OUR LADY OF FATIMA UNIVERSITY

OLFU VISION
To improve man as man by developing individuals through a legacy of excellent education and compassionate value
formation.

OLFU MISSION

OLFU CORE VALUES

The noble dictum improving man as man embodies the

existence of Fatima Medical Science Foundation and Our Lady
of Fatima University as educational institutions dedicated to
the wholistic formation of men and women imbued with the
necessary skills, virtues and academic development. To
achieve this end, the university aims to:

Through innovative learning strategies focused on

stong and updated academic foundation with
enhanced industry skills and experience, a graduate
of OLFU is expected to be an ACHIEVER. In the
community and in the workplace, an OLFU graduate
will be known as a person who:
A
Aspires To Do His Best
C
Is Credible And Compassionate
H
Is Hardworking And Honorable
I
Is An Inspiration To Others
E
Is Efficiently Entrepreneurial And
Employable
V
Is A Visionary
E
Is Ethical And Has Excellent Work Habits
R
Is Responsible

Commit itself to the service of society through quality

education;

Develop the capabilities of individuals in order to maximize

their potentials;

Nurture future professionals with the requisite academic

foundation and conventional skills so as to mold them
into highly-respected leaders and members of society;

Respond effectively to the changing needs and conditions

of the times through continuing professional education
and research;

Inculcate social awareness through community outreach

program;

Imbue a deep sense of nationalism and pride in our Filipino

heritage;

Uphold virtues of truth, justice integrity, compassion and

faith in God.

DEPARTMENT MISSION

The Department of Nursing and Allied Health is committed to

produce leaders who are compassionate, creative, innovative,
ethically and morally competent by providing evidence-based
learning opportunities and experiences.

DEPARTMENT VISION
The Department of Nursing and Allied Health
envisions itself as a center of excellence in providing
advanced education,
relevant research and
responsive community service.
.

PROGRAM EXPECTED OUTCOME (PEO)

PROGRAM OBJECTIVES

A graduate of MAN is expected to

1. Demonstrate efficient and effective professional practice through the
utilization of research findings and effective management of resources.
2. Engage in innovative community programs and services for the promotion
of health, prevention of illness and rehabilitation management.
3. Involvement of continuing professional activities through quality research
output.
4. Demonstrate appropriately the moral, ethical and legal standards of
nursing practice.
5. Practice supervisory and management skills thru sense of commitment and
professionalism in healthcare and community services.

1. Generate research output that is cost

efficient and cost beneficial.
2. Conduct health education activities for the
community and model healthy lifestyle.
3. Update oneself thru various professional
activities in service education, attendance
in seminars, workshops, and symposia.
4. Consciously adhere to the moral, ethical and
legal tenets of the profession.
5. Apply managerial principles in the
organization of healthcare facility.

COURSE SYLLABUS
CURRICULUM DEVELOPMENT IN NURSING
COLLEGE

Graduate School

DEPARTMENT

Nursing and
Allied Profession

COURSE CODE

MAN 202

DESCRIPTIVE
TITLE

CURRICULUM
DEVELOPMENT IN
NURSING

PREREQUISITE
(S)

Foundation
Courses
MAN

CREDIT UNIT (S)

3 units

CONTACT HOURS
PER/ SESSION:

Lecture: 3
hrs/session

COURSE DESCRIPTION
The course focuses on elements of curriculum, types of curriculum and
insights in curriculum planning. It will provide the students further knowledge
on what are principles and techniques in designing a curriculum in macro and
micro levels. In addition, a thorough discussion on the comparison on the
curriculum had done both in private and public educational institutions.

COURSE EXPECTED OUTCOMES (CEO)

After successful completion of MAN 202, students already have:
1 .Analyze and formulate innovations for the improvement of the
curriculum planning guided by its standards and evidenced based
practice.
2. Design a curriculum plan suited to the needs of the learners.
3.Exemplify aim for continuing learning through engagement in search
and understanding issues, trends and problems relating to curriculum
planning
4. Demonstrate moral and ethical expertise in curriculum development.
5. Plan a curriculum that will translate the needs of an educational
institutions.
.

ALIGNMENT OF COURSE OUTCOMES (CO) WITH UNIT EXPECTED OUTCOMES (UO)

UO

DESCRIPTION

Obtain a preview and notion regarding the course and and

describe curriculum and curriculum planning.

