UNIT 3 PLANNING AND

ORGANIZATION OF
NURSING EDUCATIONAL
., INSTITUTIONS
3.0 Objectives
3.1 Introduction
3.2 Factors Need to be Considered while Planning the Nursing Educational
Institutions
3.3 Essential of a Nursing Educational Institution
3.3.1 Statement of Philosophy and Objectives of a School of Nursing
3.3.2 Organization of School of Nursing
3.3.3 School Committee Organization
3.3.4 Staff of the School of Nursing
3.3.5 Guidelines for Selection and Recruitment of Teachers
3.3.6 Physic~1 Facilities
3.3.7 Financing and Budgeting
3.4 Curriculum Development
3.4.1 Definition of Curriculum
3.4.2 Importance of Curriculum Development
3.4.3 Pre-requisite/Criteria of Curriculum Development
3.4.4 Factors Influencing the Curriculum Design
3.4.5 Steps in Curriculum Construction
'3,4.6 Planning of Curriculum
3.4.7 Evaluation of the Curriculum
3.5 Job Description of Various Faculty
3.6 'Let Us Sum Up
3.7 Answers to Check Your Progress

3.0 OBJECTIVES
On completion of the study of this unit,you will be able to:
• lists the factors to be considered while planning the nursing educational
institutions;
• state the essentials of nursing educational institutions;
• define curriculum;
• list.the importance of curriculum administration;
• examine how successfully curriculum is implemented;
• enumerate the importance of curriculum development;
• discuss the pre-requisite-criteria of curriculum development;
• explain the factors effecting the curriculum;
• describe the steps in curriculum construction; and
•
• writes the job description of various nursing faculty.

3.1 INTRODUCTION
The nursing educational institution provides scientific education to nursing
personnel based on the developing trends and national health policies. The aim
of nursing education is to prepare a person to function and assume responsibility
40 in the primary, secondary and tertiary care of people as a professional nurse.
 Planning and Organization
3.2 FACTORS NEED TO BE CONSIDERED WHILE of Nursing Educational
. Institutions
PLANNING THE NURSING EDUCATIONAL
INSTITUTIONS
Let us learn from the unit essential of nursing educational institution and
curriculum development, pre-requisite criteria of curriculum development and
steps and evaluation of the curriculum.

There are many factors need to be consider while planning the nursing
educational institutions. Planning of an educational institution of nursing is based
on the identified health needs of country and nursing educational needs. Which
are as following:

Primary Health Care

, A shift of emphasis on community health nursing, following re-orientation of

health systems in the country towards primary health care: The primary health
nursing is to help individual, families and communities to solve their own
problems in order to acquire and maintain health adopting inter sectional
approach. The component of primary health care include the following:

• Prevention of diseases
• Promotion of health care
• Treatment of minor ailments
• Rehabilitative Services

The primary health care emphasizes on the:

• Self Care,
• Team Work,
• Newer Emerging Expanded Role of Nurses,
• Changing needs of society and advanced technology, in areas mentioned
above.
• The self-care programme reduces visits to health centers, hospitals because
the person will learn to take care of larger number of health needs himself
or herself. Health care is to be encouraged through family as a basis unit
of human society.
• The primary health care thus assumes that the public will become
knowledgeable about health issues such .as life styles, environment
influence based on morbidity epidemiological, statistics and the analysis of
trends. The health education needs of the public will change. Therefore,
, nursing education must prepare them to continue to meet new demands.
• ,Team work, collaboration and effective communication among health
personnel are essential elements in a model of primary health care, it is
also essential at the other two level of care i.e. secondary and tertiary
level as well.

• Newer and newer nursingresponsibiljties are appearing and the character

of nursing is gaining new breath and depth, requiring change in the content
and methods of nursing education and an increase in education facilities.
Nurses for future need to be educated in the context in their newer
emerging expanded roles.
• Changing needs of society and advanced technology demands newer
approaches and strategies to the health care interventions and consequents
41
Organization of Nursing gearing of nursing education for preparing qualified nurse to meet these
Service and Education
needs. The traditional approaches are to be replaced with latest and newer
technique to meet the demands of the health care delivery system.
Nursing Educational Needs

Before planning for individual nursing Institution a series of proposals covering

the whole range of nursing educational needs be drafted. A list of identified
needs are presented. The steps of planning of an educational institution are:

• Name and define the type of nurses and midwives needed. e.g. General
Nurse, General Nurse Midwife, Nurse Educator, Nurse Administrator.
Community Health/Public Health Nurse/ Pediatric Nurse or Psychiatric
Nurse etc"
• Estimate the number of each level to be prepared in a specified time period.
• Prepare plans for the preparation of each type of worker at the various level.
• Decide on objectives, administrative structure, number of students,
curriculum, teaching staff, teaching facilities, boarding, Budget etc.
• Propose a programme of evaluation.
• Project a possible standards raising goal at the end of specified period.
ChecK Your Progress 1
Lis,t the main two factors to, be considered- while planning nursing educational
instiwtional (
·.,••.......•..•....................•.•................•.......•.......••..•..•• '••....t~..-::~
••
A •••••••••••••••••••••••••••••••••••••

3.3 ESSENTIAL OF A NURSING EDUCATIONAL

INSTITUTION
The achievement of the aim of an educational programme in nursing depends
upon many elements such as activities, facilities conditions and experiences
essential to the operation of the program. Which are as follows:

• The Philosophy and objective of school.

• Organization of school of nursing.
• Staff of school of nursing.
• Development of Curriculum
- Content of curriculum
- Selection and organization of learning experience
- Clinical Facilities
- Evaluation
• Organizational framework/physical facilities
• Financing and budgeting of school of nursing.
• Students nursing administration.

