INTRODUCTION The term curriculum means many things to many people. Any attempt to define the concept within the context of this chapter is not aimed at seeking consensus of interpretation but rather an understanding of the meaning attached to the concept in the context of this book. Curriculum here refers to planned learning experiences that the educational institution intends to provide for its learners. This definition does not deny the existence of hidden and null curricula (that which the educational institution chooses to exclude from its curriculum (Eisner, 1994), in educational institutions, but is seen as an appropriate point of departure for a book on curriculum development, since what is not planned or cannot be planned would be difficult to articulate in such a book.Nursing practice has been changing, from an emphasis on the value of technical skills and abilities, to one where autonomy and the decision-making components of nursing are assuming greater importance (Bevis and Watson, 1989; Tompkins, 2001). Increased client participation, budget reductions, technological developments and political interventions are all contributing to unprecedented changes in nursing practice. These changes require that nurses have qualities of critical thinking, independence, inquiry and the capability for teamwork (Dieklemann,1995). Consequently, the challenge is to find methods of educating nurses which facilitate the development of these qualities. Problem-based, self-directed learning is an educational approach that is believed to facilitate the development of these necessary abilities in nursing graduates, hence the increasing interest by schools of nursing in adopting this approach. While research into the process and outcomes of problem-based learning (PBL) in medical education suggests that it is as effective as conventional approaches in preparing medical practitioners (Albanese and Mitchell, 1993; Busari et al.,1997; Distlehorst and Robbs, 1998; Norman and Schmidt, 1992; Vernon and Blake,1993), there is no reported evidence of its effectiveness in nursing education. Published reports of PBL use in nursing programs have been mainly descriptive and several have focused on issues of implementation (Amos and White, 1998; Andrews and Jones, 1996; Creedy et al., 1992; Glen, 1994; Heliker, 1994; Little and Ryan, 1989; Ryan and Little, 1991; Townsend, 1990). Other authors have explored the PBL process (Duke et al., 1998; McMillan and Dwyer, 1989), while some have studied student satisfaction with PBL (Frost, 1996; Rideout, 1998; White et al., 1999). Consequently, there is a need to explore the benefits and limitations of PBL within nursing education. Therefore the purpose of this study was to compare the graduating students from a problem-based (PBL) curriculum with those from a more conventional nursing program. The following research question was addressed:Is there a difference in the preparation for clinical practice, perceptions of clinical functioning, nursing knowledge base and level of satisfaction with educational program between graduating nursing students from a PBL program and those from a conventional program?Nursing as a profession developed in accordance with the progress of science and technology (science and technology) and pay attention to the demands of the health care needs of the community / nursing. The essence of a profession is to provide services that are safe and accounted for. Quality nursing services need to be supported by the resources generated nurses from a qualified educational institutions according to standards set. Thus the nurse education plays a very important in achieving a quality serviceNursing education in Indonesia has yet to have national standards so that the quality of graduates vary. Currently the number of nursing education in the country has increased. Based on data AIPDiKI in 2011 the number of Educational Qualification Diploma of Nursing has reached 498 institutions. Data AIPNI (Association of Indonesian nurses Education Institution) in 2010 recorded a level of 309 institutions Bachelor / nurses and in 2011 had grown to 318 institutions, Qualification Masters / Specialist 15 institutions and doctoral level 1 institution. The addition of this amount has not been accompanied by improved quality management and educational resources, which in turn affects the quality of its graduates.

Most of the nursing education are less supported by the availability of an adequate vehicle for practices such as: hospitals, health centers, nursing homes and a variety of rides practices that support student achievement of competence. This is because the number of hospitals as a subordinate practice has not been proportional to the number of students.

THEORETICAL FRAMEWORKOn this occasion I will discuss about some of the curriculum used at two different universities and in different countries. ie between Budiluhur Institute of Health sciences from Indonesia with University of Kentucky in America. There are some things the differences between the two nursing curriculum at the two universities. we will discuss the nursing curriculum of each college.A. curriculum Budiluhur Institute of Health sciencesCurriculum standards used by Budiluhur Referring to the curriculum issued by AIPNI (Association of Indonesian nurses Education Institution). AIPNI has a standard nursing curriculum that can be used throughout the nursing faculty in Indonesia. As for the curriculum that is used AIPNI are as follows:

SUBJECTS GROUPS AND PERSONALITY DEVELOPMENT

NoSPECIFIC SCIANCESUBJECT TOTAL

1ReligionReligion2UNIT

2CitizenshipCitizenship2UNIT

Total4UNIT

Group of the Scientific and Skills Courses

NoSPECIFIC SCIANCESUBJECT TOTAL

1Nursing physicsBasic Science of Nursing I6UNIT

Chemistry Nursing

Biology Nursing

2Social Sciences CultureBasic Science of Nursing II4UNIT

Political Science

Philosophy of Science

3Behavioral SciencesPsychology In Nursing2UNIT

PsychologyChild Psychology2UNIT

4AnatomyBasic Nursing Science III8UNIT

Physiology

Biochemistry

5PharmacologyBasic Nursing Science IV3UNIT

Science of nutrition

Pathophysiology

6MicrobiologyBasic Science of Nursing V5UNIT

Parasitology

7BiostatisticsBasic Science of Nursing VI6UNIT

8Computers in NursingBasics of Computer Applications and Data Analysis

Research methodology

9Health policy in IndonesiaBasic Science of Nursing VII5UNIT

(management and health policy)

