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Preparedness to Outcomes-Based Education Approach of the Faculty of St. Luke’s Collee of !ursin in the "rinity #ni$ersity of Asia%&nput to Faculty 'e$elopment Proram (r. )ason A. 'i*o
"rinity #ni$ersity of Asia
A+stract
This descriptive study revealed that the faculty members of
St. Luke’s College of Nursing as a whole were but moderately
prepared to utilize utcomes!"ased #ducation in the classroom.
Specifically findings showed that they were moderately prepared
on the areas of concepts$ learning outcomes and strategies and
found inade%uately prepared on learning assessments. The
faculty noted that utcomes!"ased #ducation to a certain e&tent
resembles that of Competency!"ased #ducation$ an approach
which St. Luke’s College of Nursing is currently practicing. "ased
on the interview$ the task of covering all the re%uired topics and
skills to be learned constrained them from applying "#. The
study ended up with a proposal for a training program on "#
that will include seminars and workshops in the university
'aculty (evelopment program that would assists faculty
members of St. Luke’s College of Nursing to be better
implementers of "# that would result to better learning
outcomes on the part of the nursing students.
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&ntroduction
#ducation is aimed at creating teaching and learning
environments that would bring about desired changes in learners$ whether to
be more knowledgeable$ better skilled or to influence their attitudes and values
positively.
)*alan$ +,,,-
!ursin is a healthcare profession that is grounded in nurse education
practice. &t is a carin discipline, carin for the sick and the ell.
Nurses perform numerous tasks, from providing fundamental healthcare to
assisting surgeons with advanced and critical procedures. Aspiring nurses can
pursue several educational options based on their career goals and level of care
they hope to provide.
(www.education_portal.com/what_education_is_needed_to_become.html)
n the last decades nursing education, is undergoing fundamental changes
in order to meet the needs of a rapidly changing society (!levin " #overy, $%%$).
&hese changes entailed the adaptation of a curriculum aimed to meet the
changing needs and demands of students and the world for 'uality nursing care
and practices. &he concept of curriculum traditionally included two elements,
first, the content or what the students studied and second the eamination, which
were designed to assess the etent to which the students had learned the content.
After the academic ourney, it is hoped that the graduates of *achelor of !cience
in Nursing should passed the Nurse #icensure +amination.
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-+ 0 12, s. 34$3, titled olicy Standard to #nhance /uality
0ssurance )/0- in hilippine 1igher #ducation through an utcomes "ased
Typology /0 speak of educational reforms geared for higher education
institutions. &hese reforms according to -+ must address the 'uality of
educational services provided by -+s to ensure that the graduates are best
positioned for the global labor market. oncretely 0*+ is the shift is from inputs5
based to outcomes5based which is seen to improve the educational services of
higher education institutions.
0utcomes are clear learning results that learners have to demonstrate at
the end of significant learning eperiences6 put more simply, these are what the
learners can actually do with what they have learned. 0utcomes are actions or
performances that embody and reflect learners7 competence in using the content,
information, ideas, skills and tools which they have learned, successfully. 8eyser
($%%%) states that when learners do important things with what they know, they
have taken a significant step beyond knowing. 9ella, *erardinelli " *urrow
($%%:) remind the importance of accountability mechanisms (learner
assessment) that directly reflect student performance and help learners ;know
what they know
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accumulation of course credits (&ucker, 3441). &hus the primary aim of 0*+ is to
facilitate desired changes within the learners, by increasing knowledge,
developing skills and positively influencing attitudes, values and udgment.
0utcome5*ased +ducation is an approach to education in which decisions about
the curriculum are driven by the eit learnin outcomes that the students
should display at the end of the course. n 0utcomes5*ased +ducation, the
product defines the process (-arden, rosby, " avis, $%%%). 0utcomes5*ased
+ducation can be summed up as results!oriented thinking and is the opposite of
input!based education where the emphasis is on the content.
&here is a significant difference between 0utcomes5*ased +ducation and
simply producing outcomes for an eisting curriculum (!pady, $%%>).0utcomes5
*ased +ducation is a way of designing, developing, delivering and documenting
instruction in terms of its intended goals and outcomes. &he eit outcome is the
critical factor when designing the curriculum. +ducators develop the curriculum
from the outcomes they want students to demonstrate, rather than formulating
obectives for the curriculum that already eists (!pady, $%::).
