SAN PABLO COLLEGES MASTER OF ARTS IN NURSING

CURRICULUM AND TEACHING IN NURSING

UNIT 1
Objective: By the end of the discussion, 1. You will be able to understand the following terms: Curriculum, Objectives, Education, Teaching, Curriculum Development, Learning and Nursing Curriculum. 2. You will be able to cite the common concepts of Curriculum. 3. You will be aware of the Nature of the Nursing Education. 4. You will be awaken on the common problems and issues in Nursing. 5. You will recognize the factors affecting the Nursing Practice and the Implications to the Preparation of the Nurse Practitioners. 6. You will be familiar with the curriculum issues and trends and future directions for Curriculum.

TERMINOLOGIES

CURRICULUM

CURRICULUM
-Curriculum comes from the Latin root, "currere" which means "to run", which later came to stand as the "course of study." -Curriculum is the sum total of all learning content, experiences, and resources that are purposely selected, organized and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development. -Marsh and Willis on the other hand view curriculum as all the experiences in the classroom which are planned and enacted by the teacher, and also learned by the students. -The sum of all learning content, experiences and resources that are purposely selected, organized, and implemented by the school in pursuit of its peculiar mandate as a distinct institution of learning and human development. (Palma, 1992)

OBJECTIVE

OBJECTIVE
-A specific result that a person or system aims to achieve within a time frame and with available resources. -It also refers to an expected result before the completion of work.

EDUCATION

EDUCATION

The act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.

TEACHING

TEACHING
-It refers to imparting knowledge or skills. -It is the process of helping the learners learn economically, efficiently, and effectively. Or, it is the process of facilitating learning.

CURRICULUM DEVELOPMENT

CURRICULUM DEVELOPMENT
-Curriculum Development can be defined as the systematic planning of what is taught and learned in schools as reflected in courses of study and school programs. -Curriculum Development is defined as the process of selecting, organizing, executing and evaluating learning experiences on the basis of the needs, abilities, and interests of learners and the nature of the society or community. It takes into consideration the following factors: a) The nature of society which includes the cultural heritage, the needs, and demands as well as the economic, social, political, cultural, moral and other problems of the people. b) The interests, the needs, previous experiences and problems of the learners, and; c) The educational and psychological principles based on the findings of scientific studies and experimentations.

-cont.
Development connotes changes which are systematic. A change for the better means any alteration, modification or improvement of existing condition. However, may not necessarily result in development. For change to be positive and result in development, it must have the following characteristics: purposeful, planned and progressive. This is how curriculum evolves. Purposeful Change is change that is intentional or directional. There must be clearly specified targets or objectives. This kind of change is something that one causes to happen, not something that happens accidentally. It therefore includes control over responsibility for the effects brought about by the change. Planned Change means two things. First, there is a series of systematic and sequential steps leading to a target. Secondly, these are executed over a period of time. Planned change then takes time. It requires an orderly progression of scheduled activities and tasks. It allows no shortcuts. It demands a disciplined execution. Progressive Change brings about improvement. It takes a person or a group to higher levels of perfection.

-cont.
Curriculum development then should be concerned with the drawing up of plans for teaching and learning activities in the classroom situations that will bring about positive changes in the lives of the learners. It is based on the schools mission and goals and identifies ways of translating these into a coherent and coordinated program of meaningful experiences and conditions eliciting responses that will lead to the transformation of the learners into authentic, warm and sensitive human beings.

LEARNING

LEARNING
-Learning is acquiring new, or modifying and reinforcing existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. -The Dictionary of Education defines learning as a change in response or behavior caused partly or wholly by experience. -According to the Curriculum Development System by Jesus Palma, Learning is the interaction of the learners with conditions in the environment which brings about a change in behavior for the better. Learning involves s process and brings about an outcome. All learning begins with a stimulus found in the environment. A stimulus is any object, person or phenomenon that we experience or that we become aware of through any of our five senses. Every stimulus elicits a corresponding response which is automatic. Thus we have the so-called stimulus-response bond.