3.3.1 Statement of Philosophy and Objectives of a School of

Nursing
On setting up new school of nursing. One of the first thing to be done is that
of formulating the school philosophy and objectives of school of nursing. These
42
 are written statement of beliefs and values, which are agreed upon as a group. Planning and Organization
of Nursing Educational
Guidelines for the preparation of statement of philosophy of a school of nursing Institutions
is as follows:

• An educational philosophy states the values, which are believed to be right,

true and good by the persons responsible for the school. The accepted
value standards and ideals based upon principles which guide the action
should be stated.
• An educational polices will be unique to the particular society and individual
it serves.
• All teaching staff should participate in formulation of the school philosophy.
• The school philosophy is used as screen to select those important
objectives which the school endeavour to achieve, and to eliminates those
which does not have or have little importance or not consistent with the
values stated in the philosophy.
• The school philosophy should be compatible with the philosophy of the
controlling institution and that of the school of nursing.
• The school philosophy should be re examined periodically to determine the
suitability in the light of changing situation.
Guidelines For Stating Objectives
• Educational objectives for a school of nursing is based on ttle information
gathered from three major sources. i.e. .
The need of society in nursing services,
The need of the students and
The expertise of the subjects concerned.
• The faculty must select a relatively small number of highly consistent and
important objectives from among the many possible ones brought together
from the three sources mentioned above.
• The objectives of the program should be attainable goals and should be
stated clearly, meaningful and acceptable to the students and faculty. The
overall programme objectives should cover all aspects of the curriculum.
.• Objectives should be known, understood and accepted by both teachers and
students.
• Programme objectives are stated in terms of the end products of the
curriculum.
• Objectives should be reviewed and revised by faculty as it becomes aware
of change in the nursing needs of society, the students and new
development which effects nursing.

3.3.2 Organization of School of Nursing

·The Controlling Authority/Administrative Control
A School of Nursing offering General Nursing Midwifery programme may' be
conducted under the auspices of:
• Central and State Government through the Directorate of Medical Health
Services .
• Private Organization, Voluntary and Religious: May be Government,
University (Syndicate) or Private Organization (Board of Trustees) with
representation from Nursing education and Nursing Services
• Academic Control: The academic control of school can be by Nurses
. registration council or by the state council's boards.
43
 vT
Organization of Nursing
Service and Education
• Indian Nursing Council: The Indian nursing council laid down the minimum
standards required for recognition of qualification and registration.
• Responsibilities of the Governing Body: Its responsibility is primarily policy
formulation, policies regarding management, faculty, students and education
programme which are as following:
• Determines the place of school in the total hospital organization.
• Obtains clearance from Legislative Assembly in case of establishing of the
college.
• Delegates the responsibility along with authority to the head of school i.e.
principal. The Governing Body should also decide the following:
Principal or Dean or Head of Department or Director of Nursing
Education .
Duties and responsibilities
Qualifications and rules for appointment
M~thod of locating prospective candidates for the Principal
Selection Procedure
Appointment procedure
• Makes Budgetary Appropriation.
• Provides facilities - Building - equipment, library etc.
• Provides posts of teaching staff.
• Formulates rules for appointment of teachers.
• Provides posts of ancillary staff.
----'-Librarian and assist librarian
- Clerical :Stenographer, UDC and. LDC
- Lab attendant
- Warden
- House keeper
I
- Class IV Employee. I
• Approves admission rules and regulation for students I
• .Approves the type of fee to be charged - Tuition - Library :.-. I
Laboratory - Hostel - Mess etc.
• Provides adequate clinical facilities
Sample of Organization Chart of Independent School
I
Controlling Authority I
f lrJ'.pll;tI Cr nnmillr.r:
~j1t.rll("tI ')llp"llIlt('llril'111
Il()drti 1111',101
I
I

Director of nursinq service

(Nursing Superintendent)

I· I\kJrsing Staff Teaching Staff and Other

Staff
I

House Keeping Staff House Keeping .Staff

44
 Planning and Organization
Check Your Progress 2 of Nursing Educational
Institutions
States the essentials of nursing educational institution

..............................................................................................................................

.............................................................................................................................
, "

•••••••••••••••••••••••••••••••••••••••••••••••••••..•••••••••••••••••••••••••••••••••••••••••.••••••••••••••••••••••••••••••• #/ •••

3.3.3 School Committee Organization

Advisory Committee ,
It is at the level of controlling Authority, The purposes of this committee are to:
• act in an advisory capacity in matters relating to education of students of
nursing,
• coordinate the activities of the school of nursing efficiently and effectively
in democratic ways by means of committee',
Standing Committee
It is formed from among the school staff which are as follows:
• The School Council
- General Staff Committee
- Curriculum Committee
- Coordination committee
- Library committee
- Committee of students welfare
• Mess Committee
• Entertainment Committee
• Health Committee
• Student Discipline Committee
• Student Library Committee
• Sports Committee '
Functions of Advisory Committee
• Studies the social and educational need of society and advice the school
accordingly,
• Support' the school staff in implementing the policies of school after I. ',,' 1
advising on them,
• Participates in the welfare activities of the staff and students,
• The advisory committee may meet every quarter,

3.3.4 Staff of the School of Nursing

The following are the minimum requirement of staff of the school of nursing as
, per the INC norm,
A School of Nursing with 150 students (Annual intake of fifty students)
• Principal ---' one
• Vice Principal - one
• Tutors/Clinical Tutors - fifteen
45
Organization or Nursing For every additional 10 students there should be one tutor/clinical tutor ..The
Service and Education
teaching staff should include tutors with qualification in community health
nursing, psychiatric nursing, pediatric nursing and midwifery nursing .

