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HSE 3704 Curriculum Development workbook Created by: Dr JC (Irene) Lubbe Page 1

DEVELOPING HEALTH

SCIENCES CURRICULA: PRINCIPLES AND PROCESS

Only workbook for HSE 3704

Study Unit 7

“The success of tomorrow’s students will be built upon the education we design today” Dr Linda Price


HSE 3704 Curriculum Development workbook

Contents Study Unit 7: CURRICULUM EVALUATION .............................................................. 1

7.1 OVERVIEW ................................................................................................... 3

7.1 Introduction ................................................................................................... 4

7.2 Definitions ..................................................................................................... 1

7.2.1 Curriculum evaluation as a process of making an informed judgement about the merit of a programme .......................................................................... 7

7.2.2 Curriculum evaluation as a process of collecting information for decision making 8

7.2.3 Curriculum evaluation as an effort to improve the programme ............... 9

7.2.4 A comprehensive definition ..................................................................... 9

7.3 Planning the evaluation ............................................................................... 12

7.4 Purposes of curriculum evaluation .............................................................. 12

7.5 Steps in curriculum evaluation .................................................................... 14

7.6 Focus areas of curriculum evaluation .......................................................... 15

7.6.1 Evaluating the mission of the educational institution and the curriculum outcomes .......................................................................................................... 16

7.6.2 Evaluating the official curriculum .......................................................... 18

7.6.3 Evaluating teaching effectiveness ........................................................ 19

7.6.4 Evaluating the environment in which the curriculum is implemented: learner dimension .............................................................................................. 20

7.6.5 Evaluating the environment in which the curriculum is implemented: educator dimension ........................................................................................... 21

7.6.6 Evaluating the environment in which the curriculum is implemented: delivery mode dimension .................................................................................. 25

7.6.7 Evaluating the environment in which the curriculum is implemented: organisational dimension .................................................................................. 26

7.6.8 Evaluating the environment in which the curriculum is implemented: inter-organisational dimension .......................................................................... 27

7.6.9 Evaluating the environment in which the curriculum is implemented: micro context dimension ................................................................................... 28

7.6.10 Evaluating the environment in which the curriculum is implemented: macro context dimension .................................................................................. 28

7.6.11 Outcome evaluation .......................................................................... 29

7.7 Conclusion .................................................................................................. 31

7.8 The Reflective report ................................................................................... 31


Study Unit 7: CURRICULUM EVALUATION

7.1 OVERVIEW

In the previous study units you learnt what a curriculum is and how a curriculum is

developed. In study units 2 and 3 we explained that curriculum evaluation is part and

parcel of the curriculum development process. You already learnt how to conduct a

situation analysis and use the obtained data and information to make informed

decisions during the stage of curriculum design. You also learnt what designing a

curriculum entails.

When the curriculum committee establishes a new curriculum or revises an existing

curriculum, it is often in response to the findings of a curriculum evaluation project. In

this study unit we discuss curriculum evaluation, which is a formal investigation to

judge the worth and effectiveness of an existing curriculum. Curriculum evaluation

entails judging the merits of an existing curriculum. The results are used to develop a

new curriculum or revise the existing curriculum. Furthermore, the new or revised

curriculum will be exposed to informal and formal curriculum evaluation. Informal

curriculum evaluation and making of minor revisions to rectify problem areas occur

on a daily basis when the educators implement the curriculum. In this study unit we

focus on formal evaluation of a curriculum which is a formal investigation to judge

the merits of a curriculum which has been implemented for a number of years. This

is usually done in preparation for a renewed round of curriculum development.

The content of this study unit builds upon the knowledge you gained in the first and

second levels of the Health Sciences Education course. You are now required to

revisit and apply all your previously gained knowledge to curriculum evaluation.

Specific outcomes:

After you have worked through this study unit you will be able to discuss curriculum

evaluation, based on your ability to

define curriculum evaluation

Week 14 - 15 16 hours


analyse definitions of curriculum evaluation and explain what curriculum

evaluation entails

explain why curriculum evaluation is performed

discuss the methods, required data and judgement criteria for each focus area

which is investigated during a curriculum evaluation project.

The reading that you need to do for this study unit is not restricted to the prescribed

or suggested reading material. You need to scan the Worldwide Web for other

appropriate material such as video-clips, articles, e-books or journal articles, etc. to

contribute to your knowledge-base. You might want to start with Chapter 28 in

Billings and Halstead (2012:503-549). Focus on the sections on programme

evaluation theories and the programme evaluation plan in Billings and Halstead

(2012:506) for background knowledge. (We will come back to this at a later stage.)