Public Health

Epidemiology

Total41UNIT

Course of Conduct Working Group

NoSPECIFIC SCIANCESUBJECT TOTAL

1Basic Concepts of NursingBasic Nursing6UNIT

Nursing Methodology

Nursing communication

Transcultural nursing

2Ethics and Law NursingEthics and Law Nursing2UNIT

3Nursing managementNursing management3UNIT

4Education In NursingEducation In Nursing2UNIT

Total13UNIT

Course group social life

NoSPECIFIC SCIANCESUBJECT TOTAL

1Supportnursing Professionals3UNIT

2Health Promotion2UNIT

3Nursing Information Systems2UNIT

4LanguageIndonesian2UNIT

5English first2UNIT

6English II2UNIT

7English III2UNIT

8English IV2UNIT

Jumlah17UNIT

Basic Skills Course Work

NoSPECIFIC SCIANCESUBJECT TOTAL

1I PKKDMBasic Nursing Skills4UNIT

2Medical Surgical Nursing ScienceAdult Nursing I5UNIT

Internal Disease

surgery

cardiology

endocrine

Urology, Pulmonology

3Medical Surgical Nursing ScienceAdult Nursing II5UNIT

surgery

neurology

Science Dermatology

immunology

Eye Health Sciences

Health Sciences ENT

4Surgical Nursing Science ChildSurgical Nursing Child4UNIT

Children's Health Sciences Surgery

5In the Children's NursingNursing Adj. in Kids

4UNIT

In Children's Health Sciences

6Maternity Nursing ScienceMaternity Nursing3UNIT

Obstetrics and Gynecology

7Psychiatric Nursing SciencePsychiatric Nursing3UNIT

Mental Health Sciences

8Emergency NursingEmergency Nursing3UNIT

Surgery and Medicine

9Community Nursing ScienceCommunity nursing3UNIT

Community Health Sciences

Community Medicine

epidemiology

10Family Nursingnursing Family3UNIT

Family Medicine

11nursing Gerontiknursing Gerontik2UNIT

Gerontology

12Research Methodology (Nursing Research)Nursing research4UNIT

Jumlah43UNIT

Kelompok Mata Kuliah Keahlian Berkarya (MKB)

NoSPECIFIC SCIANCESUBJECT TOTAL

1PKKDM IIBasic Skills in Nursing Practice3UNIT

2Medical Surgical NursingAdult Nursing Practice I3UNIT

Medicine

surgery

cardiology

endoktrin

Urology

Pulmonology

3Medical Surgical NursingAdult Nursing Practice II3UNIT

surgery

neurology

Science Dermatology

immunology

Eye Health Sciences

Health Sciences ENT

4Child Nursing ScienceChild Nursing Practice3UNIT

Pediatrics

5Maternity Nursing ScienceMaternity Nursing Practice2UNIT

Obstetrics and Gynecology

6Psychiatric Nursing SciencePsychiatric Nursing Practice2UNIT

Mental Health Sciences

7Emergency NursingEmergency Nursing Practice2UNIT

surgery

Medicine

8Community Nursing ScienceCommunity Nursing Practice2UNIT

Community Health Sciences

Community Medicine

epidemiology

9Family NursingFamily Nursing Practice2UNIT

Family Medicine

10Nursing Science GerontikNursing Practice Gerontik2UNIT

Gerontology

11essayResearch Methodology4

Jumlah28UNIT

B. University of Kentucky (UK) in AmericaTo obtain a Bachelor of Science in Nursing, students must satisfy the University requirements for graduation, including the UK Core requirements, and obtain a 2.0 grade-point average in nursing in the courses listed below. A grade of C or better must be attained in all courses required in the nursing curriculum in order to proceed to the next clinical course or to graduate. A minimum of 120 credit hours is required for graduation. As examples of the curriculum used at the university as follows:

Sample Curriculum (Four-year Students)

Freshman YearNOFirst SemesterHours/ Unit

1ANA 109 Anatomy and Physiology for Nursing ICHE 103 Chemistry for Health Professionals orBIO 103 Basic Ideas of BiologyCIS/WRD 110 Composition and Communication I or UK Core PSY 100 Introduction to Psychology UK Core

33-4

3

4

NOSecond SemesterHours

12

3ANA 110 Anatomy and Physiology for Nursing II CHE 103 Chemistry for Health Professionals or BIO 103 Basic Ideas of BiologyCIS/WRD 111 Composition and Communication II or UK Core UK Core UK Core

33-4

333

Sophomore Year

NOFirst SemesterHours

12345BIO 208 Principles of MicrobiologyNFS/DHN 212 Introductory Nutrition NUR 860 Foundations for Professional NursingNUR 861 Family Health Promotion andCommunication Across the Lifespan

