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Process curriculum in nursing contrasted to product orientation
The Journal of Nursing Education
|April 1, 1984
Summary
This study compares two curriculum conceptions, highlighting their distinct definitions and orientations. Understanding these differences is crucial for educators to select and implement the most suitable curriculum model based on their priorities.
Area of Science:
- Curriculum Studies
- Educational Theory
Background:
- Two distinct conceptions of curriculum exist, each with unique characteristics.
- Understanding these conceptions is vital for effective educational practice.
Purpose of the Study:
- To compare and contrast two major conceptions of curriculum.
- To elucidate the differences and similarities in their definitions, content, and orientations.
- To guide educators in selecting and implementing appropriate curriculum models.
Main Methods:
- Comparative analysis of two curriculum conceptions.
- Examination of definitions, sources, language, and orientations.
- Evaluation of shared intents in theory, structure, teaching, development, and assessment.
Main Results:
- Major variations identified in definitions of curriculum and learning, content sources, and underlying orientations.
- Shared intents observed in curricular theory, structure, teaching, development, and evaluation.
- Differences necessitate careful consideration by users based on educational priorities.
Conclusions:
- The selection and implementation of a curriculum model depend on a thorough understanding of its unique attributes and the user's educational context.
- Comparative analysis reveals the assets and liabilities of each model, aiding informed decision-making.
- Even without strict adherence, reviewing both models clarifies concepts and estimates impact.