**Note that the authors use the term “programme evaluation'', while we use the term

“curriculum evaluation''.

7.1 Introduction

We all know that evaluation is important, because most often: what get measured

gets produced. Therefore, our curriculums should not be any different.

Activity 7.1: If you think of the module(s) you are currently teaching (or hope to

teach one day), what would evaluation of that module entails? In your own words,

just write down a few aspects or concepts that you think should be evaluated.

1. The Educator:

The tone of the voice, eye contact with the students and use on non-verbal

communication all should be evaluated.

2. Content:

The title of the topic and its relevance to the curriculum.

The objectives to be used that needs to be achieved and whether they are achieved.

3. Equipment:

All the equipment used should be evaluated whethr they support the presentation

and whether they are useful.

4. Environment:


The venue should be evaluated taking into consideration the following: room

temperature is conducive for learning.

Is the light appropriate for all the students to see the presentation.

Would it differ from evaluation of the entire curriculum or programme? Why / Why

not?

Yes it would definitely differ.

The entire curriculum has a wide scope that needs to be covered and evaluated.

It involves different stake holders to evaluate the entire curriculum and it is done over a long

period of time at different intervals.

Activity 7.2: Before you move to the other readings of this study unit, please watch

the video-clip by Richard Kiely on Programme Evaluation and Curriculum

Development (Warning: It is an hour long, so get the popcorn and kick out the

shoes!)

Jot down the major issues and concepts that Kiely touched upon.

According to Richard Kiely, Programme Evaluation and Curriculum Development involve the following aspects:

Research activity

It is a product of the institution.

It is phase in biography of the learners.

It represents a context of personal investment.

Reflect on why documentation and understanding seems to be so important in

curriculum evaluation and what does it entail?

PURPOSE

It is important for record keeping

It is documented to be used for research purposes

Documentation can be used to obtain data for different purposes.

It is used for future planning and to facilitate action and some new ideas.

It should make sense for the programme and everyone involved.

It is used to determine probabilities and possibilities for learning success.

It is used for quality assurance purposes as well.

Make a K-W-L summary of the video. Thus, what you:

o Already KNEW (K),

o WANTED to know (W), and

o have LEARNED (L) about the topic.

Ctrl click

https://www.youtube.com/watch?v=nXHz1B-0IYs


You will use this in your discussion on myUnisa.

Lum evaluation.

K W L

Curriculum evaluation is

used for research purpose

The denotative meaning of

programme evaluation.

The definition.

The people involved in

curriculum evaluation.

The actual purpose. The main purposes.

The use of reflection by

the people involved in


The strategies used. All the different types of

designs used for

evaluation.

The purpose of stake

holders’ involvement in


The designs and methods

used.

The whole and outcome of


The role of learners in


The techniques used for

data interpretation.

How to use evaluation for

change.

How to implement change

based on evaluation

findings.

One of the reasons we do programme or curriculum evaluation is because as

educators, we are accountable to the public for what we teach (Uys, 2005:99;

Billings & Halstead, 2012:503). Did you notice that Kiely also mentioned this in his

video? Accountability is a huge but sometimes highly neglected part of our work as

educators.

But before we drift off to responsibilities and accountabilities, let’s first take a proper

look at exactly what curriculum evaluation is – how will you define it?

7.2 Definitions

Look at the presentation by Dr Asgari. On slide 49 she describes curriculum

evaluation as:

Ctrl click

http://www.sagepub.com/upm-data/44333_12.pdf

https://www.youtube.com/watch?v=nXHz1B-0IYs

http://www.docstoc.com/docs/51856105/Curriculum-Development-and-Evaluation--Dr-A-Asgari


“…the collection and provision of evidence, on the basis of which

decisions can be taken about the feasibility, effectiveness and

educational value of curricula”.

In its broadest sense evaluation is concerned with making a judgement or appraising

something to determine its worth (Keating 2010:298). It is no coincidence that the

root word for evaluation is value or worth. According to Worthern and Saunders

(Keating 2010:381), evaluation:

“…includes obtaining information for use in judging the worth of a

programme, product, procedure, or objective or the potential for the

utility of alternative approaches to attain specific objectives”.

Various definitions of curriculum evaluation are found in the literature; these

definitions clearly indicate the meaning of the concept and the purpose of curriculum

evaluation. See whether you can identify the central theme in each definition as

illustrated below.

Figure 0-1: Curriculum evaluation

Does this not remind you of some of the basic steps of the nursing process?

