ADMINISTRATION OF NURSING CURRICULUM

INTRODUCTION
Curriculum is the the root of whole educational process. Without curriculum we cannot conceive
any educational endeavour.
The curriculum in a literal sense a pathway towards a goal. Educational process is set into motion
towards its aim through the curriculum or course. Education finds its effect and result through
implementation of its curriculum by School. Curriculum may be considered as an educational
program.

DEFINITION
According to Cunningham:- ‘’Curriculum is a tool in the hands of an artist to mould his material
according to his ideals in his studio’’. In this definition, artist is the teacher, material is the student,
ideals are the objectives and studio is the educational institute.

According to Florance nightinagle international foundation:-

‘’ Curriculum is the systematic arrangement of the sum of total of selected experience planned by
a school for a defined group of students to attain the aims of a particular educational programme’’.

According to Larnbertson:- ‘’ A Complete of the entire range of experience the learner under goes
under the guidance of the school’’.

According to Alberts A and Alberts B (1959 ):- ‘’Curriculum is the sum total of student activities
which the school sponsors for the purpose of achieving its objectives’’.

According to National league of nursing (1937):- ‘’ Curriculum is any schematic and systematic
arrangement of materials of instruction extending over a considerable period of time and planned
for a clearly differentiated group of students’’.

According to Kerr (1968):-‘’ All the learning activities which are planned and guided by the school,
whether they are carried out in groups or individually, inside and outside the activity’’.

ADMINISTRATION. The word administration comes from the Latin word administrare meaning
to serve. The role of administration is therefore to serve the process in which the curriculum is
developed and implemented
ROLE OF CURRICULUM COORDINATOR.
As coordinator has multiple functions in the curriculum he or she has an expanded role in all
phases of curriculum. The major role includes:
1. Planning.
 Developing philosophy and objectives for educational program.
  Identifies the present needs related to educational program
 Investigates evaluates and secure resources
 Formulates the plan of action
 Select and organisational learning experiences
 Participates in the formulation of admission and recruitment policies

2. Implementation
 Implementation refers to what actually happens in practice as compared to what
was supposed to happen curriculum implementation includes the provision of
organised assistance to staff in order to ensure that the newly developed curriculum
and the most powerful instructional strategies are actually delivered at the
classroom level.
 Understanding the conceptual framework of content discipline being implemented
and organised assistance to understand the theory ,observe exemplary
demonstration have opportunities to practice and receive coaching and feedback
focus on the most powerful instructional strategies to deliver the content at the class
room level.
 The superintendent/ principal is responsible for curriculum implementation and for
determining the most effective way of providing organise assistance and monitoring
the level of implementation following curriculum implementation activities
 Describe procedure for the purchase of instructional material and resources
 Identify /develop exemplary that demonstrate the learning behaviour teaching and
learning environment to deliver the content.
 Study the current status of instructional in the content area
 Compare the desired and present delivery system identify differences and develop
plan for addressing the differences
 Organize staff into collaborative study teams to support their learning and
implementation efforts.
 Provide ongoing professional development related to instructional strategies and
materials that focuses on theory demonstration practice and feedback
 Regularly monitor and assess the level of implementation.
 Communication with internal and external publics regarding curriculum
implementation.
 Involve staff ,parents , students and community members in the curriculum
implementation decision.

ROLE OF CURRICULUM ADMINISTRATOR

 Role of union government. - It has an advisory role which helps in developing
necessary guideline for development of curriculum.
 Role of national bodies. - It formulates philosophy ,objective, syllabus and
framework of all the course. 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

EVALUATION OF EDUCATIONAL PROGRAM IN NURSING COURSE AND

PROGRAM
Evaluation- It is the process of determining to what extent educational objectives are being
realized. Assess the effectiveness of the students teaching and learning

Nursing education program. –It is academic program in a post-secondary institution

leading to initial licensure or advanced preparation in nursing

Program evaluation. - It is the assessment of all components of a program from program

planning through implementation to determine program effectiveness.

Program evaluation plan. It is a document that serves as the blueprint for the evaluation
of a specific program

Curriculum evaluation - Assess the implementation of the program plan process and
products of the learning and teaching transaction

