hope this will be useful for msc nursing students

1. Nursing Curriculum
By
Mrs. Rajeswari
Associate.
professor
ACON

2. Introduction
In today’s world of rapidly
shifting resources, institutions of
higher education are facing the
need to make numerous changes to
successfully meet the challenges of
the future. Creative, innovative
methods of curriculum delivery are
being exposed in an effort to
provide cost effective, quality
programming to an increasingly
diverse population of students.

3. The term “curriculum” was first used
in Scotland as early as 1820 and became
part of education.
The term “curriculum” is a Latin word
“currere” which means running race or
runway, which one takes to reach goal.

4. Definition
“Curriculum is defined as the formal and
informal content and process by which learners gain
knowledge and understanding, develop, skills, and
alter attitudes, appreciations and values under the
auspices of that school.”
- Ronald.c.Doll,1996
“Curriculum is a tool in the hands of the artist (teacher)
to mould his material (pupils) according to his ideals (aim
and objectives) in his studio (school)”.
- Cunningbam

5. Determinants
Psychological Scientific
Political
Sociological
Philosophical

6. Principles of Curriculum
Principles of Utility
Principle of flexibility
Principle of child-centeredness
Principle of life-centeredness
Principle of community-centeredness

7. Principles of Curriculum
Principle of correlation
Principle of activity-centeredness
Principle for the use of leisure
Principle of inter-relation of subject
Principle of development of culture
and civilization

8. Principles of Curriculum
Principle of need based activity
Principle of value-orientedness
Conservative principles
Principle of creative training
Principle of harmony

9. Curriculum Development
Curriculum development is a deliberate process,
not a event, that takes concentrated time, effort and
faculty commitment.
The process consists of a series of systematic,
logical, dynamic spiraled and progressive stages that
can be time consuming and labor intensive.

10. Stages of curriculum development
• It lays foundation of all the other stages.
• Identify beliefs, knowledge and concepts.
• Formulation of theoretical framework in selection
& sequence of the content.
The directive
stage
• Philosophy of educational institution
• Objectives
• Nature/ content of nursing
The formative
stage
• Practical form of curriculum
• Planned teaching & learning
experiences.
Functional
stage
• Input evaluation
• Throughput evaluation
• Output evaluation
• Evaluation for curriculum revision.
Evaluative stage

11. Phases of curriculum process
• The curriculum is based on the philosophy and purposes of the
school or college or university and its construction requires an
understanding of educational psychology together with
knowledge and skill in the principles and practice of nursing
education.

12. FIVE PHASES IN CURRICULUM
PROCESS
Phase I- FORMULATING
THE STATEMENT OF
PHILOSPHY OF THE
SCHOOL OR COLLEGE
OR UNIVERSITY.
PHASE II – ESTABLISHMENT
OF PURPOSES AND
OBJECTIVES OF THE
SCHOOL OR COLLEGE OR
UNIVERSITY.
PHASE III – SELECTION OF
LEARNING EXPERIENCES TO
ACHEVE THE PURPOSES
AND OBJECTIVES
PASHE IV – EFFECTING
ORGANIZATION OF THE
SELECTED LEARNING
EXPERIENCE
PHASE V - EVALUATION OF
THE TOTAL PROGRAMME.

13. STEPS OF
CURRICULUM
DEVELOPMENT
Formulation of
educational
objectives
Selection of teaching
learning
experiences
Organization of
teaching –
learning
experiences
Evaluation of
learning
objectives/
outcomes

14. Formulation Of Educational Objectives
Educational objectives formulated for a
given course of study will depend upon the
intended learning outcomes.

15. In formulating educational objections, it
is best to use words or phrases (eg. to identify, to
differentiate, to evaluate, to perform a particular
task or procedure, to elicit a response from) that
describe, as precisely as
possible, measurable or observable learning
outcomes.
Phrases like ‘to know’, ‘to understand’,
and ‘to appreciate’, which are not precise enough
for this purpose, may however be used in
statements that describe the general goals of a
course/programme.

16. Educational objectives will provide useful
guidelines for teachers to adopt a more systematic
approach in designing and planning instructional
strategies, particularly with respect to:
What to teach
How to teach
How to assess
What to evaluate

17. SELECTIONOF LEARNING EXPERIENCES

18. Learning experience is
defined as deliberately planned
experiences in selected situations
where students actively
participate, interact & 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 & clinical, community &
laboratory practice.