According to -arden et al. ($%%%), the educational outcomes are clearly
specified and the content and how it is organi?ed, the teaching strategies, the
assessment procedures and the educational environment are made in the contet
of the stated and epected learning outcomes. &hus 0utcome5*ased +ducation
has two re'uirements. @irst, that the learning outcomes are identified, made
eplicit and communicated to all concerned, including the students, the teachers,
the parents, administrators and other stakeholders. !econd, the educational
outcomes should be the over5 riding issue in decisions about the curriculum.
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&eachers should consider course content, teaching strategies and time allotment ,
in terms of the learning outcomes to be achieved by the course.
#earning outcomes should be made eplicit, for eample, through study
guides and course outline. 0ne eample is that of a course in obstetrics, might
cover not only the outcomes directly relating to the field of obstetric practice, but
may also contribute to other outcomes such as communication skills, the
principles of screening and prevention, health promotion, information handling
and retrieval, ethics in medical practice and the role of the doctor as a member of
a team providing healthcare (!pady, $%::).
n similar vein, Acharya (344>), 0utcomes5*ased +ducation (0*+)
addresses the following key 'uestions6 hat do teachers want the students to
learnB hy do they want them to learn itB -ow can they best help students learn
itB And how will they know what the students have learntB
eanwhile, &owers ($%%2) from his own eperience listed the following
which he considered necessary to make 0*+ work6 $) hat the student should
learn must be clearly identified, 3) &he student7s progress is based on
demonstrated achievement, >)ultiple instructional and assessment strategies
need to be available to meet the needs of each student, and 1) Ade'uate time and
assistance need to be provided so that each student can reach his/her maimum
potential.
&he move to 0utcomes5*ased +ducation has been one of the most
important trends in Chilippine education in the recent years. &rinity Dniversity of
Asia5 !t. #uke7s ollege of Nursing is currently on the process of implementing
the 0utcomes5*ased +ducation and to facilitate faculty to engage, commit and set
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a vision for the ollege transition to 0utcomes5*ased +ducation (0*+) approach.
&he transition calls for the ollege to eplore ways to best implement the 0*+,
communicate changes in curriculum with students and parentsE allow the faculty
to take small and a big step to adust to the rigor and epectations, and create a
culture of reflection among the faculty.
Statement of the Pro+lem
&his study determined the level of preparedness of the ollege of Nursing
to 0utcomes5*ased +ducation and determined the perception of the ollege of
Nursing faculty towards 0utcomes5*ased +ducation, and what training program
on 0utcomes5 *ased +ducation might be proposed for the ollege.
!pecifically, this study sought answer to the following problems6
1. What is the performance of the faculty the College of Nursing on
Outcomes-Based Education Questionnaire in terms of:
1. Concepts;
. !earning "ssessment;
#. !earning Outcome; and
$. %trategies&
1. What is the implication of the o'erall performance of the
faculty of the College of Nursing on the Outcomes-Based
Education Questionnaire&
. Based from the (ndings of the study) *hat strategy may +e
proposed to facilitate the e,ecti'e and responsi'e training of
faculty on use of Outcomes Based Education as an approach&
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Tasks AttitidesProfessionalism
Conceptual Frameork
&he study made use of the conceptual framework proposed by -arden,
rosby and avis ($%%%).
@igure $.
&hree ircle odel by -arden, rosby and avis
&he model provides the basis for the development of the learning
outcomes in medical education, in this study Nursing +ducation.
&he inner circle represents tasks undertaken or work done by the nurses6
doing the right thing as such, the nurse must be e'uipped with a strong
foundation of theoretical knowledge and endowed with deterity to perform the
necessary skills in dealing with the patient. &he second circle represents the
approach taken to the tasks. &he nurses must have the right attitude which
emphasi?es the necessity for knowing not only what to do, but why and how to do
the task with scientific understanding, adhering to ethics, and with appropriate
decision making skills.
&his can be thought of as ;doing the thing right the right way
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Training Program on OBEData gathering thruSurveyInterview
Statistical Treatment of Data
Faculty rearedness on OBE in terms of!"oncet#earning Assessments
#earning OutcomesStrategies
of the nurses which may be described as the 2 right person doing it3. All of these
elements move towards the 0utcome of becoming a Crofessional Nurse.
utcome!based education promotes fitness for practice and education for
capability. &he three circle model ensures that areas that have been
underrepresented in the traditional curriculum, such as appropriate attitudes and
sense of professionalism, are given emphasis as these are the essentials re'uired.
/esearch Paradim
&he study made use of the nput5Crocess50utput odel.
nput Crocess 0utput
0utcomes *ased +ducation embodies the idea that the best way to learn is
to first determine what needs to be achieved. 0nce the end goal or outcome has
been determined, the strategies, processes, techni'ues, and assessment can be
put into place. ith this in mind, the researcher through survey and interview
assessed the level of preparedness of the faculty members of the ollege of
Nursing in terms of the following areas, concepts, assessment, learning outcomes
and strategies.