PURPOSE OF PROGRAM EVALUATION

 To diagnose problems weakness and strengths test new and different approaches for
advancement of program
 Formation of philosophy objectives and conceptual framework
 helps faculty and administrator to manage physical resources make administrative
and curriculum decisions
 Appraise faculty and staff development needs and provide a mechanism for
accreditation requirements
MODELS OF EVALUATION OF EDUCATIONAL PROGRAMME IN NURSING
Programmes can be evaluated using many models out of which some are used for evaluating
educational program in nursing.
1. CIPP MODEL
The model was proposed by Stufflebeam in 1983. The CIPP Model (Context, Input,
Process, and Product) can be used for both type of evaluation, summative and
formative. The most important thing about this model is that it provides the holistic
view of every element by evaluating context, input, process and output from each and
every angle. With the help of this model, evaluation can be done systematically,
fulfilling the general needs of evaluation. The important element which makes this
model different from other models is that it focuses on the context for the evaluation of
teaching learning and development process (Stufflebeam & Shinkfield, 2007).
Context evaluation : Serves decision making for the planning of an ongoing program and
therefore formative in nature and products actually measure the discrepancy between the intended
and actual outcomes. The different types of methods for the evaluation of context include surveys,
document reviews, data analysis and interviews (Stufflebeam, 2003). Some questions that context
deals with are the following:
1. Are the aims of the school suitable or not?
2. Do the objectives generate from aims?
3. Are the courses taught relevant to the aims?
4. Is the school fulfilling social needs?
Input evaluation. Provides information about necessary and available to reach the
program goals. It involves question regarding the feasibility availability cost and potential
advantage and disadvantages. The resources include time resources, human resources, physical
resources, infrastructure, curriculum and content for evaluating the quality of education at school.
Some questions that come under the context of input are:

1. What are the different learning skills that students will gain?
2. Is there any balance between the practical and theory work?
3. What type of resources should the school use for effective teaching and learning?
4. Are there science laboratories and library? Are they well maintained?
5. How are teachers using their teaching skills for effective teaching learning?
6. Do the teachers have appropriate knowledge, skills and attitude for teaching?

Process evaluation. Provide feedback to administrators and participants of the program which
defects or predicts problems with day-to-day functioning. Process deals with the following
questions:
1. Has ICT been used in many school practices?
2. Are teachers and students of the school actively participating in different activities?
3. Is there effective two way communication between administration, teachers and other staff?
4. Can formative evaluation of teaching learning process be done?
5. Which types of activities are conducted in the school?
 Product evaluation. Search to measure the extent to which the goals have been achieved.
Some important questions with respect to Product for school evaluation are:
1. What are the achievements of the students of the school in co-curricular and extracurricular
activities?
2. What are the different summative and formative assessment strategies used by the school?
3. How will students practically implement what they have learned?
4. Are there registers for recording of different activities of the students?
5. How could quality of teachers and school reputation be improved?

A. CONTEXT
 Organisational structure
 Mission and goals
 By laws
B. INPUT
Human resources
 Faculty
 Students
 Support staff
 Material resources
 Technology
Library
 Physical space
 Support systems
 Students
 Physical resources
Internal
 Clinical resources
 Policies

C. PROCESS
a. Curriculum
b. Students
 Admission
 Progression
 Graduation
c. Faculty
 Evaluation
 Development
d. Administrator evaluation
e. Staff evaluation
 D. PRODUCT
a. Student
 Outcomes
 Satisfaction
b. Employer
 Utilisation
 Satisfaction
c. Alumni
 Employment
 Profile
 Satisfaction
Context evaluation
It focuses on the strength and weakness of nursing program to provide direction for improvement.
It provides sound basis for adjusting existing goals and priorities. Context evaluation provides
necessary information for curriculum division it includes
1. Organisational structure.= The structure of organisation is reviewed to determine
whether it is appropriate to goals of educational program. The structure should be
accompanied by description of the roles and responsibilities attached to each position. Role
clarity is an essential component of successful structure. An analysis of lines of authority
provides basis for assessing the extent to which the structure maximize relationship needed
to accomplish mission and goals.
2. Mission and goals.= Weather goals of institution made advance knowledge needs of
society and it should be feasible. An annual review of goals is completed to determine
whether activities are on the target or to identify a problem.
3. By laws. = The review of school by laws in an important context issue in relation to the
structure through which legislative authorities process. How standing committee
addressing issues related to faculty of year student affairs curriculum and budget.
4. External forces.= It means accrediting bodies which regulate program. Should review
accrediting agency and their policies. Nursing includes three levels of approval so review
their accrediting policy periodically.
5. Philosophy.= According to Belvis (1982) the philosophy provides picture window through
which the world is reviewed. The philosophy should reflect institutional philosophy and
serve as a guide for development of other aspects. In nursing philosophy should reflect
institutional philosophy and serve as a guide for development of other aspects. In nursing
philosophy should be helping identify the purpose of nursing program
Input evaluation.= It addresses in intended means and primary focuses on the resources available
to meet intended ends. The input material includes human material and physical resources
1. Human resources
A. Faculty.
 Accrediting body suggest number qualification and type of faculty needed
to conduct particular educational program. In nursing masters degree in the
minimum expectation for teaching in associate degree program for proposed
graduate program mix of master degree and doctors prepared faculty
preferred
 The source of faculty is also very important representative variety of
institution in faculty profile demonstrate commitment to diversity of ideas
and openness to create differences. Faculty should have education and
experience relevant to area of assignment.
 It is insufficient to look only existing staff pattern also project those data
into future for example look for any retirement in recent years as well as
licence over patterns
 Another criteria while reviewing the faculty resources is salary structure. If
the goal of institution is to support quality program and to achieve national
structure salary must be completed to attract the mix of faculty that promote
excellence