Anyway, let’s get back to our definitions. Let’s take a look at the various types of

definitions.

7.2.1 Curriculum evaluation as a process of making an informed judgement

about the merit of a programme

http://www.vocabulary.com/dictionary/evaluation

http://usnnursing.pbworks.com/f/Nursing+Process+2+Updated.swf


Iwasiw, Goldenberg and Andrusyszyn (2005:222) define curriculum evaluation as:

“an organised and thoughtful appraisal of those elements central to

the course of studies undertaken by students, as well as the abilities

of those students as graduates. It involves standards for judging

quality, systematic data collection, application of the standards, and

formulation of judgements about the value, quality, utility,

effectiveness or significance of the curriculum.”

Kelly (2004:137) defines curriculum evaluation as:

“the process by which we attempt to gauge the effectiveness of any

particular piece of educational activity.”

According to Loriz and Foster (Lee 2005:112) curriculum evaluation is:

“a systematic, summative examination of all components of a

curriculum that results in evaluative conclusions, such as approval or

accreditation.”

Tyler (1949:105), one of the progenitors of curriculum development, defines

curriculum evaluation as:

“… a process for finding out how far the learning experiences are

developed and organised, and actually produced the desired results.”

These definitions make it clear that curriculum evaluation is concerned with judging

the character, quality and effectiveness of a curriculum.

7.2.2 Curriculum evaluation as a process of collecting information for decision making

Various definitions depict curriculum evaluation as a scientific investigation which

generates data and information on which decisions are based. In other words,

curriculum evaluation is considered to be an activity aimed at providing the

necessary data and information which will enable the curriculum committee to make

informed decisions about an existing curriculum.

Examples of such decisions are whether to leave the existing curriculum unchanged,

whether some revisions are required or whether to make radical changes to the

existing curriculum.

http://www.reference.com/motif/education/ralph-tyler%27s-model-for-curriculum-design

http://www.merriam-webster.com/dictionary/progenitor


Reilly and Garberson (1998:2) refer to curriculum evaluation as

“a systematic and continuous process of gathering and analysing data

about all dimensions of the programme (curriculum) and then using

this information for decision making about the programme quality

and effectiveness.” Did the thought of a well-planned, scientific, evidence-based decision-making

process cross your mind? That curriculum evaluation is there to assist you in making

a well-informed justifiable decision.

7.2.3 Curriculum evaluation as an effort to improve the programme

Some definitions depict curriculum evaluation in terms of how the results would be

utilised. Pendleton and Myles (1991:185-187) define curriculum evaluation as:

“systematic collection and interpretation of evidence leading to a

process of judgment that aims at taking corrective measures”.

Why else would you want to do a curriculum evaluation, if improvement of the

module and bettering the profession, is not part of your modus operandi?

7.2.4 A comprehensive definition

Let’s take all the key-words that we have identified in the previous definitions that

describe curriculum evaluation:

Judgement / merit and value: character, quality, effectiveness

Collecting information: evidence-based, decision-making

Improvement: evidence-based.

Activity 7.3: Now, use these words (you may add more) to draw in MindMeister™

your own diagram or mind map to compile a comprehensive definition. Paste it in the

space below and upload it to your e-portfolio.

http://www.mindmeister.com/


Billings and Halstead (2012:503) provide a comprehensive definition. Note that the

authors use the term “program evaluation''.

“Program evaluation is systematic assessment of all components of a

program through the application of evaluation approaches,

techniques, and knowledge in order to improve the planning,

implementation and effectiveness of programs.”

The definitions tell us that curriculum evaluation:

is not a once-off event but rather a continuous process

is part and parcel of an overall curriculum development process (refer to study

units 2 and 3)

is a systematic investigation

entails the collection of data and information

involves data analysis (processing) and interpretation

involves compiling a curriculum evaluation report (communicating)

The definitions also indicate that the curriculum evaluation results (evidence) are

used to judge:

the worth of the existing curriculum based on appropriate and relevant data

its implementation


its effectiveness, namely whether it has produced the desired results.

The definitions also tell us that the curriculum evaluation results enable the

curriculum committee to make informed (evidence-based) decisions on which

corrective measures are required to improve the existing curriculum.

Quickly go back to the previous two mind-maps you have created on curriculum

evaluation. Did it include all these important aspects? Most probably not – and that is

OK. As we progress, our initial definition(s) will change and evolve. The important

fact however, is that we do not stay stuck on an initial idea or definition and refuses

to adapt and elaborate. Please re-work your mind-map and paste it in the space

below.