Nursing Curriculum
CHED MEMORANDUM ORDER (CMO) No. 5 Series of 2008 SUBJECT: POLICIES AND STANDARDS FOR BACHELOR OF SCIENCE IN NURSING (BSN) PROGRAM

In accordance with pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the Higher Education Act of 1994 and pursuant to Commission en Banc Resolution No. 93-2008 dated March 10, 2008 and for the purpose of rationalizing Nursing Education in the country in order to provide relevant and quality health services locally and internationally, the following policies and standards for Bachelor of Science in Nursing (BSN) program are hereby adopted and promulgated by the Commission.

ARTICLE V

Section 6. Curriculum. Higher Education Institutions offering the Bachelor of Science in Nursing program must conform with the standard curriculum embodied in this CMO provided that program innovations shall be subject to prior review by the Commission.
Section 7. Level Objectives. The student shall be given opportunities to be exposed to the various levels of health care (health promotion, disease prevention, risk reduction, curative and restoration of health) with various client groups (individual, family, population groups and community). These opportunities shall be given in graduated experiences to ensure that the competencies per course, per level and for the whole program are developed. Before graduation, the student shall approximate the competencies of a professional nurse as they assume the various roles and responsibilities. For each year level, the following objectives should be achieved: 7.1 At the end of the first year, the student shall have acquired an understanding and awareness of himself as an individual and as a member of the family, the community, and the world with emphasis on personal, societal and professional values responsibilities, rights, and an awareness of physical, social and cultural milieu.

Specifically, the student shall:

a. develop a deeper understanding of himself/herself and the multi-factorial dimensions of the individual which can affect health and well being; b. recognize his/her duty in improving the quality of life not only for himself/herself but for others as well; c. develop a deeper awareness of his/her rights, duties and responsibilities to God, country and the world; d. demonstrate beginning skills in the use of the nursing process in the care of healthy individual; e. explain the theoretical foundation of nursing with the four meta-paradigms as guide to his/her nursing practice; f. apply the scientific method to his activities wherever possible; g. imbibe the values cherished by the nursing profession such as teamwork, respect, love of God, integrity and caring; h. discuss the competency based BSN program; and, i. demonstrate critical thinking skills in relating with self and others.

7.2 At the end of the second year, the student shall have acquired the holistic understanding of the human person as a bio-psycho cultural being focusing on the concept of health and illness as it is related to the care of the mother and child in varied settings. Specifically, the student shall: a. describe the health care delivery system and the nurses role in it; b. demonstrate ethico-moral, legal responsibilities in the care of individual family and community; c. demonstrate the beginning skills in the provision of independent and collaborative nursing function; d. discuss the role of economics as it impacts on health and illness; e. relate the stages of growth and development in the care of clients; f. demonstrate beginning skills in the preparation of healthy and therapeutic diets in varied client cases; g. explain the dynamics of the disease process caused by microbes and parasites and the environment; h. imbibe the core values cherished by the nursing profession such as love of God, caring, love of country and of people; i. design a plan that will focus on health promotion and risk reduction to clients; j. utilize the nursing process in the care of the high risk mother and child in the family; and,

7.3 At the end of the third year, given actual clients/situation with various physiologic and psychosocial alterations, the student shall be able to demonstrate the competencies in the following key areas of responsibilities such as safe and qualitynursing care, health education, communication, collaboration and teamwork, ethico-moral and legal, quality improvement, research, record management and management of resources and environmental. Specifically the student shall: a. utilize the nursing process in the care of clients across the lifespan with problems in oxygenation, fluid and electrolyte balance, metabolism and endocrine functioning, perception coordination and maladaptive patterns of behavior; b. apply the research process in addressing nursing/health problems to improve quality of care; c. integrate the role of culture and history in the plan of care; d. apply principles of good governance in the effective delivery of quality health care; e. observe the core values cherished by the nursing profession (love of God, caring, love of country and of people) and the bioethical principles in the care of clients; and, f. apply a nursing theory in the management of care of a client for case study

