Strategies and Directions in Nursing
Transcript of Strategies and Directions in Nursing
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Strategies and Directions in
Nursing to Meet the Philippine
Education Quality Assurance
Standards
Fely Marilyn E. Lorenzo RN DrPH
Task Force Member TFOTQA
Commission on Higher Education
University of the Philippines,Manila
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Presentation Outline
1. Philippine Education Quality AssuranceSituation and Standards
2. Strategies and Directions in Nursing
Shift to OBE of PSG based on CMO 14 Rationalization of Graduate Programs
Alignment with ASEAN 2015, PQF,AQF
3. What is Outcomes Based Education4. What is Outcomes Based Quality
Assurance?
5. Next Steps
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Quality Assurance Philippine
Context: Input Based Evaluation in
HEIs
Judgments about quality of education arebased almost entirely on input measures i.e.quality of faculty, facilities, and resources(Phelps 2001)
Shifts attention away from evaluating how
well educational institutions actually achieveeducational objectives
Some QA groups are starting to use outcomesas basis for assessment.
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Global Context
Globalizationrealities underscore the shift incontemporary international educationdiscourse
Shifts contemporary discourse :
From education to lifelong learning; From education as transmission of expert
knowledge to education as building learnercompetencies including learning to learn
Job mobilitymulti-national employersrelocate jobs to their maximum advantageinfluenced by cost, access to markets andregulatory environment
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The Philippine Context
Unemployment rate in April 2012 was NCR10% - thats about 6M. Of the unemployed,21% (1.2M) percent are college graduates
Dept. of Labor and Employment has identifiedJob-Skills Mismatch as a critical issue tocompetitiveness and poverty alleviation
Higher Education Act has identified priority
courses for the next five years However, another possible reason for the
unemployment is that HEIs produce graduateswith inadequate competencies for the
workplace (including life skills)
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Challenges to Philippine HEIs
PHEIs compete in a global and regional arena whereborders are starting to disappear e.g. AsianUniversity Network
Competitive advantage of PHEIs , in many cases
SURVIVALis premised on their ability to offer qualitydegree programs that meet world-class standardsand produce graduates with life-long learningcompetencies
PHEIs are expected to contribute to society bydeveloping human resources with various types ofcompetencies and expertise in support of social,economic and development needs of the Philippines
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CHED Direction and Thrusts
CHED supports the development of HEIs into matureinstitutions by engaging them in the process ofpromoting a culture of quality;
Premised on a shared understanding of quality,
CHED encourages institutional flexibility of HEIs intranslating policies into programs and systems thatlead to quality outcomes, assessed and enhancedwithin their respective internal QA systems
CMO 46s 2012Policy Standards to enhance QualityAssurance (QA) in Philippine Higher Educationthrough an Outcomes- Based and Typology BasedQA
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Outcomes Based Quality
Assurance Program level: A direct assessment of
educational outcomes, with
evaluation of the individual programsthat lead to those outcomes. In this
approach, the program outcomes are
largely measured against the policies,standards, and guidelines of the
discipline;
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Outcomes Based Quality
Assurance Institutional Level: An audit of the quality
systems of an institution, to determine
whether these are sufficiently robust and
effectiveto ensure that all programs are
well designed and deliver appropriate
outcomes. This approach takes into
consideration the vision, mission, andgoals of the HEI
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Outcomes-Based Quality Assurance
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Internal QA systems should focus on
programs and on institutional processes
Should look into the cycle of planning,implementation, assessment and
transformation ( Deming, 1986)
Setting up Internal QA systems
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Outcomes-Based Framework for Higher Education
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Framework for Outcomes-Based Education
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Why Outcome Based Education?
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Outcome Based Education
(CHED) Approach that focuses and organizes
the educational system around
what is essential for all learners toknow, value , and
be able to do to achieve a desired
level of competence upon graduation.
TeachingLearning system focused
on appropriate assessment of
student performance
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What is Outcome-Based
Education?
It is organized from a focus on student exitoutcomes and designed downward to theunit levels.
It directs instructional strategies on clearlydefined learning outcomes coming from setstandards.
It demands a high expectation for allstudents and includes opportunities forenrichment and remediation throughformative assessment.
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What is Outcome-Based Education?
It is an educational philosophyorganized around several fundamentalbeliefs and principles.