Identify and relate the philosophical foundation and legal Bases of

Nursing Education

Discuss the elements and approaches of curriculum planning

CO1

CO2

CO3

CO4

x
x
x

CO5

Define curriculum design and differentiate the differentiate

curriculum models

Explain the process of curriculum development in macro

level and in micro- level

Identify factors that influence curriculum implementation

and
assess the poosible
problems in curriculum
implementation

Describe function of curriculum evaluation and

differentiate various forms of evaluation models

Design a curriculum that will translate the needs of an

educational institution

x
x

x
x

COURSE COVERAGE PRELIMS

WEEK

UNIT OUTCOMES
(UO)

COURSE
ORIENTATION:
o Understand the
vision and mission
of OLFU.

1-2

o Analyze how
the study of
Human resource
management in
Nursing shares
achieving the
vision and mission
of the university
o Analyze the
content of the
course syllables
and requirements
o Obtain a
preview and
notion regarding
the course and
and describe
curriculum and
curriculum
planning.

COURSE CONTENT

TEACHING-LEARNING
ACTIVITIES (TLA)
TEACHING

o
o
o

OLFU VMV
PEO, CEO
Vision Mission and
Objectives of
OLFU and
Graduate School

Graduate School
Policies

PEO, CEO

oCourse outline
o

Overview
Curriculum
Planning

Meaning of
curriculum

Course, Field of
Study,
Programs

LEARNING

ASSESSMENT TASKS
(AT)
ASSESSM
ENT

TOOL

RESOURCES

o Identify and
relate the
philosophic
al
foundation
and legal
Bases of
Nursing
Education

2-3

Describe the
elements and
approaches of
curriculum
Planning.

4-5

Understand
general guidelines
for test
construction and
identify various
types of
measurement
student progress

7-8

Define
curriculum
design and
differentiate
the different
curriculum
models

Philosophical
foundation of
education

o Legal bases of

Nursing Education
a.RA 7722
b.RA 9173
Ched Memo order
30,5,14,18

o Anatomy of
Curriculum
a.Educational
Purposes
b.Curriculum
Content
c.Selection of
Content
d.Learning
Experiences
e.Evaluation
Schemes
f.General
Principles of
Evaluation

o
o Measurement
of Student
Progress in the
Cognitive
Domain
Test Construction

Curriculum design

Vertical
Organizati
on

o
o

Continuity

o
o

Traditional

Horizontal
Organizati
on
Learner
Centered

Society
Centered
Models of
curriculum design
Sources of
curriculum design

Midterm Examination

Explain the
process
of
curriculu
m
developm
ent in
macro
level and
in microlevel and
plan
innovatio
ns for the
improvem
ent of the
curriculu
m.

Explain the
process
of
curriculu
m
developm
ent in
macro
level and
in microlevel

10

11-12

13

Identify factors
that influence
curriculum
implementati
on and
assess the
poosible
problems in
curriculum
implementation

Describe
function of
curriculum
evaluation
and
differentiate
various
forms of
evaluation
models

Evaluate the
existing
nursing
curriculum

14-15

16

o
17

18

Design a
curriculum
that will
translate the
needs of an
educational
institution

Curri
culum
Develop
ment at
the
Macro
Level:
- Curriculum
Developmen
t
Participation
of Various
Groups

O Curriculum
Development
at Micro-level:
-Curriculum
Development
Studies in
Curriculum

O Curriculum
Implementation
-Overcoming
Resistance to
change

Curriculu
m
Evalua
tion
Evaluation
Focus
Curriculum
Evaluation
Models
Choice of the
Curriculum
Models

Review on the
Existing
Nursing
Program

Curriculu
m
Writing

Presentation on
Curriculum

Final
examin
ation

TEXTBOOKS
Doll, Donald C. (1996). Curriculum Development. USA: Simon and ShautterCompany.
Kelly, A.V. (1999). The Curriculum. Londo: Paul Chapman Publishing Ltd.
Ornstein, Allan. (1998). Curriculum Foundations, Principles and Issues. USA: Viacon
Company.