7.4 At the end of the 4th year, given actual clients/situation the student shall be able to demonstrate competencies in all the key areas of responsibility. Specifically, the student shall: a. utilize the nursing care process in the care of clients across the lifespan with problems in inflammatory and immunologic reactions, cellular aberrations and acute biologic crisis, in disaster/emergency situations; b. apply a nursing theory in the management of care of a client for case study; and, c. observe the core values cherished by the nursing profession (love of God, caring, love of country and of people) and the bioethical principles in the care of clients; and, d. demonstrate leadership and management skills in the care of a group of clients in the community and hospital setting utilizing research findings;

Section 8. Curriculum Outline A. Outline of Total Units of General Education (GE) Courses: 87 Units

Courses Units

Language and Humanities 21 English 1 & 2 (Communication Skills) 6 English 3 (Speech and Communication) 3 Filipino 1 & 2 6 Philosophy of the Human Person 3 Logic and Critical Thinking 3 Mathematics, Natural Sciences & Information Technology 22 Mathematics (College Algebra) 3 Biostatistics 3 General Chemistry 3/2 5 Biochemistry 3/2 5 Physics 2/1 3 Nursing Informatics 2/1 3 Health Sciences 9 Anatomy & Physiology 3/2 5 Microbiology & Parasitology 3/1 4 Science, Technology and Society course could be integrated in any professional courses Social Sciences 15 General Psychology 3 Sociology/Anthropology 3 Humanities [ World Civilization & Literature] 3 Health Economics with Taxation & Land Reform 3 Bioethics 3 Mandated Subjects 6 Life, Works and Writings of Rizal 3 Philippine History with Governance and Constitution 3 Physical Education & NSTP 14 PE 1 to 4 8 National Service Training Program 1& 2

B. Outline and Units of Professional Courses 125 Units

Theoretical Foundations in Nursing 3 Health Assessment (2/1) 3 Community Health Nursing (3/2) 5 Nutrition and Diet Therapy (3/1) 4 Teaching Strategies in Health Education 3 Pharmacology 3 Nursing Research 1 3 Nursing Research 2 2 Competency Appraisal I 3 Competency Appraisal 2 3 NCM 100 Fundamentals of Nursing Practice (3/2) 5 NCM 101 Care of Individuals and Family with Maternal and Child Health (6/6) 12 NCM 102 Care of Clients Across the Lifespan with Mother, Child and Family/Population Group -at-risk or With Problems (6/6) 12 NCM 103 Care of Clients Across the Lifespan with Problems in Oxygenation, Fluid & Electrolyte Balance, Metabolism and Endocrine (8/6) 14 NCM 104 Care of Clients Across the Lifespan with Problems in Perception and Coordination, Adjustment and Maladaptive Behaviors (8/6) 14 NCM 105 Related Learning Experiences (4 RLE) 4 NCM 106 Care of Clients Across the Lifespan and Population Group with Problems in Inflammatory and Immunologic Reactions, Cellular Aberrations, Acute Biologic Crisis, Including Emergency and Disaster Nursing (8/8) 16 NCM 107 Nursing Leadership and Management (8/8) 16 Total Number of Units = 212

At the end of the B. S. Nursing program, the total number of exposure/contact hours in the clinical laboratory is as follows: Courses - RLE Credit - Unit RLE Contact Hours (1 credit unit =51 hours) Health Assessment 1 51 Community Health Nursing 2 102 Nursing Care Management 100 2 102 Nursing Care Management 101 6 306 Nursing Care Management 102 6 306 Nursing Care Management 103 6 306 Nursing Care Management 104 6 306 Nursing Care Management 105 4 204 Nursing Care Management 106 8 408 Nursing Care Management 107 8 408 Total 49 RLE units 2,499 hours

A. COMMON CONCEPTS OF CURRICULUM

Posner describes the common concepts around curriculum: * Scope and sequence, or a series of intended learning outcomes., with the role of guiding both the instructional and evaluation decisions. *Syllabus, or plan for an entire course, with elements of both the ends and means of the course. *Content outline, which is sufficient only if the sole purpose of education is to transmit specific content. *Textbook, or a guide to both the ends and means of education. *Course of study, with the concept of a journey through the educational program. *Planned experience, actually comprising all experiences planned by the school. (Posner, p. 5, 9)

THE NATURE OF NURSING EDUCATION

Bachelor of Science in Nursing (BSN) is a four year degree program that teaches students the necessary skills and knowledge to care for the sick and injured. The program revolves around four main components; health promotion, disease prevention, risk reduction and health restoration. The course consists of subjects in General Education (English, Mathematics, Filipino) and Professional Nursing (Theoretical Foundations in Nursing, Nursing Care Management).