** You have progressed well. How about a cup of coffee? **

Go ahead – you deserve the break!


7.3 Planning the evaluation

Planning forms the solid foundation of most of our professional activities. Curriculum

evaluation is no different. Uys and Gwele (2005:102) list a few crucial questions that

we need to ask while planning the evaluation.

Why are we doing it?

What is the purpose of the evaluation or review?

What should be evaluated?

Are there specific standards or benchmarks?

For what purpose will the findings be used?

What resources are needed?

How do we evaluate this?

What data are required and how can we collect them?

Who will do the evaluation?

Is outside consultation required?

Who will use the data obtained?

When will the evaluation be done?

When should results and recommendations be expected?

Once we know what needs to be evaluated and who will conduct the evaluation, we

need to compile a formal plan on the ‘how’ and the ‘when’ of the evaluation.

7.4 Purposes of curriculum evaluation

According to Asgari, we should evaluate a curriculum to:

bring the curricular content abreast of modern advances (stay contemporary)

remove the ‘Dead Wood’ from the curriculum

improve the effectiveness of the curriculum (Effectiveness = AO ÷ PO)

Do the right thing

Why are we doing

it?

http://www.docstoc.com/docs/51856105/Curriculum-Development-and-Evaluation--Dr-A-Asgari

http://www.merriam-webster.com/dictionary/deadwood


improve the efficiency of the curriculum implementation process (Efficiency =

O ÷ I)

review the entry behavior requirements for admission into the course

identify:

o How an “Intended Curriculum’ is enacted

o How it becomes operational

o The factors which may affect it and result in unintended effect.

Billings and Halstead (2012:503) summarise the purposes of curriculum evaluation

as follow:

To determine how various elements of the program interact and influence

program effectiveness

To determine the extent to which the mission, goals, and outcomes of the

program are realized

To determine whether the program has been implemented as planned

To provide a rationale for decision making that leads to improved program

effectiveness

To identify efficient use of resources that are needed to improve program

quality.

Activity 7.4: Now try to write your own comprehensive purpose statement in one or

two sentences.

The purpose of curriculum evaluation is to identify trends in health care services that directly

affect curriculum development and learning. It is also used to identify critical elements that

need to be adopted for curriculum change and innovation. It helps to keep the health

Do things the right way


services curriculum abreast of latest developments and respond to the changes, .i.e.

technology, cultural and societal practices.

7.5 Steps in curriculum evaluation

Most of the curriculum evaluations consist of the same generic steps. Uys and

Gwele (2005:102) list them as:

defining the standards

investigating the performance or data collection

synthesizing the results

formulating recommendations

feeding recommendations and lessons learned back into the programme.

Activity 7.5: Take the 5 steps, draw a diagram (also known as a mind map) and add

the most important activities or concepts to the diagram. Past it in the area below.

Attach this final mind map in the myUnisa discussion area created for it.

Evaluate at least 2 other students’ mind maps and write an educational,

evaluative response to it (also on myUnisa).


Copy and paste the two responses on your mind map here:

Response 1: N/A

Response 2: N/A

Do you agree? Yes / No N/A

Motivate your answer: N/A

7.6 Focus areas of curriculum evaluation

Curriculum evaluation entails scrutinising the official curriculum and its foundations,

and investigating whether the operational curriculum is congruent with the official

curriculum.

Activity 7.6: A little bit of revision: Return to study unit 1 and enter the definitions in

the blocks above. Is it clear why these should align?

Very often the worth of a curriculum is judged by determining the competencies of its

graduates, and how satisfied the employer and health care consumer are with these

graduates' services. Specific methods are employed to investigate each of the focus

areas. Billings and Halstead (2012) comprehensively covers curriculum evaluation in

Chapter 28.

The following table serves as a structure according to which you could summarise

the focus areas which we specify in sections 7.6.1 - 7.6.11.

Table 7.1: Structure for summarising section 7.6

Focus area Structure Explanation

Operational curriculum: It consists of what is actually taught

by the teacher.

All important elements are communicated to the students.

It includes knowledge, skills and attitudes emphasized by the faculty in the classroom and clinical setting.

Official curriculum: Is has philosophy and mission.

It includes the stated curriculum framework.

It recognizes lists of outcomes, competences and objectives for the programme and individual courses.

What should be evaluate?


