Académique Documents
Professionnel Documents
Culture Documents
www.kirstinebuchan.weebly.com
2015
HSE 3704
Kirstine Buchan
4/24/2015
4809971
ePortfolio
Kirstine Buchan
4809971
Contents
1.2
1.8
1.17
Types of curriculum
2.6
3.1
Educational principles
3.2
Professional principles
3.3
10
3.5
11
3.10
12
4.1
13
4.2
14
5.3
18
6.3
19
7.3
20
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Kirstine Buchan
4809971
References
University of South Africa. Department of health studies. 2009. Developing health
sciences curricula: Principles and Process. Only study guide for HSE3704.
ePortfolio
Kirstine Buchan
4809971
Bell
Outcome/Product
Bobbitt; Tyler; Pratt;
Johnson
- A process of
changing peoples
behaviours, series
of intended learning
outcomes,
organised formal
educational
sessions
Process
Praxis
Ornstein, Levin,
Bevis and Watson
Print, Kerr
- A set of planned - The interactions
learning
and transactions
experiences
between students
and teachers.
- Interaction of
What actually
students,
happens as
teachers and
opposed to a
knowledge
written plan
- Learners
experiences of
the world
- Almost any
- Interactive
(planned)
learning
experiences, in
- Collaborative
and out of school learning
Curriculum is:
- A collection of
subject matter.
The offering of
socially valued
knowledge,
skills and
attitudes made
available to
learners.
Consist of
Purpose
Known as
- Traditional
Focus
Emphasize
Education is
seen as:
Learners
expectancies
Evaluation
Dangers
Few
competencies
Independent
- Outcomes based
curriculum
- Reconstructivism
Learners have little or
no voice.
Turns educators into
- Collective well
being and
emancipation of
the human spirit
- Social economic
and political
issues
Issue based
- Role is to question
and challenge the
status quo.
Continuous
- Experimentalism
High degree of
variety in content
Depends on
ePortfolio
Kirstine Buchan
learning not
fostered
technicians
4809971
strength of teacher
References
http://infed.org/mobi/curriculum-theory-and-practice/ accessed 22 March 2015
University of South Africa. Department of health studies. 2009. Developing health
sciences curricula: Principles and Process. Only study guide for HSE3704
1.17
Types of curricula
Type of curriculum
Legitimate / Official
Description
The legitimate curriculum is also known as the official curriculum, it is the written
curriculum, and includes objectives, lesson plans etc. This is the document which holds
people accountable for the work to be covered.
Actual / Operational
The operational curriculum is what is actually taught in class, and how the teaching is
accomplished ie what the teacher actually does and says.
Illegitimate
The illegitimate curriculum is taught in the classroom, but not evaluated, This may due
to a lag in the development of the curriculum. For instance new treatment that has
come onto the market, but is not yet included in the curriculum, or new ways of
carrying out procedures, such as the wearing of PPE for EVD.
Hidden
The hidden curriculum includes the norms and values of the society. Eg. In South
Africa, it is generally accepted that the younger people (including nurses) take their
instruction / cues from the older people. If the older students are unsure, or dont
want to take the lead, this may result in indecision amongst the group.
Some of these messages are unintentionally reinforced by the educators.
Null curriculum
The null curriculum refers to what is not taught, but should be taught. It may give the
students the impression that the things that are not taught are not important, for
instance, not using powerpoint during the second year practica for Health education
what is the real reason? The educators are not comfortable / there are no resources /
the educator feels it is unimportant? The generation that we are teaching expects us
to be able to use this technology and in fact entertain them.
References
http://www.hzmre.com/dotty/spintro.htm accessed 22 March 2015
5
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Kirstine Buchan
4809971
2.6
Perspectives on curriculum development / curriculum delivery model
Content
Theorist
Bell
Outcome/Product
Bobbitt; Tyler; Pratt;
Johnson
- A process of
changing peoples
behaviours, series
of intended learning
outcomes,
organised formal
educational
sessions
Process
Praxis
Ornstein, Levin,
Bevis and Watson
Print, Kerr
- A set of planned - The interactions
learning
and transactions
experiences
between students
and teachers.
