Curriculum is the educational design of learning experiences for the students. Curricular experiences include course content as well as learning activities. The selection and organization of curricular experiences must also reflect the philosophy of the school. The identifying and organizing of curricular experiences begins with the analysis of curriculum objectives. The most commonly used approach in selecting learning experiences is the logical approach in which the process is treated as content in curriculum development.

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2. Dr. JayeshV.Patidar
Vice-Principal
Joitiba College of Nursing, Bhandu
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SELECTION AND ORGANIZATION
OF LEARNING EXPEREINCE

3. OUTLINE
 Introduction
 What is learning experience?
 Objectives of learning experience?
 Selection of learning experiences
 Organizationof learning experience
 Course plan
 Unit plan
 Master rotation plan
 Conclusion
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4. DEFINTION
Learning
 “Any relatively permanent change or
modification of behavior that results as a
result of practice or experience”
- Murthy, Gates and others
Experience
• It is lesson one learns as a result of or from
his/her interaction with people in various and
varied situation and/or with the
environment.
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5. WHAT IS LEARNING EXPEREINCE ?
 It is defined as deliberately
planned experienced in
selected situations, where
students actively participate,
interact, and which result in
the changes of behavior in the
students.
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6. OBJECTIVES OF LEARNING
EXPERIENCE
Imparting the knowledge
The acquisition of skills
Development of aesthetic sense or taste
(Appreciation)
Motivation
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7. SELECTION OF
LEARNING
EXPEREINCE
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8. CRITERIA FOR THE SELECTION
OF LEARNING EXPEREINCES
 Learning experience selected should be consistent with the
educational philosophy
 Learning experience should be varied and flexible
 Provide sufficient opportunity to practice or self-activity,
 It should provide opportunity for the development of independent
thinking and study,decision-making, good judgement, intellectual
resourcefulness, self-discipline etc.
 Learning experience should be adapted to the needs and concern of
the student
 learning experience are arranged in a manner that provides
continuity, sequential development, logistic manner, correlation
and integration of theory, practice and clinical learning experience
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9.  Learning experience are selected and arranged to give the
appropriate emphasis and weightage
 Learning experience is consistent with the aims of democratic
society.
 Learning experience are structured so that general and specific
objectives will be attained
 Encourage and promote motivation at appropriate time and in a
manner that will stimulate curiosity of the students
 Provide variety of learning experience with selected content
 It has involve all the senses in the learning process to achieve
maximum learning
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CRITERIA FOR THE SELECTION
OF LEARNING EXPEREINCES

10.  By learning experience maximize the responsibilities of the
learner
 Utilize resources and media in organizing learning
experience
 Create interest and desire for more learning
 Learning experience should be planned ahead of time
 It will deeper and broader understanding & increases skill on
the students
 It should be in chronological order
 Use maximum of teaching in planning learning experience
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CRITERIA FOR THE SELECTION
OF LEARNING EXPEREINCES

11. COMPONENTS OF LEARNING
EXPEREINCE
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12. PRINCIPLES TO BE FOLLOWED IN
SELECTING LEARNING EXPERIENCE
 Purposes and objectives in view
 Learning activities related to life situation where the students are
expected to practice after being qualified
 Integration of learning experience between theory and practice
 Identified tasks and their expected jobs.
 Focus of selecting learning activities should be:
- Need and demands of learners,community, national and the world
population
- Community oriented and hospital oriented
- Level of prevention
- Nursing care practice at all 3 levels of health care
 Development of student’s logical and analytical thinking
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13. PRINCIPLES TO BE FOLLOWED WHILE
PROVIDING LEARNING EXPERIENCE
 Proceed from
 Principle of aim
 Learning by doing
 Principle of linking
 Principle of planning
 Principle of interest &
motivation
 Principle of sympathy & kind
atmosphere
 Principle of flexibility &
cooperation
 Principle of diagnostic and
remedial teaching
 Principle of looking ahead
 Principle of creativity
 Systematic exposition
 Clear understanding
 Principle of revision and
fixation
 Area to be selected for
learning experience
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14. LEVELS OF LEARNING EXPERIENCE
Direct experience
Vicarious
experience
Symbolic
experience
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15. ROLE OF INSTRUCTOR IN SELECTION OF
LEARNING EXPERIENCE
 The teacher has to prepare relevant instructional objectives for the
tasks
 Principles of learning have to be kept in mind while planning
learning experience
 Arrange content in accordance with the planning
 List teaching points, student’s abilities to be developed, decide on
teaching method
 Analyze and organize the elements of topics skills into effective
learning experience
 From specific objectives identify the abilities to be developed
 Choose learning aids based on student abilities and the specific
objectives
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16.  Suitable references have to be referred
 Provide learning experience, evaluate, verify the achievements
of the objectives
 Interpret results of evaluation for medical work
 Provide guidance and counselling for the learner
 Estimate the time to be taken to teach the topic i.e. number of
hours for theory and practical's.
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ROLE OF INSTRUCTOR IN SELECTION OF
LEARNING EXPERIENCE