Identify the focus area

Summarise the data required

Explain the aspects about which data must be collected

Identify the relevant data sources

What are the data source(s) relevant to each focus area? Examples:

documents

internal stakeholders (learners, educators,

mentors)

external stakeholders (employers, health

care consumers, accrediting bodies,

professional organisations)

events

Identify the data collection methods that are relevant to each focus area

Which strategies are used to obtain the data for each focus area? Examples:

modified Delphi approach

curriculum matrix

curriculum audit

teaching goals inventory

focus group discussions

administering questionnaires

conducting interviews

observations

learning material reviews

pre-test post-test experiments

document analysis (reviewing records,

analysing existing data)

Identify the judgment criteria which you will use to interpret the data and information

The theoretical elements in boxes 28.1 to 28.11 in Billings and Halstead (2012) are the standards with which the collected data will be compared in order to make judgments about the curriculum.

7.6.1 Evaluating the mission of the educational institution and the curriculum outcomes

Billings and Halstead (2012:508-513) described the concepts that need attention

when the mission and the outcomes of a curriculum are evaluated.


The process starts with an in-depth look at the philosophical underpinnings and

outcomes of the module or program. Firstly one needs to identify and determine the:

Mission

Philosophy

Program goals

Outcomes

When deciding whether the mission of the nursing department/school is aligned with

the mission of the university/institution, you will need to look for similar key-phrases.

Next you have to consider the stakeholder expectations:

Do you think that the students are also part of the stakeholders? If so, add them to

the stakeholder block where they belong. You can consult Uys and Gwele (2005:99).

(It is a free e-book.)

The lecturers form an important part of the stakeholders and it is essential that they

also have consensus amongst themselves regarding the mission and philosophy of

the NEI. A modified Delphi-technique might be useful here.

Table 7.2: Mission and outcomes


Focus area: Data required:

Policies

Explanation

The mission of nursing department is

Mission of the University / NEI

Are aligned with

http://en.wikipedia.org/wiki/Delphi_method


Philosophy

Mission

Guidelines

congruent with university mission.

Data sources:

Documents

Publications

University statement

Examples:

Students

Faculty

Stake holders

Data collection:

Stakeholders

Educators

Learners

Public

Data collection strategies:

Interviews

Group discussions

Forums

Literature review

Criteria for data interpretation:

Blooms Taxonomy

Expectations of the state board of nursing are known and considered in the program’s mission, goals, philosophy and outcomes.

The theoretical elements :

The Nursing Program Advisory Committee has meaningful input into program goals and outcomes.

Documents and publications accurately reflect mission and goals.

7.6.2 Evaluating the official curriculum

Study Billings and Halstead (2012:514-516) and summarise this section according to the structure provided in table 7.1. Note that the authors use the term “curriculum evaluation'' when they refer to evaluation of the official curriculum document. Refer to previous study units to familiarise yourself with the term official curriculum. Copy the definition here: Official curriculum is curriculum that has has philosophy and mission. It includes the stated curriculum framework. It recognizes lists of outcomes, competences and objectives for the programme and individual courses.

Table 7.3: Official curriculum


Focus area:

The curriculum is

Data required:

Course objectives

Course content

Curriculum

Explanation

Official curriculum should demonstrate sequential learning by students.


doing what it is

supposed to do.

framework

Data sources:

Stakeholders

Faculty

Material review

Learners

Examples:

Delphi method

Data collection:

Examination

Literature

Clinical competences


Data collection cycles

Interviews

Field testing

Group discussions

Discussion forums


Blooms Taxonomy

Data analysis

Support courses


Course objectives are congruent with level objectives, which are congruent with the program goals.

Support courses enhance learning experiences and provide a foundation in the arts, sciences and humanities.

7.6.3 Evaluating teaching effectiveness

Study Billings and Halstead (2012:516-521) and summarise this section according to

the structure provided in table 7.1.

Table 7.4: Teaching effectiveness


Focus area:

The students

are satisfied

with teaching

strategies.

Data required:

Instructional material

Evaluation data

Explanation

Teaching strategies are effective when students are engaged

Data sources:

Students

Faculty

Stakeholders

Examinations

Examples:

Students feedback

Prior knowledge

Group discussions

Data collection: Data collection strategies:


Student performance

Interim evaluation

Interviews

Direct observation

Surveys

Group discussions


Quantitative and qualitative data

Stake holders

External examiners.


Teaching strategies are modified based on evaluation data.

Teaching strategies facilitate achieving course objectives.

Teaching materials are effective and efficient.

Evaluation of individual students’ performance is communicated to students and leads to improvement in performance.

Methods of evaluating students’ performance are valid.