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!pecifically, this research attempted to determine the faculty members7
readiness in the following6 in identifying the learning outcome of the course, in
deciding on strategies suitable for instruction, in establishing guidelines in
terms of epected performance and outcomes, in setting the conditions under
which the outcomes can be best attained and in ascertaining standards to assess
'uality.
nformation coming from the result of the data collection was then
processed analy?ed and interpreted to come up with a proposed program on
0utcome *ased +ducation worthy of inclusion in the @aculty evelopment
Crogram specific for the ollege of Nursing of the &rinity Dniversity of Asia.
(ethodoloy
&he study utili?ed the descriptive method of research, using both survey
and interview in data collection. &he survey aimed to determine the level of
preparedness of the faculty in terms of the four areas of the 0utcomes5*ased
+ducation (0*+) approach, namely, concepts, learning assessments, learning
outcomes and strategies. &he respondents were also interviewed about their
perception of 0*+ and what training program/s on 0*+ may be proposed in
preparation to the use of 0*+ in the classroom.
&he roster of 32 full5time faculty members as well as the dean of the
ollege of Nursing served as the respondents of the study. &he respondents
answered the >F items 'uestions of the 0*+ 'uestionnaire. &he respondents
were interviewed to elucidate the 'ualitative strand needed by the study.
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&he 0*+ Guestionnaire consists of $4 general 'uestions for each of the
following areas, concepts, learning assessments, and learning outcomes and
strategies. &here were five 'uestions under the area of strategies. &he
corresponding scores from the four areas were interpreted as follows6
$45% = 9ery Ade'uately Crepared
:5H = Ade'uately Crepared
25F =oderately Crepared
15> = nade'uately Crepared
354 = 9ery nade'uately Crepared
andE
F = 9ery Ade'uately Crepared
F = Ade'uately Crepared
> =oderately Crepared
3 = nade'uately Crepared
$ 5 4 = 9ery nade'uately Crepared
&otal scores were interpreted as followE
>F = 3% 9ery Ade'uately Crepared
3: = 33 Ade'uately Crepared
3$ = $F oderately Crepared
$1 = : nade'uately Crepared
H = 4 9ery nade'uately Crepared
/ES#L"S A!' '&SC#SS&O!
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&his section includes the presentation, analysis, and interpretation of data
to shed light to the problems earlier posted in the study6
1. Performance of the faculty the College of Nursing on the
Outcome Based Education Questionnaire
1. Concepts
&able $ shows the score of the faculty of !t. #uke7s ollege of Nursing in
the area of concepts in the 0utcomes *ased +ducation Guestionnaire.
"a+le 0
Fre1uency 'istri+ution and Percentile E1ui$alentof the Score on Concepts
!0I+! @I+GD+NJ C+I+N&A8+(K)
9+I*A#N&+ICI+&A&0N
% 5 $4 H 3F.% 9ery Ade'uately Crepared
H 5 : F $:.F Ade'uately Crepared
F 5 2 H 3F.% oderately Crepared
> = 1 1 $1.: nade'uately Crepared
4 = 3 1 $1.: 9ery nade'uately Crepared
(ean 2.34 (oderately Prepared
Leend%:.4$5$4.4 9ery Ade'uately Crepared2.4$5:.44 Ade'uately Crepared1.4$52.44 oderately Crepared
3.4$51.44 nade'uately Crepared4.4453.44 9ery nade'uately Crepared
&able $ shows the scores of the respondents on the $4 'uestions for
concept. 0ut of the 3H respondents, seven (H) were very ade'uately prepared and
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another seven (H) were moderately prepared. @our (1) or $1.:K were
inade'uately prepared and another four (1) were very inade'uately prepared.
&he overall mean was F.%1 with verbal interpretation of moderately prepared.
&he moderate preparedness might be attributed to the fact that the faculty
members of !t. #uke7s ollege of Nursing might have heard of 0utcomes *ased
+ducation since the approach is no longer new and had been discussed in the
internet and a popular and trend setting topics in trainings and seminars for
educators.
