Table showing summary of conducting situation analysis.

INTRODUCTION

REASONS FOR
SITUATION
ANALYSIS

Curriculum is developed by a group of educators for

students, in a specific school, set in a specific region
of a specific country with a health service, educational
system and is with unique characteristics.
-Education must incorporate vision of the future to try
and predict what the future will demand of the
graduates by looking at the now
- the increased demands of people and students, both
at career level and at societal level as a citizen in the
21st century
-learning is inspired by various influences and
therefore must focus on the how, not what is learned.

1. STAKEHOLDERS:
STUDYING THE
CONTEXT
(situation analysis)
-Note: information
gathering and also certain
decisions made which will
help guide the curriculum
development at later
stages

-what are the expectations of major stakeholders and

to what extent are they currently being met?
-prospective students including school levers and their
parents
-prospective employees
-health services in the clinical practice where the
clinical attachments are done
-education authorities including school development
committees
-regulatory bodies such as SANC
-the community served by the school

2. ENVIRONMENTAL INFLUENCES ON THE

PROGRAMME:
-environment is those factors that are form outside the
system over which the system has no control over.
-the impact must be described and analyzed
-forms part of at least 4 larger systems: health system;
education system, regulatory system and society
1. The health system
-where would the graduate
fit: primary; secondary; or
tertiary service
-is it an existing role or
must it be developed
What is the structure and
function of the health
service where graduate will
work

2. Education system
-mission, philosophy of
nursing school
-current education
debates and
developments in the
profession
-current debates in
nursing

3. Professional/regulatory
system
-what regulations from the
regulatory body e.g. R425
have effect on the
programme
-new trends covered in the
programme
-ethical issues involved
-current debates in nursing

-competence needed to
enter the programme
-does the school have
competition
-quality standards that
affect development of
the programme
-control of system e.g.
SANC
-does the school control
own resources
4. societal system
-users: look at language,
culture, age, education
levels etc-demographics
-health indicators
especially in practice
area
-presenting health
problems of users
-globalization influence

3. Which resources can the programme

access?
-all resources school can access because of
ownership e.g. teachers and those that have to be
negotiated e.g. clinical placements
-comparison with other schools and programmes
therefore identify strength and weakness
-other disciplines to look at resource analysis
- funding the new programme
1. Clinical facilities:
2. Teaching staff:
-appropriate and available
-adequate teachers
-quality human
-adequate qualifications
resources/materials/service -competent staff
-adequate quality service
-adequate support for
-does the service want
staff
students
3. Teaching resources:
-adequate infrastructure
classes/labs
-adequate library for
content
-adequate information
technology e.g. computersinternet for student
research

4. Prospective students
-adequate numbers for
viability
-size of student
recruitment pool
-funding of students
-any employers willing to
fund

-number of students
interested

6. Formulating Clinical foundations:

vision; mission; and history
-belief systems and values of teachers and system
(education and socio-political)
-ELEMENTS:
-educational philosophy and objectives
-function of the programme
-obligation to interest groups
-history/background
1. Mission statement:
2. Vision statement:
-a permanent and broad
-one-line statement
statement of objectives
closely aligned to
showing main reason for
mission summarizing the
existence
identity of the
organization
3. History
-brief historical background of the school and
programme

Contributors:
Student 1: Malebogo Queen Nthusang. Student Number: 53531477
Student 2: Granny Mekgwe. Student number: 473570423
Student 3: Theresa Marimo. Student number: 50588567
Sources:
De Villiers, L. 2009. Developing health sciences curricula. Only study guide for
HSE3704. Pretoria: University of South Africa.
Uys, LR & Gwele, NS. 2005. Curriculum development in nursing: process and
innovation. London: Routledge.