3.3.5
.
Guidelines for Selection and Recruitment of Teachers

The selection of teacher procedure is same as the recruitment of personnel,

which you have already studied, in your previous unit, here we will discuss in
brief about the guidelines for selection of teachers for nursing:

• The selection of members of the faculty should be done through the

committee. The committee comprises of the Director of the institute and
I
the Head ofthe school (principal). The Committee establishes the criteria,
revises them when necessary and maintains standards for selection of
I
teachers. I
• Notification of applicants should be done in writing and specify all the I
condition of service offered by the organization.
I
• Reviewing the personal and professional references from reliable sources,
which are of value to the committee in making decisions regarding I
selection.
I
• Reviewing of previous professional experiences reveals those applicant's
professional and potential qualities for different levels of accomplishment. I
• Interview should be taken which will provide further information on the I
applicant's inteJlectual alertness, social competence, standards of fairness
and integrity. It also gives the general impression of her emotional stability
and sense of responsibility. I
'. Committee should make the recommendation after going through all the
record such as the medical report, the interview notes, references, and
I
records of experiences in nursing. I
• After selection conduct an orientation programme for newly inducted I
teacher.
I
Qualification of Teaching Staff as Per the Norms of INe I
Principal I
The academic qualification should be master degree in nursing with 3 years I
teaching and administrative experience, if such a candidate is not available, a
B.Sc. nursing with 5 years teaching and administrative experience; even if this I
is not available a candidate with diploma in nursing and administration or any
post basic diploma with 8 years of teaching and administrative experience.
I
Vice Principal
I
Same as principal I
Tutors and Clinical Tutor I
The academic qualification should be master degree in nursing, if such a I
candidate is not available, a B.Sc. Nursing; even if this is not available a
candidate with diploma in nursing and administration or any post basic diploma
I
with 8 years of teaching and administrative experience in nursing. I
Head of the School of Nursing (Principal) I
She is the head of the teaching institution with required qualification and
experience as per the norms of the INC.
I
46
I
I
 Planning and Organization
3.3..6 Physical Facilities of Nursing Educational
Ins'titutions .
The school of nursing should have separate building, minimum requirement
suggested by the INC are:

Classrooms
There should be three classrooms to accommodate each batch of students with
proper lighting system. Built in black board and cupboard.
Laboratories

There should be three laboratories:

• Nursing practice: There should be a demonstration room, large enough to

accommodate six beds. It should be fully equipped with built in cupboards
wash basins, electric fitting etc.
• Nutrition Laboratory: should be well equipped.
• Community nursing-and obstetric laboratory.
Auditorium
It should be spacious enough to accommodate preferably double the number of
current strength to have visiting faculty and students. The auditorium should
have proper lighting and with public address system and arrangement for using.
audio visual aids. .
Library

• It should have seating capacity for one third of the total number of'
students and staff.

• There should be proper lighting, heating and cooling arrangement depending

upon the climate.

• It should have lip to date reference books, Journals.

• Sufficient number of cupboards, racks for proper storing of books,

magazines and newspaper.

• Examination hall: to accommodate all the students at a time.

Offices
• Offices for the principal with attached bathroom.
• Offices for teaching staff
• Offices for office staff
Equipment for Office
• Each office should be adequately furnished.
• There should be typewriter, filing cabinets, duplicating machine, steel
cupboards and telephone facilities etc.
Common Rooms
Minimum three common room (One for faculty, one for office staff, one for
students)
• Records room: steel racks and built-in selves
• Store room to be provided
• Room for audio visual aids
• Toilets for staff students
• Drinking water facilities
47
Organization of Nursing
Service and Education
3.3.7 Financing and Budgeting
The financial powers of the Principal should be similar to any other Head of an
educational institution, which will be laid down in the finance code.

Content of operational Budget Heads should be as following:

• Revenue
• Capital
• Recurring annual
• Non-recurring
Budget Items I
• Pay and allowances of officer I
• Pay and allowance of establishment I
• Stipend for students where paid I
• Contingencies
I
• Equipments, apparatus and supplies
I
• Books and Journals for library etc.
I
• A.V aids and its maintenance
I
• Telephone, Electricity and Water
I
• Rents, rates and taxes
I
• Office supplies: Stationery. postage and printing
I
• Transport and petrol
I
I
• T. A and D. A
I
• Library, HonorariumlRemuneration
I
• Audits I
• Inventory of equipments I
• Furniture, furnishing and other linen I
• Repair of furniture and maintenance of building. I
The controlling authority takes the full responsibility for administering the budget I
for some of the items mentioned above such as salaries, stipend and equipments I
etc. However for others items school staff is fully responsible if the objectives
of the programme to be met.
I
I
3.4 CURRICULUM DEVELOPMENT
I
I
You may refer Block 2 of BNS-III on curriculum development, its importance I
and pre-requisite and step for planning of curriculum development. In this I
section we will briefly review about curriculum.
I
3.4.1 Definition of Curriculum I
Curriculum is defined as a series of planned educational activities which a
I
student is to go through with the assistance of teachers or "A composite of the I
entire range of experiences the learner undergoes under the guidance of the I
school."(Lambert son, Eleanor: Education for Nursing Leadership) Or "A I
systematic arrangement of sum total of learning experiences planned by a
school for a defined group of students to attain the aims of a particular
educational programme." (Florence Nightingale International foundation: Basic I
nursing education). I
48
I
I
I
I
 The planning and developing the sound curriculum includes the participation of
whole faculty in deciding on the objectives, selecting and organizing learning
experiences that will contribute to the objectives and evaluating the
effectiveness of the educational programme.

3.4.2 Importance of Curriculum Development

• To provide learning experiences related to the theoretical, practical and
clinical component in conformity with the laid down educational objectives
of the programme so that teaching learning content is selected accordingly.

• To maintain the continuity and sequence of learning experiences.

• To provide supervised clinical nursing practices in accordance with the

objectives.

• To eo-relate theory with the practice.

• To provide opportunity to integrate theory with various learning experiences.
• To provide environment which is closely related to life situation, where the
student will perform.
~, To establish the sound system of continuous evaluation.
• To examine how for the curriculum prescribed for a class is implemented.

3.4.3· Pre-requisite/Criteria of Curriculum Development

• The student is the central factor in the curriculum therefore the subjects
and activities should exercise the power of students in construction,
creation, observation, investigation and problem solving.
• The curriculum should be flexible and adjustable to the need of the
students at every stage.
.• it should be dynamic and possible of revision so that it may be in harmony
with changing social condition. .
:. The experiences presented should be as a whole so that activities of
teacher and students are integrated.

