《Curriculum Development》求取 ⇩

ⅠIntroduction1

1The Nature of an Educational Program2

Definitions and Basic Concepts2

General Education4

Education for Adults11

Specialization12

Education for the Professions13

Characteristics of a Profession13

Pattern of Undergraduate Education in Relation to Professional Education14

Development of Curricula in the Professions14

The Education of Teachers15

Programs of Professional Education for Engineering16

Modifications of the Medical Curriculum17

Nature of the Nursing Curriculum Contrasted with Other Professional Curricula18

Development of Curricula in Nursing21

Early History of Nursing Curricula in Colleges and Universities21

National League Leadership in Curriculum Development35

Present Status of Curriculum Planning37

Academic Mitosis38

Length of Nursing Program39

Suggested Pattern for the Basic Collegiate Program42

Differences between the Collegiate and the Diploma Program59

Suggested Program of Study in Basic Nursing for a Three Year Diploma Program59

Suggestions for Further Reading64

2Faculty Participation in Curriculum Development67

Workshops，Institutes，and Study Groups67

How Not to Conduct a Committee on Curriculum68

Constituency of the Committee on Curriculum69

Student Participation71

Utilizing the Services of a Consultant75

Faculty Study of the Teaching Process76

Suggested Principles of Curricular Planning77

Installation of Curricular Changes78

Suggestions for Further Reading79

3Planning Class and Practice Schedules82

Principles in Planning Schedules82

Factors in Planning Schedules for a Broad-Fields Course86

Class Schedule for Unit on Diseases of the Digestive System87

Schedule of Class and Practice for a Semester88

Schedule for Faculty Members90

Summarizing Statement91

Suggestions for Further Reading92

ⅡMajor Tasks in Curriculum Development93

4Development of Objectives94

Problems for Study94

Sources for Deriving Objectives95

Studies of Learners95

Who Are Our Students？96

What is Maturity？96

Emotional Problems of Late Adolescence97

Developmental Tasks of Adolescents99

Inferring Objectives from Student Needs102

Social Needs103

Activity Analyses103

Studies of the Broad Needs of Society105

Study of Subject Matter118

Screening the Inferred Objectives119

Educational Philosophy119

Various Philosophic Positions122

The Catholic Philosophy of Education122

A Theo-centric Philosophy in a Democratic Society124

Experimentalism124

A Realistic Philosophy128

Idealistic Philosophy130

Emerging Philosophies130

Examinations of Statements of Philosophy131

Report of President＇s Commission on Higher Education131

Statement of Philosophy in Schools of Nursing131

Educational Psychology133

Theories of Learning133

Variables Influencing Learning152

Stating Objectives in a Meaningful Way170

Classification of Educational Goals171

Cognitive Domain175

Knowledge175

Intellectual Abilities and Skills176

Problems of Learning in the Three Domains188

Problems in Cognitive Learning188

Rote Learning and Retention188

Comprehension：The Development of Understanding191

Problem-Solving193

Becoming Aware of Problems193

Clarifying a Problem193

Proposal of Hypotheses for Solution of the Problem194

Evaluation of and Selection from among Hypotheses195

Testing the Hypothesis196

The Affective Domain197

Attitudes197

Interests200

Guiding Students in the Acquisition of Motor Skills201

Step 1．The Student Relates the New Experience to Previous Learning201

Step 2．The Instructor Analyzes the Procedure202

Step 3．The Instructor Demonstrates the Procedure203

Step 4．The Student Practices the Procedure205

Step 5．Together the Instructor and Student Evaluate the Student＇s Performance and Set New Goals212

