OUR LADY OF FATIMA UNIVERSITY
Graduate School
MASTER OF ARTS IN NURSING
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MAN 202 CURRICULUM DEVELOPMENT IN NURGSING
MODULE 2
PHILOSOPHICAL FOUNDATION OF EDUCATION
Week 3 – 4
SPECIFIC OBJECTIVES
SPECIFIC OBJECTIVES:
After the completion of the module, you will be able to:
After1.
the completion
Express of the module,
understanding you will be able
and appreciation to: philosophical foundations of
on the
1. Express
nursingunderstanding
education. and appreciation on the philosophical foundations of
2.nursing
Identifyeducation.
the legal bases of nursing education in the Philippines.
2.3.Identify theimportance
State the legal basesofofthe
nursing education
philosophies in thetoPhilippines.
related nursing education and relate it
3. State the importance
to one’s of the philosophies related to nursing education and relate it
own practice.
one’s the
4.toUtilize ownacquired
practice.knowledge to reflect on one’s own philosophies.
4. Utilize the acquired knowledge to reflect on one’s own philosophies.
Introduction
Philosophy, as it is often defined, has a deep meaning that it is thought to be of
no importance to our practice. The term Philosophy came from the Greek word
philosophia which means love of wisdom. Philosophy is an inquiry to know what nature
of truth and knowledge is. Philosophy, in a self-explanatory word, is a way of life. It
guides an individual as he reflects on his values, principles and ethics.
John Locke started the term tabula rasa which means blank slate. This declared
that the human mind is intrinsically unformed and unstructured, and that the ideas and
rules of a human being are honed by the experiences he lived. Nurses became nurses
because of the knowledge they learned in school by attending nursing education.
This module will discuss the philosophical foundations of nursing education as
well as the legal bases of nursing education in the Philippines.
Philosophy Defined
Understanding Philosophy is not only finding answers to one’s inquiries, but also
understanding the manner how others perceived matters in the past. Roark further
discussed what the nature of Philosophy is in his writing Introduction to Philosophy. He
defined Philosophy as the analysis of language, as a program of change, as a set of
questions and answers, as a world-view, and a criticism. He stated that knowing
Philosophy is always associated with the names of famous philosophers but the very
definition of Philosophy is impossible as it a study of a person’s own philosophy
Valiga, in her work Philosophical Foundations of the Curriculum, specified
philosophy as a method of asking questions “that have to do with what is presupposed,
perceived, intuited, believed, and known.” It is a process of becoming self-conscious
and reflective of the situations and events an individual has experienced. She purported
that we should not only accept things as it is, but to think deeper that a constructive
progress can happen (Billings and Halstead, 2016).
Valiga mentioned further about Maxine Greene, an educational philosopher who
encouraged educators to “do philosophy” and reflect on “what we do when we teach
and what we mean when we talk of enabling others to learn.” It may be about a single
individual or as teachers. “Doing philosophy” is a collective effort when it comes to
curriculum planning. Further discussing values and beliefs may ignite discussions but it
encourages more profound appreciation of other’s principles and beliefs. (Billings and
Halstead, 2016).
Philosophical Approaches to Education
The following are some of the philosophical perspectives that have been
established (Csokasy, 2009). It is recommended for faculty to reflect on their own
understanding of each as they formulate, assess and improve their own philosophical
statement that influences their work.
Behaviorism – Focus of education is through mental discipline development such
as memorization, drill, and recitation. Identified learning as structured and organized,
thus, continuous repetition of the previously acquired knowledge is needed.
Essentialism – Believed that because cognition is important, it is the aim of
education to preserve and respect the conventional traditions.
Existentialism – It is the role of education to encourage the society to examine
purposes for existence.
Hermeneutics – Individuals are capable of interpretation, hence, education is
obliged to take part in finding the meaning of circumstances for the intellectuals.
Humanism – Believed that education must respect the individuality of the learners
and and they are responsible for their own search for meaning.
Idealism – It is the goal of education to help individuals live in an ideal environment
of “high perfection, beauty, art and search for the ultimate truth”
Postmodernism – Education recognizes obscurity, differentiation of culture and
ideas, and promotes new ideas and transformation.
