Admittedly, a good plan helps to reach the major goals. A good plan enables to see the entire process divided into necessary steps. It goes without saying that education is a lasting process which requires thoughtful planning. Thus, curriculum is one of the main tools which serve to outline the entire process.
Many scholars have developed effective models and theories for curriculum planning, implementation and evaluation. Saylor Model is one of the best-known theories on curriculum (Pinar et al., 1995, p. 685). Saylor et al. (1981) suggested that education is “the acquisition of the art of the utilization on knowledge (p. 140).
So, it is important to note that education is regarded not only as the necessary amount of knowledge but ability to use the knowledge in practice. In terms of such definition of education, Saylor defined curriculum “as a plan for providing sets of learning opportunities for persons to be educated” (as cited in Glanz et al., 2000, p. 10).
Thus, Saylor regarded the curriculum as a general plan in terms of which “particular plans for individual programs” should be worked out (Lunenburg & Ornstein, 2007, p. 413).
It is necessary to point out that Saylor claimed that the curriculum should be worked out by professionals who possessed the necessary skills and experience (Pinar et al., 1995, p. 685). In terms of such definition Sailor et al. (1981) worked out the following curriculum model.
First of all, planners should collect the necessary data concerning various requirements, results of latest researches in the field, professional knowledge and “interest groups” (Lunenburg & Ornstein, 2007, p. 413). On the basis of these data planners should define goals and objectives of the curriculum. When the objectives are established, planners can work out the curriculum design.
Of course, it is necessary to provide the necessary instructions and recommendations for the curriculum implementation. When the thorough plan is ready and implemented it is essential to evaluate it: define strong and weak point of the plan, make the necessary amendments and think over the future implementation of the curriculum in question.
Thus, Saylor Model depicts all the major stages of curriculum creation and implementation, however, particular attention is paid to evaluation of the plan since it can constantly improve the curriculum.
When evaluating the curriculum in question, Saylor Model will be used due to the comprehensiveness of the mentioned approach. In the first place, it is necessary to point out that the curriculum has the proper basis. The information provided in the curriculum is conceivably based on the latest researches and comprises comprehensive amount of data.
Thus, in terms of Musculoskeletal Disorders and Immunologic Disorders the most common diseases are considered. Admittedly, the information about diseases is based on the surveys’ results, overall knowledge and experience of professionals. Such sections as “Joints most commonly effected” or “Not systemic illness, but caused by wear and tear” suggests that the information is likely based on the real situations and case studies.
Thus, the first stage of Saylor Model of planning is complied: the planning is based on the thorough research and analysis (Saylor et al., 1981). Apart from this various ways of nursing care, non-pharmacologic and pharmacologic treatment are discussed.
The plan presupposes considering various types of medical treatment: students should contrast and compare them, evaluate them and learn to choose the right treatment in particular cases. Once again the plan presupposes depiction of various outcomes of certain types of treatment, which proves that the plan is based on thorough analysis of the existing experience.
Thus, the main purpose of education (according to Saylor) is also observed: students gain the necessary knowledge and learn to use it in practice, to improve their job performance in future and “develop specific competencies (Saylor et al., 1981, p. 361). Admittedly, the second stage of Saylor’s Model is also followed since the main objective – to gain practical skills and theoretical knowledge – is determined.
It is necessary to point out that the objectives will be reached since the curriculum in question considers the major points necessary to achieving the aims. It is essential to note that the curriculum stresses the necessity to pay major attention to considering case studies and encouraging students to enrich their knowledge: “the following information should be covered as part of the case studies, not in lecture format”.
Thus, students will be more concerned with practice than the theory. This valuable feature of the curriculum under consideration is aimed at developing certain skills which students will be able to use in their working places. So, the students can be regarded as experienced professionals (not people possessing academic knowledge).
In conclusion, it is possible to point out that the curriculum in question is an effective plan which enables students to gain the valuable experience based on the latest discoveries in the field. However, to my mind, it is possible to improve the plan: students can be encouraged to suggest the cases they find interesting for case studies. Students should play an active role in the learning process.
Reference List
Glanz, J., Behar-Horenstein, L.S. (2000). Paradigm Debates in Curriculum and Supervision: Modern and Postmodern Perspectives. Westport, CT: Greenwood Publishing Group.
Lunenburg, F.C., Ornstein, A.C. (2007). Educational Administration: Concepts and Practices. 5th ed. Belmont, CA: Wadsworth/Thomson Learning.
Pinar, W.F., Reynolds, W.M., Slattery, P., Taubman, P.M. Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang, 1995.
Saylor, J.G., Alexander, W.M., and Lewis, A.J. (1981). Curriculum Planning for Better Teaching and Learning. 4th ed. New York: Holt, Rinehart and Winston.