obe approach towards quality assurance in nursing education

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OBE APPROACH TOWARDS QUALITY
ASSURANCE IN NURSING EDUCATION
C A R M E L I TA C . D I V I N A G R A C I A , P h D, R N
M e m b e r, P R C B o a r d o f N u r s i n g
C h a i r, C H E D - T C N E
Former National President , ADPCN
TOPIC OUTLINE
1. Definition of Quality and Quality
Assurance
2. Typology-based Quality Assurance
3. OBE Process
CCD/JRD ADPCN Convention – October 1-3, 2014
QA-OBE CHALLENGE:
1.
What is CMO #46 – 2012 ?
This is the policy and standard to enhance QA in Philippine Higher
Education through an Outcomes-based and Typology-based QA
2. What are the 3 types of typology based QA in terms of Horizontal typology?
-Professional
- Colleges
- Universities
3. What are the vertical classification as measures of quality?
4. When
-Autonomous
Deregulatedof
assessing-- effectiveness
Regulated
QA in OBE according to:
- HEIs
- Nursing
- Institutional Outcomes
- FNP/MCN
- Program Outcomes
- Course/Subject Outcomes
What is QUALITY?
QUALITY is an ATTITUDE OF THE
MIND. It seeks to CONTINUALLY
IMPROVE what already exists
(Kaizen). It is based on the belief that
one can do things BETTER TODAY
THAN YESTERDAY AND BETTER
TOMORROW THAN TODAY
(Iñigo)
CCD/JRD ADPCN Convention – October 1-3, 2014
What is QUALITY ASSURANCE?
QUALITY
ASSURANCE is
CONSISTENTLY meeting
product specification or
GETTING THINGS RIGHT
FIRST TIME, EVERY TIME.
It is a RESPONSIBILITY of the
WORKFORCE, usually working
in Cells, and making the quality
assurance system in place.
CCD/JRD ADPCN Convention – October 1-3, 2014
Typology-Based Quality
Assurance
CCD/JRD ADPCN Convention – October 1-3, 2014
Quality Assurance and
Typologies
• Quality is premised on:
1. The alignment and consistency of the learning
environment with institution’s
and goals;
vision, mission
2. Demonstration
of exceptional
service outcomes;
learning
and
3. Development of a culture of quality
• First element is related to horizontal type of HEI while
last 2 are related levels of program excellence and
institutional quality
CCD/JRD ADPCN Convention – October 1-3, 2014
THE OBE PROCESS
DEVELOPMENT OF INSTITUTION’S OBE FRAMEWORK
IDENTIFICATION OF PROGRAM OUTCOMES
CURRICULUM MAPPING
COURSE PRE-REQUISITE MAPPING
COURSE SYLLABUS
(COURSE OUTCOMES/LEARNING OUTCOMES)
DEVELOPMENT OF PO-PI-KC-AM-EM-ST – (Program Outcomes Performance Indicators - Assessment Evaluation Methods-Standards
Matrix)
Framework for Outcomes-Based Education
Development of Institutional
OBE Framework
Institutional OBE Framework & CHED Framework
Vertical Classification as a
Measure of Quality (Continued)
CLASSIFICATION
DESCRIPTION
Deregulated HEI
 Demonstrates very good institutional quality and
enhancement through internal QA systems
 Demonstrate very good program outcomes
through:
 A good proportion of accredited programs
 Presence of COEs and/or CODs, and/or
 International certification
 Shows evidence of very good performance
consistent with their horizontal type
Regulated HEI
 Institutions that STILL NEED TO DEMONSTRATE
good institutional quality and program
outcomes
CCD/JRD ADPCN Convention – October 1-3, 2014
QA in OBE: Mapping and Assessing
Learning Outcomes
1. Institutional outcomes
-
Assess effectiveness of the institution in
achieving overarching goal set for students
2. Program outcomes
-
Assess effectiveness of the program in
attaining program outcomes for students
3. Course/subject outcomes
-
Assess effectiveness of the subject in
facilitating students to attain subject outcomes
CCD/JRD ADPCN Convention – October 1-3, 2014
Nursing Program Goals
1. To develop highly competent beginning nurse
clinician able to work in any healthcare setting and
cater to various clientele
2. To produce beginning nurse researcher capable of
generating new knowledge and applying evidencedbased practice in improving client care
3. To develop beginning nurse managers capable of
leading health teams, programs and services
effectively and efficiently
Identification of
Program Outcomes
Program Outcomes
Program outcomes are
the sets of competencies
(related knowledge, skills,
and attitudes, values) that
all learners are expected
to demonstrate at the end
of the program.