Suggestions for Further Reading212

5Selection of Learning Experiences218

Objectives as Criteria by which Learning Experiences Are Selected218

Principles in Selection of Learning Experiences220

Learning Experiences in the Unit on the Digestive System224

Analysis of the Objectives224

Important Principles225

Method Depends upon Objectives226

Learning Experiences by which Certain Behaviors Can Be Acquired227

Acquisition of Facts227

Ability to Recognize Important Symptoms228

Learning to Exercise Judgment229

Factors Which Promote Recovery229

Understanding of Basis of Medical and Nursing Care upon Symptoms230

Understanding of Contribution of the Several Aspects of Treatment230

Concept of Preventive Medicine231

Understanding of Principles231

Understanding of Emotional Factors234

Suggestions for Further Reading235

6Organization of Learning Experiences236

Problems for Study237

Problems and Principles in Developing an Effective Organization237

The Nature，Function，and Importance of Organization237

Criteria of an Effective Organization241

Vertical Organization241

Horizontal Organization243

Examples of Continuity，Sequence，and Integration in a Basic Nursing Program247

Example of Continuity in a Basic Baccalaureate Program247

Example of Continuity and Integration of Concepts Related to the Family Unit in Health and in Sickness248

Example of Sequence of Curricular Thread250

Organizing Elements251

Organizing Principles256

Organizing Structure261

Dimensions261

Structural Organization at the Largest Dimension263

Process of Planning a Unit of Organization270

Definition and Nature of Resource Units270

Structure and Content of Resource Units271

Unit Organization in Nursing Courses271

Study Guide for Nursing in Diseases of the Digestive System274

Medical Nursing274

Objectives274

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

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

Nursing Classes274

Pharmacology274

Vocabulary for This Unit275

Questions for Study275

Surgical Nursing276

Objectives276

Meaning of Suffixes276

Additional Vocabulary277

Questions for Study277

Study Guides for Use in Clinical Experience278

Self-directing Study Guides279

Suggestions for Further Reading279

7Evaluation of the Program281

Concepts of Appraisal281

Achievement Testing284

Records of Student Progress287

Faculty Study of Student Progress288

Appraisal Program for a Particular Set of Objectives290

Summary of Principles of Evaluation of an Educational Program292

Suggestions for Further Reading293

ⅢFoundations of the Nursing Curriculum295

8The Humanities296

Communication Skills298

Systematic Study of Literature303

(1)The English Bible304

(2)Ancient Greek Literature304

(3)Selections from Chaucer＇s Canterbury Tales305

(4)Shakespeare305

(5)English and American Poetry305

(6)Prose Fiction，Selected from European，English，and American Writers306

(7)Modern Drama306

The Study of History307

(1)Ancient Greece and Rome308

(2)The Middle Ages309

(3)The Renaissance and Reformation309

(4)The Intellectual Revolution of the Seventeenth Century，and the Age of Enlightment309

(5)Main Trends from the French Revolution to the Present309

Conclusion310

Suggestions for Further Reading311

9Physical and Biological Sciences312

The Sciences in a Diploma Program313

The Sciences in a Collegiate Program314

Organization of Chemistry Courses314

Physics in the Nursing Program315

Anatomy and Physiology316

Microbiology and Its Applications318

Research in Science Education321

Securing Core Material for the Organization of a Nursing Science323

Source Materials Useful in Teaching Chemistry327

Films327

Reference Books327

Suggestions for Further Reading328

10The Behavioral Sciences330

Study of Fields Related to Human Behavior331

Content of Psychology Most Essential to Nurses331

Psychology of Efficiency332

The Neural System332

Heredity and Environment332

Attending and Perceiving332

Motivation332

Emotions333

The Learning Process333

Mental Illness333

Individual Differences334

Topics Included in Study of Principles of Sociology334

Cultures334

The Family as a Social Institution334

Personality Traits334

Social Processes334

The Modern Community335

Medical-Social Problems335

Presentation of Content in Psychology and Sociology335

Conclusion336

11Introduction to Nursing Care337

Base of Therapy Preceding Practice337

Traditional Place and Organization of the First Course in Nursing339

Preparation and Responsibility of the Instructor339

Terminology Used to Describe the Course339

Traditional Organization of the Course340

Newer Emphases in the First Course in Nursing343

Application of the Social Sciences343

The Concept of(1)the Health Team and(2)the Nursing Team345

Nurse-Patient Relationships346

Conversational Skills346

Progressive Activity Sequence348

Planning Nursing Care349

Integration of Fundamental Concepts and Nursing Skills in Their Clinical Relationships350

