In the modern world, we witness rapid changes which affect all spheres of human life and demand responses. The same is applicable to education and the process of learning. In the middle of the 20th century, objectives-based practice approach in education has become popular. A curriculum based on the courses created to teach students how to find and analyze evidence and put it into practice underlay the principles of higher education making the objectives the central element of educational system (Bloom, Olinzock, Radjenovic, & Trice, 2013). However, the world is changing. Nowadays the development of information technology determines almost the whole educational system introducing changes which substantially distinguish new educational patterns from the previous ones. Economics also takes its part demanding competitive employees in the modern conditions. Taking this into account, we can say that curriculum development is undeniable and it has a certain model based on the ongoing educational changes.
The major change is connected with the shift from objectives to outcomes. The new approach is to develop the effectiveness and quality of learning. According to Cheryl D. Glennon (2006), objectives focus on the materials taught to students therefore they are teacher-oriented which makes them weaker in terms of quality than outcomes which concern students’ learning and achievements. Outcomes are strictly connected with complex and reflexive professional practice rather than mere memorizing and doing tasks. If originally the only difference between these two concepts was in their names, now outcomes mean “integration” and objectives mean only “usage”. Curriculum development is a complicated and systemic process which involves thoroughly elaborated steps. Outcomes statements should be developed in order to transform existent objectives into outcomes. Data should be permanently collected for modifications and improvements. Thus curriculum development can enhance the quality of nursing education and help students achieve better results.
Bloom, K. C., Olinzock, B. J., Radjenovic, D., & Trice, L. B. (2013). Leveling EBP Content for Undergraduate Nursing Students. Journal of Professional Nursing,29(4), 217-224.
Glennon, C. D. (2006). Reconceptualizing Program Outcomes. Journal of Nursing Education, 45(2), 55-58.