17. ORGANIZATION OF
LEARNING
EXPEREINCE
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18. CONCEPT…
 Organizationof learning experiences has to be done carefully,
systematically,and sequentially.
 Organizing involves identification and grouping of activities to be
performed along with establishment of authority responsibility
relationships.
 In organizing learning experience two aspect are necessary:
- Grouping learning experience under subject headings
- Placement of the selected learning experience
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19. ELEMENT OF ORGANIZING THE
LEARNING EXPERIENCE
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 to be followed
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20. Grouping learning experiences under
subject headings…
 Subject matter can
be grouped into
humanities,
behavioral
sciences, nursing
sciences,
medicine, etc.
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21. Preparation of master plan for curriculum
 It will guide the teacher in the
placement of subject matter and
clinical experience.
 It will give clear picture as to how, in
which year, and what stage is the
subject matter going to be taught &
plan for clinical experience
 It should be accordance with
requirements prescribed by the
statutory bodies like INC &
Universities
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22. Placement of learning experiences in the
total curriculum
 All elements of the curriculum
should be related to one another.
 Following the principle of
sequence, integration and
correlation will help to organize
the learning experiences in an
effective manner.
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23. Preparation of the correlation chart
 Preparationof correlation chart
will help to identify the extend 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
programme.
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24. Organization of clinical experience
 It is the vital element in the curriculum of any nursing educational
programme.
 How the students will develop nursing expertise will be
determined by the volume and quality of clinical experience they
receive.
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25. Teaching system
 Teaching of various subjects can be
organized in different ways like
complete block or teaching block
system, partial block system, and study
day system
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26. COURSE
PLAN
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27. DEFINITION OF COURSE PLAN
The key to successful teaching is
good planning. It serves as a
guideline for the teacher as well as
for the students in creating the
atmosphere conductive for
worthwhile learning and
purposeful activities.
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28. PURPOSES 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.
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29. LEVELS OF COURSE PLAN
 Pertains to organizing the both
the content and learning
experiences within a unit or a
subject.
 Deals with designing the pattern
for the entire program at the
program level.
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30. PRINCIPLES OF COURSE PLANNING
 State the objectives in behavioral terms.
 The teacher should keep in mind:
- What should the student learn from the course?
- What should be the sequence of topics/units
- How much time is to be allotted?
 Ensure logical and psychological continuity to organize
fewer unit with easy-understanding
 Organize the course focusing aroundthe student
 Provide cumulative learning by reinforcements
 Plan for integration 7/15/201930
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31.  Unity curriculum
 Select an approach that is acceptable to all teachers
 Provide variety in modes of learning
 Follow the principles for selecting the content for curriculum
 Establish sequence
 Principle of integration
 The course should give adequate weightage to the core curriculum
content
 Flexibility in teaching learning methods
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PRINCIPLES OF COURSE PLANNING

32. ELEMENTS OF A COURSE
Course description
Behavioral objectives
Placementof the course
Time allotted
Field experience
Content organize unit-wise or lesson-planwise
Resource material & teaching-learning methods
Learning activities for students
Detail of evaluation(Formative/summative)
References for teacherand students
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33. STRUCTURE OF COURSE PLAN
Objectives
Specification
Resource materials
Unit plans
Evaluation
Bibliographyfor teacher and students
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37. TEACHERS ROLE IN COURSE
PLANNING
 Teachers plan unit of work.
 He/She should select materials and learning activities
according to the level of students.
 He/ She should plan carefully
 He / She should avoid gaps and non- projective repetition in
subject matter content.
 He/ She should provide enforcement of previous learning.
 He/ She has to set up working groups.
 He/ She should formulate the objectives prior to the planning.
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38.  He/ She should possess knowledge adequately.
 He/ She should have skills related to the area that
they are teaching.
 The teacher plan should focuses on general objectives
of the course, the unit plan, and the class plan.
 He/ She should be efficient in preparing course plan.
 He/ She should be accountable every steps of
planning.
 He/ She should plan equally to all the students
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TEACHERS ROLE IN COURSE
PLANNING