The student will be trained to use the most important concept in the program which is the Nursing Process (Assessment, Diagnosis, Planning, Implementation and Evaluation). The program will also prepare the student to be able to accurately perform health assessment, important nursing interventions, perioperative care, emergency and disaster response and medical documentation. He will learn how to deal with patients having special needs such as those who are suffering from mental illnesses (Bipolar Disorder, Multiple Identity Disorder) , developmental disorders (Autism), degenerative disorders (Parkinsons Disease), physical disabilities (comatose patient) and those who need palliative care (terminally ill/dying patients).

The teaching methods used are classroom discussions, return demonstrations (an educational technique in which a student demonstrates what they have just been taught infront of a clinical instructor) and clinical exposures in different healthcare settings.

The BSN program takes 4 years to complete. The program may also be completed in less than 4 years for schools who follow a trimester curriculum. In the year 2008, CHED (the official governing body of higher education institutions) released a memorandum order transforming the BS in Nursing program into a five year course. However, the order was later revoked because school owners and nursing deans stood in opposition. Instead, CHED released an Enhanced Bachelor of Science in Nursing Curriculum. As of the moment CHED has not released any mandate on the implementation of the new curriculum.

1. Common Problems and Issues in Nursing

*The Major issues in nursing education are: a. Selection of students: Lack of valid tool to select proper students b. Gap between theory and practice: There is vast gap between actual theory taught in classroom and the actual practice in clinical setting c. Student status: In most of institutions students are vitalized for patient services d. Underutilization of clinical facilities in government colleges / schools e. Inadequate library facilities f. Most institutes has not own hospital for clinical practice

*The Issues in nursing service are:

a. Poor working condition b. Staffing level not based on standard norms c. Inadequate quality In-service education programme d. Less wages e. Lacking in formal practice guidelines f. Work activities roles not well defined g. Deficiencies in Team work h. Inadequate use of modern technologies i. Inadequate availability of equipment and supplies j. Poor exposure of nurses in National conferences workshop and forums k. Inadequate availability of scientific research findings l. Nurses are more busy in administrative and paper works compared to bed side care, m. Nurses are not research oriented n. Expert senior nurses are usually not involved in planning nursing manpower in an institution, o. There is not a system for scheduling planned annual leave for nurses p. Lack of autonomy and empowerment for nursing leaders q. Lack of understanding of nursing professional roles and responsibilities in general r. Gap in the latest managerial knowledge and skills among senior nursing leaders

*Common problems of nursing administration are:

a. Poor involvement of nursing administrators in planning and decision making in the government hospital administration b. In many institutions nursing superintendent will have no authority to sanction leave to their subordinates c. Lack of knowledge of management of nursing administration among nursing administrators d. Administrators most of the time depends on the advice of clerical staff in all matters including technical aspects e. Prevalence of role ambiguity among administrators f. No clear cut written nursing policies and manuals g. Poor job description for various nursing cares h. Poor organized staff development programs which includes orientation, inservice education, continuing education etc,. i. Poor provision of incentives like: awards, visits, praise, conferences etc. j. Adherence to tradition

B. FACTORS AFFECTING NURSING PRACTICE AND THE IMPLICATIONS TO THE PREPARATION OF THE NURSE PRACTITIONERS

1. Culture and Values 2. Socio-Economic, Political, Technologic Factors 3. Special Policies and Health Care Delivery System, National Health Plan

C. CURRICULUM ISSUES AND TRENDS, FUTURE DIRECTIONS FOR CURRICULUM

The End