Suggestions for Further Reading354

ⅣTeaching in the Hospital Divisions355

12What Is Clinical Instruction？356

Historical Developments in the Field of Clinical Instruction356

Early References357

Preparation of the Instructor358

Early Appointments360

Titles of Positions in Clinical Instruction362

Dilemma of the Instructor Without Authority363

Functions of the Instructor in Clinical Nursing363

Some Functions of the Instructor in Clinical Nursing366

Qualities Needed for Clinical Instruction367

Preparation of the Instructor in the Clinical Area367

Introducing a Plan of Clinical Instruction369

Planning a Program of Clinical Instruction372

Orienting Inexperienced Ward Instructors373

Tentative Plan for Subjects for Conferences374

Summary375

Suggestions for Further Reading375

13Teaching in the Hospital Divisions377

Definition of Terms377

Underlying Assumptions379

Achieving the Objectives of Clinical Practice379

Objectives in Clinical Practice in Medical and Surgical Nursing380

A Positive and Practical Health Ideal381

Understanding of Emotional Factors in Illness381

Using Progress Notes and Laboratory Findings382

Ability to Observe385

Ability to Assist Doctors with Diagnostic Measures and Treatments386

Ability to work with Other Professional Workers389

Ability to Teach Patients389

Further Values of Clinical Practice391

Student Activities to Attain the Objectives of Obstetrical Nursing Expeirence392

Summarizing Statement396

Different Types of Learning Experiences Needed397

Evaluating Teaching Possibilities in a Clinical Area402

Studies of Diagnoses403

Record of Nursing Procedures412

Relation of the Medical Staff to the Teaching Program413

Students＇ Assignments413

Factors to Consider413

Functional Assignment，Case Method，Team Method415

Planning Nursing Care418

Principles in Planning Nursing Care418

Teaching Students to Plan Nursing Care421

Directions for Planning Nursing Care423

Factors to Consider in Planning Nursing Care423

Problem in Planning Nursing Care430

Placement of Patients432

Summarizing Statement435

Planning to Meet Recreational Needs435

Teaching the Use of the Clinical Record435

Nurses＇ Notes436

Use of a Clinical Record438

Checking Clinical Records438

The Non-Segregated Service439

Guide to Admission Clerks in the Admission of Patients to Specified Services442

Recording Experience on a Non-segregated Division443

Experience on a Private Division444

Summarizing Statement444

Suggestions for Further Reading445

14Special Kinds of Clinical Experience447

Senior Experience447

Objectives447

Planning the Experience448

Night Nursing Experience451

Summarizing Statement456

Suggestions for Further Reading456

15The Nurse as a Teacher457

Problems for Study and Discussion457

Objectives of the Experience458

Selection of Learning Experiences458

Principles in Planning Instruction for Patients463

Developing in the Staff the Concept of the Nurse as a Teacher466

Unit of Staff Education Program：Teaching Diabetic Patients468

Objectives468

Methods468

Summarizing Statement469

Suggestions for Further Reading469

16Rotation for Clinical Experience471

Principles in Planning Clinical Rotation471

Making a Plan of Clinical Rotation476

Rotation within a Department480

Planning for New Groups of Students on the Medical Nursing Service481

Planning for Seniors481

Planning for Juniors482

Levels of Experience483

What Is Meant by Levels of Experience？483

Methods of Evaluating484

Outline of a Plan for Experience in Surgical Nursing484

Summarizing Statement489

Suggestions for Further Reading491

ⅤPlanning a Course493

17A Broad-Fields Course494

Problems for Study494

The Organizing Force in a Course495

Physical Sciences as the Organizing Force in a Broad-Fields Course for Preclinical Students495