&wenty one (3$) respondents answered 'uestions $, 2 and % correctly,
these 'uestions pertains to the definition, approaches to 0*+ and people
involved in using 0*+. Guestions 3 and > were the items were the respondents
commonly gave the wrong answer. &hese 'uestions assessed the understanding
of the faculty on the facts and details of the 0utcomes5*ased +ducation. &his
might be attributed to the unfamiliarity of the respondents on the particulars and
specifics of 0*+. n this contet, si of the faculty members who had been
interviewed openly stated that they are not that familiar with 0utcomes5*ased
+ducation but are willing to undergo training, seminar and workshop to enhance
their knowledge on it given the chance. hen asked why they are willing to
undergo trainings and workshops, they all pointed out that knowledge in
0utcomes5*ased +ducation would benefit the school, the student and them
professionally.
0ne of the respondents observed that 0utcomes5*ased +ducation has
little or not much difference with ompetency *ased +ducation, which the
college of nursing is implementing. &he dissimilarity is more on the strategies
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on instruction. ompetency5*ased education is based on si critical components
as identified by 9an der -orst and conald ($%%H),namely, ($) +plicit
learning outcomes with respect to the re'uired skills and concomitant proficiency
(standards for assessment), (3) A fleible time frame to master these skills, (>) A
variety of instructional activities to facilitate learning, (1) riterion referenced
testing of the re'uired outcomes, (F) ertification based on demonstrated
learning outcomes, and lastly (2) Adaptable programs to ensure optimum learner
guidance. All si components are manifested in the 0utcomes5*ased +ducation
approach. ompetency5*ased +ducation (*+) also supports the notion that the
learner is accountable for his or her own achievements and this maor tenet is
present in 0utcomes *ased +ducation.
hat then is uni'ue in 0*+B
n lobbying for a change to the traditional approach to teaching and
learning, alan and Lorissen ($%%4) and later by Machelhoffer et al ($%%3)
initiated a three5tiered eclectic framework for curriculum design and teaching
and learning practices. &he following are the main features of the model and
distinctive features of the current 0*+ approach6 'irst , it is needs driven.
urricula are designed in terms of the knowledge, skills and attitudes epected
from graduates and aim to e'uip students for lifelong learning. Second , it is
outcomes5driven. t takes cogni?ance of the need to set an aim or purpose for the
program, goals for syllabus, learning outcomes, and finally assessing the learning
outcomes in terms of the set learning obectives. Third$ it has a design5down
approach. #inked to needs and the purpose of the program, learning content is
only selected after the desired outcomes have been specified.
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ontent becomes a vehicle to achieve the desired learning outcomes,
which are aimed at inculcating a basis for lifelong learning. 'ourth$ it specifies
outcomes and levels of outcomes. #earning obectives are described in terms of
*looms ($%F2) cognitive, affective and psychomotor domains and set according
to agers ($%:1) guidelines for formulating obectives. 'ifth$ the focus shifts
from teaching to learning. &he model has a student5centered learning approach
where lecturers act as facilitators. !tudy guides help the learners to organi?e their
learning activities, and group work, continuous assessment and self5assessment
are some of its maor features. And lastly, the framework is holistic in its
outcomes focus. Although the learning obectives are aimed at learning at grass5
roots level, they are linked to goals and aims at higher levels. Attaining learning
obectives is therefore not an end in itselfE it provides building blocks for
achieving higher5level outcomes.
1. Learning Assessments
&able 3 displays the score of the faculty of !t. #uke7s ollege of Nursing in
the area of assessment.
"a+le 5.Fre1uency 'istri+ution and Percentile E1ui$alent
of the Score on Learnin Assessments
!0I+! @I+GD+NJ C+I+N&A8+(K)
9+I*A#N&+ICI+&A&0N
% 5 $4 4 4 9ery Ade'uately Crepared
H 5 : > $$.$ Ade'uately Crepared
F = 2 2 33.3 oderately Crepared
> = 1 $> 1:.$ nade'uately Crepared
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4 = 3 F $:.F 9ery nade'uately Crepared
(ean 6.35 &nade1uately Prepared
Leend%:.4$5$4.4 9ery Ade'uately Crepared2.4$5:.44 Ade'uately Crepared1.4$52.44 oderately Crepared3.4$51.44 nade'uately Crepared4.4453.44 9ery nade'uately Crepared
&able 3 shows the scores of the respondents on the $4 'uestions for
assessment. Assessment has an overall mean of >. %3 and verbally interpreted as
inade'uately prepared. aority of the respondents were inade'uately prepared
evidenced by $> or 1:.$K faculty respondents. &his might be attributed to
practice of faculty of assessing students based on the ompetency5 *ased
+ducation (*+) that gives focus on both the processes and their outcomes.