It starts with the beliefthat ALL studentscan learnand succeed. Educationalinstitutions can control the conditions ofsuccessby providing quality, authenticlearning experiences.
The students success is the responsibilityof the FACULTY.
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What is Outcome Based Education?
It is organized from a focus on student exitoutcomesand designed downward to the unit
levels. It directs instructional strategies on clearly
defined learning outcomes coming from setstandards.
It demands a high expectation for all studentsand includes opportunities for enrichment andremediation through formative assessment.
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Outcome Based Education
Defined
Outcome-based education means clearly
focusing and organizing everything in aneducational system around what is essential
for all students to be able to do successfully
at the end of their learning experiences.
William Bill SpadySelf- Proclaimed father of OBE,
Sociologist, Harvard University
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Essential Characteristics of OBE
Instruction is defined in terms of outcomes tobe achieved.
Instruction is individualizedor personalized.
The learningexperience is guided by feedback. The learningprogram is systematic.
Emphasis is on exit, not entrancerequirements.
Instruction is modularizedor unit based.
The learner is accountable for performance tocomplete the learning program.
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Desirable Characteristics of OBE
The learning program is field centered.
There is a broad base for decision makingon
the program.
The learning materials and experiences focus
on knowledge, concepts, and skills which can
be learned in a particular setting. Researchis included as part of the program.
The program is career-continuous
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Summary Definition-OBE OBE is defining, organizing, focusing, and
directing ALL aspects of an instructional
and credentialing system in relation tothings we want ALL learners to
demonstrate successfullywhen they exit
the system. (Gerber)
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What are Outcomes?
Are clear, learning results that we want students to
demonstrate at the endof significant learning
experiences;
Are what learners can actually do with what they
know and what they have learnedthey are the
tangible application of what has been learned;
Are actions and performances that embody and
reflect learner competence in using content,
information, ideas, and tools successfully;
Are defined by observable action verbs
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Outcome Based Education
The best way to learn is to first
determine what needs to be achieved
Once desired results have been
determined, the strategies, processes,
techniques and means are put inplace to achieve pre-determined goals
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Outcomes
Statements of what a learner knows,
understands, and is able to do on completion of a
learning process, which are defined in terms ofknowledge, skills and competence.
(Loukkola and Zhang, 2010; EQF7 definition )
Thinking, knowledge (cognitive)
Doing, skills (psychomotor)
Feeling, attitudes (affective)
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Features of OBE Needs-driven: Curricula are designed in terms of the
knowledge, skills and attitudes expected from graduates andaim to equip students for employment and lifelong learning
Shifts from teaching to learning: Student-centered learningapproach lecturers act as facilitators
Holistic in its outcomes focus: Attaining learning objectives is
therefore not an end in itself; it provides building blocks forachieving higher-level outcomes (application of learning)
(Angeles, 2012)
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Process of OBE Development
1. Determine HEIs Vision, Mission, GoalsWhatdoes the organization wish to achieve? What is
its reason for being? What are its goals?
2. Determine Institutional OutcomesWhat arethe competencies of the ideal graduate ?
Knowledge Skills
Attitudes
3
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Process of OBE Development
3. Program Outcomes
the extent that each intended outcome will be
taught and assessed in the program
the progressive development of each pgramoutcome
Indicates the proper learning environment
(inputs: teaching-learning systems, support
processes and procedures) required to achieve
the desired outcomes
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Course Design
Description of specific Course Learning Outcomes and
Content
Description of major teaching & learning methodswith
justification that they are conducive to the attainment ofintended subject outcomes
Description of major assessment methods with justification that
they are appropriate for assessing the intended subject outcomes
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QA in OBE: Mapping and assessing learning
outcomes
Institutional outcomes leads to:
Assess effectiveness of the institution in achieving overarching
goal set for students
Program outcomes leads to: Assess effectiveness of the program in attaining program
outcomes for students
Course/subject outcomes
Assess effectiveness of the subject in facilitating students toattain subject outcomes
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NEXT STEPS
Completion of PSG on Nursing Education -
shift CMO 14 to OBE
National Consultation of PSG
Promulgation of PSG by AY 2015-2016
Piloting of the system up to AY 2017-2018
Crafting of New PSG now REALLY OBE Promulgation of new PSG by AY 2018-2019
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MARAMING SALAMAT PO!
TO GOD BE THE GLORY!