- Interaction of
What actually
students,
happens as
teachers and
opposed to a
knowledge
written plan
- Learners
experiences of
the world
- Almost any
- Interactive
(planned)
learning
experiences, in
- Collaborative
and out of school learning
Curriculum is:
- A collection of
subject matter.
The offering of
socially valued
knowledge,
skills and
attitudes made
available to
learners.
Consist of
Purpose
Known as
- Traditional
Focus
Emphasize
Education is
seen as:
Learners
expectancies
Evaluation
Dangers
Few
competencies
Independent
- Outcomes based
curriculum
- Reconstructivism
Learners have little or
no voice.
Turns educators into
- Collective well
being and
emancipation of
the human spirit
- Social economic
and political
issues
Issue based
- Role is to question
and challenge the
status quo.
Continuous
- Experimentalism
High degree of
variety in content
Depends on
ePortfolio
Kirstine Buchan
learning not
fostered
technicians
4809971
strength of teacher
References
http://infed.org/mobi/curriculum-theory-and-practice/ accessed 22 March 2015
University of South Africa. Department of health studies. 2009. Developing health
sciences curricula: Principles and Process. Only study guide for HSE3704
ePortfolio
3.1
Educational principles
ePortfolio
3.2
Kirstine Buchan
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ePortfolio
3.3
Kirstine Buchan
4809971
10
15
20
25
Start
ES
30
Critical
35
40
Flexible
45
Slack
References
http://www.mindtools.com/critpath.html
http://thecriticalpath.info/wp-content/uploads/2009/07/HUE3-CPM-WS-v2.doc
http://www.vertex42.com/Files/download2/excel.php?file=critical-path-method.xls
10
ePortfolio
Kirstine Buchan
4809971
References
http://www.sussex.ac.uk/tldu/ideas/curr/learningoutcomes accessed 22 March 2015
http://reforma.fen.uchile.cl/Papers/Learning%20Outcomes%20in%20HD%20implication
s-Maher.pdf accessed 22 March 2015
http://www.thenationalacademy.org/readings/designing.html accessed 22 March 2015
11
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Perspectives
Outcome
Process
Professional
principles
Content
Praxis
Types of
curriculum
Comprehensiveness
Null
Integration
Hidden
Networking
Legitimate
Illegitimate
Innovative
Operational
Research
Educational
principles
Curriculum
development
Levels of
curricula
Co-operative effort
Point of departure
Macro
Meso
Micro
Scientific approach
Learner centered
Relevant
Structure
Aims and
objectives
outcomes
activities
evaluation
ePortfolio
Kirstine Buchan
4809971
References: Uys, LR & Gwele, NS. 2005. Curriculum development in nursing: process and innovation. London:
Routledge.
13
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SANC Reg no
SANC Reg no
2. RESOURCES
2.1 STAFF
Number of teaching staff
Number of office staff
Number of cleaning staff
Qualifications of teaching staff insert the number of each category
General nursing
Midwifery
Psychiatric nursing
Community health
Nursing education
Nursing administration
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Kirstine Buchan
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NC
Comments
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mission
Copy of all relevant legislation is
available to staff
In-service education programme
in place
Description of the services of
the institution and a description
of the community it serves.
Other (specify)
Comments
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Independent
practice
Scientific
evidence
based
Ethical and
moral codes
Sympathetic /
empathic
Caring
R425
Nurse General
Midwife
Psychiatric
Community
Promotes
community
involvement
Skilled
clinician
Cultural
sensitivity
and respect
Teamworker
Collaborative
Responsible
and
accountable
18
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6.3
ePortfolio
7.3
Kirstine Buchan
4809971
Curriculum evaluation
References
University of South Africa. Department of health studies. 2009. Developing health sciences curricula: Principles and
Process. Only study guide for HSE3704.
20
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