19. Criteria for the selection of Learning
Experiences
Consistent with the philosophy
Varied & flexible enough
Give the students an opportunity to practice
Provide chance for the development of
independent thinking
Adapted to the needs of the student
Provide continuity, correlation & integration
Learning experience should be:

20. Planned & evaluated co-operatively by the teacher &
the student
Selected & arranged to give appropriate emphasis &
weight age according to the relative importance of the
various L.Es & contents.
should allow the student to learn by doing
should create motivation & interest among students
selected should bring out multiple outcomes in
students
All learning experiences which are planned & selected
should be helpful to the student in attaining the
educational objectives.

21. Organization of learning experiences
• It has to be done carefully, systematically &
sequentially
• Acc to Tyler, primary aim of organization of
learning experiences in the curriculum is to
bring & relate various learning experiences
together to produce the maximum.
• Continuity, sequence & integration has to be
followed

22. Learning experiences have to be vertically & horizontally
organized
In vertical organization, the L.E
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 & year to year.
In horizontal, all the learning takes
place in different times & are automatically
related to learning of another situation or
subject.

23. Elements of Organizing the Learning
Experiences
Grouping learning 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.

24. Evaluation of the curriculum
Curriculum evaluation involves an
assessment of the philosophy of the institution,
programme goals, nursing content taught in each
course, course objectives, teaching – learning
methods, course evaluation methods & the
relationship of non- nursing courses to the overall
plan of study.
Evaluation of a curriculum should be
efficient & effective.

25. Five M’s of curriculum evaluation
Men & other personnel involved
Money
Materials
Methods
Minutes

26. CORE CURRICULUM
The core curriculum
is a curriculum in
which the concepts
which are to be
incorporated in the
teaching learning
situation forms the
essence.
According to
fredgraves, core
curriculum means the
central area of concern,
the central theme or
thread which provides
the main route for the
students through the
curriculum or part of it.

27. The basis of the concept of core curriculum
Based on
philosophy of
pragmatism and
experimentalism
Fundamental human
activities as a centre
of learning.
Continuous
reconstruction
of experiences
Emphasis on
problem –
solving as an
important part
of learning.
Emphasis upon the
basic democratic
values and the
cultural factors.
Based on the
cognitive theories of
learning.

28. Chacteristics of
core curriculum
Related to educational
aspect of teaching and
does not take into
consideration the
specialization or
diversification of
courses
Focus on the
common
problems of
the learners.
To provide first hand
experiences to the
learner.
Aims at all
round
development
of the learner
Flexible
providing for
the individual
needs of the
learners
Time is provided for
the completion of the
activity with
multimedia
approaches.
Guidance and
counseling is
an integral
part of core
curriculum.

29. Competence
Experience
Knowledge

30. Knowledge centered curriculum
(subject centered)
Knowledge centered curriculum is
that curriculum in which knowledge is
divided in terms of isolated subjects, the
sequence followed is the logical sequence
pertaining to the particular discipline and the
logic is determined by the subject specialist.

31. Competence based curriculum
(Task oriented or activity based curriculum)
“ what should a learner be able to do and
what she should learn during the course?” is
the basic question that drives the making of
such a curriculum plan.
The focus is on the tasks that a successful
graduate Nurse need to do later as a competent
professional.

32. The tasks could be of
Cognitive problem solving skills,
Definitive communication skills or
Mixed type encompassing more than one
domain.
Nursing curricula need to adopt this
approach more widely.

33. Experience based curriculum
In this type of curriculum learner is
placed in the natural setting of the
community
Perhaps community oriented nursing
education is an ideal method of educating
learners.

34. New types of curriculum
Corresponding to the
changes in the
education system in
our country or in
other countries there
have been changes in
the concepts and
form of curriculum.
As new
psychological,
philosophical and
sociological
principles modified
the educational
process, new types
of curricula came
into being.