Synthesis of the Biological Sciences497

Integration of Concepts and Skills in Broad Areas of Study497

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

Poliomyelitis in the Total Curriculum499

Pathology501

Concepts and Skills Related to Nursing in Disaster501

A Broad-Fields Program for Freshmen in a Diploma Program504

Bases for Organization of the Course505

Suggested Assignments for Various Class Sessions516

Suggestions for Further Reading533

18Organization of a Course in Medical and Surgical Nursing535

Problems for Study535

Systemic Approach536

Principle of Homeostasis as the Organizing Force in Medical Nursing537

Problem-Centered Group Approach538

Reactions to and Manifestations of Disease541

Critical Consideration of Various Approaches542

Problems Approach542

Symptoms Approach543

Teaching by Regions544

Teaching Graduate Nurses and Teaching Basic Students546

Suggestions for Further Reading546

19Interweaving of Social Aspects of Nursing throughout the Curriculum547

Influence of Social Factors upon Nursing Care548

Use of Group Conferences548

Integration of Social Factors in Study of Diabetes Mellitus549

Faculty Study toward the Integration of Social Aspects of Nursing550

Use of Community Facilities551

Interdepartmental Relationships551

Social and Health Needs on Each Service552

Ways and Means of Achieving Integration in Existing Curriculum552

Survey of Hospital Facilities552

Summarizing Statement553

Safeguards to Observe in Collecting and Organizing Data553

Use of Graphs555

Summarizing Statement559

Suggestions for Further Reading559

References Relating to the Social Sciences560

ⅥClinical Instruction and Experience561

20Experience in Medical Nursing562

Problems for Study562

Introduction563

Administration of Medications563

Objectives of Practice564

Provision of Equipment566

A System for Administration of Medications566

Supervision in Various Methods of Administration570

Understandings and Skills570

Plan for Supervising Students in Administration of Medications576

Summarizing Statement579

Student Experience in Radiology Department581

Objectives of Practice581

Suggestions for Further Reading584

21Preoperative，Operative，and Postoperative Learning Experiences in the Basic Curriculum585

Introduction585

Objectives of Student Experience586

First Level Experience586

Second Level Experience586

Instructor in Clinical Area587

Educational Facilities587

Levels of Experience590

First Level Experience590

Second Level Experience595

Recording Observations599

Evaluation of Student Performance599

Summarizing Statement600

22Instruction in Clinical Nutrition and Diet Therapy601

Some Earlier and Current Recommendations and Plans602

The Bases and Formulation of Objectives for Instruction in the Subject Matter of Nutrition604

Suggestions for the Teaching of Nutritional Subject Matter to Students of Nursing606

Evaluation of Student Progress615

Directions for Test Exercise616

Some Principles Involved in the Use of Diets Restricted in Sodium617

References for Students of Nursing619

References Concerning Methods and Approach619

23The Family Unit in Health and in Sickness621

Problems for Study621

The Family：The Basic Unit in Society622

Effect of Social Class upon Family Life623

Family Developmental Tasks623

Expanding Families624

Childbearing Families627

Families with Preschool Children627

Families with School Children630

Families with Teenagers630

Contracting Families630

The Dynamics of Family Interaction631

Family Crises632

Learning Experiences in Relation to the Family Unit637

Family-Centered Care640

Student Experience in Family Care Programs640

Dealing with Individuals or Groups in a Helping Relationship642

Psychiatric Nursing642

Study of Observation646

Study of the Biosocial Bases for Nursing Care648

Minimal Content in Psychiatric Nursing for Basic Curriculum652

Provisions for Experience in Psychiatric Nursing655

Psychosomatic Nursing658

Plan for Teaching659

Suggested Content for Teaching of Psychological and Psychiatric Components on a Medical Service661