3.4.4 Factors Influencing Curriculum Design

There are many factors, which influence the curriculum, its content, and its
methods. Following factors need to be considered:

Q Factors relating to the learners: The needs, capacities, health, family,

vacation, religion and culture of the learner should be recognized and borne
in mind when framing the curriculum so that it bring the desirable change
in the learner.

e Political, social, economic and religion factors influence the curriculum

. development. The research finding and advancement in medicine and
technology also affect the curriculum. .

~ The influence of educational television and programmed instruction on the

curriculum challenge and affect the traditional content and methods.

e. Factors related to the teachers and the subjects to be studied is also affect
the content of the curriculum as subjects curriculum committee are
dominated by the specialist experts.

• Environment in which he learns and gets education does affect the

curriculum .
•, . Resources available including financial resources.
49
Organization of Nursing
Service and Education
3.4.5 Steps in Curriculum Construction
Formulation of
objective

Curriculum
Construction'

Organization of learnig
experiences

3.4.6 Planning of Curriculum

The curriculum planning is cooperative, continuous, comprehensive and concrete,

which includes the following:

~ Investigation
~ The formulation of the aims and objectives of the .
school.

~ Selecting learning experiences that will contribute to

the objectives.
~ Organizing the learning experiences to maximize
cumulative effect and
~ Evaluating the effectiveness of the educational
programme in attaining its objectives through
appraising the educational progress of the students.

a) Investigation

The curriculum committee investigates and analysises the existing situation to . I

determine the need, resources and purpose of establishing the nursing I
educational programme, its duration, design and staffing requirement based on' I
the philosophy and objectives of the school .The development of any curriculum
is dependent on the availability of the resources, either actual or potential, for
the faculty cannot reach its objectives without the means to reach these
objectives. Resources needed for curriculum developments include everything
required to accomplished the aims and objectives, tangible and intangible. The
tangible resources include those things such as teachers, classrooms, libraries,
clinical materials in the form of hospital wards OPDs, community organization I
and others similar resources. The intangible resources are within the teachers I
50
and students such as intelligence, leadership and motivation. I
 \ i I

b) The Formulation of the Aims and Objectives of the School Planning and Organization
of Nursing Educational
The task of deciding the objectives is an important one, as these aims and Institutions
purposes will guide the entire educational programme. In determining the aims
and objectives, some of the factors should be considered.

.• The statement of school philosophy.

• The social arid health need of society.
• The need of the students and the expertise of the subjects.
• The need of the community,
• Availability of the resources and the changing nursing role in terms of the
. demands of profession.

The most important factor in the formulation of the aims and objectives is that
they should be clearly stated and clearly understood and accepted by all the
staff. The educational objectives are the complex and involve understanding,
problem solving, attitude and skills. They are derived from professional task.
The aims are the overall goals of the total school programme and may be
formulated in a broad statement of one or two sentences. The objectives, which
are derived from aims, are more specific and should be stated in way that will
guide learning experience. There are different ways of expressing them, but /

probably the most useful method is in terms of the changes in behaviour

expected from the students. The criteria of writing objectives should be as
follow:

• They should reflect the philosophy of the educational programme.

• What the students should be able to do at the end of a learning period that
they could not do before hand.
• Objectives must be learner centered.
• Objectives should be clearly and unambiguously stated in behavioural terms,
understood and accepted by all staff.
• The general level objectives should be wide, broad, and vague and the
specific objectives should be punctual, narrow, relevant and precise.
• Objectives should be achievable, feasible, observable, logical and
measurable.

Approval of written institutional objectives and curricular philosophy are obtained

from higher authorities. The objectives are required to be defined in order to
develop effective methods for their attainment.

c) Selection of Learning Experiences Covering Theory and Practice

Learning experiences are the mean of reaching aims and objectives of the
educational programme. To achieve the stated objectives one need to select the
learning experiences which are planned and guided by faculty covering theory
and practical and its content. In selection of learning experiences certain
principles are kept in mind.

• The faculty should have systematic approach to the selection of learning

experiences through which the students are provided with the opportunities
,to meet the objectives.
• The le~rning experiences are planned in terms of objectives sought.
-.. Learning experiences are meaningful when they are related to the
individual's interest.

51
Organization of Nur-sing • Select appropriate learning experiences for developing problem solving skills,
Service and Education
attitude and interests in order to give the student opportunity to explain, to
interpretate and to illustrate with related ideas.
• Learningexperiences should be varied and flexible enough in keeping with-
the student's ability to undergo the desired changes of behaviour and not
beyond her particular stage of development.
• A learning experience should involve student actively which results in a
desirable change of behaviour (Knowledge, skills and attitude). Learning
experiences should give students opportunity to practice the kind of
behaviour implied in the objectives.
• Learning experiences are arranged for theoretical, practical and clinical
component in such manner that it provides continuity, sequences and
integration of learning situation experiences.
• Learning experiences are planned and evaluated cooperatively by the
teacher and the students.
• The selection of audiovisual material and teaching method should depend
I
upon the purposes to be served to the learner, the teacher and the I
available resources. I
I
d) Organization of Learning Experiences

After the content i.e. subject mater (learning experiences) have been selected
carefully in relation to the desired objectives. They must be organized in the
curriculum.

i) Grouping of Subject Matter

The organization of subject matter (content) and the learning experiences should
be in such a way so as to maximize the total effect of the various learning
experiences into an effective, efficient and practical curriculum. The syllabus
prescribed by the INC consisted of a list of subjects; the content (subject
matter) in the curriculum can be organized.
ii) Placement."t of Learning Experience I
When the "broad plan for the organization of Learning experiences has been I
decided upon, the next step is their placement in then total curriculum. They I
have to be distributed throughout the course in such a manner that the Criteria
of continuity, sequence, integration and correlation of learning experiences are
I
intact.
I
I
Continuity and Sequence I
The elements of the curriculum should be related to one another vertically and
horizontally so that systematic body of ideas and activities will be expanded
continuously into larger and more meaningful pattern. The vertical organization
of learning experiences refers to the relationship existing between different
levels of the same subject or skills. It is recurring emphasis -in the .learner 's
experiences upon particular elements. This relationship is known as continuity.
Related to continuity but going beyond it is the relationship known as
sequence.

