INTRODUCTION

The term curriculum means many things to many people. Any attempt to
define the concept within the context of this chapter is not aimed at seeking
consensus of interpretation but rather an understanding of the meaning attached to
the concept in the context of this book. Curriculum here refers to planned learning
experiences that the educational institution intends to provide for its learners. This
definition does not deny the existence of hidden and null curricula (that which the
educational institution chooses to exclude from its curriculum (Eisner, 1994), in
educational institutions, but is seen as an appropriate point of departure for a book
on curriculum development, since what is not planned or cannot be planned would
be difficult to articulate in such a book.
Nursing practice has been changing, from an emphasis on the value of
technical skills and abilities, to one where autonomy and the decision-making
components of nursing are assuming greater importance (Bevis and Watson, 1989;
Tompkins, 2001). Increased client participation, budget reductions, technological
developments and political interventions are all contributing to unprecedented
changes in nursing practice. These changes require that nurses have qualities of
critical

thinking,

independence,

inquiry

and

the

capability

for

teamwork

(Dieklemann,1995). Consequently, the challenge is to find methods of educating

nurses which facilitate the development of these qualities.
Problem-based, self-directed learning is an educational approach that is
believed to facilitate the development of these necessary abilities in nursing
graduates, hence the increasing interest by schools of nursing in adopting this
approach. While research into the process and outcomes of problem-based learning
(PBL) in medical education suggests that it is as effective as conventional
approaches in preparing medical practitioners (Albanese and Mitchell, 1993; Busari
et al.,1997; Distlehorst and Robbs, 1998; Norman and Schmidt, 1992; Vernon and
Blake,1993), there is no reported evidence of its effectiveness in nursing education.
Published reports of PBL use in nursing programs have been mainly descriptive and
several have focused on issues of implementation (Amos and White, 1998;

Andrews and Jones, 1996; Creedy et al., 1992; Glen, 1994; Heliker, 1994; Little and
Ryan, 1989; Ryan and Little, 1991; Townsend, 1990). Other authors have explored
the PBL process (Duke et al., 1998; McMillan and Dwyer, 1989), while some have
studied student satisfaction with PBL (Frost, 1996; Rideout, 1998; White et al.,
1999). Consequently, there is a need to explore the benefits and limitations of PBL
within nursing education. Therefore the purpose of this study was to compare the
graduating students from a problem-based (PBL) curriculum with those from a more
conventional nursing program. The following research question was addressed:
Is there a difference in the preparation for clinical practice, perceptions of
clinical functioning, nursing knowledge base and level of satisfaction with
educational program between graduating nursing students from a PBL program and
those from a conventional program?
Nursing as a profession developed in accordance with the progress of
science and technology (science and technology) and pay attention to the demands
of the health care needs of the community / nursing. The essence of a profession is
to provide services that are safe and accounted for. Quality nursing services need to
be supported by the resources generated nurses from a qualified educational
institutions according to standards set. Thus the nurse education plays a very
important in achieving a quality service
Nursing education in Indonesia has yet to have national standards so that the
quality of graduates vary. Currently the number of nursing education in the country
has increased. Based on data AIPDiKI in 2011 the number of Educational
Qualification Diploma of Nursing has reached 498 institutions. Data AIPNI
(Association of Indonesian nurses Education Institution) in 2010 recorded a level of
309 institutions Bachelor / nurses and in 2011 had grown to 318 institutions,
Qualification Masters / Specialist 15 institutions and doctoral level 1 institution. The
addition of this amount has not been accompanied by improved quality
management and educational resources, which in turn affects the quality of its
graduates.

Most of the nursing education are less supported by the availability of an

adequate vehicle for practices such as: hospitals, health centers, nursing homes
and a variety of rides practices that support student achievement of competence.
This is because the number of hospitals as a subordinate practice has not been
proportional to the number of students.