The Maternity Cycle662

Exercises for the Expectant Mother and during the Postpartum Period664

Growth and Development669

Student Experience in the Care of Children671

Resources for the Instructor677

Special Study in Universities678

Councils，Committees，or Commissions on Aging678

The National Committee on the Aging678

World Mental Health Year679

Suggestions for Further Reading679

Family Development679

Growth and Development681

Physical Growth681

Mental Development682

Emotional Development in Childhood and Adolescence682

Personality Development in Infancy and the Preschool Years683

Personality and Social Development in Childhood and Adolescence684

Psychosomatic and Psychiatric Nursing685

Care of Mothers and Children687

Comprehensive Care of the Family690

24Student Experiences in the Outpatient Department691

Objectives of Student Experience691

Selection of Learning Experiences692

Understanding of the Effect of Social Factors692

Understanding of Programs of Medical Care and Health Promotion696

Summarizing Statement697

Ability to Observe and Recognize Importance of Symptoms698

Development of Skills in Assisting with Examinations and Treatment698

Ability to Make and Carry Out Teaching Plans699

Summarizing Statement701

Planning Clinic Rotation702

Summarizing Statement706

Records of Clinic Experience707

Summarizing Statement712

Suggestions for Further Reading712

ⅦAids to Learning713

25Methods of Teaching714

Lecture Method714

Formal Course Work715

Group Discussion715

The Process of Group Discussion715

Group Dynamics Technique717

Discussion Methods Used in Clinical Instruction719

Orientation to the Department724

Instructions for Preparation for Ward Classes726

Content of Typical Ward Classes726

Ward Class on Pernicious Anemia728

Evaluation of a Series of Clinical Classes730

Ward Clinics730

Ward Conferences732

Morning Conference736

Case Method738

Symposium739

Examples of Discussion Method by Members of the Medical Team740

Demonstration Methods741

Role Playing or Sociodrama742

Rumor Clinic742

Nursing Rounds742

Laboratory Teaching743

Summarizing Statement744

Suggestions for Improving Methods of Teaching745

Suggestions for Further Reading745

26Nursing Studies and the Use of Library Resources747

The Era of Case Studies748

Newer Types of Studies749

Suggested Outline for the Study of a Patient749

Summarizing Statement750

Writing Effectively750

Evaluation of Texts and Reference Materials755

The Instructor Selects Textbooks755

Students Learn to Judge Published Material756

List of Textbooks in General Medical Nursing Written for Basic Students758

Textbooks in Pharmacology Written for Basic Students760

Ward Libraries761

Abstracting Service763

Machine Searching of Literature763

Utilizing the Professional Services of the Librarian766

Summarizing Statement770

Suggestions for Further Reading770

27Audio-Visual Materials in Teaching773

Definition774

Criteria for Selection of Audio-Visual Materials774

Types of Audio-Visual Materials777

Contrived Experiences779

Dramatic Experiences780

Demonstrations781

Field Trips783

Exhibits784

Television787

Motion Pictures788

Still Pictures，Radio，and Recordings790

Visual Symbols796

Verbal Symbols800

Evaluation801

Basic Sources of Audio-Visual Materials804

Sample Resource Unit on Nursing in Conditions of the Circulatory System805

References808

Sources of Information on Audio-Visual Materials810

Suggestions for Further Reading813

ⅧResearch in Curriculum Development815

28Research in Curriculum Development816

Historical Resumé of Curriculum Research816

Contributions Which Research Can Make to Curriculum Development818

Research Studies Concerned with Improvement of Educational Experience818

Research Studies Concerned with Learning and Growth820

Inferring Learning Needs820

Inferring Objectives in Nursing Service Administration821

Selection of Learning Experiences822

Organization of Learning Experiences825

Development of Continuity and Sequence825

Ability Grouping826

Preparation for Curriculum Development831

Preparation for Research831

Suggestions for Further Reading832

Index833