'. Sequence
It entails the placement of content so that there is gradual progression from the
simple to the complex and from normal
To abnormal for example, the teaching of the basis principle
Of psychology early in the curriculum will help the student in
The curriculum will help the student in her first year to
52

r
 Under-stand the normal reaction of any patient admitted to Planning and Organization
of Nursing Educational
Hospital, and the teaching of more complex 'subject matter in Institutions

Relation to psychiatric nursing later on will be based on her

. Previous learning of normal human behaviour and will in turn.
Prepare her to understand the abnormal behaviour of the
Mentally ill.

Sequence of experiences varies widely and are arranged according to one of

the following methods:
• Chronological order
• Logical order and
• Simple to complex

In this way continuity and sequence are maintained within the subject. This
approach to the sequential arrangement of learning material lends itself very
well to the learning experiences in the clinicai situation.

" Integration

Requires the subjects and experiences which relate or contribute to the learning
of one another should be so placed (horizontally) in the curriculum that it is
possible for the students to put together all she learns into a unified, meaningful
whole. The integration of learning experiences does not take place
automatically; it must .be plaimed, for example "food chemistry", "the function
of the digestive system" "principle of nutrition" and "pharmacology related to
digestive system" complement one another and should be taught at the same
time and related in content.

Correlation Chart

The preparation of correlation chart gives a portrayal of the extent of

correlation achieved in the total curriculum in relation to the different courses of
study, various subjects and clinical experiences offered in the programme. The
chart will depict what will be taught each week, month or of each ye~t' along
with the information to the teachers as to what is being taught in other classes
to enable them to adapt their teaching accordingly. Complete correlation is not
always possible, but if every effort is made to achieve it while planning the
curriculum, the teaching staff will be in a position to'know what the students
have or have not been taught in other classesand can teach accordingly.

ill) Decision on the Weight age

• Decision on the weightage and time to be allotted for theory, practical,

clinical experiences to be considered. .
• Allocation of instructional time.
• Allocation of time for supervised clinical and community experiences.
• Allocation of time for self-activities and eo-curricular activities.

iv) The General Plan

The general plan shows at a glance the placement of subject matter and clinical
experiences. Certain blocks of clinical experiences will be a statutory
requirement; it may be found easier to arrange first in an educationally sound
sequence, and then fill in such other clinical experience as required to meet the
objective of the school. j
53
 I
Organization
Service and
of Nursing
Education
The subject matter of teaching should be necessary in connection with each of
the clinical experiences. It can then be charted with each experience. The I
number of hours to be allotted to planned instruction and clinical experiences is
illustrated in the general plan. The General plan indicates the following:
I
• Total duration of course I
•
•
Total hours available
Core content I
• Course outline theoretical course of study I
• Guidelines for practical
• Master rotation plan I
•
•
Instructional methods
Scheme of examination
I
v) Organization of Clinical Experiences I
Organization of clinical experiences is through rotation plan. The rotation plan is
a master rotation plan to provide the clinical learning experience of various
I
group of nursing of a particular school/college of nursing indicating clinical
assigned to which students will be assigned and its duration of rotation.
I
I
./

Principles of Making Rotation Plan

• It should be planned systematically as an essential part of the total

curriculum.
I
• The design of clinical rotation should be planned well in advance to ensure
I
sound planning from the point of view of both the educational program and
the staffing schedule of the hospital.
I
• When the clinical rotation for 'one class is being planned, the planner must I
•
know the clinical rotation already in effect for other classes in the college.
Clinical rotation plan should take into account the seasonal incidences of
I
certain disease conditions in the hospital. I
•
•
Each year of clinical rotation block should be a self-contained block.
All practice should have a base in theory before providing the clinical
I
experience to the student.
lb r I
• Students of similar abilities should be grouped together for better
performance than heterogeneous group. I
• In planning rotation to the outpatient department, the planner should
cons-ider both the advantages and disadvantages of the block rotation to the
I
I
..
department.
Student should be assigned for clinical experience in a particular field at
more than once during the entire period of educational program and it
I
depends upon the richness and complexity of the experience available in
the hospital.
I
• The frequency with which students should move from one clinical area to I
the another clinical area depends upon the experience available, the hours
required for the clinical experience and the requirement of the institution. I
• Each student must rotate through each block. Student cannot miss any
block as the blocks have been planned to provide! a wholesome experience
I
required in meeting the objectives of the curriculum. I
• Student should enter and leave the block at the time scheduled so that
rotation plan can operate efficiently and the teaching within the block
I
carried out.
I
54
I
I
•. Each block of experience can be further sub-divided. so that the students Plann·ingand Organizatioo
of Nursing Educational
can be rotated through a series of related experiences within the block. Institutions
• A block may consist of two or three unrelated experiences, which have
been filled in order to make requisite length of the block, to facilitate
rotation (By depicting the internal rotation).
• In the rotation plan clinical assignments should be arranged during the
period, students be posted for a definite block of experience.
•. While selection of the clinical field for the students the teacher should
consult the ward sisters or the hospital staff.
• The academic year may be divided into 52 weeks and 13 blocks of 28
days constituting orientation program, mid-term break, preparatory holidays,
pre final and final examination, the month of vacation and elective phase.
• It should depict the year of training, the number of students in each group.
• .Various clinical areas projected in the rotation plan should use the various
colour code.
• Index (Key) to the colour code for each clinical area should be displayed
on the rotation chart.
Criteria for Preparation of Rotation Plan
• Equal Experience: all students should be given equal experience.
• Same Duration: each block of clinical experience being used in the
rotation should be of the same duration (number of weeks).
• Sequence: entails the placement of the clinical experience so that there is
. a progression from simple to complex in order to achieve the objective of
the curriculum.
• No overlapping: while detailing the students care should be taken not to
put one student in two areas.
• ', Continuity: continuity of the clinical experience of the same block is
mandatory. .
Advantages
.It gives a broad picture of the total program at a glance as well as the
overall clinical experience of the student.
• It shows relationship between the classroom teaching and clinical
experience.