THEORETICAL FRAMEWORK
On this occasion I will discuss about some of the curriculum used at two
different universities and in different countries. ie between Budiluhur Institute of
Health sciences from Indonesia with University of Kentucky in America. There are
some things the differences between the two nursing curriculum at the two
universities. we will discuss the nursing curriculum of each college.
A. curriculum Budiluhur Institute of Health sciences
Curriculum standards used by Budiluhur Referring to the curriculum issued
by AIPNI (Association of Indonesian nurses Education Institution). AIPNI has a
standard nursing curriculum that can be used throughout the nursing faculty in
Indonesia. As for the curriculum that is used AIPNI are as follows:

SUBJECTS GROUPS AND PERSONALITY DEVELOPMENT

N
SPECIFIC SCIANCE
SUBJECT
o
1 Religion
Religion
2 Citizenship
Citizenship
Total

Group of the Scientific and Skills Courses

TOTAL
2
2
4

UNIT
UNIT
UNIT

N
o
1

3
4

6
7
8

SPECIFIC SCIANCE
Nursing physics
Chemistry Nursing
Biology Nursing
Social Sciences Culture
Political Science
Philosophy of Science
Behavioral Sciences
Psychology
Anatomy
Physiology
Biochemistry
Pharmacology
Science of nutrition
Pathophysiology
Microbiology
Parasitology
Biostatistics
Computers in Nursing
Research methodology
Health policy in Indonesia
(management and health
policy)
Public Health
Epidemiology

SUBJECT

TOTAL

Basic Science of Nursing I

UNIT

Basic Science of Nursing II

UNIT

Psychology In Nursing
Child Psychology

2
2

UNIT
UNIT

Basic Nursing Science III

UNIT

Basic Nursing Science IV

UNIT

Basic Science of Nursing V

UNIT

Basic Science of Nursing VI

Basics of Computer Applications and
Data Analysis

UNIT

Basic Science of Nursing VII

UNIT

Total

41

UNIT

Course of Conduct Working Group

N
o
1

2
3

SPECIFIC SCIANCE
Basic Concepts of Nursing
Nursing Methodology
Nursing communication
Transcultural nursing
Ethics and Law Nursing
Nursing management

SUBJECT

Basic Nursing
Ethics and Law Nursing
Nursing management

TOTAL

6
2
3

UNIT
UNIT
UNIT

Education In Nursing

Education In Nursing
Total

2
13

UNIT
UNIT

Course group social life

N
o
1
2
3
4
5
6
7
8

SPECIFIC SCIANCE

Support

Language

SUBJECT
nursing Professionals
Health Promotion
Nursing Information Systems
Indonesian
English first
English II
English III
English IV
Jumlah

TOTAL
3
2
2
2
2
2
2
2
17

UNIT
UNIT
UNIT
UNIT
UNIT
UNIT
UNIT
UNIT
UNIT

Basic Skills Course Work

N
o
1
2

SPECIFIC SCIANCE

SUBJECT

TOTAL

I PKKDM
Medical Surgical Nursing
Science
Internal Disease
surgery
cardiology
endocrine
Urology, Pulmonology
Medical Surgical Nursing
Science
surgery
neurology
Science Dermatology
immunology
Eye Health Sciences
Health Sciences ENT

Basic Nursing Skills

UNIT

Adult Nursing I

UNIT

Adult Nursing II

UNIT

Surgical Nursing Science

Child
Children's Health Sciences

Surgical Nursing Child

UNIT

5
6
7
8
9

10
11
12

Surgery
In the Children's Nursing
In Children's Health Sciences
Maternity Nursing Science
Obstetrics and Gynecology
Psychiatric Nursing Science
Mental Health Sciences
Emergency Nursing
Surgery and Medicine
Community Nursing Science
Community Health Sciences
Community Medicine
epidemiology
Family Nursing
Family Medicine
nursing Gerontik
Gerontology
Research Methodology
(Nursing Research)

