Hse+3704+curriculum+development+workbook++section+a +introduction Docx 2

DEVELOPING HEALTH
SCIENCES CURRICULA:
PRINCIPLES AND PROCESS
Only workbook for HSE 3704
The success of tomorrows students will be built upon

the education we design today
Dr Linda
Price
HSE 3704 Curriculum Development workbook
Compiled: Dr JC Lubbe Page
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Contents
Section A.......................................................................................................................4
1.
Welcome..........................................................................................................4
2.
Purpose and Module outcomes......................................................................5
3.
Prescribed and/or recommended reading.......................................................6
4.
The Internet / Worldwide Web.........................................................................8
5.
What are you expected to do to complete this module successfully?............8
6.
Assessment.....................................................................................................9
7.
How does this workbook work?.......................................................................9
8.
The personal e-portfolio..................................................................................9
9.
Reflections are good (mirror-mirror on the wall)........................................10
Pre-Week
Pre-Week
00
88 hours
hours
Section A
1. Welcome
A warm welcome to you as a HSE3704-student!

Youve received this workbook, because you are currently registered for your third
year module(s). This implies that you have passed your second year modules and
are now in the final year of your BA Cur degree. Well done! A few more stretches to
go and you will have your degree.
I am so proud of you that you did not decide to opt-out and register your nursing
education qualification with SANC without completing your degree. We need
dedicated, academically strong students like you in our profession. You are the future
nurse educators who we desperately need. Currently, only 13 056 of the 129 000
Professional Registered Nurses (PRNs) have an additional qualification in nursing
education. In the next 5 -10 years, a large number of these nurse educators will be
retiring. You will need to fill that gap. I believe that the combination of all the HSEmodules has (or will) equip you for this highly rewarding challenge. Two video-clips
worth watching at this point: https://www.youtube.com/watch?v=PPpPcg26M2Q
and https://www.youtube.com/watch?v=_kCKcnuUx8E .
To prepare you for your future role as a nurse educator in this highly digital world, I
have included a variety of activities to make this module fun, informative, engaging
and contemporary. (In short: It will be so worth your time and effort!!)
To enable you to make the most of this interactive workbook, you will need:
A computer
Access to the internet
Some computer skills you do not need to be an expert. If you can use most
of the functions of MS Office, youll be able to create the content.
If you do not own a computer or have access to one, I have wonderful news for you.
Unisa has negotiated discount for the students to enable them to buy a notebook or
electronic device and data bundles. Please visit myUnisa for more detail (e-solutions
for students).
As you are most probably aware of (and I would be concerned if you did not know
this), this module forms part of one of the following undergraduate degrees:
Bachelor of Arts in Nursing Science Health Services Management and
Education (0216X - HHS)
Bachelor of Arts in Nursing Science Health Services Management, Education
and Community Health (0216X - HSM)
The Education and Training Quality Assurance bodies (ETQAs) for this qualification
is the South African Nursing Council (SANC), the Council for Higher Education
(CHE), as well as the South African Qualification Authority (SAQA). Therefore the
content will adhere to SANCs regulation, R.118 (of 23 January 1987) and the SAQA
approved course (SAQA ID_____).
This module is on a NQF-level 7 and the credit weight of this module is 12 credits.
Each credit calculates to 10 notional hours. This implies that it will take the average
student 120 hours to reach the outcomes of this module. These 120 notional hours
include the time you spent reading the content and completing the activities and
assessments. Therefore, if your semester is only 14 weeks long, you will need to
spend at least 8 quality hours per week on this module (120 hours 14 weeks =
8 h/week). That calculates to nearly 2 hours per weekday. Please plan your study
time accordingly.
2. Purpose and Module outcomes

The purpose of this module is to equip you as a student with Blooms higher
cognitive skills of analysis, evaluation and synthesis. We further want to guide you
towards your own professional identity and integrity. We want you to purposefully
practice critical thinking skills in the application of the theory of curriculum
development in health sciences education.
In short, we want you to be an excellent creative educator!
In this module you will be introduce to curriculum theory in general, and the
curriculum development and evaluation process in particular. This module is aimed
at developing your understanding of what a curriculum is, how it is developed and

how it is evaluated to determine the requirements for curriculum revisions.
On completion of this module (Developing Health Sciences Curricula: Principles and
Process) you should be able to:
participate in curriculum planning, design and evaluation
contribute towards enhancing the relevance of a proposed curriculum by
means of planning and conducting a situation analysis
In general, the issues that we will cover are:
what a curriculum is and its components

theoretical underpinnings of a curriculum
how a curriculum is developed
how educators can explore the curriculum context by means of a situation
analysis
how a curriculum is evaluated
3. Prescribed and/or recommended reading