35. The traditional or subject centered
curriculum.
Child centered curriculum
Activity curriculum
Experience curriculum
Un differential curriculum
Basic education curriculum
Official curriculum
Hidden curriculum
New types of curriculums

36. According to Olivia Bevis 4 types of curriculum
Legitimate
curriculum
Illegitimate
curriculum
Hidden
curriculum
Null curriculum

37. • Includes the stated
curriculum framework
with philosophy and
mission.
Official
curriculum:
• Consists of what actually
taught by the teacher and
how its importance is
communicated to the
student.
The
operational
curriculum:

38. • This is
agreed by
the faculty
legitimate
curriculum
• This is the
curriculum that,
because of the
constrains of the
behavioral objectives
driven curriculum
prevalent in nursing
cannot be graded or
officially
acknowledge.
Illegitimate
curriculum:

39. • It is the curriculum
that covertly
communicates
priorities, relationships
and values.
Hidden
curriculum
• This is the curriculum
that exists only in the
hearts and mind of
educators but seldom
exists in reality.
Null
curriculum

40. • Teacher centered – more
emphasis on subject
matter teacher
predominates.
Subject
matter
curriculum
• Learner
centered/emphasis on all
round development of
learners.
Activity
curriculum
• fusion of subjects E.g:
anatomy & physiology.Integrated
curriculum:

41. Curriculum models or conceptual models provide faculty with a
means of conceptualizing and organizing the knowledge, skills,
values & beliefs critical to the delivery of a coherent curriculum
that facilitates the achievement of the desired curriculum
outcomes.
Curriculum models

42. Purpose of models.
Provide a
blueprint for
determining the
scope of
knowledge.
Highlight the
purpose they serve,
their goals and
objectives, content
& methods of
instruction &
evaluation they
promote.
These are the
educational
road maps.

43. Linear Development
Linear nursing
education models are
objectives-driven,
emphasizing desired
student-nurse
outcomes.
Objectives or specific
behaviors are
established and a
step-by-step program
is developed to teach
students and achieve
desired outcomes.
As an educational
blueprint, linear
models can be
assessed to determine
if the stated objectives
have been reached.

44. Cyclic Models
Cyclic models portray nursing curriculum
development as a coherent and logical
procedure involving five specific mechanisms
including
Situational analysis,
Choice of objectives,
Content selection and arrangement,
Methods selection and arrangement and
Learning assessment.
This model assumes that what is being
taught is circular with no specific starting or
ending point.

45. Dynamic Models
Complex, flexible, interactive
and dynamic, this model
encourages curriculum
development participants to
debate, argue and discuss the
curriculum approach until
arriving at an agreed-upon result.
The model urges nursing
educators, nurses, doctors,
students and health care
community leaders to have
involvement and input in the
curriculum design and
development.

46. THE TYLER MODEL
In 1949, Ralph Tyler, a
consultant with the University
of Washington School of
Nursing, introduced "Syllabus
for Education 360," which was
then revised in 1950 to "Basic
Principles of Curriculum and
Instruction."
Tyler's model was
based on objectives
or "goal-attainment,"
according to Keating.

47. This is considered the
Classic Curriculum Model,
one of the earliest ideas in
education that leads to the
measurement of outcomes.
The Tyler Model remains
the foundation for a
performance-based
nursing curriculum.

48. Tyler identified four principles for teaching:
Defining
appropriate
learning objectives.
Establishing useful
learning
experiences.
Organizing learning
experiences to have
a maximum
cumulative effect.
Evaluating the curriculum
and revising those aspects
that did not prove to be
effective.

49. STENHOUSE’S PROCESS MODEL
Lawrence ( 1975) formulated the
process model. This is an input model
ie emphases on learning experience or
the process of education.
He believed that it was possible to
organize curriculum without having to
specify in advance the expected
behavioral change in students.
According the content of curriculum
can be selected on the basis that is
suitable in itself and not merely as the
means to achieve behavioral
objective.

50. LAWTON'S CULTURAL ANALYSIS MODEL
Lawton's model (
1983) was a
reaction against
what he saw was as
the dangers of the
behavioral
objectives models.
This model
proposes a
curriculum
planned on the
technique of
cultural analysis.
Cultural analysis is
the process by
which the selection
is made from the
culture and in
terms of curriculum
planning.

51. BEATTIES FOUR FOLD MODEL
Beattie’s ( 1987 ) suggests that
there are four fundamental
approaches in relation to the
task of planning a curriculum
for nursing

52. The curriculum as a
map of key subjects :
approach consists of
mapping out the key
subjects in nursing
curriculum.
The curriculum as
schedule of basic
skills : this approach
emphasis the explicit
specifications of basic
skills of nursing
practice.
The curriculum as a
portfolio of meaning
this approach places
the student this
approach places the
students at the centre
of thing by organizing
the curriculum around
their interests and
experiences.
The curriculum as an
agenda of important
cultural issues; this
approach avoids giving
detailed subject matter,
focusing instead on
controversial issues and
political dilemmas in
nursing and health care.