• A numerical or a code guide indicates each area of the clinical experience.

• It is .well organized and permits greater flexibility.

• Students can have uninterrupted reriod of clinical experience.

• It is less confusing as clear cut duty hours and clinical hours and clinical
hours are projected.

• It is cost effective in terms of minutes as without wasting time the

students can start their clinical experience.

• It provides equal experience to all the students.

• .. It gives shape to the clinical experience provided to the students.

• Well-organized clinical experience compliments and supports classroom

teaching.
It Rrov:ides opportunity to develop team spirit and co-operation among the\\
team:'
\ 55
 I
Organization of Nursing • It helps in placement of the student in the right clinical area at the right
I
Service and Education
time. I
Disadvantages I
• It is time consuming activity as preparation of the rotation plan requires I
•
much and careful planning on the part of the teacher.
It is difficult to provide the suitable experience at the time of emergency.
I
Teaching System
I
One of the factors, which influence the organization of the curriculum, is the
I
teaching system. There are three methods commonly used in India, each of I
which has its own particular advantages:
I
• The teaching block,
I
• The study day system, and
I
• Daily classes.
Teaching Blocks
I
Here the teaching and clinical experiences are organized in a block which is a
I
part of the total block system of training. It may be scheduled during a block of I
clinical experience to provide the instruction related to that experience, or may
be strategically placed at intervals throughout the curriculum so that the
I
instruction relates to current clinical experience and to new blocks of clinical I
experience, for which students are due to be posted. It may also be used for
review and evaluation. '
I
I
In a teaching block, students are withdrawn from the clinical area for 'periods
usually of one to four weeks, During this time they follow a planned
I
programme of instruction in the school and attend the clinical area only when I
the method of teaching being used requires them to be there.
I
Partial Block System
I
This is a modification of the block system, which can be used instead of the
full block throughout the course or can replace the full block at particular times.
I
In this system the students may be "in the teaching block" each morning for I
two to three weeks and in the clinical area each afternoon. When the partial
block system is used, more daily lectures will be required to cover the course.
I
Study Day System
I
The "study day" is literally a complete day spent by the Student in a week,
I
studying at the school instead of having one class each day. A different day of I
the week is assigned to each group of students except for those who are
affiliated outside, who will have any required instruction at the institutions to
I
which they are affiliated. Or to a study day, every two weeks, depending Ori, I
the number of students and the requirements of the curriculum. The
advantages of this system are similar to those of the block system in that the
I
students are free from ward responsibilities for a full day; planning of ward I
work is simplified, and correlated teaching can be organized more easily.
I
In any school the system can be, modified to a study half-day.
I
Daily Classes
I
If neither of the above two systems is used, the third possibility is holding single
class, daily or several times per week. During the first and second years
I
frequent scheduling of classes will be required to cover the curriculum, and I
problems sometimes arise when a number of students have to be relieved on
time from different wards. However, when the schedules are planned with' a
I
56 I
I
I
view to service needs and normal ward routine, it is possible to arrange times Planning and Organization
of Nursing Educational
which are reasonably convenient to the ward, the school and the student. Daily. Institutions
classes will still be necessary now and then during the course, even when the
other two systems are operating, but will not be needed so frequently.

3.4.7 Evaluation of the Curriculum

• Evaluation is the fourth step in the development ofthe curriculum. The
selection, organization and guidance of student's learning experiences
should be submitted to continuous appraisal by the faculty . .; .
• The evaluation is the process of finding out whether what was expected,
desired or aimed at has been achieved. This is not only confined to the
actual curriculum committee but extends to all the staff who, throughout
the year, are evaluating the subject matter, activities and resources related
to their specific subjects, so that when the committee does meet for this
purpose they are in a position to make a positive and constructive
contribution to the evaluation of the total curriculum.
• The curriculum evaluation should measure the capabilities of the student's
.during and upon completion of the programme and later as practitioners of
nursing, to assess the effectiveness of the curriculum and to assess the
teaching learning process.
57
Organization of Nursing
Service and Education
• There should be organized plan for student's evaluation, which is a
systematic and continuous process. The student's evaluation should be
carried out to measure the progress of the students throughout the
programme and on completion of the programme to determine the extent
to which the stated educational objectives have been achieved.
• Appropriate evaluative devices to be. used to assess the particular aspects
of behaviour in relation to the specific content.
• An evaluation instrument should measure the degree to which the student ,
has achieved the objective.
• An evaluation instrument should have objectivity, reliability and validity.
• Evaluation of results is used as the basis for curriculum revision and
improvement.
Evaluation by Curriculum Committee
The curriculum committee meets. regularly throughout the year, but should meet
annually or at the very least biennially for the particular purpose of evaluating
the curriculum as a whole. It is not expected nor even desirable that frequent
major changes should be made, as this only creates confusion and does not give
sufficient time for any modifications suggested' to be properly tested: Ho\\)ever,
.a periodic review such as this gives an opportunity for making changes within
the existing structure so as to make the curriculum more effective, and point
the way to desirable major changes at a future date.

When the committee meets, each part of the curriculum and the curriculum as
a whole should be reviewed in relation to the purposes and objectives of the
school programme. All persons who are not on the committee but who are
actively involved with the students'learning, such as external lectures, nursing
service staff and representatives of the student body, should be invited to give
comments. A periodic review of the performance of former students after
appointment also makes a useful contribution to the evaluation of the
curriculum.

When the school decides on a major revision of the curriculum, more time will
be required. A period in the school is selected when teaching staff will be free
to devote a reasonable amount of time to starting to plan and build up a revised
curriculum, after which staff members, individually or in groups, can concentrate
on the development of specific sections. Sometimes it is advisable to phase the
implementation of a new curriculum over a number of years so as to avoid
confusion and give time for the staff to gain any additional competence' required
and for the necessary resources to become available.

