REVIEWING AND GATHERING DATA FOR CURRICULUM DEVELOPMENT: Needs Assessment (Frames Factor Model) Hand-Outs

OVERVIEW Needs assessment for curriculum development is defined as the process for collecting and analyzing information that can influence the decision to initiate a new program or revise an existing one. FRAME FACTORS MODEL A context-relevant curriculum is one that is responsive to learners; to current and projected societal, health, and community situations; and to imperatives of the nursing profession. Contextual factors are those forces, situations, and circumstances that exist both within and outside the school of nursing and have the potential to influence the school and its programs. Characteristics of learners Learning expectations and environments Professional practice expectations and environments Clients of nursing care Major health problems and risks Health care Societal characteristics and needs

Relationship of Needs Assessment to Total Quality Management Of The Curriculum (development of a new program and its curriculum or revising an existing curriculum) It is useful to incorporate the notion of evaluation as a continuous process when conducting a needs assessment, not only in terms of the present plans for program start-up and changes, but also for planning for the future. EXTERNAL FRAME FACTORS As early as the 1970s, Conley (1973) urged curricularists to pay attention to social forces when planning or changing curricula. She referred to population mobility as one social factor in which persons are continually changing jobs, resulting in people lost on a medical landscape and becoming medically disengaged. DEMOGRAPHICS Demography is the populations that focuses on their Size Distribution Age Structure Fertility Marital Patterns Migrations scientific by: Phoebe study of

Frame factors conceptual model Johnson (1977) presented a conceptual model for curriculum development, instructional planning, and evaluation that is similar to the nursing process. Frame factors are the external and internal factors that influence, impose upon, and/or enhance educational programs and curricula. As a conceptual model, it serves to collect, organize, and analyze information that is useful for the development and evaluation of curricula. There are two major categories: External frame factors are those factors that influence curriculum development in the larger environment and outside the parent institution. Internal frame factors are those that influence curriculum development and are within the environment of the parent institution and the program itself. The Context-Relevant Curriculum and Contextual Factors

Mortality Social,cultural, economic, determinants of variations

Demographic data, Information pertaining to population characteristics assists curriculum developers to know about the people who are and will be clients of the healthcare system. The nursing curriculum can then be designed to align with the attributes of those who are recipients of nursing care. Pertinent census data and vital statistics include Birth, death and fertility rates Distribution according to age, sex, location Population diversity Employment rates and income levels by age and sex Ethnicity Residence patterns (e.g., proportion of aged living alone and in nursing homes) Morbidity rate and patterns Family structures Immigration and emigration patterns

The health of the people clearly influences nursing care, and thus curriculum. Both the health status of the population and the nature of services may provide previously unexamined opportunities for clinical education. Pertinent information related to health and the healthcare system might include Most prevalent local and national health problems Nature of healthcare agencies and their services Nature and availability of public health and other community-based healthcare services Adequacy of funding for health care Availability of healthcare insurance Costs to clients and families Availability of healthcare resources Profile of clients receiving care Gaps in service related to nursing

Relevant information education might include

CULTURE Culture refers to the way of life of a people, including their Attitudes Values Beliefs Arts Sciences Modes of perception Habits of thought and activity A common history Sense of destiny Value system embedded in particular religion Shared traditions Rituals A language with a distinctive vocabulary Narratives that give or express norms Models of behavior The cultures of youth Poverty Family violence Homelessness Gender Aging Work environments Culture of the healthcare system

Potential clinical placement sites and experiences Receptiveness of clinical agencies to learners Willingness of healthcare providers to participate in student education Opportunities for clinical education with students from other health professional programs

PROFESSIONAL STANDARDS by Erika Professional Standard is an authoritative statement that sets out the legal and professional basis for nursing practice. Protection of the public: Standards protect the public through the regulation of safe, competent, and ethical registered nurses. Regulation for RN practice: Standards identify the behaviors expected of registered nurses to meet practice requirements. Practice consultation: Standards are used to assist registered nurses to understand and work through issues related to their professional practice. Nursing education: Standards are used for curriculum development. Administrative guidelines: Standards provide direction for administration, quality management, and performance expectations pertinent to registered nurses.

HEALTH AND HEALTH CARE

Legal reference: Standards help the legal profession interpret RN accountability and provide a legal reference for reasonable, prudent, registered nursing practice. Public information: Standards inform the public and other members of the health care team about the practice of nursing and help create accurate expectations of the profession. Research and Policy: Standards provide nurses with a resource to promote research and policy decisions that support outcomes in the best interest of the client and the public

2. 3. 4. 5. 6. 7. 8. 9. 10.

