DFVELOPING HEALTH

SGIENGES GURRIGULA:
PRINCIPLES AND PFIOGESS
Only workbook for HSiE 3704
StudY UnatT

"tfre success of tornorrow's stu[ents wiff 5e 6uift uyon tfre

Dr Linf,a ?rice
e[ucatiorl we fesign today"
HSE 3704 Gurriculum Development

workbook

Created bv: Dr J0 (lrene) Lubbe

analyse definitions

of curriculum evaluation and explain what

curriculum

evaluation entails
explain why curriculum evaluation is per.formed
discuss the methods, required data and judgement r:riteria for each focus area
which is investigated during a curriculum evaluation project,

The reading that you need to do for this study unit is not restricted to the prescribed
or suggested reading material. You need to scan the 'Worldwide Web for other
appropriate material such as video-clips, articles, e-books or journal articles, etc. to

to your knowledge-base. You might want to start with Chapter 28 in

Billings and Halstead (2012:503-549). Focus on the sections on programme

contribute

evaluation theories and the programme evaluation plan

in Billings and

Halstead

(2012:506) for background knowledge. (We will come back to this at a later stage.)
**Note that the authors use
the term "programme evaluatiion", while we use the term
"curriculum evaluation".

7.7

Introduction

We all know that evaluation is important, because most ,often: what get measured
gets produced. Therefore, our curriculums should not be any different.

M
tb

Activity 7.1,: lt you think of the module(s) you are currerntly teaching (or hope to
teach one day), what would evaluation of that module entails? ln your own words,
just write down a few aspects or concepts that pu think should be evaluated.
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Would it differ from evaluation of the entire curriculum or programme? Why / Why
not?
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HSE 3704 Curriculum Development workbook

Created by: Dr JC (lrcne) Lubbe

vr (Ylu*t

Page 4

AetiVitlfr,T.2: Before you move to the other readings of this stud! unit, please
watch

the video-clip by Richard Kiely on Programme Evaluation and Curriculum

Development (Warning: lt is an hour long, so get the popcorn and kick
out the
shoes!)

Jot down the major issues and concepts that Kiely trruched upon.

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Reflect on why documentation and understanding seems to be so important in

curriculum evaluation and what does it entail?

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Make a K-W-L summary of the video. Thus, what yoru:

o Already KNEW (K),

o WANTED to know (W), and
o have LEARNED (L) about the topic.
You will use this in your discussion on myUnisa.

HSE 3704 Curriculum Development workbook

Created by: DrJC (lrene) Lubbe

Page 5

toa
Why else would you want to do a curriculum evaluation, if improvement of the
module and bettering the profession, is not part of your modus operandi?

7,2,4.Acom;'preh'ensivedefinition]],..]....,.'..'::.,,....i,i''...'',,.':
Let's take all the key-words that we have identified in the previous definitions that
describe curriculum evaluation:

.
o
.

Judgement / merit and value: character, quality, effectiveness

Collecting information: evidence-based, decision-making
lmprovement: evidence-based.

AetivityrT.S: Now, use these words (you may add more) to draw in MindMeisterrM
your own diagram or mind map to compile a comprehensivre definition. Paste it in the
space below and upload it to your e-portfolio.
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Billings and Halstead (2012:503) provide a comprehensiver definition. Note that the
authors use the term "program evaluation".

toProgram evaluation is systematjc assessment of all components of a

program through the application of evaluation approaches,
HSE 3704 Curriculum Development workbook

Greated by: Dr JG (lnrne) Lubbe

Page 9

Activity 2: Get 3 photo's

two of yourself, (1) young arnd (2) recent, looking very

professional) and (3) one of you with your family or friends. Paste it in the spaces
provided below.

Wow, just fook at youl

Photo 1 and 2: As an individual you

have developed and .hanged
over the years you are very different from
the scared 18-year ofd student who
had to give a bed
bath for the first time. But, arthough
you have changed, you are stil yoU.
with your
own convictions, principfes, beliefs
and
values.

HSE 3704 Curriculum

Photo 3: Although you are your

oruvn

unique person, you are part of a family' a group

and a community. You exert an influence on them and they on you.

But. "So what?" What does this have to do with Curric;ulum development?

