Curriculum DevelopmentPDF电子书下载

Ⅰ Introduction 1

1 The Nature of an Educational Program 2

Definitions and Basic Concepts 2

General Education 4

Education for Adults 11

Specialization 12

Education for the Professions 13

Characteristics of a Profession 13

Pattern of Undergraduate Education in Relation to Professional Education 14

Development of Curricula in the Professions 14

The Education of Teachers 15

Programs of Professional Education for Engineering 16

Modifications of the Medical Curriculum 17

Nature of the Nursing Curriculum Contrasted with Other Professional Curricula 18

Development of Curricula in Nursing 21

Early History of Nursing Curricula in Colleges and Universities 21

National League Leadership in Curriculum Development 35

Present Status of Curriculum Planning 37

Academic Mitosis 38

Length of Nursing Program 39

Suggested Pattern for the Basic Collegiate Program 42

Differences between the Collegiate and the Diploma Program 59

Suggested Program of Study in Basic Nursing for a Three Year Diploma Program 59

Suggestions for Further Reading 64

2 Faculty Participation in Curriculum Development 67

Workshops，Institutes，and Study Groups 67

How Not to Conduct a Committee on Curriculum 68

Constituency of the Committee on Curriculum 69

Student Participation 71

Utilizing the Services of a Consultant 75

Faculty Study of the Teaching Process 76

Suggested Principles of Curricular Planning 77

Installation of Curricular Changes 78

Suggestions for Further Reading 79

3 Planning Class and Practice Schedules 82

Principles in Planning Schedules 82

Factors in Planning Schedules for a Broad-Fields Course 86

Class Schedule for Unit on Diseases of the Digestive System 87

Schedule of Class and Practice for a Semester 88

Schedule for Faculty Members 90

Summarizing Statement 91

Suggestions for Further Reading 92

Ⅱ Major Tasks in Curriculum Development 93

4 Development of Objectives 94

Problems for Study 94

Sources for Deriving Objectives 95

Studies of Learners 95

Who Are Our Students？ 96

What is Maturity？ 96

Emotional Problems of Late Adolescence 97

Developmental Tasks of Adolescents 99

Inferring Objectives from Student Needs 102

Social Needs 103

Activity Analyses 103

Studies of the Broad Needs of Society 105

Study of Subject Matter 118

Screening the Inferred Objectives 119

Educational Philosophy 119

Various Philosophic Positions 122

The Catholic Philosophy of Education 122

A Theo-centric Philosophy in a Democratic Society 124

Experimentalism 124

A Realistic Philosophy 128

Idealistic Philosophy 130

Emerging Philosophies 130

Examinations of Statements of Philosophy 131

Report of President＇s Commission on Higher Education 131

Statement of Philosophy in Schools of Nursing 131

Educational Psychology 133

Theories of Learning 133

Variables Influencing Learning 152

Stating Objectives in a Meaningful Way 170

Classification of Educational Goals 171

Cognitive Domain 175

Knowledge 175

Intellectual Abilities and Skills 176

Problems of Learning in the Three Domains 188

Problems in Cognitive Learning 188

Rote Learning and Retention 188

Comprehension：The Development of Understanding 191

Problem-Solving 193

Becoming Aware of Problems 193

Clarifying a Problem 193

Proposal of Hypotheses for Solution of the Problem 194

Evaluation of and Selection from among Hypotheses 195

Testing the Hypothesis 196

The Affective Domain 197

Attitudes 197

Interests 200

Guiding Students in the Acquisition of Motor Skills 201

Step 1．The Student Relates the New Experience to Previous Learning 201

Step 2．The Instructor Analyzes the Procedure 202

Step 3．The Instructor Demonstrates the Procedure 203

Step 4．The Student Practices the Procedure 205

Step 5．Together the Instructor and Student Evaluate the Student＇s Performance and Set New Goals 212