Management of Resources and Environment Health Education Legal Responsibility Ethico-Moral Responsibility Personal and Professional Development Quality Improvement Research Communication Collaboration and Teamwork

Significance of Core Competency Standards Unifying framework for nursing practice, education, regulation. Guide in nursing curriculum development Framework in developing test syllabus for nursing profession entrants. Tool for nurses performance evaluation Basis for advanced nursing practice, specialization. Framework for developing nursing training curriculum. Public protection from incompetent practitioners Yardstick for unethical, unprofessional nursing practice. TECHNOLOGY AND INFORMATICS by: Anj Advances in technology also influence the content, teaching-learning strategies and course management of nursing curricula. Technology is changing the nature of nursing education Neuman (2006) describes how learning technologies are changing nursing education, through methods such as Web-based distributed learning Educational management systems can alter the role of nursing faculty The e-health paradigm of health care has important implications for nursing curriculum and curriculum developers information literacy, emphasis on interdisciplinary collaboration, and patient focused system are invaluable inclusions in any nursing informatics content and should be mandatory in all curricula Booth (2006) Additionally, wide use of internet by clients seeking health information, the emergence of virtual support groups, and variable reliability of online health information, also influences nursing curricula. ENVIRONMENT

The quality of nursing education is influenced by the agencies involved in the nursing program. 1. 2. 3. 4. 5. 6. Commision on Higher Education(CHED) Department of Health (DOH) Professional Regulatory Commission(PRC) Board of Nursing (BON) Philippine Nurses Association(PNA) Association of Deans of Philippine Colleges of Nursing (ADPCN) 7. International Council of NursesThe International Council of Nurses (ICN) 8. World Health Organization(WHO) CHED MEMORANDUM NO.14 POLICIES AND STANDARDS FOR BACHELOR OF SCIENCE IN NURSINGPROGRAM. RA 9173 AN ACT PROVIDING FOR A MORE RESPONSIVE NURSING PROFESSION. It is hereby declared the policy of State to assume responsibility for the protection and improvement of the nursing profession by instituting measures that will result in relevant nursing education, humane working condition, better career prospects and dignified existence for our nurses. The State hereby guarantees the delivery of quality basic health services through an adequate nursing personnel system throughout the country. CORE VALUES WHICH ARE EMPHASIZED IN THE BSN PROGRAM 1. Love of God 2. Caring as the core of nursing Compassion Confidence Conscience Commitment THE 11 KEY AREAS OF RESPONSIBILITY 1. Safe and Quality Nursing Care

Environment a broad contextual factor that refers to the atmospheric, physical, and psychological milieu of a community. Chemical, biological, physical, sociological and psychological hazards and stressors can pose threats to individual, family and community health, locally, nationally and internationally Data about national and international events and possible threats are important Issues related to environment, particularly those that seem most relevant to the locale of the school of nursing Weather patterns Effects of climate change Air and water quality Presence of local industries known to produce environmental pollutants and hazards Environmental disasters, such as oil spills, volcanoes, forest fires Decreased energy supplies Nuclear and chemical spillage and warfare Terrorism Newly emerging diseases and their spread SOCIAL, POLITICAL AND ECONOMIC CONDITIONS Social, Political and Economic Conditions forms another broad contextual factor that encompasses forces, situations, or circumstances in the external environment. Body Politic the people power behind the official government within the community. Social behaviors and issues that affect health can include: 1. Drug use in the community 2. Sexual behavior of adolescents 3. Unemployment rates and patterns 4. Housing availability, affordability, and quality 5. Nature and rate of crime in the community Political and legislative (local, regional, provincial / state, and national) influences affect: 1. Higher education and nursing education 2. Health care and social services 3. Eligibility for health and social services 4. Support for nursing education from elected political parties, government officials, and community representatives

5. Public concern about nursing shortages and access to health care 6. Projections for a comprehensive health care system Economic conditions that affect health can include: 1. Governmental financial support for higher educations and nursing education 2. Private, community, or public funding for the following: a. Curriculum innovation b. Program development c. Faculty and student grants or scholarships d. Present and projected local, provincial / state, and national economies. REGULATION AND ACCREDITATION By: Pat
ACCREDITING AGENCIES

FAAP Federation of Accrediting Associations of the Philippines To adopt common standards in enhancing excellence

To coordinate with CHED on policies programmes, standards and procedures on accreditation of education institutions

REGULATING BODIES Commission on Higher Education (CHED) Department of Education, Culture and Sports (DECS) What is Accreditation? a concept based on self-regulation which focuses on evaluation and the continuing improvement of educational quality. NEEDS ASSESSMENT = TOTAL QUALITY MANAGEMENT OF THE CURRICULUM GENERAL ACCREDITATION PROCESS 1. Completion of a self-study report by the department 2. On-site review by team of accreditors 3. Discussion of major findings with board of trustees & school officials 4. Submission of report from accrediting team to the officials of the accrediting association 5. Endorsement of accrediting association to faap for review 6. Certification is sent to ched once documents are complete What areas are evaluated during the survey? Mission / purposes, goals and objectives College/School Community Involvement Faculty Instruction Library Laboratories Physical Plant Student Services Administration On the grade school level, the area on laboratories (No. 5 above) is omitted; instead, Student Activity Program is added. Level I: Applicant Status Institutions/programs which have undergone a preliminary survey visit and are

capable of attaining accredited status within one or two years. Level II: Accredited Status Institutions/programs which have undergone formal accreditation and have been granted initial accreditation set by FAAP for this level. Level III: Re-accredited Status Institutions/programs which have been accredited and which have met the additional criteria set by FAAP for this level. Level IV: Re-accredited Status Institutions/programs which have distinguished themselves in a broad area of academic discipline and enjoy prestige and authority comparable to that of international universities.