Everything!
you are not
First: As an individual you are important (and so is your curriculum), but
patients.
an island. And neither are our modules; the students we work with; or the
We need to see it all in the bigger context.

Secondly: Just as we are not the same aS we were 51101?0 years ago, our
our
curriculums cannot stay the same. As our profession anrl our context changes,
good as it
curriculum needs to change and adapt. lt cannot stiay stagnant' Change is
always things
indicates development and growth. But despite the changers, therp are
that
that stay the same. This is the core values and guiding prrinciplps - the things
directs our lives and choices - and in the case of our modules, ouf curriculum'
A,
Take a few moments to reflect on your personal values and beliefs' In Column
dear'
write down your 5 highly valued and non-negotiabler value,s; that you hold

Golumn A: MY values

Coltrrrrn B: Thre values of my employer

{ P P/zttt./4ll
'T, rn r)P?t/ei't

tlhe organisation or institution

Now, in Golumn B, write down the values that underpin
your manager
where you work. They should align (more or less,). lf not ...you and

need to talk!

do we know
We now know where we are coming from, where We currently are, but
lives?
where we want to go. what is our vision (our drearn) for our own

HSE 3704 Gurriculum Development workbook

Gompilecl: Dr JG Lubbe

Paget2

t/Ph//
but you can scribble a few

or where you
Let's quickly take a closer look at the place where loU ?IO employed qualifigation'
|
l"r'
want to work once you have obtained your nursi!9 education |
,i,lut)'t4/2/
'ra
frtOl
The name of Your lnstitution: - loe

f''

/H"

The vision of Your lnstitution:

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,14

The mission of Your lnstilution:

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Why is this so imPortant to know?

./
./
,/

where do we see
Because our vision tells us about the "wHATA/VHERE";
working towards'
ourselves in a specific time in the future - what are we
to get there'
our mission tells us about the "HOW"; the methodsi we will use

us our principles and values are the things that guides and directs
compass

the

that keep us on our intended path'

the vision' mission'

we can never compile a curriculum without taking into account

where the curriculum will

values and principles of the institution that employs us and
be offered.

And now we can start!

Devetopment workbook

Compiled: Dr JC Lubbe

Page 1

Response

1:

Response 2:

Do you agree? Yes / No

Motivate your answer:

7.6

Focus areas of

curriculum evaluation

Curriculum evaluation entails sarutinising the official curriculum and its foundations,

and investigating whether the opelational curriculum is congruent with the official

curriculum.

HSE 3704 Gurriculum Development

workbook

Created by: Dr JG (lrene) Lubbe

The lecturers form an important part of the stakeholders and it is essential that
they
also have consensus amongst themselves regarding the mission and philosophy of
the NEl. A modified Delphi-technique might be useful here.

Table 7.2: Mission and outcomes

Focus area:

Data required:

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7:6A Eialuoting the official

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Study Biflings and Halstead (2012:514-516) and summarise this section according to
the structure provided in table 7,1. Note that the authors use the term "curriculum

evaluation" when they refer to evaluation of the official cunriculum document. Refer
to previous study units to familiarise yourself with the term official curriculum. Copy
the definition here:

HSE 3704 Curriculum Development

workbook

created by: DrJc (rrene) Lubbe

Page L7

Table 7.3: Official curriculum

Focus area

Structure

Explarration

t;tl,eear

Criteria for data

interpretation:

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7.6,3 Evaluating teaching efJbctiveness

Study Billings and Halstead (2012:516-521) and summarisie this sec;tion
ac;cording to
the stnrcture provided in table Z.1.

R2

IF

Table 7.4: Teaching effectiveness

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3704 curriculum Development

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workbook

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(/tr,ene)

Lubbe

page 18

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7.6.4 Evaluating the environmentin which the curui,culum is implemented:

learner dimension
Study Billings and Halstead (2012.512-524) and summarise this section according to
the structure provided in table 7 '1.