Suggestions for Further Reading 212

5 Selection of Learning Experiences 218

Objectives as Criteria by which Learning Experiences Are Selected 218

Principles in Selection of Learning Experiences 220

Learning Experiences in the Unit on the Digestive System 224

Analysis of the Objectives 224

Important Principles 225

Method Depends upon Objectives 226

Learning Experiences by which Certain Behaviors Can Be Acquired 227

Acquisition of Facts 227

Ability to Recognize Important Symptoms 228

Learning to Exercise Judgment 229

Factors Which Promote Recovery 229

Understanding of Basis of Medical and Nursing Care upon Symptoms 230

Understanding of Contribution of the Several Aspects of Treatment 230

Concept of Preventive Medicine 231

Understanding of Principles 231

Understanding of Emotional Factors 234

Suggestions for Further Reading 235

6 Organization of Learning Experiences 236

Problems for Study 237

Problems and Principles in Developing an Effective Organization 237

The Nature，Function，and Importance of Organization 237

Criteria of an Effective Organization 241

Vertical Organization 241

Horizontal Organization 243

Examples of Continuity，Sequence，and Integration in a Basic Nursing Program 247

Example of Continuity in a Basic Baccalaureate Program 247

Example of Continuity and Integration of Concepts Related to the Family Unit in Health and in Sickness 248

Example of Sequence of Curricular Thread 250

Organizing Elements 251

Organizing Principles 256

Organizing Structure 261

Dimensions 261

Structural Organization at the Largest Dimension 263

Process of Planning a Unit of Organization 270

Definition and Nature of Resource Units 270

Structure and Content of Resource Units 271

Unit Organization in Nursing Courses 271

Study Guide for Nursing in Diseases of the Digestive System 274

Medical Nursing 274

Objectives 274

Doctor＇s Lectures(if medical lectures are used) 274

Clinic or Ward Walk(may be substituted for one nursing class) 274

Nursing Classes 274

Pharmacology 274

Vocabulary for This Unit 275

Questions for Study 275

Surgical Nursing 276

Objectives 276

Meaning of Suffixes 276

Additional Vocabulary 277

Questions for Study 277

Study Guides for Use in Clinical Experience 278

Self-directing Study Guides 279

Suggestions for Further Reading 279

7 Evaluation of the Program 281

Concepts of Appraisal 281

Achievement Testing 284

Records of Student Progress 287

Faculty Study of Student Progress 288

Appraisal Program for a Particular Set of Objectives 290

Summary of Principles of Evaluation of an Educational Program 292

Suggestions for Further Reading 293

Ⅲ Foundations of the Nursing Curriculum 295

8 The Humanities 296

Communication Skills 298

Systematic Study of Literature 303

(1)The English Bible 304

(2)Ancient Greek Literature 304

(3)Selections from Chaucer＇s Canterbury Tales 305

(4)Shakespeare 305

(5)English and American Poetry 305

(6)Prose Fiction，Selected from European，English，and American Writers 306

(7)Modern Drama 306

The Study of History 307

(1)Ancient Greece and Rome 308

(2)The Middle Ages 309

(3)The Renaissance and Reformation 309

(4)The Intellectual Revolution of the Seventeenth Century，and the Age of Enlightment 309

(5)Main Trends from the French Revolution to the Present 309

Conclusion 310

Suggestions for Further Reading 311

9 Physical and Biological Sciences 312

The Sciences in a Diploma Program 313

The Sciences in a Collegiate Program 314

Organization of Chemistry Courses 314

Physics in the Nursing Program 315

Anatomy and Physiology 316

Microbiology and Its Applications 318

Research in Science Education 321

Securing Core Material for the Organization of a Nursing Science 323

Source Materials Useful in Teaching Chemistry 327

Films 327

Reference Books 327

Suggestions for Further Reading 328

10 The Behavioral Sciences 330

Study of Fields Related to Human Behavior 331

Content of Psychology Most Essential to Nurses 331

Psychology of Efficiency 332

The Neural System 332

Heredity and Environment 332

Attending and Perceiving 332

Motivation 332

Emotions 333

The Learning Process 333

Mental Illness 333

Individual Differences 334

Topics Included in Study of Principles of Sociology 334

Cultures 334

The Family as a Social Institution 334

Personality Traits 334

Social Processes 334

The Modern Community 335

Medical-Social Problems 335

Presentation of Content in Psychology and Sociology 335

Conclusion 336

11 Introduction to Nursing Care 337

Base of Therapy Preceding Practice 337

Traditional Place and Organization of the First Course in Nursing 339

Preparation and Responsibility of the Instructor 339

Terminology Used to Describe the Course 339

Traditional Organization of the Course 340

Newer Emphases in the First Course in Nursing 343

Application of the Social Sciences 343

The Concept of(1)the Health Team and(2)the Nursing Team 345

Nurse-Patient Relationships 346

Conversational Skills 346

Progressive Activity Sequence 348

Planning Nursing Care 349

Integration of Fundamental Concepts and Nursing Skills in Their Clinical Relationships 350