32288

NOSecond SemesterHours

1234NUR 863 Professional Nursing Care Across the LifespanNUR 866 Pathopharmacology ISecond Tier Writing Requirement or UK Core STA 210 Making Sense of Uncertainty:An Introduction to Statistical Reasoning or HSM 241 Health and Medical Care Delivery Systems8333

Junior Year

NOFirst SemesterHours

12

3

4NUR 870 Pathopharmacology II NUR 871 Family Centered Care ofAdults With Common Health ProblemsSTA 210 Making Sense of Uncertainty:An Introduction to Statistical Reasoning or HSM 241 Health and Medical Care Delivery Systems UK Core

37

3

3

NOSecond SemesterHours

1

2345NUR 872 Research for Evidence-BasedNursing Practice NUR 873 Nursing Care of Childrearing Families NUR 875 Nursing Care of Childbearing Families UK Core UK Core3

4433

Senior Year

NOFirst SemesterHours

1

234

NUR 880 Leadership/Management inNursing Care Delivery NUR 881 Psychiatric-Mental Health Nursing NUR 883 Public Health Nursing Elective3

553

NOSecond SemesterHours

123NUR 884 Career Management in Nursing NUR 885 High Acuity Nursing NUR 886 Synthesis of Clinical Knowledgefor Nursing Practice

256

Sample CurriculumBaccalaureate Program(Registered Nurses)Junior YearNOFirst SemesterHours

1234NUR 854 Concepts in Professional Nursing NUR 855 Health Assessment NUR 872 Research for Evidence-Based Nursing Practice STA 210 Making Sense of Uncertainty:An Introduction to Statistical Reasoning

5233

NOSecond SemesterHours

1234NUR 883 Public Health NursingNUR 864 Pathophysiology NUR 862 Pharmacology Elective*5333

NOThird SemesterHours

1

3

4NUR 880 Leadership/Management in Nursing Care Delivery NUR 886 Synthesis of Clinical Knowledgefor Nursing PracticeElective*

3

6

3

DiscusionNursing education curriculum in Indonesia has imposed standards issued by the department of higher education in Indonesia. But in Indonesia given the freedom to each institution to develop lessons that can be cirikhas featured the institution. Department of college education in Indonesia, arrange to have a basic nursing education curriculum or curriculum benchmark. Reference or base is derived from the ANA (Association of American nurses) who had already had a nursing curriculum standards.In the curriculum that is run in budiluhur Indonesia for nursing education is divided into several parts or several groups of subjects. Each subject group is linked to one another. With a sense there is prerequisite courses that must be completed before the student is taking the next course.It is the same as that enacted by the university kentucky, an outline of the university also has the same curriculum resources, which is derived from the ANA. they split the nursing curriculum based on competencies sequence according to education level, ranging from first year to final year for 4 years of college, after which no additional education must be completed for the title of RNIn the curriculum that they actually enforce the same as what budiluhur enacted, which imposed a prerequisite courses that will be taken for further co-opted subject or subjects, for subjects that have a common purpose or continuation of previous courses.The interesting thing here is the placement of the subjects that have differences in the curriculum between Indonesia and kentucky. We can see that at the beginning of the semester curriculum in Budiluhur begins by learning the religion, according to Indonesian culture religion is the most important thing to learn, this is the reason for the underlying attitudes, behavior, and personality to become a better student. because we believe that religion can be a wall someone not to abuse the trust and authority that would be obtained when she became a nurse.Whereas in kentucky is imposed directly on the most basic nursing context, ie anatomy, and chemistry is the science base for nursing. But for these subjects in kentucky memepalajari required for 2 semesters so that there is anatomy 1 and 2, the chemical 1 and 2. the other hand they realize that the most important in the treatment of patients is communication. Communication is an important thing to be possessed by every nurse. and for this course at the university was called studied for two semesters.With the difference that we see are certainly basic nursing they have better than Budiluhur Indonesia. due to factors other than language that is no longer inhibiting them, they also have a good knowledge base, so that when they talk about the science of pathology in the body will be able to more easily digest and critical thinking how diseases arise stretcher.It can be input to our institution to improve the content of teaching nursing eyes will be given to students to be able to compete with the outside world, without losing the values of eastern wisdom and religious norms that can shape the personality and behavior better.

http://www.nursesinternational.org/http://jabercaemdanunyuweb.blogspot.com/2013/10/makalah-kurikulum-2013.htmlhttps://www.academia.edu/8105796/Kurikulum_Pendidikan_di_Indonesiahpeq.dikti.go.id/.../19.3-Draf-Standar-Pendidikan-Kep

Comparing Between Nobility Nursing Curriculum Of Health Institutes And University Kentucky

ByBAGJA ANGGA SUKMA.S

GRADUATE SCHOOL OF NURSINGARELLANO UNIVERSITY LEGARDA-MANILA 2600 Legarda St. Manila Telp. No. 734-7371 to 79