53. FORMULATING
PHILOSOPHY OF
EDUCATION

54. YOU AS A TEACHER
Your philosophy of
education is your
“window” to the world
and “compass” in life.
Your philosophy of
education is reflected
in your dealings with
students, colleagues,
parents and
administrators.
Your attitude
towards
problems and
life as whole
has an
underlying
philosophy.

55. WHAT DOES A PHILOSOPHY OF
EDUCATION CONTAIN OR INCLUDE?
the human person, the
learner in particular and the
educated person.
what is true and good and
therefore must be taught.
how a learner must be
taught in order to come
close to the truth.

56. Formulation of philosophy of nursing education
The program
must integrate
the philosophy
of learning
outcomes(
objectives) of
the program
within the
curriculum as
there is a close
relationship
between the
philosophy and
the curriculum.
Philosophy sets
the goals( e.g
what is expected
of a nurse after
the successful
completion of a
program)
through the
completion of
curriculum we
achieve the goals
set.
It is important
that faculty
must have broad
based
agreement on
the philosophy
because such
agreement is
fundamental to
the consistent
interpretation,
implementation
and evaluation
of the
curriculum.

57. FORMULATION OF PHILOSOPHY
Formulation of
philosophy requires the
staff should hold
discussion and come to
unanimous decisions as
to what is desirable and
feasible in the interest of
the students, school and
profession.

58. Philosophy
must be
Stated
clearly
Concise
terms
Related to
curriculum

59. HOW TO FORM A PHILOSOPHY
Developing a
personal philosophy
can be a deeply
rewarding life
experience.
A personal
philosophy is a
framework that
helps you
understand who you
are and make sense
of your life.
Forming your own
philosophy is quite
difficult, especially
for beginners, but
the rewards
definitely make it
worth a try.

60. Steps

61. 1. Understand that you are starting a lifelong journey.
Commit to being open-
minded and flexible.
Every conscious person has
a philosophy.
Individual philosophies can
be simple, developing, or
well-developed.
A personal philosophy is a
fundamental and integrated
understanding about
existence and your
relationship to all related
issues.

62. Discovering and developing one's
philosophy requires self-awareness, a
desire to understand, and the will and
ability to learn.
Commit to looking for meaning and
discern what makes sense.
Your goal is to start on a path of
personal growth that will evolve and
mature as you pursue the love of
wisdom (philosophia) for that is what
philosophy means.

63. 2 Start reading and learning
Start with what interests you and try
to get a sense of the big ideas that
philosophers are concerned with.
As you learn look for connections
between ideas and subjects to find
coherence and/or arguments.

64. 3 Choose a type
Philosophical thought is organized
around many types of philosophies
including: axiology, ontology,
aesthetics, epistemology, ethics,
logic, metaphysics and political
theory. Follow your interests.
Feel free to choose more
than one type because
you see particular
linkages.
You will enjoy thinking
through how to meld
them successfully.

65. After deciding a philosophy type,
learn the background history of
your chosen philosophy,
including readings from the key
philosophers.
Understand the key questions that
were addressed and get a solid
understanding of the key
concepts.
Improve your basic
understanding of other types of
philosophies.

66. • You cannot be an expert in everything but recognize that there
is great value in understanding the basics of what others have
done.
• A broad understanding of what people are struggling with and
what the discussions have been about will help you to develop
your own personal philosophy.
• Feel free to learn and build on existing ideas.

67. • It is difficult starting from scratch, so why not take another
philosopher's ideas as a basic framework to get started? Many
well known philosophers started like this.
• For example, Plato took the undoubtedly oral and sociable
Socratic method from the real Socrates, and used it as the basis
for his highly polished literary Socratic method, which in turn
was taken by Aristotle to form the basis of Logic particularly
syllogisms.

68. 4 Expand and evolve your thinking.
The framework you have selected is a starting point.
As you experience life, test it out and see what works
for you and what doesn't.
When you have time analyze this and refine your
framework philosophy.
Over time, as you solve problems and assess the quality of
the decisions you have made, you will be able to evolve
from where you started into something autonomous of the
original philosophy.
Become a critical thinker.