Pragmatism – Education must nurture the learner with actual experiences because
the Truth is associated to a person’s experience.
Progressivism – It is the responsibility of the learners to decide on what is
imperative and the role of the teacher is to nurture the learning process.
Realism – Education is formulated to “support the learners understand the natural
laws that regulate all of nature.”
Reconstructivism – School is identified as a medium for societal transformation
and education acknowledges the idea of democracy.
Nursing Education History, Philosophy and Practice
Ontology and epistemology plays a role in the history of nursing education. The
connections of these two continuously change in the objective of knowing human
existence and knowledge. Because nursing is a benevolent career which deals with
people, it is interrelated to metaphysical inquiry on why people exist and in what
condition and how individuals gain knowledge and relate with the setting.
1. Apprenticeship Model. The word “training” was synonymous with nursing education
until the 1970s and only little attention was given to education for nursing. In 1950s to
1960s, behavioral psychology had started to diffuse in the different fields such as
education, including nursing education. The instructional cognitive apprenticeship model
was developed by Brown et al.(1989) based on their principle that “learning was a social
rather than an individual and that abstract learning was of limited use for real-world
contexts as it could not be easily applied” (Waite and Pratt, 2015).
2. Tylerian Model by Ralph Tyler (1969). It is one of the leading models used in
nursing education for several decades. In this model, clear objectives and purposes are
provided to direct the process of curriculum development and education is conducted to
meet the objectives instead of the individual learning needs of the learner.
3. Humanistic Psychology by Carl Rogers (1970). Stressed in this theory is freedom
and creativity of the students, contrast to what Behaviorism Model believed in.
4. Aesthetic and Emancipatory Pedagogy by Maxine Greene (1978). The notion of
caring as a fundamental value and indispensable concept in nursing is a basic tenet of
this philosophy.
5. Emancipatory Empowerment Approach by Freire (1988). This model by Freire,
along with the pedagogy of Greene, both stimulated by Humanistic Psychology
principles, advocated the learning milieu to be non-restrictive and both the teacher and
learners are parallel learners.
6. Knowles’ Theory of Adult Learning. This theory considered the student as a vital
and conscientious participant in learning rather than just passive receiver of knowledge.
7. Caring Curriculum by Em Bevis and Jean Watson (1989).They believed that
“learning is an active process where teachers facilitate the learning and that students
are responsible for their own learning.” In their work, they purported that “the student is
no longer trained but guided to be self-motivated and become a lifelong learner with a
passion in inquiry” (Young and patterson, 2007).
8. Narrative Pedagogies by Diekelmann (2000). This approach utilizes “storytelling” to
explain complex clinical topics. This transpires from the “lived experiences of teachers,
clinicians and students in nursing education. It encompasses imparting and
understanding of the narratives.
Legal Bases of Nursing Education in the Philippines
1. RA 7722 known as the “Higher Education Act of 1994”. This is the act creating
the Commission on Higher Education and appropriating funds for its purposes. “The
Commission shall be independent and separate from the DECS (now DepEd). It
constitutes both public and private institutions of higher education as well as degree-
granting programs in all post-secondary educational institutions. CHED is mandated to:
promote quality education, broaden access to higher education, protect academic
freedom for continuing intellectual growth, and ensure advancement of learning and
research.
2. RA 9173 known as the “Philippine Nursing Act of 2002”. This is the act providing
for a more responsive nursing profession, repealing RA 7164 otherwise known as “The
Philippine Nursing Act of 1991”. It declared the responsibility of the State to protect
and improve the nursing profession by providing approaches “that will result to relevant
nursing education, humane working conditions, better career prospects and a dignified
existence for our nurses”.
3. CHED Memorandum Order 30, series of 2001 with the subject Updated Policies
and Standards for Nursing Education. It provides the procedures and the rules and
regulations in opening a nursing school. It also establishes the guidelines of
administration, faculty, curriculum, instructional standards, library, research, laboratory
facilities, and the admission, selection, and retention of students, residence and unit
requirements, graduate nurse title and accreditation.