Check Your P';ogress 4

Write short note';!"bn eva11.f~ti5hof the curric~luin

·.•••.•....•••....•...••...••.•••..•..•.. .":....•.•.. ?~••.•...••••• )0.' , •••••••••••••••••••••••• ,' •••••••••.•••••••••.••••••••••••••••• "

.................................. ~~., : ;
•."'.,,::;::;;,':='..Lf1;~;
wM:~>~, <""'.
; ~"~
.
58
 Planning and Organization
3.5 JOB DESCRIPTION OF VARIOUS FACULTY of Nursing Educational
Institutions

Written job description are written organizational relationships, responsibilities and

specific duties that constitutes a given job position. It is a scope of responsibility
and continuing work assignments. In job description the responsibility is clearly
spelt out as precisely including the Job content, activities to be performed,
responsibility and result expected from the various roles required by the
organization. They are clear in writing for practical purpose as it describes the
minimal requirement for fulfillment of the job. It is useful for reducing conflict,
frustration and overlapping duties besides this it acts as a guide to direct and
evaluate person.

Job Description of Faculty

Title (Principal Tutor): School of Nursing
She is the head of the teaching institution with required qualification and
experience as per the norms of the INC.

Qualification of Principal Tutor

The academic qualification should be master degree in nursing with 3 years
teaching and administrative experience, if such a candidate is not available, a
BSc nursing with 5 Years teaching and administrative experience; even if this is
not available a candidate with diploma in nursing and administration or any post
basic diploma with 8 years of teaching and administrative experience.

Duties of Principal Tutor

• Principal Tutor on the staff of School of Nursing is directly responsible to

the Principal Matron/director of the institution. Her duties include:
Administrative
• Participation in all the planning by the controlling authority which relates to
the school of nursing.
• Preparation of school budget and making recommendations in these regards
to the controlling authority.
• Formulation and implementation of policies in relation to staff students and
programme.
• Determining the staff requirement and recruitment in accordance with the
policies of the institution keeping in mind the minimum requirement laid
down by INe.

• Recruitment and selection of students in accordance with the policies of

the institution.
• Writing annual confidential reports of the staff.
• Holding staff meeting/conferences with the office staff, students and with
different departments
• Organization and implementation of the curriculum as laid down by the
Indian Nursing Council for GNM students.
• Places indents/claims with the higher authorities for uniform, stipend and
others grants.
• Prepares job description for all members of the school.
• Planning in-service education for all staff.
• To maintain all records pertaining to students, staff and general record of
the school.
59
Organization of Nursing Educational
Service and Education
• Works out the syllabus and curriculum keeping with ffi the frame work as
laid down by INC.
• Arranges theory and practical work for each group, with the help of tutors
and clinical tutors so as to meet the laid dO~lI objectives.
• Active participation in the teaching programme.
• Supervises the clinical training of the students.
• Visit wards/departments regularly where practical training is being carried
out.
• Maintains class schedule, rotation plan of clinical experience.
• Maintains records of student's examination, test and assignments.
• Periodic evaluation of the total programme.
Discipline and Welfare
.• To ensure maintenance Of good order and discipline both in the school and
hostel.
• She will be responsible 'for welfare of students and staff i.e.
accommodation, health and recreation,
Qualification of Vice Principal/Deputy Principal Tutor
Same as Principal
Duties of Deputy Principal Tutor
Deputy Principal Tutor on the staff of School of Nursing and is directly
responsible to the Principal Tutor. Her duties include:
• To assist the Principal Tutor in the administration and management of the
school in the conduct of training.
• Will officiate in the absence of Principal Tutor.
• Will carry out any other duties assigned to her by the Principal Tutor.
Title: Tutors and Clinical Tutor
Qualification of Tutors and Clinical Tutor
The academic qualification should be master degree in nursing, if such a
candidate is not available, a BSc nursing; even if this is not available a
candidate with diploma in nursing and administration or any "ost basic diploma
with 8 years of teaching and administrative experience in nursing.
Duties of Tutor
Sister tutor is on the staff of School of Nursing and will be directly responsible
to the Principal Tutor. Her duties include:
• Implementation of the training programme as directed by the principal tutor.
• Prepare~ the lesson plans and teaching material which includes laboratory ,
demonstrations and work period.
• Organizing clinical experience for the students.
• Conducts the periodical tests to evaluate students.
• Will supervise, guide and counsel the students in their studies.
• Will assist the principal tutor in the management, maintenance of school
record and reports and accounts.
• Responsible for the gqod-Order and conduct of student nurses in the School
as well as in the mess. ~~ .
• Will carry out any, other-duties allotted to her by the principal tutor.
60
Duties of Clinical Instructor Planning and Organization
of Nursing Educational
Clinical Instructor will be on the staff of School of Nursing and will be directly Institutions

responsible to the Principal Tutor. Her duties include: -

• Will carry out practical training programme of the student Nurses in the
clinical field.
• Will' be responsible for clinical teachings, evaluation of students including
ward reports, ward round and case presentation (bedside).
• Submission of various monthly reports and practical experience.
• Will carry out any other duty assigned to her by the Principal Tutor in
clinical field.

Check Your Progress 5

Write the job description of principal tutor .

...............
..:
, ,.
t
.

3.6 LET US SUM UP

In this unit you have learned about the factors to be considered while planning
an educational institution, where the students of nursing acquire knowledge, skill
and develop right attitudes to function as a trained nurses and midwives in
hospital and community. The success of the institution depends upon the
philosophy and objectives of the institution, organization of school of nursing,
teaching staff, job description, students and its curriculum, budget and its
physical facilities. While establishing the school of nursing one must remember
the minimum requirement laid by the INC for recognition of school of nursing
for general nursing and midwifery programme.