Nursing Adj. in Kids

UNIT

Maternity Nursing

UNIT

Psychiatric Nursing

UNIT

Emergency Nursing

UNIT

Community nursing

UNIT

nursing Family

UNIT

nursing Gerontik

UNIT

Nursing research

UNIT

Jumlah

43 UNIT

Kelompok Mata Kuliah Keahlian Berkarya (MKB)

N
o
1
2

SPECIFIC SCIANCE
PKKDM II
Medical Surgical Nursing
Medicine
surgery
cardiology
endoktrin
Urology
Pulmonology

Medical Surgical Nursing

surgery
neurology
Science Dermatology

SUBJECT

TOTAL

Basic Skills in Nursing Practice

UNIT

Adult Nursing Practice I

UNIT

Adult Nursing Practice II

UNIT

immunology
Eye Health Sciences
Health Sciences ENT
4 Child Nursing Science
Pediatrics
5 Maternity Nursing Science
Obstetrics and Gynecology
6 Psychiatric Nursing Science
Mental Health Sciences
7 Emergency Nursing
surgery
Medicine
8 Community Nursing Science
Community Health Sciences
Community Medicine
epidemiology
9 Family Nursing
Family Medicine
10 Nursing Science Gerontik
Gerontology
11 essay

UNIT

Maternity Nursing Practice

UNIT

Psychiatric Nursing Practice

UNIT

Emergency Nursing Practice

UNIT

Community Nursing Practice

UNIT

Family Nursing Practice

UNIT

Nursing Practice Gerontik

UNIT

Research Methodology

4
2
8

Child Nursing Practice

Jumlah

UNIT

B. University of Kentucky (UK) in America

To obtain a Bachelor of Science in Nursing, students must satisfy the
University requirements for graduation, including the UK Core requirements,

and obtain a 2.0 grade-point average in nursing in the courses listed below. A
grade of C or better must be attained in all courses required in the nursing
curriculum in order to proceed to the next clinical course or to graduate. A
minimum of 120 credit hours is required for graduation. As examples of the
curriculum used at the university as follows:

Sample Curriculum
(Four-year Students)
Freshman Year
NO
1

First Semester
ANA 109 Anatomy and Physiology for Nursing I

Hours/ Unit
3

CHE 103 Chemistry for Health Professionals orBIO 103

3-4

Basic Ideas of Biology

CIS/WRD 110 Composition and Communication I or UK

Core

NO
1
2

PSY 100 Introduction to Psychology UK Core

Second Semester
ANA 110 Anatomy and Physiology for Nursing II

Hours
3

CHE 103 Chemistry for Health Professionals or BIO 103

3-4

Basic Ideas of Biology

3

CIS/WRD 111 Composition and Communication II or UK

Core

UK Core

UK Core

Sophomore Year
First Semester
BIO 208 Principles of Microbiology

Hours
3

NFS/DHN 212 Introductory Nutrition NUR 860

Foundations for Professional Nursing

NUR 861 Family Health Promotion and

NO
1

Communication Across the Lifespan

Second Semester
NUR 863 Professional Nursing Care Across the Lifespan

Hours
8

NUR 866 Pathopharmacology I

Second Tier Writing Requirement or UK Core

STA 210 Making Sense of Uncertainty:

NO
1

An Introduction to Statistical Reasoning or HSM 241

Health and Medical Care Delivery Systems

NO
1
2

Junior Year
First Semester
NUR 870 Pathopharmacology II

Hours
3

NUR 871 Family Centered Care of

Adults With Common Health Problems

3

STA 210 Making Sense of Uncertainty:

An Introduction to Statistical Reasoning or HSM 241

Health and Medical Care Delivery Systems
4
NO
1

UK Core

Second Semester
NUR 872 Research for Evidence-Based

Hours
3

Nursing Practice
2

NUR 873 Nursing Care of Childrearing Families

NUR 875 Nursing Care of Childbearing Families

UK Core

UK Core

Senior Year
First Semester
NUR 880 Leadership/Management in

Hours
3

NO
1

Nursing Care Delivery

2

NUR 881 Psychiatric-Mental Health Nursing

NUR 883 Public Health Nursing

Elective

Second Semester
NUR 884 Career Management in Nursing

Hours
2

NUR 885 High Acuity Nursing

NUR 886 Synthesis of Clinical Knowledge

NO
1

for Nursing Practice

Sample Curriculum
Baccalaureate Program
(Registered Nurses)
Junior Year
NO
1

First Semester
NUR 854 Concepts in Professional Nursing

Hours
5

NUR 855 Health Assessment

NUR 872 Research for Evidence-Based Nursing Practice

STA 210 Making Sense of Uncertainty:

An Introduction to Statistical Reasoning

NO
1

Second Semester
NUR 883 Public Health Nursing

Hours
5

NUR 864 Pathophysiology

NUR 862 Pharmacology

Elective*

Third Semester
NUR 880 Leadership/Management in Nursing Care

Hours
3

NO
1

Delivery
3

NUR 886 Synthesis of Clinical Knowledge

for Nursing Practice

4

Elective*

Discusion
Nursing education curriculum in Indonesia has imposed standards issued by
the department of higher education in Indonesia. But in Indonesia given the freedom
to each institution to develop lessons that can be cirikhas featured the institution.
Department of college education in Indonesia, arrange to have a basic nursing
education curriculum or curriculum benchmark. Reference or base is derived from
the ANA (Association of American nurses) who had already had a nursing
curriculum standards.

In the curriculum that is run in budiluhur Indonesia for nursing education is

divided into several parts or several groups of subjects. Each subject group is linked
to one another. With a sense there is prerequisite courses that must be completed
before the student is taking the next course.
It is the same as that enacted by the university kentucky, an outline of the
university also has the same curriculum resources, which is derived from the ANA.
they split the nursing curriculum based on competencies sequence according to
education level, ranging from first year to final year for 4 years of college, after
which no additional education must be completed for the title of RN
In the curriculum that they actually enforce the same as what budiluhur
enacted, which imposed a prerequisite courses that will be taken for further coopted subject or subjects, for subjects that have a common purpose or continuation
of previous courses.
The interesting thing here is the placement of the subjects that have
differences in the curriculum between Indonesia and kentucky. We can see that at
the beginning of the semester curriculum in Budiluhur begins by learning the
religion, according to Indonesian culture religion is the most important thing to learn,
this is the reason for the underlying attitudes, behavior, and personality to become a
better student. because we believe that religion can be a wall someone not to abuse
the trust and authority that would be obtained when she became a nurse.
Whereas in kentucky is imposed directly on the most basic nursing context,
ie anatomy, and chemistry is the science base for nursing. But for these subjects in
kentucky memepalajari required for 2 semesters so that there is anatomy 1 and 2,

the chemical 1 and 2. the other hand they realize that the most important in the
treatment of patients is communication. Communication is an important thing to be
possessed by every nurse. and for this course at the university was called studied
for two semesters.
With the difference that we see are certainly basic nursing they have better
than Budiluhur Indonesia. due to factors other than language that is no longer
inhibiting them, they also have a good knowledge base, so that when they talk
about the science of pathology in the body will be able to more easily digest and
critical thinking how diseases arise stretcher.
It can be input to our institution to improve the content of teaching nursing
eyes will be given to students to be able to compete with the outside world, without
losing the values of eastern wisdom and religious norms that can shape the
personality and behavior better.

http://www.nursesinternational.org/
http://jabercaemdanunyuweb.blogspot.com/2013/10/makalah-kurikulum2013.html
https://www.academia.edu/8105796/Kurikulum_Pendidikan_di_Indonesia

hpeq.dikti.go.id/.../19.3-Draf-Standar-Pendidikan-Kep

Comparing Between Nobility Nursing Curriculum Of

Health Institutes And University Kentucky

By
BAGJA ANGGA SUKMA.S

GRADUATE SCHOOL OF NURSING

ARELLANO UNIVERSITY LEGARDA-MANILA
2600 Legarda St. Manila Telp. No. 734-7371 to 79