Implementing Outcome-based Education in the Nursing Program Flashcards
BSN Program Outcomes
Adopt the nursing core values in the practice of the profession
PO 13
When ____ was implemented, outcome-based typology was implemented by CHED
K-12
____ is an ongoing process of evaluation and enhancing the quality of an educational system or program ensuring acceptable standards and resources for delivery through specific mechanisms, processes and tools
Continuous Quality Improvement
BSN Program Outcomes
Provide safe, appropriate and holistic care to individuals, families, population group and community utilizing nursing process
PO 2
What are the nursing core values?
Love of God
love of country
love of people
BSN Program Outcomes
Apply guidelines and principles of evidence-based practice in the delivery of care
PO 3
Principles of OBE
Facilitators (faculty) must provide adequate opportunities to succeed.
A. Clarity of focus
B. Design down
C. High expectation
D. Extended opportunities
Extended opportunities
Input-based vs Outcome-based
Holistic, whole prior to parts
Outcome-based
BSN Program Outcomes
Practice nursing in accordance with existing laws, legal, ethical and moral principles
PO 4
Input-based vs Outcome-based
Inputs/resources
Input-based
Input-based vs Outcome-based
Quality of entering students
Input-based
Input-based vs Outcome-based
Primary designers of learning methods and environments
Outcome-based
BSN Program Outcomes
Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in particular
PO 10
Input-based vs Outcome-based
Knowledge comes in chunks, delivered by teachers and gotten by students
Input-based
Input-based vs Outcome-based
Knowledge is constructed, created
Outcome-based
Input-based vs Outcome-based
Quality of learning
Outcome-based
Input-based vs Outcome-based
Teachers classify and sort students
Input-based
What to do if outcome is not met?
Feedbacking
Outcome-based criteria is an approach that focuses and organizes the educational system around what is essential for all learners to ____, ____, and be able to ____ to achieve the desired level of competencies (CHED)
know, value, and be able to do
Policies, standards and guidelines for the Bachelor of Science in Nursing (BSN) program.
CMO no.46 series of 2012
BSN Program Outcomes
Transcultural nursing, respecting culture and beliefs to whatever norms they have
PO 5
BSN Program Outcomes
Conduct research with an experienced researcher
PO 9
Principles of OBE
Curriculum design starts from a clear definition of what students will access at the end of their formal education
A. Clarity of focus
B. Design down
C. High expectation
D. Extended opportunities
Design down
Focus is on the ____ pacing guides and activities
textbook
BSN Program Outcomes
Informed consent, bill of rights, bioethics, RA 9173, ethico moral principles
PO 4
BSN Program Outcomes
Nurses’ notes, carry out doctor’s order, documentation
PO 6
Who said this?
“Comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning outcomes at the end of significant learning experiences.”
Spady, 1994
____ is the author of OBE
William Spady
What are the sources of evidence?
- Research
- Input of px or client’s preferences
- Case studies
- Expert’s opinion
Input-based vs Outcome-based
One teacher, one classroom
Input-based
BSN Program Outcomes
Document to include reporting up-to-date client care accurately and comprehensively
PO 6
A process in which individuals take the initiative with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying resources for learning, choosing and implementing learning strategies and evaluating learning outcomes
Self-directed learning
____ measures a student’s ability to perform a real world task that demonstrate meaningful application of essential knowledge and skills.
Authentic assessment
What are the 3 domains in learning?
- Cognitive – knowledge, epistemology
- Affective – values, attitude
- Psychomotor – actions and skills
A flexible time frame to master these skills
Extended opportunities
Input-based vs Outcome-based
Primary lecturers
Input-based
Input-based vs Outcome-based
Specified learning results
Outcome-based
Steps in Backward Design
- Begin with the end in mind
- Develop a plan to assess when learning objective has been met
- Planning the learning activities
Input-based vs Outcome-based
Learning is learner-centered and learner controlled
Outcome-based
Weakest source of evidence?
Expert’s opinion
Input-based vs Outcome-based
Learning is teacher-centered and controlled
Input-based
Input-based vs Outcome-based
Covering content
Input-based
Input-based vs Outcome-based
Produce learning
Outcome-based
Input-based vs Outcome-based
End of course assessment
Input-based
BSN Program Outcomes
Apply techno-intelligent care systems and processes in health care delivery
PO 12
Principles of OBE
A facilitator puts high performance standards for students.
A. Clarity of focus
B. Design down
C. High expectation
D. Extended opportunities
High expectation
____ is the real authentic assessment
Rubric
BSN Program Outcomes
Demonstrate responsible citizenship and pride of being a Filipino
PO 11
BSN Program Outcomes
Follow steps of nursing process (ADPIE), attend to needs, utilize family care plan & individualized NCP for px
PO 2
BSN Program Outcomes
Practice beginning management and leadership skills in the delivery of client care using a systems approach
PO 8
According to ____, all HEIs intending to offer BSN program: must shift to an outcomes-based approach by AY 2018-2019; provided ample space to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions
CMO No. 15 Series of 2017
BSN Program Outcomes
Communicate effectively in speaking, writing and presenting using culturally-appropriate language
PO 5
Input-based vs Outcome-based
Improve quality of learning
Outcome-based
5 graduate attributes on institutional outcomes
- Christian Character
- Nationalism/ Patriotism
- Stewardship
- Technological Competence
- Scholarship/ Research
Possible reasons of paradigm shift?
- To respond to the ever-changing needs of the population
- To respond to the 4th industrial revolution
Principles of OBE
Focus on what the student can do successfully
A. Clarity of focus
B. Design down
C. High expectation
D. Extended opportunities
Clarity of focus
The focus in the traditional model is the _____
input
Input-based vs Outcome-based
Atomistic, Parts prior to whole
Input-based
BSN Program Outcomes
Apply entrepreneurial skills in the delivery of nursing care
PO 14
Bible or legal basis of outcome-based education
CMO no.46 series of 2012
OBE transforms learners to be responsible ____ in the Philippines and the world
citizens
BSN Program Outcomes
Work in progress, activities outside classroom, attending webinars (national and global developments), seminar on current audits
PO 10
Input-based vs Outcome-based
Deliver instruction
Input-based
BSN Program Outcomes
Apply knowledge of physical, social, natural and health sciences, and humanities in the practice of nursing
PO 1
BSN Program Outcomes
Work effectively in collaboration with inter-, intra-and multi-disciplinary and multi-cultural teams
PO 7
Input-based vs Outcome-based
Whatever learning experience works
Outcome-based
Input-based vs Outcome-based
Teachers develop every student’s competencies and talents
Outcome-based
A dramatic change in methodology or practice. It often refers to a major change in thinking and planning, which ultimately changes the way projects are implemented.
Paradigm shift
Input-based vs Outcome-based
Improve quality of instruction
Input-based
OBE primarily aimed to transform students into ____ and ____ members of society
productive and practical
Input-based vs Outcome-based
Quality of instruction
Input-based
Input-based vs Outcome-based
Quality of existing students
Outcome-based
____ are developed from a number of sources including professional accreditation bodies, employer groups, professional associations/organizations and the professional experience of nurses teaching in the discipline
A. Programme aims/goals of the institution (PAIs)
B. Programme learning outcomes (PLO)
C. Course learning outcomes (CLO)
Programme aims/goals of the institution (PAIs)
Input-based vs Outcome-based
Pre, during and post assessment
Outcome-based
Input-based vs Outcome-based
Learning and student outcomes
Outcome-based