Suggestions for Further Reading 354

Ⅳ Teaching in the Hospital Divisions 355

12 What Is Clinical Instruction？ 356

Historical Developments in the Field of Clinical Instruction 356

Early References 357

Preparation of the Instructor 358

Early Appointments 360

Titles of Positions in Clinical Instruction 362

Dilemma of the Instructor Without Authority 363

Functions of the Instructor in Clinical Nursing 363

Some Functions of the Instructor in Clinical Nursing 366

Qualities Needed for Clinical Instruction 367

Preparation of the Instructor in the Clinical Area 367

Introducing a Plan of Clinical Instruction 369

Planning a Program of Clinical Instruction 372

Orienting Inexperienced Ward Instructors 373

Tentative Plan for Subjects for Conferences 374

Summary 375

Suggestions for Further Reading 375

13 Teaching in the Hospital Divisions 377

Definition of Terms 377

Underlying Assumptions 379

Achieving the Objectives of Clinical Practice 379

Objectives in Clinical Practice in Medical and Surgical Nursing 380

A Positive and Practical Health Ideal 381

Understanding of Emotional Factors in Illness 381

Using Progress Notes and Laboratory Findings 382

Ability to Observe 385

Ability to Assist Doctors with Diagnostic Measures and Treatments 386

Ability to work with Other Professional Workers 389

Ability to Teach Patients 389

Further Values of Clinical Practice 391

Student Activities to Attain the Objectives of Obstetrical Nursing Expeirence 392

Summarizing Statement 396

Different Types of Learning Experiences Needed 397

Evaluating Teaching Possibilities in a Clinical Area 402

Studies of Diagnoses 403

Record of Nursing Procedures 412

Relation of the Medical Staff to the Teaching Program 413

Students＇ Assignments 413

Factors to Consider 413

Functional Assignment，Case Method，Team Method 415

Planning Nursing Care 418

Principles in Planning Nursing Care 418

Teaching Students to Plan Nursing Care 421

Directions for Planning Nursing Care 423

Factors to Consider in Planning Nursing Care 423

Problem in Planning Nursing Care 430

Placement of Patients 432

Summarizing Statement 435

Planning to Meet Recreational Needs 435

Teaching the Use of the Clinical Record 435

Nurses＇ Notes 436

Use of a Clinical Record 438

Checking Clinical Records 438

The Non-Segregated Service 439

Guide to Admission Clerks in the Admission of Patients to Specified Services 442

Recording Experience on a Non-segregated Division 443

Experience on a Private Division 444

Summarizing Statement 444

Suggestions for Further Reading 445

14 Special Kinds of Clinical Experience 447

Senior Experience 447

Objectives 447

Planning the Experience 448

Night Nursing Experience 451

Summarizing Statement 456

Suggestions for Further Reading 456

15 The Nurse as a Teacher 457

Problems for Study and Discussion 457

Objectives of the Experience 458

Selection of Learning Experiences 458

Principles in Planning Instruction for Patients 463

Developing in the Staff the Concept of the Nurse as a Teacher 466

Unit of Staff Education Program：Teaching Diabetic Patients 468

Objectives 468

Methods 468

Summarizing Statement 469

Suggestions for Further Reading 469

16 Rotation for Clinical Experience 471

Principles in Planning Clinical Rotation 471

Making a Plan of Clinical Rotation 476

Rotation within a Department 480

Planning for New Groups of Students on the Medical Nursing Service 481

Planning for Seniors 481

Planning for Juniors 482

Levels of Experience 483

What Is Meant by Levels of Experience？ 483

Methods of Evaluating 484

Outline of a Plan for Experience in Surgical Nursing 484

Summarizing Statement 489

Suggestions for Further Reading 491

Ⅴ Planning a Course 493

17 A Broad-Fields Course 494

Problems for Study 494

The Organizing Force in a Course 495

Physical Sciences as the Organizing Force in a Broad-Fields Course for Preclinical Students 495