M
tb

Table 7.5: Learner dimension

Focus area

Structure

Explanation
Fvnlqnatinn

Focus area:

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7.6.5 Evaluating the environment in which the curric:ulum is implemented:

educator dimension
Study Billings and Halstead (2012:525-530) and summaris;e this section according to
the structure provided below.
HSE 3704 Curriculum Development

workbook

Greated by: Dr JG (lrene)

Lubbe

Page

1-9

Table 7.6: Educator dimension

Focus area:

Data required

Explanation

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The following aspects need consideration when evaluating the educator or faculty
dimension. These factors inalude:

,/ The number of qualifiied faculty

,/ Qualifications of faculty
,/ Faculty development
,/ Faculty scholarship
./ Evaluation of faculty perfrrrmance
7.6.5.1

The number of qualified faculty

It is difficult to provide a specific number or ratio that wllil work in all institutions, as
many factors influence the number of educators that should be appointed. Some of
the major factors are the:

./ nature of the program;

./ expectations of the parent institution (if any); and
,/ requirements of accrediting bodies (such as SANC and CHE).
HsE 3704 curriculum Development

workbook

Greated by: Dr Jc (trene) Lubbe

Activityr 7.7: In the institution where you are currenrtly enfployed, what is the
prescribed number of faculty nnembers for your departrnent? How
was that number
cafculated? You nright need i:o consult the HoD (HearC of
Qepartment), Campus
Manager or Principal for this answer.

7.6.5.2 Qualifications of faculty

It is important that lecturers are appropriately qualified for theii teaching rote. The
rule of thumb is that the lecturer needs at have at least one
dualification (degree)
higher than the qualification sh,e is teaching. The minimum fontral qualification
for a
lecturer facilitating or teaching an associate or baccalauregte nursing degree
program is a Master's degree irr the appropriate field (Billlings &
Halstea d,2012:E2S530).

Allocation of teaching workload (modules or subjects to teadh;, should thus be

according to the lecturer's qualification, experience ancl area of specialisation. lt
makes little sense to assign tllre community health-students io a lecturer with a
Master's degree or PhD in lCU, but with no experience or formal qualification in
community health. Unfortunately, we all know of cases rwhere, due to shortage of
appropriately qualified lecturert;, this type of scenario is happening. This is not
conducive for teaching or learning. Therefore, there shouid be a continued
commitment to doctoral preparerJ faculty.
But, before you and all your colleagues register at your current institution where you
are empfoyed: Billings and Halstead (2012:525) warns against a situation called
"inbreeding", where all the faculty members acquired their qualifications
at the same
institution. This is not a healthy situation as it does not allow for diversity in contexts

or openness to new ideas. We need to allow 'new blood' and though-patterns into
our community of practice.

HSE 3704 Gurriculum Development workbook

Created by: DrJC (l'ene) Lubbe

Page 27

lmportant in an academic iinstitution is the different

level:i of senionity in ranks.
levels are often directly linked to qualifications and
leveil of scholarship. Institution
with few high-ranked mennbers might find that they
have

limited participation

governance of the institution' Unfortunately

very often we find a correlation between
rank and physical age of the faculty member. A great
concern is thre irnpeding braindrain where many of our experienced faculty members
are approaching retirement
age; leaving less experienced and less qualified
lecturers behind.

when you visit the south African Nursing counci|s welbsite (uauryselg
ro.zd, the
statistics on age distribution can be retrieved. The dlagram
below contains the age
distribution of professional registered nurses (PRN) in
south Africa (including

nurse
educators)' Nearly half of the PRNs on the diagram is 50 years
or older. That paints
a daunting picture for our profession.

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As at 2O13-r.l-31
Figure 0-2: pRN age distribution according to sANC

At the beginning of 2013, there were onry

12 w.(out of a possible 129015) pRN
with an additional qualification iin nursing education on tiANC's register.
However,
not every PRN with a qualification in nursing education is
in a teaching post,

M
[9, att;uity 7,8: Look at the faculty age distribution in the institution where you are
currently working. Make a pie-diagram and par;te it in ithe space provided
below.
Write one or 2 sentences to elaborate.

HSE 3704 Curriculum Development workbook

Created by: DrJG (lrene) Lubbe

Paee22

7.6.5.3

Faculty development

One cannot over-emphasise the importance of life-lonlg learning and continuous

professional development (CPD) for all categories of nurses
- and that includes
faculty members. Each one of us needs to take rersponsibility for their own
development to prevent stagnation as the latter leads to situations where faculty
members teaches out-dated content, using out-dated teaching strategies. Therefore,
when one evaluate a programme, it is important to look at aspects of cpD.