69. Keep track of where you have obtained the basis for ideas,
tenets, theories, etc., in your new philosophy.
Being able to trace your theorizing or conclusions back to
their source will help you defending your ideas or pushing
them further.
Very little develops in a vacuum.
Referring to what other philosophers have said gives your
philosophy greater credibility because you are displaying your
depth of knowledge and understanding of existing
philosophies.

70. 5 Be patient and allow your ideas to percolate over time.
When you have spare time, analyze the
framework of your nascent philosophy, and try
to find problems and solutions.
Taking the development of your philosophy
gradually will allow it to evolve into something
autonomous of the original philosophy.
 Keep a journal and continue writing down
your thoughts and ideas, even if they're not
coherent.
Patience is essential because it may take you
years to sort through all the discarded notions to
find the treasure buried underneath.
The passage of time is healthy, as it allows
your ideas to keep evolving and to be tested by
daily events.

71. Ask some pertinent questions, such as:
What is the purpose of your philosophy?
Do you want to apply it to all of society or just a sector?
What is your role in your philosophy?
What, if any, are the roles of particular people in your philosophy?
How will you explain the basis of your philosophy to others? Is it helpful on a
practical level, or Utopian?
How do other belief sets or philosophies fit in with or go against your
philosophy?
Are you willing to write down a thesis or book of your philosophy? Or would
you rather write stories that contain your philosophy but are not overtly a
philosophical work in structure?

72. 6 Talk to others interested in philosophy.
They can point out faults you
might have missed and give
different solutions.
This is helpful for developing
your philosophy.
Join a local philosophy group,
club, or chapter.
Join an online group that has
private forums where you can
share your ideas freely and get
responses.
Visit your local university and ask
to speak with philosophy
professors to share your thoughts
with them.

73. If you find someone
else who really
understands where
your new philosophy
is headed, embrace
their enthusiasm but
take care to keep
working on your
understandings
separate from their
enthusiasm.
It is hard to follow
someone else while
they are still working
out what it is that
they believe, so their
enthusiasm may just
be because they like
and trust you.

74. 7
7. Actively find/seek out new experiences to help to see
things in different ways and from different angles.
Keep an open mind.
Learn to accept criticism and
grow from it; it might just
help strengthen you and your
philosophy.
Always have a pencil and
a notebook to note down
ideas as they occur to you, or
you come across them.

75. 8. Keep reading philosophy.
It will allow you to see
previous philosophers'
attempts, what they found,
and what fallacies they fell
into; thus, progressing your
own philosophy.
This will also help you to see
whether or not you are
attempting something that a
previous philosopher has
already tried.

76. 9 Keep up to date with the world.
•Try reading a newspaper once in a
while.
•It'll help you apply theories to real
situations.
•For example, take a serious news story
that involves issues impacting on many
sectors of society and ask yourself:
"What would I have done?" Work your
answers into your developing
philosophy to see if it can withstand
actual events and provide explanations,
instruction, or greater understanding.

77. 10 See yourself as a philosopher, whether or not you
work as one.
A career in philosophy, or
similar roles such as a
researcher in a think-tank
or institute, will ensure you
dedicate regular time to
your philosophy, but for the
part-time philosopher make
sure you dedicate enough
time to it so you keep
improving and don't forget
bits of your work.

78. 11 Try as much as possible to live up to your thoughts, even when you are
experiencing something uncanny that may distract you from your opinions.
Get back to those notes
that you have made
about your philosophy
or the inspiring books
that you have been
reading. It'll help.

79. Planning and implementation of
curriculum
Curriculum
planning is done at
the society level,
institutional level
and at the
instructional level
or teacher level.

80. At the society level, various programs in various disciples are
developed to pre pare various categories of personnel to serve
specific needs of the society.
E.g: engineering , nursing, Para medical courses, law etc.
This is mainly to balance the societal needs and are mainly
developed by either the regulatory bodies such as Indian medical
association, Indian nursing council or universities.

81. At the institutional level, the faculty and
the curriculum committee of the program,
decides the curriculum of the course
confining with the regulatory bodies.
Curriculum philosophy , objectives, units
of subject matter and evaluation strategy
for each of the course are worked out to
ensure continuity, progression in learning,
to avoid gaps and non productive
repetition in subject matter content.