Synthesis of the Biological Sciences 497

Integration of Concepts and Skills in Broad Areas of Study 497

Concepts and Skills from Related Therapies(Physical Therapy and OccupationalTherapy) 498

Poliomyelitis in the Total Curriculum 499

Pathology 501

Concepts and Skills Related to Nursing in Disaster 501

A Broad-Fields Program for Freshmen in a Diploma Program 504

Bases for Organization of the Course 505

Suggested Assignments for Various Class Sessions 516

Suggestions for Further Reading 533

18 Organization of a Course in Medical and Surgical Nursing 535

Problems for Study 535

Systemic Approach 536

Principle of Homeostasis as the Organizing Force in Medical Nursing 537

Problem-Centered Group Approach 538

Reactions to and Manifestations of Disease 541

Critical Consideration of Various Approaches 542

Problems Approach 542

Symptoms Approach 543

Teaching by Regions 544

Teaching Graduate Nurses and Teaching Basic Students 546

Suggestions for Further Reading 546

19 Interweaving of Social Aspects of Nursing throughout the Curriculum 547

Influence of Social Factors upon Nursing Care 548

Use of Group Conferences 548

Integration of Social Factors in Study of Diabetes Mellitus 549

Faculty Study toward the Integration of Social Aspects of Nursing 550

Use of Community Facilities 551

Interdepartmental Relationships 551

Social and Health Needs on Each Service 552

Ways and Means of Achieving Integration in Existing Curriculum 552

Survey of Hospital Facilities 552

Summarizing Statement 553

Safeguards to Observe in Collecting and Organizing Data 553

Use of Graphs 555

Summarizing Statement 559

Suggestions for Further Reading 559

References Relating to the Social Sciences 560

Ⅵ Clinical Instruction and Experience 561

20 Experience in Medical Nursing 562

Problems for Study 562

Introduction 563

Administration of Medications 563

Objectives of Practice 564

Provision of Equipment 566

A System for Administration of Medications 566

Supervision in Various Methods of Administration 570

Understandings and Skills 570

Plan for Supervising Students in Administration of Medications 576

Summarizing Statement 579

Student Experience in Radiology Department 581

Objectives of Practice 581

Suggestions for Further Reading 584

21 Preoperative，Operative，and Postoperative Learning Experiences in the Basic Curriculum 585

Introduction 585

Objectives of Student Experience 586

First Level Experience 586

Second Level Experience 586

Instructor in Clinical Area 587

Educational Facilities 587

Levels of Experience 590

First Level Experience 590

Second Level Experience 595

Recording Observations 599

Evaluation of Student Performance 599

Summarizing Statement 600

22 Instruction in Clinical Nutrition and Diet Therapy 601

Some Earlier and Current Recommendations and Plans 602

The Bases and Formulation of Objectives for Instruction in the Subject Matter of Nutrition 604

Suggestions for the Teaching of Nutritional Subject Matter to Students of Nursing 606

Evaluation of Student Progress 615

Directions for Test Exercise 616

Some Principles Involved in the Use of Diets Restricted in Sodium 617

References for Students of Nursing 619

References Concerning Methods and Approach 619

23 The Family Unit in Health and in Sickness 621

Problems for Study 621

The Family：The Basic Unit in Society 622

Effect of Social Class upon Family Life 623

Family Developmental Tasks 623

Expanding Families 624

Childbearing Families 627

Families with Preschool Children 627

Families with School Children 630

Families with Teenagers 630

Contracting Families 630

The Dynamics of Family Interaction 631

Family Crises 632

Learning Experiences in Relation to the Family Unit 637

Family-Centered Care 640

Student Experience in Family Care Programs 640

Dealing with Individuals or Groups in a Helping Relationship 642

Psychiatric Nursing 642

Study of Observation 646

Study of the Biosocial Bases for Nursing Care 648

Minimal Content in Psychiatric Nursing for Basic Curriculum 652

Provisions for Experience in Psychiatric Nursing 655

Psychosomatic Nursing 658

Plan for Teaching 659

Suggested Content for Teaching of Psychological and Psychiatric Components on a Medical Service 661