As this is a dynamic and interactive module, the aim is to gradually move away from
specific paper based prescribed textbooks and rather make use alternative electronic
sources as found on the Worldwide Web (Internet). However, books that you will
usein this module include:
Billings, DM & Halstead, JA. 2009. Teaching in nursing: a guide for faculty. 3 rd
edition. St Louis: Elsevier Saunders.
Jacobs, M, Vakalisa, N & Gawe, N. 2004. Teaching-learning dynamics: a
participative approach for OBE. 3rd edition. Sandown: Heinemann.
Gultig, J, Hoadly, U & Jansen, J (eds). 2002. Curriculum: from plans to
practices reader. Oxford: SAID and Oxford University Press.
Free e-books or sources include:
Uys, L.R & Gwele, N.S. 2005. Curriculum development in nursing. Process
and innovation. New York: Routledge, Taylor & Francis group. [electronic
resource].
Ebook: Curriculum development and evaluation in nursing, Second Edition @
http://dch360.com/file/8035788
Ebook: The ethical component of nursing education @
http://dch360.com/file/e800e92
Ebook: Innovative teaching strategies in nursing and related health
professions @ http://dch360.com/file/42eee31
The nature of curriculum. Chapter 1. Sage Publications @
http://www.sagepub.com/upm-data/44334_1.pdf
Curriculum development and implementation. Chapter 10. Sage Publications
@ http://www.sagepub.com/upm-data/44331_10.pdf
Curriculum evaluation. Chapter 12. Sage Publications @
http://www.sagepub.com/upm-data/44333_12.pdf
Braun, H.; Kanjee, A.; Bettinger, E. And Kremer, M. 2006. Improving education
through assessment, innovation, and evaluation @
https://www.amacad.org/publications/braun.pdf
You will also need to take cognisance of the Acts, White Papers and policies
pertaining to your specific country. For the South African students, the follow are
important:
SA Higher Education Act: 101 of 1997 as amended

Higher Education Qualifications Sub-Framework
National Qualifications Framework Act 67 of 2008
White Paper for Post-School Education and Training
Framework for Programme Accreditation, 2004
Criteria for Programme Accreditation
Important publications by the Council on Higher Education (CHE) South Africa:

A proposal for undergraduate curriculum reform in South Africa: The case for
a flexible curriculum structure
Framework for Institutional Quality Enhancement in the Second Period of
Quality Assurance (QEP)
Flexible curriculum:
http://www.che.ac.za/sites/default/files/publications/Full_Report.pdf
4. The Internet / Worldwide Web

Each section in the workbook will contain hyperlinks to electronic resources that you
need to consult or use to enable you to complete the activities. You need to be
connected to the internet to be able to access the links. When you scroll over the
links with your cursor, an arrow or hand should appear. You can then just press
Ctrl
Ctrl
on the keyboard (hold it in) and left click with your mouse on the hyperlink.
Alternatively you can do the following:
-
highlight the link

right click on it
left click and select copy (or copy hyperlink)
in the address bar on your computer (internet page), left click
then choose paste & go
the link should open
In this digital age, it is incredibly important that you as an educator remain credible
and are therefore skilled in the use of different electronically applications and
programs.
5. What are you expected to do to complete this module

successfully?
You are required to:
Read and follow all the instructions in Tutorial 101

Complete this entire workbook (e-portfolio)
Submit the assignments on or before the due date. No extensions will be
granted.
Participate in the weekly online discussions on myUnisa
Write the reflective reports. Peter Pappas (2010) has created guidelines to
assist students (and educators) with their reflections. We will make use of his
guidelines to do our reflections.
6. Assessment
For HSE3704, there is no Summative (end-of-semester) assessment or exams. Yes,
your eyes are not deceiving you. No end-of-semester exams! But for that no-exam
privileged, assessment will be continuous (which is good and preferable). This entire
workbook as well as the electronic e-portfolio will be assessed for your final mark.
Activities that must be submitted will be indicated and graded. This is going to be
fun!
7. How does this workbook work?

The content of this workbook is scaffold each section of the workbook builds upon
the previous section. This implies that you need to start at the beginning of the book
and work your way through to the end of the book. You therefore need to master a
specific section BEFORE moving forward to the following section.
Because this workbook will be assessed and marks will be allocated, you need to
complete this book by yourself. Group work is encouraged, but the final product must
be your own.
** Remember to sign the declaration at the end of the workbook.**
8. The personal e-portfolio

Apart from the workbook, you need to create an e-portfolio. The value of the eportfolio is that you can use it in future when you apply for a position or promotion to
provide evidence of your accomplishment (of the stunning and creative content that
you as an educator have created). It is much more convincing to say See what I can
do than telling the panel that you are capable of creating content. You might want to
consider the following resources for future references:
Seldin, P., Miller, JE., and Seldin, CA. 2012. The teaching portfolio: A practical
guide to improved performance and promotion/tenure decisions. San
Francisco: John Wiley & Sons (Chapter 9, pg 62-70)
Effective Practice with e-Portfolios. 2008.
http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolio
s.pdf
Dr. Helen Barrett, Using Technology to Support Alternative Assessment and
Electronic Portfolios. http://electronicportfolios.com/portfolios.html
Innovations in Education http://electronicportfolios.org/balance/
Creating an e-portfolio is really not as difficult a task as you might think.

