Practical Manual-

Nursing Education UNIT 2 UNIT PLANNING

and Research
Structure
2.0 Objectives
2.1 Introduction
2.2 Concept and Definition of Unit Planning
2.2.1 The Unit Concept

2.2.2 Definition of Unit Planning

2.3 Purposes of Unit Planning

2.4 Characteristics of Unit Planning
2.5 Types of Unit Planning
2.5.1 Subject Matter Units

2.5.2 Experience
Experi Units/Teaching-Learning
riience Uni
its/Teaching-Learning

2.5.3 Teaching
Te
eachi Learning
hing L
hi earn
ning
gUUnit
nit

22.6
.66 Essential
E sent
Es ntial Components
Comp
m onnentts ooff U
Unit
nit P
Planning
lannnin
ng
2.6.1
2.6.
61
6. Fo
Formulation
ormul
u ation
n off Obj
Objectives
bjjectiive
vess

2.6.2
2 .6.2 Criteria
Cri erria for Selecti
rit Selection
ion aand
n S
nd Statement
tatem
ment of Objectives (Heidgerken, 1992)

2.6.3
2.
.6.3 Selection
Se Learning
electtion of the Learn
nin
ing Situation
g Si
Sittuation

2.6.4
2 .6.4 Selection
Se Learning
electtion of thee L eaarn
rnin
ing
in Component
g Co
Comp
mponen
mp entt
en

2.6.5
2.6.
.5 Selection
S Organization
electtion and Or
Orga
gani
nizati
ni tion
tion ooff T
Teaehing-Learning
eaeehing-L
Lea
earn
rnin
rn ing Activities
g Ac
Activi
v ties

2.6.6
2 6.6
2. Selection
Select Methods
tion of Me ho
et ods Evaluation
d off Ev
val
a ua
uati
tiion
n

2.77
2. Practical
Prac
a tical Procedure
ac Proccedure in
nUUnit
nit Pl
nit Plan
Planning
an
nninng
2.7.1 Stepss in
i Writing a Unit

2.7.2
2 72 Format off U
F Unit Planning
i Pl i

2.7.3 Sample Unit Planning

2.8 Let Us Sum Up

2.9 Answers to Check Your Progress
2.10 Activity

2.0 OBJECTIVES
After going through this practical, you should be able to:
• explain the concept of unit planning and define unit planning;
• describe the characteristics of unit planning;
• state the types of unit planning;
16 • explain the essentials of unit planning;
• list the steps in writing unit plan; and Unit Planning

• prepare a sample of teaching learning unit plan.

2.1 INTRODUCTION
In this practical you will review what you have learnt in Block 2 of BNS-211.
Curriculum Development, Planning and Organization of the Curriculum and
you have also learnt how to plan a unit for teaching and learning.
With the understanding of learning theories and psychology of learning more and
more educators have accepted the unit as the basis for organisation of learning.
The basis for the unit idea can be traced to Herbart (1776-1841) who stressed
four essentials in the learning process. His followers divided the process into
five steps, namely:
1) Preparation
2) Presentation*
Presentation
3) Association
Generalisation
4) Genera
rali
ra l sati
li tion
Practical
5) Pr
P acti
tica
ica aapplication
call ap pliccationn
Th e were
There weere others
thers like John Dewey
oth D we
De w y andd Morrison
M rrisson whose
Mo hose contribution
who
ho con
ontrib
on buttionn to the
the
ddevelopment
eveelo
l pm unit
mentt of thee uni concept
nitt concep
ni noteworthy:
e t is note
ep ewor
o thy: LLet
et uuss no
nnow move
w mo ove on to tthehe
cconcept
ncept off uunit.
onc nit.

2.2
2 .2
2 CONCEPT
CONCEPT T AND
AN
ND DEFINITION
DEFIINITIO
ON OF
OF UNIT
UNIT
PLA
ANNIING
PLANNING
In
n tthe
he fol
following
olllo
lowi
w ng ttext
ex
ext
xt yo
yyou
uwwill
ill llearn
earrn abo
ea about
bout the
hee meani
meaning
ninng ooff Un
ni Unit
itt P
Planning.
lann
lanning.
nn g.

2.2.1
2 .2.1 The
The Unit
Unitt Concept
Concept
Unitaryy te
teaching
eac
aching is a me
meth
method
tho
hod of teaching plan to facilitate and attain unitary
learning. Unitary learning implies the ability to correlate daily lessons and
learning
assignments to see cause, effect, relationships which help in integration of
knowledge. It means bringing together of the various parts into a whole.
One of the most accepted ways of planning a course is in the form of units.
The basis for unit planning is the use of objectives. The principle of activity,
motivation and individual differences of the students must be taken into
account in planning. Unit concept recognizes the fact that what is to be learned
is to be seen as a whole and not as scattered facts. Unitary teaching provides
for interlocking of ideas and integration of various ideas. The focus is on the
objectives and learning activities.

2.2.2 Definition of Unit Planning

Unit planning may be defined as comprehensive series of the related content
and meaningful educational activities, developed in such a way as to achieve
pupil’s purposes and provide significant educational experiences which result
in appropriate behavioural changes. 17
Practical Manual- The main body of unit includes the content in the form of sections and sub-
Nursing Education sections each emphasizing points to remember. Some units are long, which
and Research
require several hours of study and others are short with few hours of teaching.
Let us see what are the purposes of unit planning.

2.3 PURPOSES OF UNIT PLANNING

The purposes of unit planning are:
1) Unit planning helps in the gradual growth of students, proceedings from
simple to complex which is its greatest asset.
2) It gives directions to teaching-learning process.

2.4 CHARACTERISTICS OF UNIT PLANNING

Whatever the type of units, there are certain general characteristics which a unit
should possess. They are as follows:
1) The aims of the un uunit should
it sho
ould be clear and well defined. Each unit should
indicate itss ggeneral
en a andd sspecific
neral p cifi
pe objectives.
ficc ob
bje
ject
ctiv
ives.. A go od uunit
good nit iss oorganized
rg
gan
niz around
i ed aro
ro
oun
und
the purpos
th purpose learners.
se off leaarnerrs.
good
2) A go ood unit
o un indicates
nit inddicaates aactivities
ctivitties ooff stu
students
udennts and procedures
oceedurres to bbee aadopted
d the pro doopteed
to ccarry
arry
ry out
y ou these
ut th activities
hesee acti t a ssuccessful
ivitiies to u cesssfu
uc completion
ompletion ooff a un
ul co unit.
nit. SSome
ome ooff
activities
thesee accti will
t vitiess w ill be ppre-determined
re-ddeteter minned byy tthe
ermi teaching;
he teach
chin nd ssome
ing; and o e of the
om them
hem
he m
will
w
wi ll eemerge
merg hee work of tthe
r e ass the
rg h uunit
he nit progresses.
i prrog
o resses.
33)) A good
go o unit
ood uni incorporates
n t in
inco attes a ggood
orporat oood bo d of
body of instructional
inst
instru
st ruct
ru c io
ctiona material
nall ma
na mate rial aand
teri
teri nd tthe
h
he
sources
sour
so rces to be usuused.
e . Thesee ma
ed materials
mate
teri
te rial
rialss ar
al related
are reela
late
tedd to the
te h aaims,
ims,
im s, aactivities
iees aand
ctiivitie
ct ndd
pprocedures.
roc
oced dur
ures. TThe
he mamaterials
m should
terialss sh
hould d bbee wi
within
w thin thee rrange
hin ange
an gee ooff un
understanding
undersrssta
tand
ndin
nd ingg off
in
the
he sstudents
alll th
al tuden
e ts and
en n allow for individual differences.
4) A good
d unit
good unit is unified
unified and
and with
witth its
itss emphasis
em
mph asiss on
phas
as on a series
seri
se es of
riees
ri of related
r la
re d and
lated and
meaningful
mean
nin activities,
ingful activ
vit suggests
i ies, sug
ugge
uggessts
ge wholeness
sts wh
whol
ollen
enes
e s in he oorganization.
n the rgan
rganizzat
an atio
ion.
ion.
5)) A good unit provides place of beginning and ending. This means that it
starts with a definite problem situation. Once the problem has been solved
or question answered the pupil sees clearly whether his goal is reached.
6) An effective learning-teaching unit is generally comprehensive. It provides
learning situations which are large and unified and which can be completed
in a couple of class periods.
7) Heidgerkan explains certain characteristics of unit planning. They are:
• Unit planning recognizes that learning takes place most effectively in
terms of wholes rather than fractions.
• Learning is developmental and therefore provides for vertical and
horizontal organization of learning experiences.
• Learning takes place most effectively when there is an understanding
and acceptance of goals to be achieved, and when there is full and free
participation in planning for the attainment of the goals.
18
 • Unit planning should recognize the necessity for providing for individual Unit Planning
differences in learning and interests and therefore a variety of learning
experiences are needed.
• True learning renders the learner increasingly skilled in self direction
and therefore opportunities are provided for the student steadily and
gradually to assume more responsibility for selection, organization and
evaluation of many of her/his own learning experience.
• Unit planning provides a sound basis of evaluation by setting up goals
in terms of desired changes of behaviour.

2.5 TYPES OF UNIT PLANNING

Many different types of units have been proposed and used for organization
of teaching learning activities, Campbell and Campbell classified the types of
units into 2 main groups viz. Subject Matter Units and Experience Units.

2.5.1 Subject Matter Units

This again can be classified as i) topical uniunits,
its, ii
ii)
i) ge
generali
generalization
liza
zation
on units
units,
ts,, andd ii
iii)
based
ed on ssignificant
units base igni
ignificaant aspects of eenvironment
fica nvirronm
n en
nm and
nt annd cu
culture.
e
Subject
Subjbjject mamatter
m tter
tte uunits
er re uused
nitts are more
sedd mo
m widely
ree wid teachers
delyy by tea ach because
herss beca ausee ooff it
its easy
ts ea
asy
organization.
orrganiizatioon. Th Thee pr
T primary em emphasis
mphhasis of th the subject
he subjeect mamatter
atterr uunit
nit is onn ma
ni materials
ateriaals
too bee llearned.
earrned.. The
he aarrangement
rran
rra gement ntt off th
tthee sub
bjecct ma
subject atterr and
matter ndd tthe
he llearning
he e rn
ea ningg acctivitiies
activities
w illl’ be sshaped
will’ h pe
hapedd in accor orda
d nce with
accordance t the obj
th bjective. Un
bj
objective. nless
Unless ss w hat is learned is
what
und derstoodd bby
understood y the llearner,
earrne
n r, llearning
earnning tthe he su
ubjject matter w
subject illl be ooff no use to the
il
will
llearner.
learrne
n r.

2.5.2
2 .5.2
2 Experience
Expeeriencce Units/Teaching-Learning
Un
nits/Teachin
ng-L
Learnin
ng
This
Th iss is ag
again
gai
ain cl
classified
las
a sifiied
d aass uunits
nitss ba
based oon
n cen
centre
ntre of iinterest,
n erres
nt e t, sstudent
tu
ude
dent
nt ppurpose
u po
urpose
se aand
nd
student
stud
dene t needs.
n eds.
ne
Experience
Ex r ence uunits
xpeeri niits oon
n th
the other ha planned
hand is planne organizing
ed by orggan
aniz
izin
iz the
ng th learning
he le niing aaround
earni roun
ro undd
or bound ndd together
tog
oget
ether by y a ccentral
entr
ent al theme of interest. It is usually the basis for the
activity
i i programmes emphasized h i d iin theh elementary
l grades.
d IIt can bbe used d iin
clinical nursing studies of nursing students as taking a case study of a patient
otherwise the formal or theoretical part of nursing curriculum will benefit very
little from this type. of arganization.

2.5.3 Teaching Learning Unit

Besides the above two types of units in nursing we use another type viz. the
teaching-learning unit.
The term “ teaching-learning unit” is used by Heidgerken to describe unit
planning for nursing courses. The term embodies the concept of useful learning
experiences which involve comprehensive problems or projects focused on
stated objectives. It permits the inclusion of knowledge components and a
series of selected and organized teaching-learning activities to provide learning
outcomes specified by the objectives.

19
Practical Manual- We shall now proceed to discuss about the essential components involved in
Nursing Education unit planning in the next section.
and Research
2.6 ESSENTIAL COMPONENTS INVOLVED
UNIT PLANNING
1) Formulation of objectives
2) Selection of the teaching-learning situation
3) Selection of the learning component
4) Selection and organization of teaching learning activities
5) Selection of methods of evaluation
These activities mentioned above are inter-related and cannot be carried out
independently of one another.

2.6.1 Formulatio
Formulation
on ooff O
Objectives
bjectives
While studying curric
curriculum
culumm ddevelopment
evelo
lopm
pmen
entt in
i BBlock
lock
lo k 2 of BNS-
BNS-211,
S 21
2 1, you hhave
ave
av
aalready
alread
rea y learnt w hatt aree obje
what ectiivess, ho
objectives, ow to sta
how ate oobjectives
state bjec
ecctive
tiiv s an
aand
dw hy itt is im
why mpo
ortan
nt
important
to state
t tthe
te he obj
jectivvess at th
objectives he vvery
the erry ouutset of pplanning
outset lan
nninng a cou ursse.
course.
Educational
Educat atio
at objectives
i naal ob bjecttives statements
e aree thee st m nts ooff th
tateme
me those changes
hosee cha angees iin behaviour
n be
beha
haaviou ur wwhich
hicch
desired
are desi ired aass a res
result
sultt of sspecific
peccific le
pe learner
lear
arne
ner anand
nd teteacher
teac
acher acactivity.
acti
tivity They
y. Th
T e ddefine
ey nnott
efinee no
onnly
onlyl the bbehaviour
ehav
a iourr sou
av ught in thee llearner,
sought earn
rner
e , bu
er ut also the areas of human experience
but
tthrough
througu hw
ug hicch thiss beh
which e aviour is to bbee de
behaviour ddeveloped.
veloped. A well stated objective has
tw
wo as
two aspec cts, tthe
aspects, he beh
ehavviour aand
behaviour nd tthe
he con
onte
on tent
nt.
content. t Beha havi
ha viou
vi
Behaviourourr re
ou refe
fers
fe
refersrs tto
o wh
wha
whatat tthe
at he sstudent
tuddent
tu dent
sh
hould
should ld kknow
noww oorr bee able
l to do aandnd ccontent
onnte
tent
nt rrefers
eferrs to tthe
he ssubject
ubje
ub j ctt m
je atte
at terr or the
te
matter he aarea
reaa
of llife
ife eexperience
if xpeeri
riencee in whw ich th
which he be
the ehaviiour is
behaviour is to op
ooperate.
erratte.
The general
Th geene
n rar l sp
specific object tivves fo
objectives or th
for thee un
uni
it and
unit nd lea
earn
ea rnin
rn ng ou
learning outctccom
omees m
outcomes u t be
us
must
plan
anne
nedd prio
ne
planned or to the sselection
prior election
on off su
subj
bjec
bjectt ma
ec
subject m tter
tter aand
matter nd aactivities
ctiv
ct vittie
iess sp
spec
ecif
ecific
ificaationn for
ic
specification
le
earning
learningg ppurpose.
urpose.

2.6.2
2.6
6.2 Criteria for Selection and Statement of Objectives
(Heidgerken, 1992)
• The desired change in behaviour should be consistent with accepted
educational philosophy of the curriculum.
• The desired change in behaviour and the content area of the specific unit
should make a direct contribution to the attainment of the overall aims of
the curriculum.
• The objective selected should be related to the needs and the ability level of
the student.
• The objectives should be understood and accepted by the teacher and the
student.
• The objectives should be planned so that unitary teaching and learning
can be carried forth, making possible continuity, sequence, correlation and
20 integration of learning activities.
• The objective should be clearly stated. Unit Planning

When you develop objectives for your unit it is good to apply the principles
discussed above for your guidance.

2.6.3 Selection of the Learning Situation

Most commonly used learning situations for nursing students are the classrooms,
laboratory, clinical laboratory and the community where students get rich
learning experiences. These experiences are invaluable for achievement of
objectives. The students should be provided with the right type of situations
at the right time and under supervision and guidance of experienced staff
personnel. The learning outcomes in each situation should be evaluated.

2.6.4 Selection of the Learning Component

The knowledge content of the unit must be based on objectives of the unit,
level and ability of the student. Each unit should be linked and based on the
previous experience and knowledge of the llearner. e rner. In other words the content
ea
must be organized from known to unknow unknownwn aand
ndd from simple to complex
concepts. Learning g should start first wi with
ith cconcrete
oncr
on materials
c etee maate
teri
rial gradually
a s gr rad
adua
u ll
ua llyy
introducing
introduc
cin abstractions.
ng abst Also
tracttions. Al
A concepts
so the co
onceeptss should bee gegeneralised,
ene
n raali beginning
l seed, begginni
in
nniing
m pparticular.
from articu
cula
larr.
la
The
Th content
he coontennt orr kknowledge
en now
no wledge comcomponent includes
mponnentt incl ludees thee coconcepts,
onccep facts aand
e tss, fa principles
nd prinnciplles
which
w hicch aree required d tto
reqquirred aattain
o at objective
ecttive ooff th
tain thee objec tthee un
unit.
unit teaching-learning
it. Thee te
teac
achi
ching--leaarnrnin unit
ing unnit
may
m ayy draw w upon
upoon many
maany sources
ouurces for
sou for its
its knowledge
kno w edge component,
nowl
wl commponeentt, like
liike text books,
jjournals
ourrnals andndd aaudio-visual
udio
ud io--vissua
u lm media. may
ediaa. Itt m ay
y alsos include stu study
t dy ooff pappatients
tients in the
hhospital,
ho sppital, ho
home
me and famifamily.
ily.

2.6.5
2 .6.5
5 Selection
Selecction aand
nd O
Organization
rg
gan
nizatio
on ooff Teae
Teaehing-Learning
ehin
ng-L
Learnin
ng
Activities
Activities
The ki
The
T kind
ndd ooff teaching-learning
teaching-leae rn
ea rnin
ing ac
in activities
cti
tivities sel
selected
e ected aand
nd th
thei
their
eirr oorganization
ei rga
gani
niiza
zati
tion
ti n iiss a
crucial
cruc
u ia
uc phase
i l ph a e of uunit
has nitt pl
ni planning.
lanning
ng. T
ng The activities
t es are nnot
he activiti
ti isolated
ot iso
sola
so tedd bbut
late
te related
ut re
relate
tedd too
stated
atted oobjectives.
the stat bjectives. TThere
h re should be continuity, sequence and integration
he
in organizing these activities so that thev become meanineful and motivating
exneriences for the learner.
The organizing centre may be a clinical conference, a lecture, demonstration, a
field trip and the like. The teaching and learning activities should be consistent
with the philosophy and the educational objectives. They are varied and flexible
enough to make it possible to adapt to the individual student’s ability and
background. It should provide opportunity for the development of independent
study, intellectual resourcefulness, self discipline as well as mastery of many
different kinds of knowledge and skills. The teaching-learning activities are
planned and evaluated cooperatively by the teacher and the student.

2.6.6 Selection of Methods of Evaluation

Proper methods of evaluation and their use are of prime importance in teaching-
learning. Evaluation should be conducted at various stages, using a variety of
evaluation methods depending on objectives to be attained. It is to be emphasized
21
Practical Manual- here that evaluation must be based on stated objectives. Use of appropriate
Nursing Education tools is important. Collecting adequate samples of behaviour is another
and Research
essential feature in evaluation. The student should know about the results of
evaluation, progress they have made and the areas in which improvement has to
be made. The evaluation programme to be used in the unit should be developed
simultaneously with the unit.

2.7 PRACTICAL PROCEDURE IN UNIT

PLANNING
Before settling down to make a unit plan, you should be familiar with the related
theory. Make sure that you know the type of unit, characteristics and steps in
unit planning. You may choose a course with which you are familiar in order
to make a unit plan.

2.7.1 Steps in Writing a Unit

• Refer University syllabus and discuss with experts on the subject.
• Do extensive readi
reading
d ng aand
nd formulate general and specific objectives.
• Write
W ite dow
Wr down details
ettails such ass thee ttitle
wn thee det itle
itle of tthe unit,
he unit number
itt, nu
numbber ooff thee ho
hours
our rrequired
u s re quuireed
to tteach
e ch an
ea and the
he ppractical
nd th experience,
ractiical ex placement
xperriencee, placeme ent iin the
he ccurriculum.
n th urrriculumum.
• Decide
c dee on
Deeci n number
num e of hhours
mber ouurs to
t be given
ivenn forr th
be gi theory
heory practical.
y Sc pra
actica
c l.
ca
• Formulate
Form
mulat ccentral
atee the ce n ral object
nt objectives
i ess aand
tiv contributory
nd co
ontributory objectives.
• Identify
Identiify ccontent
Id onteent area an andd th methods
thee me
meth o s of tteaching.
thod
th od eaach
chin
i g. P
in Plan
laan th teaching-
thee teac
achi
aching
hing-
ng
learning
le niing aactivities
earni attain
ctiviitiess to attai the
in th objectives
he ob
obje
ject
jectiv
ctives ooff th
iv unit.
thee un
unit
it.
it
• Select
lect the
Sele
Se le teaching
the tea
achin which
ng aids wh
hich
ch
h you d llike
o would ike to
t use.
• Plan
n the
an the experiences-clinical,
exp
xperienc
n es-clini
nc nicaal,, llaboratory
ni ab
bor oryy or
oraator or visits
vis etc.
isitts et
etc
c.
• Plan
Plan ffor
o evaluation,
or evaluatio select
on, selec
ecct th important
thee im
impo
porrtan
po ant area against
areaa aga
ain
inst
s wwhich
ch yyou
hich
hi would
ou w d llike
ould ike
o aassess
to ssess the students.
stud
dents.
• Develop
D l objectives
bj ti off evaluation.
l ti
• Select tools and construct test items to evaluate skills, observations and
return demonstrations can be planned in clinical area.
• Provide a list of journals and latest edition textbooks for references.

2.7.2 Format of Unit Planning

Each teacher may use her/his own thinking and method to plan a unit. The
following format may be useful to a beginner teacher. You may refer “Principles
and Methods of Teaching in Schools of Nursing” by Heidgerken. Several unit
plans and course plans are given in this book.

22
 Format/Outline of Unit Plan Unit Planning
Course Title No. of Hours
Unit Title Theory
Pre-Requisites for the Course Practical
e.g. Previous Knowledge Placement-Year
Term/Semester
General Objective

………………...............……………………………...…………………………
……………………....…...........……………………...…………………………
Specific Objectives
………………...............……………………………...…………………………
……………………....…...........……………………...…………………………
……………………....…...........………………
… ……...…………………………
Specific Objective
Objjec
ecti
tive
ve ContentTeaching
Content
tTea
ach
c in
ing Learning
Lear
Le a ni
ar activities
ningg act
c iv
ctivit
ittie
iess
Methods
Methods of tteaching
hod eacchin
ea ng
Resource
Re materials-Teaching
esourrce mater
erials
ls-Teaching aids
hin a ds
ai
........................................................
............................................................
Methods
Metthods of
Me Evaluation
o Evaluat
attio
on
......................................................
......
........................................................
Bibliography
B ibllio
i grrap
a hy
........................................................
...............................................................

Check
Che
heck
he c Y
ck Your
our Pr
P
Progress
ogress 1
1)) Explain
Explaiin th unit?
the term uni
nit?
it?
……………………………………………...…………………………
……………………………………………...…………………………
……………………………………………...…………………………
2) List the essential components of unit planning?
……………………………………………...…………………………
……………………………………………...…………………………
……………………………………………...…………………………
3) Explain what are teaching-learning activities.
……………………………………………...…………………………
……………………………………………...…………………………
……………………………………………...………………………… 23
Practical Manual- 4) State four characteristics of unit plan.
Nursing Education
and Research ……………………………………………...…………………………
……………………………………………...…………………………
……………………………………………...…………………………

2.7.3 Sample Unit Planning

Refer sample of Unit Planning regarding Paediatric Nursing Course as given
below:
Theory Hours – 3 hours
Placement: 3rd Year
Unit: Sick Child

Knowledge, background of Students- Anatomy and Morphology and

Medical Surgical Nursing
The B.Sc. Nursing Students have the knowledge of Medical Surgical

Unit Topics (Lessons)

T T
Time
ime Method of T
Teaching Aid References T
Teacher Evaluation
objective allotted
allott
tted
ed for Teaching
Teac
T chin
hingg responsible
respon
ponsib
si le
eachh topiic
topic
To reaction
Child’ss reactio
on to hour
1 hou
ur Lecture
uree ooff
Lectur
ur OHP P Rimple
Rim
mple
p s X
Ms.
s. MCQ
understand
u erstandd
und hospitalization.
hospita
alizationn. Discussion
Discu
cussion transparencies
trans
sparenncies Sharma
Sharrma
the chalk board
k boa
ard Test Bookk
concept
conceppt of
o Eff
EEffects
ectss of Paedertic
of Pa
aederttic
Hospitalized
Hospitalize
zed
e hhospitalization
hoospitaalization
n on Nursing
Nurssing
sick child the family
mily of tthe
he fam he
child.
chilld.

Rolee of
o nurse in
helping
helpiningg child aand
nd
family coping
ily in copin ing
withh sstress
tress off
hospitalization
hos spit
pitalization
o andd
on
illness.
ill
lnesss.
Principles
P
Pri ncipless ooff 1 hour Lecture of Posters, Chart Alster TS, Ms. X MCQ
safety
saf
sa observed
ety ob
bserved Discussion
Di
Discussio
cuss n railan
rai lan D:
D LaLaser
ser
paediatric
in paedia
diatric treatment
tre
reatm
re atmeent
atm
techniques.
techni
hnniques. vascular
of vas
vascul
c ar
cu
birthmarks,
bir
irthm
thmark
h ark
arks, J
Pr
Preparation of CraniofacSurg
Cranio
Cra niofac
nio facSuurg
fac
child for various 17(4):
17(4)
17( 4): 72
720-
0
diagnostic tests. 723, 2006.

collection
ll ti off
specimens.
Procedures 1 hour Lecture of OHP Altimier Ms. X True or
related to formula Discussion transparencies, L, Lutes L: False
chalk board Cobedding Statement
feeding multiples,
preparation, Newborn
gavage, infant Nurs
gastrostomy Rev 1(4):205-
feeding. 206, 2001

Calculation and
administration of
oral and parenteral
medications.

2.8 LET US SUM UP

In this practical you have learnt the concept, definition, components,
characteristics, types of unit planning, and steps in unit planning. The actual
planning of a unit has been presented in Section 2.7 along with a sample of a
unit plan.
24
 Unit Planning
2.9 ANSWERS TO CHECK YOUR PROGRESS
1) Unit planning may be defined as comprehensive series of the content and
meaningful activities so developed as to achieve the pupil’s purposes.
Provide educational experiences which result in appropriate behavioural
changes.
2) i) Formulation of objectives
ii) Selection of the teaching-learning situation
iii) Selection of the learning component
iv) Selection and organization of teaching-learning activities
v) Selection of methods of evaluation
3) The kind of teaching-learning activities selected and their organization is a
crucial pphase of unit pplanning. g The activities are not isolated but related to
the stated objectives. There should be continuity,
con
o tinu
n it
nuity,
y sequence and integration
in organizing these activities so that they be
bbecome
coome meaningful and motivating
experiences
experiennce
cess fo
forr th
thee learner.
The organizing
organizi
or n centre
zing
ng centr tree may
mayy be a clinical
ma cliniccal conference,
confferen nce, a lecture,
lectture, demonstration,
demmonnstraation n, a
field
elld trip
fiel ip aand
nd thee like.
likke. The tteaching
e ch
ea i g and
hin and lelearning
earni activities
n ng activi should
itiess shouould be conconsistent
nsisteent
with
wi tthe h pphilosophy
he hilo
osophy and the ed educational
duc
u attio objectives.
i nal ob bjeectivees. TThey
hey
ey varied
y are var and
a iedd annd fflexible
lexibble
enough
enou ugh too make
m ke it poss
ma possible
s ib
ss adapt
ible too addap
apt to o the
h indindividual
diviidua
uall st
ua student’s
stud
udeent’s abability
bil
iliity andd
background.
back
ckground should
nd. It shoul
nd ulld prpprovide
ovvid opportunity
i e op
oppo ort
rtunitty fo development
for the deve eloopmp ent of o independent
study, intellectual
studdy, intel lle
lect uall rresourcefulness,
ctua esouurceffulneess, sselfelf ddiscipline
isccipline aass we
well l aass ma
mastery
masts erry of m many
anyy
an
different kinds
diffferentt kind knowledge
ds of know wledgge aandnd sskills. The
killss. T teaching-learning
he teach hing- g-le
g- lear
le arni
ar ning
ni activities
ng act tiv
ivit
itie
it iess ar
ie aree
planned
planne
pl aand
ned an evaluated
d evvaluatedd coop cooperatively
op
perat
a ivel
at y tthe
elyy by he tteacher
eacher aandndd tthe
hee sstudent.
tude
tu dent
de n.
4) i)
i) Thee aims of th
T
Th the unit
he un should
nit sho
hooul well
uld bee clearr and wel defined.
elll de
el defi
fine
ned.
ne Each
d.. E uunit
achh un
ac it sshould
houl
houldd
ul
indicate
indiicat iits
cate
te ts ggeneral
en
eneral aand
n spe
nd specific objectives.
ecific ob
bje
j ctivees.. A gogood
ood uunit
nitt is oorganized
rgan
rg aniz
anized
ize
ed
around
arou
ar n the ppurposes
ound
nd urpo
urpose
po learners.
sess of lea
se earn
ea r ers.
ii) A good
g od unit indicates
go indi
dica
dicattes activities of students and the procedures to be
adopted to carry out these activities to a successful completion of a
unit. Some of these activities will be pre-determined by the teaching;
and some of them will emerge as the work of the unit progresses.
iii) A good unit incorporates a good body of instructional material and the
sources to be used. These materials are related to the aims, activities and
procedures. The materials should be within the range of understanding
of all the students and allow for individual differences.
iv) A good unit is unified and with its emphasis on a series of related and
meaningful activities, suggests wholeness in the organization.

2.10 ACTIVITIES
1) Prepare a unit plan for teaching your students. Study the steps and activities
involved in planning a unit.
2) Plan a unit for teaching basic nursing students. Select any unit from GNM
25
syllabus.