7.6.4 Evaluating the environment in which the curriculum is implemented: learner dimension



Table 7.5: Learner dimension


Focus area:

Adequate

number of

qualified students

are recruited to

maintain program

viability.

Data required:

Academic staff

Students demographic data

Explanation

A sufficient number of qualified students are enrolled in the program.

Data sources:

Policies

Mission and goals

Appeals

Examples:

Modified Delphi approach

Data collection:

Essays

Interviews

References


Entry examination

Scholastic aptitude tests

Discipline specific test


College and


Progression policies are fair and justifiable and support program goals.


entrance requirements

Remediation guidelines

Records of student’s satisfaction/formal complaints are used as part of the process of ongoing improvement.

7.6.5 Evaluating the environment in which the curriculum is implemented: educator dimension


the structure provided below.

Table 7.6: Educator dimension


Focus area:

A sufficient

number of

qualified

educators to

accomplish the

mission and

goals expected.

Data required:

Demographic data of educators

Salary scales

Contract benefits

Explanation

Faculty should possess educational credentials appropriate to their teaching assignment.

Evaluation of faculty performance promotes quality improvement.

Data sources:

Professional experience

Specialization certificates

Academic institutions

Examples:

Masters in Nursing

Doctorate in Nursing

Professor of Nursing

Data collection:

References

Interviews

Stakeholders


Recruitment agencies

Surveys

Customized reports

Merit certificates


Standing committees

Salary structure

Faculty


Faculty members are qualified and sufficient in numbers to accomplish the mission, philosophy and expected outcomes of the program.

Faculty receive orientation that prepares them to be successful.

Faculty receive adequate support for professional development.

Faculty achievements in scholarly


activity support program effectiveness.

The following aspects need consideration when evaluating the educator or faculty

dimension. These factors include:

The number of qualified faculty

Qualifications of faculty

Faculty development

Faculty scholarship

Evaluation of faculty performance

7.6.5.1 The number of qualified faculty

It is difficult to provide a specific number or ratio that will work in all institutions, as

many factors influence the number of educators that should be appointed. Some of

the major factors are the:

nature of the program;

expectations of the parent institution (if any); and

requirements of accrediting bodies (such as SANC and CHE).

Activity 7.7: In the institution where you are currently employed, what is the

prescribed number of faculty members for your department? How was that number

calculated? You might need to consult the HoD (Head of Department), Campus

Manager or Principal for this answer.

Paediatric Faculty:

4 Senior Nurse Educators

4 Junior Nurse Educators

4 Teaching Assistants

The number of faculty members are calculated according to

The mission and goals to be achieved by the college

The available operational budget

Nursing school fiscal plan

The number of students per programme

Total number of departments needed

Group responsivities and duties, both administrative and clinical


7.6.5.2 Qualifications of faculty

It is important that lecturers are appropriately qualified for their teaching role. The

rule of thumb is that the lecturer needs at have at least one qualification (degree)

higher than the qualification she is teaching. The minimum formal qualification for a

lecturer facilitating or teaching an associate or baccalaureate nursing degree

program is a Master’s degree in the appropriate field (Billings & Halstead, 2012:525-

530).

Allocation of teaching workload (modules or subjects to teach), should thus be

according to the lecturer’s qualification, experience and area of specialisation. It

makes little sense to assign the community health-students to a lecturer with a

Master’s degree or PhD in ICU, but with no experience or formal qualification in

community health. Unfortunately, we all know of cases where, due to shortage of

appropriately qualified lecturers, this type of scenario is happening. This is not

conducive for teaching or learning. Therefore, there should be a continued

commitment to doctoral prepared faculty.

But, before you and all your colleagues register at your current institution where you

are employed: Billings and Halstead (2012:525) warns against a situation called

“inbreeding”, where all the faculty members acquired their qualifications at the same

institution. This is not a healthy situation as it does not allow for diversity in contexts

or openness to new ideas. We need to allow ‘new blood’ and though-patterns into

our community of practice.

Important in an academic institution is the different levels of seniority in ranks. These

levels are often directly linked to qualifications and level of scholarship. Institutions

with few high-ranked members might find that they have limited participation in

governance of the institution. Unfortunately very often we find a correlation between

rank and physical age of the faculty member. A great concern is the impeding brain-

drain where many of our experienced faculty members are approaching retirement

age; leaving less experienced and less qualified lecturers behind.