The Maternity Cycle 662

Exercises for the Expectant Mother and during the Postpartum Period 664

Growth and Development 669

Student Experience in the Care of Children 671

Resources for the Instructor 677

Special Study in Universities 678

Councils，Committees，or Commissions on Aging 678

The National Committee on the Aging 678

World Mental Health Year 679

Suggestions for Further Reading 679

Family Development 679

Growth and Development 681

Physical Growth 681

Mental Development 682

Emotional Development in Childhood and Adolescence 682

Personality Development in Infancy and the Preschool Years 683

Personality and Social Development in Childhood and Adolescence 684

Psychosomatic and Psychiatric Nursing 685

Care of Mothers and Children 687

Comprehensive Care of the Family 690

24 Student Experiences in the Outpatient Department 691

Objectives of Student Experience 691

Selection of Learning Experiences 692

Understanding of the Effect of Social Factors 692

Understanding of Programs of Medical Care and Health Promotion 696

Summarizing Statement 697

Ability to Observe and Recognize Importance of Symptoms 698

Development of Skills in Assisting with Examinations and Treatment 698

Ability to Make and Carry Out Teaching Plans 699

Summarizing Statement 701

Planning Clinic Rotation 702

Summarizing Statement 706

Records of Clinic Experience 707

Summarizing Statement 712

Suggestions for Further Reading 712

Ⅶ Aids to Learning 713

25 Methods of Teaching 714

Lecture Method 714

Formal Course Work 715

Group Discussion 715

The Process of Group Discussion 715

Group Dynamics Technique 717

Discussion Methods Used in Clinical Instruction 719

Orientation to the Department 724

Instructions for Preparation for Ward Classes 726

Content of Typical Ward Classes 726

Ward Class on Pernicious Anemia 728

Evaluation of a Series of Clinical Classes 730

Ward Clinics 730

Ward Conferences 732

Morning Conference 736

Case Method 738

Symposium 739

Examples of Discussion Method by Members of the Medical Team 740

Demonstration Methods 741

Role Playing or Sociodrama 742

Rumor Clinic 742

Nursing Rounds 742

Laboratory Teaching 743

Summarizing Statement 744

Suggestions for Improving Methods of Teaching 745

Suggestions for Further Reading 745

26 Nursing Studies and the Use of Library Resources 747

The Era of Case Studies 748

Newer Types of Studies 749

Suggested Outline for the Study of a Patient 749

Summarizing Statement 750

Writing Effectively 750

Evaluation of Texts and Reference Materials 755

The Instructor Selects Textbooks 755

Students Learn to Judge Published Material 756

List of Textbooks in General Medical Nursing Written for Basic Students 758

Textbooks in Pharmacology Written for Basic Students 760

Ward Libraries 761

Abstracting Service 763

Machine Searching of Literature 763

Utilizing the Professional Services of the Librarian 766

Summarizing Statement 770

Suggestions for Further Reading 770

27 Audio-Visual Materials in Teaching 773

Definition 774

Criteria for Selection of Audio-Visual Materials 774

Types of Audio-Visual Materials 777

Contrived Experiences 779

Dramatic Experiences 780

Demonstrations 781

Field Trips 783

Exhibits 784

Television 787

Motion Pictures 788

Still Pictures，Radio，and Recordings 790

Visual Symbols 796

Verbal Symbols 800

Evaluation 801

Basic Sources of Audio-Visual Materials 804

Sample Resource Unit on Nursing in Conditions of the Circulatory System 805

References 808

Sources of Information on Audio-Visual Materials 810

Suggestions for Further Reading 813

Ⅷ Research in Curriculum Development 815

28 Research in Curriculum Development 816

Historical Resumé of Curriculum Research 816

Contributions Which Research Can Make to Curriculum Development 818

Research Studies Concerned with Improvement of Educational Experience 818

Research Studies Concerned with Learning and Growth 820

Inferring Learning Needs 820

Inferring Objectives in Nursing Service Administration 821

Selection of Learning Experiences 822

Organization of Learning Experiences 825

Development of Continuity and Sequence 825

Ability Grouping 826

Preparation for Curriculum Development 831

Preparation for Research 831

Suggestions for Further Reading 832

Index 833