B. Support staff.
 Nursing program should have number of graduates assistants research
assistance, computer programmer and statistician.it should be according to
the criterion of accrediting bodies.the number may affect quality because in
absence of them faculty may have to compromise and do the work for them.
C. Students.
 Number of students admitted should not exceed the resources available to
of equality educational program. Nature and methods of students
recruitment should be evaluated. Seat should be reserved according to the
needs of society. Number of adult learners may be high in nursing program
so seat should be reserved for that.
D. Material resources.
 Information and instructional technology productivity is directly related to
technology available to the students and faculty to meet their responsibility
and to create dynamic learning environment. Exciting advances have been
made in the instructional technology available for teaching and learning
skills in nursing. Variety of manniquins, multiple A.V.aids should be
available.

2. Library
A. Material resources.
 Library re courses should be sufficient to support the program. Issues of
concerns in this evaluation includes the holdings services and utilisation
rates. some questions used in assessing include do the libraries has
 significant number of books. Are qualified faculties available to assist
students in college library.
 Various standards are used to measure the adequacy of library holdings.
Viewpoints of librarian students and faculty about the holding of library
maybe collected. Effective use of technology by the library should be
assessed.
B. Physical space.
 Evaluation of environment in which faculty work and student learn. Office
size and equipments common room . INC norms should be followed for the
physical space for each room. Classroom charts of sufficient size and
support teaching learning process.
 Support space include computer laboratory a bedroom and storage of
instructional equipment and supplies. It should review through surveys of
faculty students. Another component of this review is documentation of
holdings. It is important not only have space and equipment but also to
know where it is located.
C. Support system for students.
 In the input component of evaluation include services and resources
available to the students who enter the program like counselling services
financial aid resources etc
D. Fiscal resources.
 The budget of the unit is component of input evaluation.this review includes
data related to personal equipment and supplies travels and infrastructure as
a starting point personal mourners are reviewed in terms of supply and
demand.
 As technology advances it become increasingly important to identify
physical support for its use beyond the using usual physical environment.
Money for faculty development is important to faculty growth.
 To advance excellence in teaching and percentage must be target for the
conference and presentations related to teaching and learning. External
funding sources should be reviewed financial incentive projects to
encourage donors to engage in educational mission like faculty and student
development programme, library enhancement program ,etc . student’s fees
should be reviewed as a part of review method.
3. Internal
A. Clinical facilities.
 Clinical facilities are evaluated for their appropriateness to the mission and
goals of the program the client population in each department should be
consistent with mission of program. It should be sufficient to support
student population
B. Policies.
 In the input face of evaluation it is necessary to ensure that policies are in
space to support facilitate and guide the attainment of mission and goals.
 Policy should be organised and available to all to whom they apply. Student
and faculty should receive data on regular basis.
Process evaluation. = Process evaluation monitors actual means to assess progress and to
intervene if audience suggest that there is lack of congruence between actual and indeed needs.
1. Curriculum evaluation.
 Clearly ongoing curriculum evaluation is considered in some aspect in in
respect of in all phases of evaluation plan. Assess curriculum of institution
whether it is flexible reliable and valid.
2. Student admission progression and graduation.
 Clearly check profile of a student admission protocol of the college should
be reviewed weather which was implemented correctly. Progression of
student should be reviewed such as grades marks and average scores of
student should be reviewed. If student drop out of any reason check details
of it graduation reviews often focuses on completeness.
3. Faculty evaluation in teaching.
 Various methods of teacher evaluation like query evaluation self evaluation
in student evaluation should be conducted. The review of teaching learning
material is another element of this review. Materials commonly included in
this review our course plan lesson plan teaching aids assignment. Standards
of each position reviewed and it should be according to the state and
national legislative body.
4. Evaluating professional services.
 evaluating teaching faculty practices as professional services should be
noted that is one may demonstrate practices through professional ,Civic and
governmental organisation relevant to ones expertise in a manner that reflect
application of knowledge.
5. Evaluating faculty development.
Review the faculty development program conducted by institution
 The orientation of new faculty to college or university is the fundamental part of
plan
 In addition to orientation ongoing support services and faculty development should
work in country to facilitated faculty in meeting the expectation of their roles. For
example sum institution have office of research to assist faculty in research efforts
 Seminar for staff development should be evaluated
6. Evaluation of administrators.
Formal evaluation of administrators usually occurs at specified intervals. A common plan
include annual review by administrators immediate supervisor and comprehensive
evaluation in every 3 to 5 years. Seldom suggest that individuals from 6 levels are capable
of participating in this review the immediate supervisor peers within institution faculty
subordinates and administrators under review
Product and outcome evaluation. = The purpose of third phase of evaluation is to determine the
fit of product outcome and program goals.
1. Student outcome.
 Student learning outcome are measured at multiple level in the program of
learning. Student learning outcome deals with attributes of the learner that
demonstrate achievement of the program goal. By evaluating this one can
communicate to public the extent to which one is preparing well educated
and completed practitioner's to meet the manpower needs of the community.
 Many nursing universities outside India use national licensing examination
for certification examination as a measure. The number of graduates licence
or certified to practice in a given area is a measure of production of
qualified manpower. The number of graduates per year can also be used as
a measure to evaluate a program.
2. Employer product utilisation and satisfaction.
 Employer service provide a means to determine the extent to which the consumer
believes the product that is the students has the skills necessary for employment
expectation.
3. Alumni employment rates and profile
.Multiple revenue for the receipt of alumni data
 The exit survey is the method of determining product satisfaction with program
just completed. Data regarding following may be helpful in product evaluation
 Number of nurses graduate from a college
 Number of nurses graduate at a time
 Number of employed in a position requiring more preparation
 Number of employed in position requiring less preparation
 Number of unemployed

