strategies and directions in nursing

8/11/2019 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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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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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!

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