REFERENCES (BOOKS/ONLINE WEBSITES/JOURNALS)

Buazon, Priscillano T. (2001). Foundations of Curriculum Development and
Management. Mandaluyong:NBS.
Calderon, Jose F. (2004). Curriculum Development. Manila: Educational Publishing.
Likert, Renais. (1999). The School Curriculum. New York: Mc Graw Hill.
Management Review (December,1999). American Management Association.
Mockler, Robert R.(2002). Curriculum Development. Englewood Chills.,N.J.,: Printice Hall.
Reyes, Flordeliza C. Engineering the Curriculum: A Guidebook for Educators and School Managers. Manila: De La Salle
University Press. Inc.
Saylor, J. Galen, et. Al. (1998). Curriculum Planning For Better Teaching and Learning. Rinehart and Winstone.

ALIGNMENT OF TEACHING LEARNING ACTIVITIES (TLA) WITH COURSE OUTCOMES (CO)

N
O

TEACHING

CO
1

CO2

CO3

DIDACTIC - Educator tells the facts, concepts, principles and

generalizations

INDUCTIVE - Educator facilitates; Learner arrives at the facts, principle,

truth or generalization

DISCOVERY - Educator facilitates; Learners are tasked to synthesize

thoughts to perceive something not known before

REFLECTIVE - educator facilitates; learners continually learn from their

own experiences by considering alternative interpretations of situations,
generating and evaluating goals, and examining experiences

N
O

LEARNING

LECTURE - Communicating information to audience

DISCUSSION - encouraging application of learning materials and

soliciting feedback

CASE STUDY - Evaluating a situation and incident through analysis

beyond interpretation of facts

CO4

CO5

x
x

CO
1

CO2

CO3

CO4

CO5

ASSESSMENT TASK (AT) AND TOOLS WITH COURSE OUTCOMES (CO)

N
O

ASSESSMENT TASK (AT)

CO1

CO2

CO3

CO4

CO5

Essay

PRESENTATION

RESEARCH

CO1

CO2

CO3

CO4

CO5

N
O

TOOL

1
2

RUBRIC

OTHER IMPORTANT INFORMATION

OTHER COURSE POLICIES

STUDENTS COURSE PORTFOLIO

All exercises and requirements for the course are to be complied by the
students as part of their portfolio and must be made available for inspection by
the instructor before the end of the semester

LANGUAGE OF INSTRUCTION

ENGLISH

ATTENDANCE

Per Section 1551 of CHEDs Manual of Regulation for Private Educational

Institution, a student who has incurred absences more than twenty percent
(20%) of the total number of school days shall not be given credit to the course
regardless of class standing. For further provisions of the said policy, please
refer to the OLFU Student Handbook.

COURSE CONSULTATION SCHEDULE

Name of Faculty: Dr. Jeneth T. Gutierrez

COURSE REVIEW AND ENHANCEMENT

MEMBERS

Chair:

ASSESSMENT WEIGHTING: HOMEWORK, WRITTEN REPORTS AND PAPERS

Tasks/ Activity Assignment
Particulars:

Written Reports and Project Paper

Particulars:

Each student is given task in each particular topic and will be graded
accordingly.
Each student is required to submit a written reports on or before the prescribed
dates of submission.
The written reports and project paper will graded accordingly.
REQUIREMENTS OF THE COURSE:
Attendance
Examination
Class Participation
Research Output
Co-curricular Activities

GRADING SYSTEM
The final grade of the student is interpreted as shown on the table below:

AVERAGE

ABOVE
98.00

95.00
97.00

92.00
94.00

89.0091.00

86.00

88.00

83.00
85.00

80.0082.00

76.0
079.0
0

75.00

74.00
and
below

FINAL
GRADE

1.00

1.25

1.50

1.75

2.00

2.25

2.50

2.75

3.00

5.0

FDA (Failure due to Absences) UW (Unauthorized Withdrawal)

AW (authorized withdrawal
NFE (No Final Examination

INC (Incomplete)

Examinations (45%) Class Standing/ Research (40%) Seminar (5%) Attendance (10%)

Prepared By:

Endorsed By:

Approved By:

Dr. Jeneth T. Gutierrez

Dr. Fred B. Ruiz

Dr. Heracleo D. Lagrada

The Faculty, Department of

Nursing and Allied Health

Program Coordinator

Dean, Graduate School

Date:

Date:

Date: