KING GEORGE MEDICAL UNIVERSITY, LUCKNOW

K.G.M.U. COLLEGE OF NURSING

SUBJECT : NURSING

EDUCATION TOPIC- UNIT PLAN

SUBMITTED TO : SUBMITTED BY :
MR. MIGRON RUBIN MS. AKANKSHA YADAV
CLINICAL INSTRUCTOR M.Sc. (N) 1st YEAR

SUBMITTED ON :
 UNIT PLANNING
INTRODUCTION
The teacher has to recognise the content of the textbook on the subject into suitable units.
‘Units’ is developed psychologically in the student as a means of integration: unitary teaching
necessitates the interlocking of ideas in order to achieve full understanding.

DEFINITION

• A large subdivision of the subject matter, wherein a principle of a topic or a

property is central to the well organised matter.
• Planning the unit is known as ‘unit planning’. A unit consist of a
comprehensive series of related and meaningful activities to achieve the
purpose, educational objectives by providing significant educational experience
that would result in appropriate behavioural changes in the learners.

CHARACTERISTICS

1. Unit planning recognizes that learning takes place most effectively in terms of
wholes rather than fractions.
The concept of wholeness must be interpreted in terms of;
• The maturity of the learner.
• The possibilities of the proposed teaching situation.
• Activities for making significant changes in the behaviour of the learner.
• Total situation.
• Recognized objectives of the group.
• Relationships of the proposed activities to the present level of the student.
2. Learning is developmental therefore provides for vertical and horizontal
organization of learning experiences.
3. Unit planning recognizes that 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 attachment of these goals. For examples, many of
the decisions which the teacher ordinarily makes by herself might be shared on a
group learning basis.
4. Unit planning recognizes the necessity for providing for individual differences in
the rates of leaning and interests.
5. Unit planning recognizes that true learning renders the learner increasingly skilled in
self-direction, therefore opportunities are provided for the student steadily and
gradually to assume more responsibility for the selection, organization and
evaluation of many of her own learning experience. In nursing education, especially
in the clinical situation, the student faces real learning problems which she has to
solve.
6. Unit planning provides a sound basis for evaluation; setting up of goals in terms of
change in behaviour, e.g., attitude, understanding, abilities and skills provide a
basis for evaluation of nursing outcomes
CRITERIA OF A GOOD UNIT

 The needs, capabilities and interests of the student should be kept in view.
 A variety of experience should be planned for better learning, e.g. field
trips,experiments, demonstrations, projects etc.
 The previous experience and back ground of the students should be taken intoaccount.
 The length of the unit should be based on interest of the students.Provide
an opportunity for new experiences.
 Familiar and related topic should be included in the unit.
 It should be related to physical and social environment of the student. Unit should
be a part of sequence that permits growth from year to year. Unit planning should
be the result of cooperative planning of teachers andstudents.
 Psychological principle ‘learning by whole’ is followed.
 Importance has to be given to integrate learning outcomes. Represents both subject
matter and learning experience as well Organises the subject matter into unit of
experience.
 Organises similar type of subject matter.
 It achieves a set of specifications and objectives.
 Teacher should have thorough knowledge of subject content so that she cal decides
the difficult units.
 The availability of period should be considered.

ESSENTIAL ACTIVITIES IN PLANNING A UNIT

Common activities which are involved while planning and develop teaching- learning units.

1. Selection and statements of objectives. To bring desirable change in behaviour

which are manifested result of specific teaching learning activities.
2. Selection of content.
• Facts, concepts, principles, which are required to objectives of the unit.
• Information, generalizations, subject matter, which are organize into
the knowledge.
• Sources for its knowledge component – textbooks, references,
periodicals, journals.
• Audio visual aids.
• Educational resource – study of a client at home, hospital or clinic or
any situation.
• Primary emphasis in nursing course is placing scientific principles along
with the development of the skills.
 • Pre-test has to be administered to test the knowledge, understanding and
skills in the area.
3. Distribution of time and allotment of time.
4. Organisation of content of the unit to meet the desired objectives keeping in mind the
curriculum, policies, administrative pattern. subject matter or learning experiences
has to be organized for student development, to:
• Produce a cumulative effect, i.e., accumulation of results of experience in
a desirable manner.
• Reinforce in a manner.
• To create a broader and deeper understanding of knowledge base.
• To develop, refine and strengthen the skills already acquired.
5. Selection of teaching and learning activities.
• Tracing out and utilization of available education resources and flexibility
according to the needs, providing opportunities for students to practise the
behaviours they are expected to develop as a result of participation in
these activities.
6. Teacher ‘s expertise
• The teacher should have the knowledge of the subject that she is teaching.
• Teaching-learning process.
• Learners for whom she is planning the course of the unit.
• Her positive attitude towards teaching and her students.
• Teacher’s expertise plays a pivotal role in shaping the students in the
desired manner and moulding them with positive attitudes.
7. Selection of methods of evaluation: to find out how effective the teaching learning
activities have been. To ascertain the extent of student learning ongoing and
terminal plans are necessary.
8. Selection of reference: reading of relevant book, article, and journal is necessary.
The school should have a good library equipped with journals, periodicals, books
and library reference materials which will aid in the teaching learning process.
Teacher should give the reference to the students for their self-study according to
their needs and levels.

TYPES OF UNIT PLANNING

I. Caswell and Campbell- Classified the types of units into 2 main groups:
1. Subject matter units.
• Topical unit.
• The generalization unit.
• The unit based on significant aspect of environment or culture.
2. Expertise units and process units.
• Units based on centre of interest.
• Units based on student purpose.
• Unit based on student need.
3. Resource unit.
 II. According to Smith-
• Adaptation units.
• Survey units.

Subject- matter units

Definition- an arrangement of the materials and the conditions of the learning planned and
developed to result in the desired products of learning. A body of subject matter, together
with a group of implementing activities, every item of which is focused on central cluster of
ideas.

Adaptation units
A comprehensive and significant aspect of the environment, of an organized science, of an
art, or of conduct which being learned results in adaptation in personality. The adjustment
may be to an aspect of the environment, of an organized science, of an art (expression) or of
conduct (behaviour).

Survey unit and generalization unit-

Certain subject matter content is used to develop a general comprehension of that particular
phase of the culture covered by the unit.
Generalization unit materials of instruction, subject matter, learning activities – is
cantered on understanding of the principle, the law or the generalization.

Experience units (centre-of- interest unit)-

It is the basis for the activity programmes emphasized in elementary grades.

Student- purpose unit-

It is based on a series of activities which the learner carries out in order to achieve a given end
objective. Culmination occurs when the learner achieves the purpose set up. It must eb
planned continuously as it develops, e.g., the nursing care plan.

Student needs unit-

This unit of learning is based on needs which the student recognizes as essential activities and
subject matter are selected on relation to student needs. the unifying force is the student’s
requirements.

Process unit-
Units are planned on the basis of thought processes, e.g., problem-solving.

Types-

1) The unit of discovery and verification.

2) The normative unit.
 3) The unit of criticism.

Unit of discovery and verification-

Used in clinical, situation. It essentially involves-

• A problem, which the student faces.

• Suggested ideas by the student for the solution of the problem.
• Testing out of ideas, by the student to see which if any will solve the problem.
Normative units-

It studies the problem, which are concerned with situations. In which action is impeded by a
difference of social views, interests and values.

Unit of criticism-

More rigorous examination of hypothesis, principles, policies and programmes of action.

Resource units-
“A compendium of suggested activities and materials, accompanied by statements of
significance, scope, objectives, educational resource materials and suggestions for everything
used by teachers in their preparation for teacher student unit planning”. Resource units are
constructed by faculty groups.

PURPOSES OF UNIT PLANNING:

• Used as a basis for developing a teaching unit.
• Provide improvise education for the teacher that construct and implement them.
• Lay a ground work for good teaching through the extensive preplanning which
they entail.
• Stimulate teacher activity by offering a variety of suggestions and materials.
• They can be substituted for textbooks.
• Excellent source of information for beginning teachers.
• Help the teacher to assist students in setting definite attainable goals.
• They emphasize evaluation and offer various approaches.

STEPS IN UNIT PLANNING

• Content analysis by means of terms, concepts, facts, principles, laws, situations,
processes, generalizations, relationships, conclusions, etc. It helps the teacher to
have a thorough knowledge about the subject matter. It gives self-confidence since
she has mastery over the subject matter. Missing of points will be avoided.
• Objectives with specifications can be realised through the content analysis.
• Learning activities: individual differences and psychology of the pupil will
be considered in choosing learning activities.
 • Testing procedures: types of evaluation tools and techniques are mentioned through
which the teacher would get evidence of the achievements of objectives on the part of
pupil.

FACTORS TO BE CONSIDERED WHILE PLANNING A UNIT

• Objectives with specifications- • Content analysis
• learning activities
• testing procedures

CONCLUSION
Unit planning sets out learning goals into a coherent set of lessons. Unit planning provides a
sense of direction and organization that helps students achieve significant academic gain
within a particular time period. The term ‘teaching- learning unit’ embodies the new concept
of unifies learning experiences involving comprehensive problems or projects which are
important to the students in nursing.
BIBLIOGRAPHY
 Basvanthapa BT, Textbook of Nursing Education, Jaypee Brothers Medical
Publishers, Third Edition 2003, Pg.no. 286-289.
 Neerja KP, Textbook of Nursing Education, Jaypee Brothers Medical Publishers,
First Edition 2003. Pg.no. 183-186.
 Pramilaa R, Nursing communication and educational technology, First edition, Jaypee
publications, Pg.no. 185-190.
 Sankaranarayanan B and Sindhu B, Learning and teaching Nursing, Fourth
edition, Jaypee publications, Pg.no. 68-69.

 D Elakkuvana Bhaskara Raj & Nima Bhaskar, Textbook of Nursing education,

Second Edition, Emmess Publications, Pg.no. 353-356.