82. At instructional level, the teacher plans the
course, units and lessons, selects and
mobilizes teaching learning material,
arranges teaching learning environment ,
helps and guides students to move forward
towards the goals.
Planning of course, its units
and lessons if planned
systematically ensures
cohesion among the various
components of lessons, units
and the various courses.

83. Curriculum Revision / Changing
the Curriculum

84. Curriculum Revision means making the
curriculum different in some way to give it a new
position or direction
This often means alteration to its philosophy
by way of its aims & objectives, reviewing the
content included, revising its methods & re
thinking its evaluatory procedures.

85. Approaches to Curriculum Revision:
Addition
Deletion
Reorganization

86. STAGES OF CURRICULUM REVISION
Fred greaves describes the 7 stages in revising a nursing
curriculum
Stage I: Formation of Curriculum development & evaluation
committee
Stage II: Appraise the existing nursing & educational practices
Stage III: make a detailed study of the existing curriculum content
Stage IV: establish criteria for decisions

87. Stage V: Design & writing of the new curriculum changes
Stage VI: within this stage the actual implementation of
changes put into action
Stage VII: evaluate the effects of those changes & it is with
evaluation that this final stage is concerned.

88. ROLE OF CURRICULUM COMMITTEE
MEMBERS
The process of curriculum
construction is a cooperative
effort.
In this national agencies,
regional and local level agencies,
principals and the teachers as
well as community members are
involved.

89. NATIONAL AGENCY
In Indian situation for the planning of secondary
level curriculum the agency involved at the central
level is National Council Of Educational Research
And Training (NCERT).
It frames the curriculum and circulates it for
adoption to state departments of education, boards
of examination etc.
It frames the curriculum in consultation with
experts, subject teachers, and heads of institutions.
Its task is to frame the curriculum in keeping with
the national policy on education.
The curriculum framework prepared by it is only
suggestive and it is for the state governments and
boards of Examination to accept it, modify it or
reject it.

90. STATE GOVERNMENT
As mention above the NCERT
prepares the curriculum which
is suggestive in nature and it
is the state government who
decides to select, modify or
rejected.
Every state government appoints a
board of examination for secondary
and higher secondary examination.
This board prescribes the curriculum
which has to be followed in all the
institution which are to be recognized
for sending their students for public
examination conducted by the board.
Each board has a subject
committee which prescribes
the content of the courses in
that subject.

91. INDIAN NURSING COUNCIL
Indian Nursing Council plays a major
role in the development & revision
of the nursing curriculum
Nursing Educational Committee ,
part of INC will prepare the
curriculum for the prescribed
courses.
Members of the committee only
will have an opportunity to
participate in curriculum
development & revision.

92. THE ROLE OF TEACHERS
Only those teachers who are
the part of committee have
the opportunity to participate
in this process.
The teachers working in aided and
recognized schools have no freedom
to plan their own curriculum. But ,
the teachers working in experimental
innovative schools may have the
opportunity to do so.
But for the most of teachers it is not
possible to do so. They may only
have some freedom in the
transacting the curriculum in
prescribed framework.

93. THE NEED FOR RESEARCH IN NURSING
Nursing research is a needed in nursing
practice, education, administration,
management.
Nursing research needed to discover, verify,
structure and restructure the professional
knowledge through systematic way.

94. Research is the only way to:
– Build a body of nursing knowledge
– Validate improvements in nursing
– Make health care efficient as well as cost effective
Nursing are expected to deliver the highest quality
care.
To get high quality need to update new knowledge
through nursing research.
It is needed to implement the research into a scientific
approach of facts finding.

95. IMPORTANCE OF RESEARCH IN NURSING
CURRICULUM
To improve the quality of care.
To update the knowledge.
Research allows nurses to question their
practice, find answers and thus implement
into their area.
Evidence based practice.

96. Conclusion
Curriculum is considered as the blueprint of an educational
program.
We need to consider how to design the curriculum that would
work in the globalized world and for globalization, how to design the
curriculum that accommodates diversity and differences, how to
design the curriculum that is meaningful to the students, and how to
design the curriculum that reflects to the concepts of the profession.
Nursing curriculum is the learning opportunities and the
learning activities 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.