When you visit the South African Nursing Council’s website (www.sanc.co.za), the

statistics on age distribution can be retrieved. The diagram below contains the age

http://www.sanc.co.za/


distribution of professional registered nurses (PRN) in South Africa (including nurse

educators). Nearly half of the PRNs on the diagram is 50 years or older. That paints

a daunting picture for our profession.

Figure 0-2: PRN age distribution according to SANC

At the beginning of 2013, there were only 12 400 (out of a possible 129 015) PRN

with an additional qualification in nursing education on SANC’s register. However,

not every PRN with a qualification in nursing education is in a teaching post.

Activity 7.8: Look at the faculty age distribution in the institution where you are

currently working. Make a pie-diagram and paste it in the space provided below.

Write one or 2 sentences to elaborate.

Faculty age distribution is 20% for those aged 25-39 years, 50% for those aged 40-59 years

and 30% for those aged above 60 years.

Age distribution of faculty members

20%

50%

30% 25-29

40-59

60+

http://www.sanc.co.za/stats/stat2012/SANCStats2012AddQualsOnReg.pdf

http://www.sanc.co.za/stats/stat_ts/Growth/Growth%202004-2013_files/frame.htm


7.6.5.3 Faculty development

One cannot over-emphasise the importance of life-long learning and continuous

professional development (CPD) for all categories of nurses – and that includes

faculty members. Each one of us needs to take responsibility for their own

development to prevent stagnation as the latter leads to situations where faculty

members teaches out-dated content, using out-dated teaching strategies. Therefore,

when one evaluate a programme, it is important to look at aspects of CPD.

7.6.5.4 Faculty scholarship

Academic scholarship forms an integral part of who we are as academics. We need

to provide evidence-based content to broaden the field of nursing. As faculty

members we have a duty to be actively involved in research to contribute to the

growing body of knowledge. We need to claim our place in the multi-disciplinary

team by not merely be consumers of knowledge, but also contributors. The number

of research publications by faculty members will therefore also be noted when a

programme is evaluated.

7.6.5.5 Evaluation of faculty performance

The strength of a programme depends to a great extend also on the capabilities of

the faculty member who facilitate teaching and learning. Therefore the inputs and

outputs of the faculty member involved in the programme need to be evaluated as

well.

7.6.6 Evaluating the environment in which the curriculum is implemented: delivery mode dimension

Study Billings and Halstead (2012:530+) and summarise this section according to


Table 7.7: Delivery mode dimension



Support space

Explanation

A review of instructional space includes


Classroom and

laboratory

facilities need to

provide

effective

learning

environment to

support

program

effectiveness.

Student groups

Agent contracts

evaluation and determination of whether classrooms are of sufficient size and comfort to facilitate teaching and learning.

Data sources:

Computer labs

Resource Centre

Research room

Students

Examples:

Conference room

Storage for equipment

Support rooms like students lounges

Faculty lounges Data collection:

Surveys

Faculty

Patient population

Technology


Documentation of holdings

Student assignments and evaluation


Space available should be congruent with the productivity expected of those who use the space.

Accreditation of facility


Mission and goals of the program..

Faculty run clinics that serve as learning sites.

Clinical facilities provides effective learning experiences.

Information and instructional technology is up to date and supports achievement of program goals.

7.6.7 Evaluating the environment in which the curriculum is implemented: organisational dimension



Table 7.8: Organisational dimension


Focus area:

Qualifications

and leadership

skills of

programme

administrators

are important to

Data required:

Number of faculty staff

Budget

Adequate fiscal resources

Explanation

Formal evaluation of administrators should occur annually or at regular specified intervals.

Data sources:

Minutes

Mission and goals

Examples:

Stakeholders

Parent institutions


programme

effectiveness.

for the unit

Assessment tools

Data collection:

Evaluations

Technology

Job descriptions

Scope of practice


Evaluation forms

Comparative analysis


By laws

Written policies

Record keeping


The structure and governance of the department provide efficient means for communication and problem solving.

There are adequate fiscal resources to support ongoing programme improvement.

Nursing faculty participate actively in the university governance system.

7.6.8 Evaluating the environment in which the curriculum is implemented: inter-organisational dimension



Table 7.9: inter-organisational dimension


Focus area:

Programme

effectiveness is

influenced by the

relationship of

the nursing

programme with

outside agencies.

Data required:

Admission policies

Articulation

Explanation

Co-operation with health care agencies is essential to provide needed educational experience.

Data sources:

Advisory Board

Stake holders

Examples:

Meetings

Forums

Interviews

Data collection:

Surveys

Board members

Faculty


Transcripts

Periodic audit


Admission policies


Articulation agreement

Advisory board provide effective


communication link with important stake holders.