CHED Handbook on Typology, OBE, and ISA/ CHED AO 1 s 2014
COMMON TO ALL PROGRAMS IN ALL TYPES OF SCHOOLS
The graduates have the ability to:
a) articulate and discuss the latest developments in
the specific field of practice. (PQF level 6)
b) effectively communicate orally and in writing using
both English and Filipino.
c) work effectively and independently in multidisciplinary and multi-cultural teams. (PQF level 6)
d) act in recognition of professional, social, and
ethical responsibility.
e) preserve and promote “Filipino historical and
cultural heritage”. (RA 7722)
CHED Handbook on Typology, OBE, and ISA/ CHED AO 1 s 2014
National Nursing Core Competency Standards
(BON Resolution No. 24, S 2012)
Beginning
Nurse’s Role
On Client Care
Beginning
Nurse’s Role
On Management
and Leadership
Beginning
Nurse’s Role
On Research
Identified BSN Program Outcomes
1. Apply knowledge of physical, social, natural and
health sciences and humanities in the practice of
nursing
2. Perform safe, appropriate, humanistic and holistic
care to individuals, families, population groups,
and community utilizing nursing process
3. Apply guidelines and principles of evidence-based
practice in the delivery of care
4. Practice nursing in accordance with existing laws,
legal, ethical, and moral principles
5. Communicate effectively in speaking, writing and
presenting using culturally-appropriate language
6. Document to include reporting up-to-date client
care accurately and comprehensively
7. Work effectively in collaboration with inter-,
intra-, and multi-disciplinary and multi-cultural
teams
8. Practice beginning management and leadership
skills in the delivery of client care using a systems
approach
9. Conduct research with an experienced researcher
10.Engage in lifelong learning with a passion to keep
current with national and global developments in
general, and nursing and health developments in
particular
11.Demonstrate responsible citizenship and pride in
being a Filipino.
Additional Program Outcome
• The PSGs shall allow HEI at its option to have
mission-related program outcomes that are not
included in the minimum set.
UERMMMC Vision:
A bastian of quality education service and research in the health
education advancing health empowerment toward nation
building
Mission:
1. Develop outstanding health professionals committed to
lifelong learning
2.Provide equitable holistic and quality health care
3. Advance quality research relevant to education and practice
of health professionals
4. Advocate causes and promote love of country, welfare of the
people and preservation of the environment
5. Provide services relevant and responsive to the needs of the
community
Program Outcome:
Engage in health empowerment initiatives toward nation
building through quality education, service and research
Curriculum Mapping/
Pre-requisite Mapping
Why the Mapping
• To ensure that:
- the courses contribute to the realization of the
program outcomes because
- what we teach and what we assess are focused
on the outcomes
Legend
I- Introduced- The student gets introduced to
concepts and principles
P-Practiced – Practices the competencies with
supervision
D- Demonstrated – Practices the competencies across
different settings with minimal supervision
NCM 100
NCM 100A
NCM 101
NCM 101A
NCM 102
NCM 102A
NCM 103
NCM 103A
NCM 04
NCM 104A
NCM 105
NCM 105A
NCM 106
NCM 106A
NCM 107
NCM 107A
NCM 108
1.Perform safe, appropriate, humanistic
and holistic care to individuals, families,
population groups, and community
utilizing nursing process.
P
P
P
D
D
D
D
D
D
D
D
D
D
D
D
D
D
2.Communicate effectively in speaking,
writing and presenting using culturallyappropriate language.
P
P
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
3.Document to include reporting up-todate client care accurately and
comprehensively.
P
P
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
4.Practice beginning management and
leadership skills in the delivery of client
care and in health program development
using a systems approach .
P P
P
P
D
D
D
D
D
D
D
D
D
D
D
D
D
5.Participate in the generation of new
knowledge and development projects.
P
P
P
P
P
P
P
P
D
D
D
D
D
D
D
D
D
6. Practice nursing in accordance with
existing laws, legal, ethical and moral
principles.
P
P
P
P
D
D
D
D
D
D
D
D
D
D
D
D
D
Course Syllabus Development
Assessment of Learning
Outcomes in OBE
SLU OBE SYSTEM
MILESTONES
July 2014 – July 2015
Jul
1. Conceptualization of SLU OBE System,
Processes, Structure and organization of
committees
2. Development of the SLU OBE System and
Processes
3. Information dissemination and training of
SOBE representative
4. Conceptualization and development of
School OBE System
a. Revisiting the School’s OBE Processes
b. Revision of the course syllabi
c. Department Heads’ Evaluation of the
School OBE
d. Submission of the OBE Course Syllabi to
SOBEC Representative
e. Submission of the compiled School OBE
Programs to UOBEC
5. UOBEC Evaluation of the SOBE Programs
6. Finalization of the SOBE Course Syllabi
7. Preparation of the SLU OBE Handbook
8. Submission of the SLU OBE Handbook to the
Administration for evaluation and approval
9. Dissemination of the SLU OBE Handbook to
appropriate offices
Academic Year 2014-2015
Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Jul
REFERENCES:
• CHED Implementation Handbook for Outcomes-
Based
Education
(OBE)
and
Sustainability Assessment (ISA)
Institutional
• Excerpt from the Lecture of Dr. Fely Marilyn Lorenzo
entitled “Typology-Based Quality Assurance”
CCD/JRD ADPCN Convention – October 1-3, 2014
Thank you! Let’s join
together to achieve
Quality Assurance in
our own institutions.
CCD/JRD ADPCN Convention – October 1-3, 2014
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