Curriculum Quality Education Curriculum

INTRODUCTION

A competent health workforce is central to achieving universal health coverage (WHO, 2006). Quality education is the foundation for developing competent health workers who are equipped with the knowledge, attitudes and skills necessary to deliver quality care. There is evidence, however, that health workers, including nurses, may not be adequately prepared to meet the needs of society, especially in developing countries. It is therefore imperative that educational institutions are provided with support and guidance to develop competence-based curricula for their education programmes.

The approach taken to organise the school curriculum by learning areas provides a foundation of learning in schools designed to ensure students develop

In the nursing context it means the course that student must ‘run’ or complete, it a course in the art and science of nursing.

Taba (1962,p14) sees curriculum as a design of educational activities rationally planned and calculated to do certain things, these are to diagnose needs, formulate objectives, select learning experience and organise those experience.

Curriculum is a design or roadmap for learning and as such focuses on knowledge and skills that are judged important to learn.

It is a master plan of selecting content organising learning experience for the purpose of changing and developing learners’ behaviours and insight.

2. Aims of Curriculum planning

According to Mellish, Brink and Paton (1998) Curiculum planning Should achieve the following:

 A plan for a basic nursing education programme which outs as a cornerstone intended for continuing advance nursing education.

 An environment for learning and opportunity towards prof adulthood.

 The opportunity for student to achieve their maximum potential in the practice of the art of science and nursing.

 Stimulation and encouragement for students to learner and grow in technical skills, sound nursing judgment and interpersonal

 Monitor, assess, and evaluate teaching methods and experiences of learners.

• Management , Leadership and Advocacy

 Nurse educator demonstrate the skills of system management and leadership to create, maintain and develop desired nursing programmes and shape the future of education institute.

 Demonstrate effective, efficient human and financial resource management.

 Use a variety of advocacy strategies to promote nursing education and practice.

8. Requirements of nurse educator

1. Nursing education: an individual who have satisfactorily completed a recognised nursing education programme, including both theoretically and practical components, e.g. Post graduate Diploma in clinical instructions.

2. Nursing qualification – a nurse educator should be able to hold a valid registration to nursing practice, e.g. Registered with Health Professional Council in Namibia.

3. Clinical nursing experiences – He should have completed the required full time experience across the scope of practice.

4. Educational training – should have acquired formal teaching preparation as a clinical instructor or any equivalent