religious values, recognizes but alsogives evidence of continuous growth and development

Integration of learning experiences does not take placeautomatically; it must be planned for.

Opportunity must be provided for his/her to integratevarious learning experiences.

In this process, gap between theory and practice in nursingcan be closed.


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STRUCTURAL ORGANIZATION OF THE NURSING

CURRICULUM NEED FOR CURRICULUM

CHANGE

Too much emphasis on subject matter w/o much

relationship to the students 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. Students theory and

clinical learning practices

Too little emphasis on selection of clinical

learning experiences on the basis of objectives

service needs of the hospital


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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


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PROBLEMS RELATING TO THE ORGANIZATION

OF THE NURSING MAJOR

A. Problem for the selection and the organization ofNursing Knowledge in the curriculum

Nursing knowledge has not yet been classified into asystematic body of knowledge rather it is basedlargely on conventional wisdom and common senseknowledge.

Body of knowledge would provide the nurse educatorwith basic principles which could be used asorganizing threads for the curriculum

Most curricula in nursing is based on the basis of

clinical blocks-it does not prepare students forprofessional nursing practice

Nurse must function as generalist, deals withproblems of each patient separately yet create aunity in nursing care focused on the total needs ofthe patient


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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

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