39. UNIT
PLANNING
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40. DEFINITION OF UNIT PLANNING
 A large sub-division of the subject matter,wherein a
principle of a topic or a property is central to the well-
organized matter.
 Planning the unit is known as‘unit planning’.
 A unit consists of a comprehensive series of related and
meaningful activities to achieve the purpose,
educational objectives by providing significant
educational experience that would result in appropriate
behavioral changes in the learners.
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41. CHARACTERISTICS OF A GOOD
UNIT PLAN
 Organize various learning activities or experiences around a central
problem or purpose.
 Unit should be suitable to the need,capabilities, and interests of the
students.
 Provision for a variety of learning experiences like clinical posting, theory
classes, field trips, etc.
 Contribute to the development of students providing new experiences.
 As far as possible interrelated topics should be included in a unit.
 It should provide opportunities for creative experiences.
 It should dear with sizable topic, so that the length of the unit can be kept
within limits.
 It should allow the utilization of various resources like textbooks,
journals,etc.
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42. ELEMENTS OF UNIT PLAN
• Selection and statement of objectives
• Selection of content
• Organization of content
• Deciding upon the time allotment
• Selection of teaching and learning activities
• Determining the teacher expertise
• Selection of method of evaluation
• Selection of references
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43. TYPES OF UNITS
Categorizedaccording to the use, there are two general types of
units, namely
1. Resource units
2. Teaching units
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44. Resource units
 The resource unit is a teacher’s guide to planning action. It is in fact
a blueprint of suggestions and resources for developing a theme,
problem, or topic.
 A resource unit invariably contains the following elements:
- Statement of objectives
- Problem or topic
- An approach or initiation
- Content or subject matter basic to the area of study
- direct and related experiences
- Evaluation of learning
- A collection of instructional resources
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45. Teaching Unit
 The term teaching unit is used to describe the development
of unit for teaching in the classroom.
 It also referred to as the unit in action, the teaching unit
focuses on implementation of the learning activities.
 In the teaching unit, the area of learning and the sequences
in which they are presented may or may not be prescribed.
 The need , the maturity level, and the background
experiences of the students set the boundary of the teaching
unit and determine its direction.
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46. Thematic Unit Plans
 The thematic unit plan is very broad and integrated the
content from many units and encourages creativity.
 It include practical, challenging activities and there is
exposure to the real world.
 A single topic is used to cover many subject areas.
 It believes that the students learn better, when the unit is
comprehensive and holistic in nature.
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MASTER
ROTATION
PLAN

48. MASTER ROATION PLAN
 Master Rotation Plan is an overall plan of rotationof
all students in a particular educational institution
showing the entire teaching-learning activities and
related events during an academic year like details of
theoretical instruction,durationand areas of clinical
instruction,particulars of community health nursing
postings,and period of vacation,study leave for
university examination,examinationweeks, etc.
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49. DEFINITION OF MASTER
ROATATION PLAN
Master rotation plan is an overall plan which shows rotation of all the
students in a particular educational institution.
- (Nurses of India-Journal)
Master rotation plan shows the placement of the students
belonging to various groups/classes in a clinical nursing as well as
community.
- (Nurses of India-Journal)
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50. PURPOSES OF MASTER
ROATATION PLAN
 Awareness of placement of students in clinical fields.
 Coordination becomes more effective, when theory practice
correlates and integrity exists.
 Help the students and teachers to prepare themselves for working
in the areas.
 Any modification are required based on situation concerned &
collaboration between the faculty & service staff can be made for
smooth running of organizationalactivities & meeting the
objectives of educational programme
 Evaluation of programme is more effective.
 Helps the faculty members and nursing service staff to make
tentative advance plans for their leave or vacation.
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51. PRINCIPLES OF MASTER
ROATATION PLAN
 Plan in accordance with the curriculum plan for the entire
course/programme.
 Plan in advance for each student in the class for all years.
 Plan the activities by following maxims of teaching.
 Post the students based on their background preparation and the extent
of guidance available.
 Select areas that can provide expected learning experience.
 Plan to build on previous experiences.
 Acquaint the clinical staff/clinical supervisor with clinical objectives and
rotation plan.
 Provide each clinical experience of same duration to all students.
 Rotate each student through each learning experience/block
 Plan for all the students to enter and leave at the same time schedule.
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52. FEATURES OF MASTER
ROTATION PLAN
 It shows the relationship between classroom teaching and
experience.
 Each area of clinical experience is indicated
by a code to which a guide is attached.
 The period of clinical experience vary in length each year but
total duration of such experience is the same for all students.
 Students of one class are divided into group
and rotated through same clinical areas.
 It is prepared in advance for the whole year.
 It gives complete and clear picture about the students.
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It must include period of vacation teaching block,
preparationtime, examinationand vacation.
The teacher should be aware of the student's
placement.
Overlapping particular area or shortage in
particular area can be noted.
 The teacher should follow Indian nursing
council and university syllabus.
 The teacher should consider all three domains.
FEATURES OF MASTER
ROTATION PLAN

54. DOMAINS USED IN
PLANNING
Cognitive domain:
It
includes knowledge,
comprehension,
application, analysis,
synthesis and
evaluation.
Affective domain:
It includes receiving,
responding valuing
organizationand
characterization.
Psychomotor
domain:
It includes imitation,
manipulation
precision, articulation
and naturalism.
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55. FACTORS TO BE CONSIDERED
Objective of the courses
Number of students in the class.
Number of department or areas.
Size of the department e.g. Surgical ward,MSW, FSW & post
operative ward.
Duration of experiences.
Number of persons available for supervision.
Indian nursing council or university requirements.
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56. RESPONSIBILITY OF TEACHING
STAFF
 Correlate theory and practice.
 Participate in teaching, supervision and evaluation.
 Prepare the students in theory block before they enter the
clinical block.
 Maintain adequate and regular attendance at both
the classroom and clinical areas.
 Report to the principal or concerned person for
the any change or modification.
 Plan for regular meeting to evaluate the effectiveness of a
plan
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