3.7 ANSWERSTOCHECKYOURPROGRESS
Check Your Progress 1
1) Factors to be considered while planning Nursing Educational institutional
needs. There are many factors need to be considered while planning the
nursing educational institutions. Planning of an educational institution of
nursing is based on the identified health needs of country and nursing
educational needs, which are as following:
a) Primary Health Care
A Shift of emphasis on community health nursing, following re-orientation
of health systems iJ1 the country towards primary health care. The primary
health nursing is to help individual, families and communities to solve their
own problems in order to acquire and maintain health adopting inter
sectional approach. The component of primary health care include the
following:
• Prevention of diseases
• Promotion of health care
• Treatment of minor ailments
• Rehabilitative services
61
Organization of Nursing The primary health care emphasizes on the
Service and Education
• Self care,
• Team work and,
• Newer emerging expanded role of nurses,
• Changing needs of society and advanced technology in areas
mentioned above
b) Nursing Educational Needs
Before planning the individual nursing institution a series of proposals
covering the whole range of nursing educational needs to be drafted. A list
of identified needs are presented. The steps of planning of an educational
institution are:
Name and define the type of nurses and midwives needed. e.g. General
Nurse, General Nurse Midwife, Nurse Educator, Nurse Administrator.
Community Health/Public Health Nurse/ Pediatric Nurse or Psychiatric
Nurse etc.
• Estimate the number of each level to be prepared in a specified time
period.
• Prepare plans for the preparation of each type of worker at the
various level.
• Decide on objectives, administrative structure, number of students,
curriculum, teaching staff, teaching facilities, boarding, Budget etc.
• Propose a programme of evaluation.
• Project a possible standards raising goal at the end of specified period.
Check Your Progress 2
Essentials of a nursing educational institution which are as follows:
• The Philosophy and objective of school.
• Organization of school of nursing.
• Staff of school of nursing.
• Development of Curriculum
"
Content of curriculum
Selection and organization of learning experience
Clinical Facilities
Evaluation
• Organizational framework /physical facilities
• Financing and Budgeting of school of nursing.
• Students nursing Administration.
Check Your Progress 3
1) Definition: Curriculum is defined as a series of planned educational activities
which a student is to go through with the assistance" of teachers or "A
composite of the entire range of experiences the learner undergoes under
the guidance of the school."(Lambert son, Eleanor: Education for Nursing
Leadership) Or "A systematic arrangement of sum total of learning
experiences planned by a school for a defined group of students to attain
the aims of a particular educational programme." (Florence Nightingale
International foundation: Basic nursing education)

62
2) Importanceof curriculum development: Planning and Organization
of Nursing Educational
• To provide learning experiences related to the theoretical, practical and Institutions
clinical component in conformity with the laid down educational objectives
of the programme so that teaching learning content is selected
accordingly.
• To maintain the continuity and sequence of learning experiences.
I '
• To provide supervised clinical nursing practices in accordance with the
objectives.
• To eo-relate theory with the practice.
• To provide opportunity to integrate theory with various learning
experiences.
3) The various steps of curriculum development are:
• Planning
• Organizing
• Implementation
,. Evaluation
Check Your Progress 4
Short notes on evaluation of the Curriculum:
• Evaluation is the fourth step in the development of the curriculum. The
selection, organization and guidance of student's learning experiences
should be submitted to contin ious appraisal by the faculty.
• The evaluation is the process of finding out whether what was expected,
desired or aimed .at has been achieved. This is not only confined to the
actual curriculum committee but extends to all the staff who, throughout
the year, are evaluating the subject matter, activities and resources related
to their specific subjects, so that when the committee does meet for this
purpose they are in a position to make a positive and constructive
contribution to the evaluation of the total curriculum
• The curriculum evaluation should measure the capabilities of the student's ,
during and upon completion of the programme and later as practitioners of
nursing, to assess the effe'1hveness of the curriculum and to assess the
teaching learning process.
• There should be organized plan for student's evaluation, which is a
systematic continuous process. The student's evaluation should be carried
out to measure the progress of the students throughout the programme and
on completion of the programme to determine the extent to which the
stated educational' objectives have been' achieved.
• Appropriate evaluative devices to be used to assess the particular aspects
of behaviour in relation to the specific 'content.
• An evaluation instrument should measure the degree to which the student
has achieved the objective. -
• An evaluation instrument should have objectivity, reliability and validity.
• Evaluation of results is used as the basis for curriculum revision and
improvement.
Check Your Progress 5
Job Description of Principal Tutor
I '

Title: (Principal Tutor): School of Nursing

She is the head of the teaching institution with required qualification and
experience as per the norms of the INC.
63
 Organizatron of Nursing Qualification of master degree in nursing with 3 years teaching and
Service and Education
administrative experience, if such a candidate is not available, a BSc
nursing with 5 years teaching and administrative experience; even if this is
not available a candidate with diploma in nursing and administration or any
post basic diploma with 8 years of teaching and administrative experience.
Duties of Principal Tutor
• Principal Tutor on the staff of School of Nursing is directly responsible
to the Principal Matron/director of the institution. Her duties include:
a) Administrative
• Participation in all the planning by the controlling authority which relates
to the school of nursing.
• Preparation of school budget and making recommendations in these
regards to the controlling authority.
• Formulation and implementation of policies in relation to staff students
and programme. .
• Determining the staff requirement and recruitment in accordance with
the policies of the institution keeping in mind the minimum requirement
laid down by INC.
• Recruitment and selection of students in accordance with the policies of
the institution.
• Writing annual confidential reports of the staff.
• Holding staff meeting/conferences with the office staff, students and
with different departments
• Organization and implementation of the curriculum as laid down by the
Indian Nursing Council for GNM students.
• Places. indents/claims with the higher authorities for uniform, stipend and
others grants.
• Prepares job description for all members of the school.
• Planning in-service education for all staff.
• To maintain all records pertaining to students, staff and general record
of the school.
b) Educational
/ • Works out the syllabus and curriculum keeping within the frame work
as laid by INC ..
• Arranges theory and practical work for each group, with the help of
tutors and clinical tutors. so as to meet the laid down objectives.
• Active participation in the teaching programme.
• Supervises the clinical training of the students.
• Visit wards/departments regularly where practical training is being
carried out.
• Maintains class schedule, rotation plan of clinical experience.
• Maintains records of student's examination, test and assignments.
• Periodic evaluation of the total programme,
c) Discipline and Welfare
• To ensure maintenance of good order and discipline both in the School
and hostel.
",,'
• She will be responsible for welfare of students and staff i.e.
accommodation, health and recreation.
64