4. CHED Memorandum Order 5, series of 2008 with the subject Policies and
Standards for Bachelor of Science in Nursing Program. The memorandum was
adopted and promulgated “with the purpose of rationalizing Nursing Education in the
country to provide relevant and quality health services locally and internationally”. It
discusses matters on the guidelines of private higher education institutions’ authority to
operate, program specifications, competency standards, curriculum, other requirements,
instructional guidelines, and admission, selection, and retention of students, residency
requirements and sanctions.
5. CHED Memorandum Order 14, series of 2009 with subject Policies and
Standards for Bachelor of Science in Nursing Program. This memorandum
amended the nursing curriculum with the revisions of the subjects:
Addition of Theoretical Foundations in Nursing
NCM 100 is revised to Fundamentals of Nursing Practice
Addition of Health Assessment
Basic Nutrition and Dietetics is changed to Nutrition and Diet Therapy
Addition of Health Education, Nursing Informatics, Biostatistics, CA 1 and 2
Addition of NCM 106 to cover cellular aberrations, acute biologic crisis, problems
in inflammatory and immunologic reactions and emergency and disaster nursing
Addition of NCM 107 to cover Nursing Leadership and Management
Addition of Intensive Nursing Practicum, Elective 1 and Elective 2
6. CHED Memorandum 15, series of 2017 with the subject Policies and Standards
for Bachelor of Science in Nursing Program. This memorandum executes the
transition from competency-based standards to outcome-based education and pointed
out the core-competencies expected of a BSN graduates.
7. CHED Memorandum 18, series of 2011 with the subject Amendments to Article
XI – Sanctions of CMO No.14, s. 2009 “Policies and Standards for Bachelor of
Science in Nursing Program. This CMO amended the sanctions under Article XI and
stated that “nursing programs of HEIs whose average passing percentage in PNLE is
30% and below for three consecutive exam years shall be immediately phased out.”
SAQ
1. Analyze the current CMO and its inclusions. Do you think it is attuned to the current
needs of the society? Discuss your analysis.
2. Among the philosophical models discussed, which models are aligned to your own
perspective and beliefs related to learning and nursing education.
References:
The Best Schools Organization (2019) 20 Major Philosophers and Their Big Ideas.
https://thebestschools.org/magazine/major-philosopher-ideas/
Dallas, R. (1982).Introduction to Philosophy.
https://www.qcc.cuny.edu/SocialSciences/ppecorino/roark-textbook/Chapter-1.htm)
The Maxine Greene Institute (2014). About Maxine Greene.
https://maxinegreene.org/about/maxine-greene
Waite, s., Pratt, N., (2015) Situated Learning (Learning in Situ).
https://www.sciencedirect.com/science/article/pii/B9780080970868920427
Lippincott Nursing Education (2017). Narractive Pedagogy in Nursing Ed Used to
Teach ToughTopics.
http://nursingeducation.lww.com/blog.entry.html/2017/02/11/narrative_pedagogyi-
K0z9.html
Inserto, E., Gonzales C., Arensol C., Sta. MAria, L., (2011). Paradigm Shift in
Nursing Curriculum. https://www.scribd.com/doc/69253392/Difference-Bet-Cmo-14-
amp-30
Commission on Higher Education Website
https://ched.gov.ph/wp-content/uploads/2017/09/Executive-Summary-
2010.pdf
https://www.officialgazette.gov.ph/2002/10/21/republic-act-no-9173/
https://ched.gov.ph/cmo-30-s-2001-2/
https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.05-s2008.pdf
https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.14-s2009.pdf
https://ched.gov.ph/wp-content/uploads/2017/10/CMO-15-s-2017.pdf
https://ched.gov.ph/cmo-18-s-2011/
Billings, DM., Halstead, JA. (2016). Teaching in Nursing: A Guide for Faculty Fifth
Edition.
Csokasy, J. (2009). Philosophical Foundations of the curriculum.
Moyer, BA., Witman-Price, RA.(2008). Nursing Education: Foundations for Practice
Excellence.
Young, L., Patterson, B. (2007) Teaching Nursing: Developing a Student-Centered
Learning Environment.