7.6.9 Evaluating the environment in which the curriculum is implemented: micro context dimension



Table 7.10: Micro context dimension


Focus area:

It examines the

effect of the

immediate

environment on

programme

implementation.

Data required:

Admission policies

Financial aid

Information

Explanation

If the programme relationship with prospective students is not satisfactory, students will be discouraged from pursuing admission.

Data sources:

Student information

Orientation

Nursing policies

Examples:

Pamphlets

Interviews

Forums

Data collection:

Student alumni

Academic records


Student satisfaction surveys

Transcript evaluation


Academic advisory


Audit of student files

Student receive current and active information

New student registration is run efficiently.

7.6.10 Evaluating the environment in which the curriculum is implemented: macro context dimension

Study Billings and Halstead (2012:539) and summarise this section according to the

structure provided in table 7.1.


Table 7.11: Macro context dimension


Focus area:

It seeks to

determine effects

of the larger

environment on

programme

implementation,

for example, the

social, political,

cultural and

economic factors.

Data required:

Trends in higher education

Explanation

Natinal trends in health care and changes in local health care delivery should be reviewed and incorporated into programme development and revision.

Data sources:

Literature review

Examples:

Service learning

Data collection:

Advisory board members


Dialogue


Local health care delivery

Programme planning


Trends in health care changes in local health care delivery

Trends in higher education

7.6.11 Outcome evaluation

Outcome evaluation is conducted to determine to what extent existing graduates

meet the human resources needs of the health care system and how competent the

graduates are in comparison to social expectations.

Study Billings and Halstead (2012:539) and summarise this section according to the

structure provided in table 7.1.

Table 7.12: Outcomes evaluation



Admission policy

Explanation

Programme outcomes measures are those


It is to determine

how well the

programme has

achieved the

expected

outcomes.

Final semester courses

implemented at the conclusion of the programme.

Data sources:

External stakeholders

Aggregate data

Advisory board

Examples:

Alumni surveys

Employer follow up studies

Data collection:

Graduation and retention rate

Pass rate

Employment rate


Focus groups

School catalogue

Student satisfaction surveys

Exit surveys

Employer surveys


Clinical practice


Students achieve all terminal programme goals by graduation.

Students achieve all technical competencies by graduation.

The programme has defined a benchmark for graduation rate

Students are satisfied with the overall quality of the programme.


7.7 Conclusion

This concludes the module on the principles and process of curriculum development.

We trust that you enjoyed working through this challenging module. We anticipate

that you will now be able to participate in curriculum development activities and apply

what you have learnt to improve your teaching practices.

End that is (nearly) the end of this module! You deserve a good cup of coffee! Make

yourself one and please come back – there is just ONE more thing left to do before

this module id done-and-dusted…

7.8 The Reflective report

As a faculty member, reflection should form part of our daily activities. I hope that you make use of this in your own classes as well. Reflective report: Please write a short reflective paragraph (minimum 200 words) on how you have experienced these activities (study unit 1-7). Your reflection can be positive or negative (as long as it is honest). You will be rewarded for your effort with an additional 5 points added to the marks of your portfolio. My reflective report module: This module has been extremely challenging and rewarding. I enjoyed doing the activities. It was something totally different from the usual assignments and exam structure. It was very good in stimulating new study skills that required a total change in doing things. I have learnt how to give positive and constructive feedback to my colleagues and deal with their reactions to it. At the same time having my work evaluated and critiqued by colleagues also taught me to learn to acknowledge negative and constructive feedback positively. This module has developed my online writing skills. I have managed to do tasks that I never even dreamed of. The study skills I have learnt will forever help me as I continue with my studies.


The time frame for the completion for all the activities was a bit too short. There was a lot of information to be covered within a very short period of time. I managed to develop time management skills in the midst of that. Being able to develop my own website, mind maps, conceptual frameworks and critical path analysis were quite remarkable achievements. Without the support and help of my colleagues on the discussion forum and blog, I would not have been able to accomplish everything. Colleague support was really need for this module. Informed consent: I Nokuzola Kedama (insert your name) hereby **gives / do not give** permission to my lecturer to collate my feedback with those of other students (thus protecting my identity and ensuring anonymity). My feedback will be used for quality control purposes and to adapt the HSE-module as well as for possible research purposes. ** Please choose by deleting the not applicable option, e.g. I, Dr. JC Lubbe (insert your name) hereby **gives / do not give** permission to ……