2. Comparative course evaluation model.

Comparative courses evaluation is the process designed to identify articulation
duplication and omission of learning opportunities between courses in a curriculum. It
involve systematic examination of course syllabus in order to identify emissions and
applications of content and behavioral objectives between courses.

3. Discrepancy evaluation model.

Discrepancy valuation refers to the search for difference between two or more
elements variable of an education training program that according to the logical rational
criterion should be in arrangement or correspondence (Anderson 1975). Most
commonly focus of program evaluation using the dispensary model is upon one or
more of the following
 Discrepancies between the program design and actual program operations such
planned curriculum content and actual content
  Discrepancy between predicted and obtained program outcomes such as
predicted and actual NCLEX scores.
 Discrepancy between students achievement and desired standards of
competency
 Goal dicrepencies or difference in value judgements of different in value
judgements of different group regarding the purpose of effectiveness of
program including program administrator faculty student potential employer
and consumer within the community.
 Discrepancies between interchangeable component within the curriculum such
as multiple courses offering same subject.
4. Goal free evaluation model
The focus of goal free evaluation model is to determine the importance of value and of
final outcome not intentions and designs of the program. It is an approach proposed by
Stephen in 1972 as a means of ensuring that evaluators take unit account that actually
effect and not just the indeed effect of education and training program. In this case the
evaluators make special effort not to be influenced by program goals with a relevant to
program planning not to program evaluation.
SUMMARY:
At the end of my seminar students will be able to gain knowledge regarding role of
curriculum administrator and curriculum coordinator in curriculum process and
evaluation of nursing program.

CONCLUSION:
Curriculum evaluation is an essential phase of curriculum development. Through
evaluation a faculty discovers whether a curriculum is fulfilling its purpose and
whether students are actually learning.
 BIBLIOGRAPHY

 ShebeerP. Basheer, Nursing Education ,Text Book Of Nursing Education,1 stEdition,

Emmess Medical Publishers .
 Neeraja KP “Text Book Of Nursing Education” First Edition Jaypee Publications.
 Basavanthapa BT “Text Book Of Nursing Education” First Edition Published By Jaypee
Brothers, 2003.
 Mukesh Chandra Sharma, “Text Book Of Nursing Education ” Edition-1 st (2013),
Published By Jaypee Brothers Medical Publisher.
 Susan B. Bastable, “ NurseAs Educator” Edition 2 nd, Published By Jones &Bartlett
Publisher .
 Sankarnarayan B. “Learning And Teaching Nunrsing” Edition 4 th, Published By Jaypee
Brothers Publications.

WEBOGRAPHY

1. https://www.sciencedirect.com

2. https://www.en.m.wikipedia.org

3. https://www.slideshare .net

4. https://www.planning.org

5. https://www.blogspot.com
 GOVT. COLLEGE OF NURSING
JAGDALPUR

SUBJECT: NURSING EDUCATION

SEMINAR ON – ROLE OF CURRICULUM
COORDINATOR AND EVALUATION OF
EDUCATIONAL PROGRAMS IN NURSING COURSE

SUBMITTED TO: SUBMITTED BY:

MRS. SMITA JHA MS. APARNA CHOUDHURY
READER M.SC NURSING 1ST YEAR
GOVT. COLLEGE OF NSG,JDP GOVT. COLLEGE OF NSG,
JDP