7.6.5.4 Facultyscholarship
Academic scholarship forms an integral part of who we are as academics. We need
to provide evidence-based content to broaden the fierld of nursing. As faculty
members we have a duty to be actively involved in resiearch to contribute to the
growing body of knowledge. We need to claim our plar:e in the multi-disciplinary
team by not merely be consumers of knowledge, but also contributors. The number
of research publications by faculty members will therefcrre also be noted when a
programme is evaluated.

HSE 3704 Gurriculum Development workbook

Created by: Dr JC (lrene) Lubbe

Page 23

7.6.5.5 Evaluation of faculty performance

The strength of a programme depends to a great extencl also on the capabilities of
the faculty member who facilitate teaching and learning. Therefore the inputs and
outputs of the faculty member involved in the programrne need to be evaluated as
well.

7,6,6 Evaluating the environment in which the curriculam is implemented:

delivery mode dimension
Study Billings and Halstead (2012:530+) and summarisre this section according to
the structure provided in table 7.1.

Tabfe 7.7= Delivery mode dimension

Focus area

Structure

Data sofrces:

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7.6.7 Evoluating the environmentinwhich the curric'ulum is implemented:

org anisational dimension
Study Billings and Halstead (2012:533+) and summarise this section according to
the structure provided in table 7.1 .

HSE 3704 Gurriculum Development

workbook

created by: Dr Jc (trene)

Lubbe

Page 24

Table

Organisational dimension
Explanation

Data
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Focus area:

Explanqtion

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7.6.8 Evaluating the environmentin which the currit:ulum is implemented:

inter- o rg onis ati o nal dimensio n
Study Billings and Halstead (2012:537+) and summariser this section according
to
the structure provided in table 7.1

Table 7.9: inter-organisational dimension

Focus area

djt/'l{i

Structure

Explanartion

Data required:

Explanation

t:.J-

HSE 3704 Gurriculum Development workbook

Created by: Dr JC (lrene) Lubbe

Page25

Criteria for data

interpretation:

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7,6'9 Evaluating the environment in which the curriculum is implemented:

micro context d.imension
study Billings and Halstead (2012:538+) and summarisr-- this section
according to
the structure provided in table 7.1 .
Tabfe 7.10: Micro context dimension

Focus area:

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7.6'70 Evaluating the environment in which t;he curcicu,lum is implemented:

mqcro context dimension
Study Bilfings and Halstead (2012:539) and summarise thirs section according to the
structure provided in table 7.1.
HSE 3704 Curriculum Development workbook

Greated by: Dr.iC ([rene)

Tabfe 7.11: Macro context dinnension

Focus area

Structure

Explanration

Focus area:

EXplanation

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21

7.6,7 7 Outcome

evaluation

Outcome evaluation is conducted to determinr: to what extent existing graduates

meet the human resources herCs of the health care syslteim and how competent the
graduates are in comparison to social expectations.

Study Billings and Halstead (2012:539) and sunrmarise tl'ris section according to the
structure provided in table 7.1.
Tabfe 7.12: Outcomes evaluation
Explanation
Explanation

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Created by: Dr JC (llrene) Lubbe

Page27

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HSE 3704 Curriculum Development

workbook

creared by: Dr JC (trene)

Lubbe

Pape

LL.

decl

arat'ion I etter

lettelis to confirm that.t, Veronica Jasson,

been employed as a
professional nurse with department of health,and imhad
iiuOving-w|ih'rniJi,-r
he
-tro'spitai'itrrougfi-tltis
declare my association with the Joe Morolong'lvemoiiai
sel
declarati6n letter.

rhis_

declare that all the informat-ion that r have provided here is correct and
rf you feel the need to ver-ifv thi s i nformati on . vrf,u mav contact my supervl
at joe morolong memorial hospital, and she will vouih-'tor
mil on a personal leve

me.

Si ncerel

y,

veronica Jasson.

.4"*.4..

pary'en noad
vq/burg
053 927 2L2L.

eage

by