Activity 1: Go to www.weebly.com or www.mahara.org
and create, free of charge, your e-portfolio.
You will post your weekly reflections and tasks in this portfolio. Post the link to your
portfolio here: lesegoseabelo.weebly.com as well as in the myUnisa discussion
forum under the heading: E-portfolio.
Remember to also paste all the activities in this workbook, as you will submit this
workbook for grading purposes (and an electronic copy will possibly be retained for
moderation purposes). To assist you, I have made a demo portfolio for myself. You
can take a sneak preview @ http:// .weebly.com/
9. Reflections are good (mirror-mirror on the wall)

Before embarking on an academic journey, one needs to reflect a bit. Part of
reflection is not only asking yourself why you are doing a specific course, but also
looking at the path you have travelled to get to this 3 rd year module. Therefore,
before we start with this module, I want you to do the following:
Activity 2: Get 3 photos two of yourself, (1) young and (2) recent, looking very
professional) and (3) one of you with your family or friends. Paste it in the spaces
provided below.
10
Me (then)
Me (now)
Me and the rest of Me
11
Wow, just look at you!

Now complete the sentence: At 18 I wanted to study medicine but due to
circumstances beyond control I ended up changing career and applied for nursing.
And now I am a professional nurse with B-tech Occupational Nursing managing
Employee Health and Wellness Department in a Central tertiary hospital.
I am sure you can guess the reason(s) for this scrapbook exercise
Photo 1 and 2: As an individual you have developed and changed over the years
you are very different from the scared 18-year old student who had to give a bed
bath for the first time. But, although you have changed, you are still YOU. With your
own convictions, principles, beliefs and values.
Photo 3: Although you are your own unique person, you are part of a family, a group
and a community. You exert an influence on them and they on you.
But, So what? What does this have to do with Curriculum development?
Everything!
First: As an individual you are important (and so is your curriculum), but you are not
an island. And neither are our modules; the students we work with; or the patients.
We need to see it all in the bigger context.
Secondly: Just as we are not the same as we were 5/10/20 years ago, our
curriculums cannot stay the same. As our profession and our context changes, our
curriculum needs to change and adapt. It cannot stay stagnant. Change is good as it
indicates development and growth. But despite the changes, there are always things
that stay the same. This is the core values and guiding principles the things that
directs our lives and choices - and in the case of our modules, our curriculum.
12
Take a few moments to reflect on your personal values and beliefs. In Column A,
write down your 5 highly valued and non-negotiable values that you hold dear.
Column A: My values
Respect
Honesty
Trustworthiness
Integrity
Accountability
Column B: The values of my employer

Patriotism
Team work
Activism
Accountability
Purposefulness
Passion
Integrity
Now, in Column B, write down the values that underpin the organisation or institution
where you work. They should align (more or less). If not you and your manager
need to talk!
We now know where we are coming from, where we currently are, but do we know
where we want to go. What is our vision (our dream) for our own lives?
Complete the sentence: In 5 years time I want to see myself involved in education of
nurses in Occupational nursing, developing curriculum and providing direction and
support in developing this field.
We will address the dream for your curriculum a bit later, but you can scribble a few
words down just so that you do not forget.
Teaching, direction, support,
Lets quickly take a closer look at the place where you are employed or where you
want to work once you have obtained your nursing education qualification.
The name of my Institution: Dr George Mukhari Academic Hospital
The vision of my Institution:
A centre of excellence, providing efficient and accessible healthcare services.
13
The mission of my Institution:
To provide quality health care service to North Western part of Tshwane district,
Limpopo and Northwest Province
To train health professionals in undergraduate and postgraduate.
To provide a conducive platform for relevant health research and development.
Why is this so important to know?

Because our vision tells us about the WHAT/WHERE; where do we see
ourselves in a specific time in the future what are we working towards.
Our mission tells us about the HOW; the methods we will use to get there.
Our principles and values are the things that guides and directs us the
compass that keep us on our intended path.
We can never compile a curriculum without taking into account the vision, mission,
values and principles of the institution that employs us and where the curriculum will
be offered.
And now we can start!
14

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DEVELOPING HEALTH

The success of tomorrows students will be built upon

Compiled: Dr JC Lubbe Page

Creative Commons License

For more information on Creative Commons Licences, visit https://creativecommons.org/licenses/

Compiled: Dr JC Lubbe Page