Dnlike *+, 0utcomes5*ased +ducation gives emphasis on the output or the
outcomes rather than the process. Guestion number $: got the highest correct
answer for the area of assessment with 3F out of the 3H respondents who
correctly answered the 'uestion ;what does the student7s grade provide.< &his is
because teachers are familiar on the significance and importance of grades as a
tool for assessing the performance of the students.
0ne of the components of 0utcomes5*ased +ducation is to design
learning assessments. nstructors are advised to use a range of authentic
assessment tasks that demand not only understanding of content but also a range
of abilities such as language use, information processing, critical thinking,
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problem solving, and decision5making. 0utcome5*ased Assessment (0*A)
encourages self5reflection and helps develop students7 capacity for in'uiry.
No faculty fell under the category of very ade'uately prepared while three
(>) or $$K were ade'uately prepared. &his could be ascribed to the minimal
awareness of the faculty on how to evaluate students using 0utcomes5*ased
approach. 0ne respondent remarked that, 0utcomes5*ased +ducation has its
disadvantages in terms of assessing the student, since s/he felt that nobody will
fail the course, this is somewhat difficult for the would be nurses, who should
have the precise skills to deal with patient. Nursing profession has certain
standards on how to do things right. A single mistake can cause death or will have
a detrimental effect to the patient7s life.
Another respondent also eplained that the process or means of doing a
task is also as important as that of the output. -e gave an illustration which is on
medication administration6 it is not ust important that one gave the drug, but
the 'uestion is ;-ow did the person give itB< id the nurse establish rapport to
the patient or ust gave the drug as fast as s/he canB s the drug to be given slow
9 push or rapid bolusB &herefore, how can teachers effectively assess the output
of the student without considering how it was doneB
Millen (3444) states that assessment in 0*+ should conform to the
following principles6 'irst , the assessment procedures should be valid, meaning,
they should assess what they are intended to assess. Second , the assessment
procedures should be reliable and they should give consistent results. Third , the
assessment procedures should be fair and they should not be influenced by any
irrelevant factors such as the learner7s cultural background. 'ourth, assessment
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should reflect the knowledge and skills that are most important for learners to
learn. 'ifth$ assessment should tell educators and individual learners something
they do not already know, stretching learners to the limits of their understanding
and ability to apply their knowledge. Si&th, assessment should be comprehensive
and eplicit. !eventh, assessment should support every learner7s opportunity to
learn things that are important. And lastly, because learners are individuals,
assessment should allow this individuality to be demonstrated. Assessment in
0*+ should ensure fair, e'uitable and transparent udgment, hence, the criteria
used during the assessment process must be identified, formulated and made
known to all candidates before assessment takes place.
!pady, ($%%>) also proposed three principles in determining whether an
assessment sufficiently measures the performance of the students. &hese are6 $)
assessment must be summative (continuous monitoring with feedback), 3)
performance5based (authentic in the workplace/ real life environment), and >)
criterion5referenced (assessment criteria). @raser ($%%%) points out than
authentic assessment tasks must resemble the skills, activities and functions in
the real world and in school. Authentic assessment aims at determining
competencies in the contet that closely resemble situations in which these
competencies are re'uired.
Assessment then becomes a learning eperience in which learners are
prepared to apply their knowledge, skills and values in an integrated manner.
Assessment of knowledge, values and skills relate to assessing elements in the
cognitive, affective and psychomotor learning domains. &he taonomies of *loom
(cognitive domain), Mrathwohl (affective domain) and -arrow (psychomotor
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domain) remain invaluable frameworks for assessing ac'uired knowledge, skills
and values in terms of 0*+ (9an der -orst " conald, $%%H).
1. Learning Outcomes
&able > shows the score of the faculty of !t. #uke7s ollege of Nursing in
the area of #earning 0utcomes in the 0utcomes5*ased +ducation Guestionnaire.
"a+le 6.Fre1uency 'istri+ution and Percentile E1ui$alent
of the Score on Learnin Outcomes
!0I+! @I+GD+NJ C+I+N&A8+ (K) 9+I*A#N&+ICI+&A&0N
% 5 $4 $ >.H 9ery Ade'uately Crepared
H 5 : > $$.$ Ade'uately Crepared
F 5 2 $1 F$.: oderately Crepared
> = 1 % >>.> nade'uately Crepared
4 = 3 4 4 9ery nade'uately Crepared
(ean 2.57 (oderately Prepared
Leend%:.4$5$4.4 9ery Ade'uately Crepared2.4$5:.44 Ade'uately Crepared1.4$52.44 oderately Crepared
3.4$51.44 nade'uately Crepared4.4453.44 9ery nade'uately Crepared
&able > indicates the scores of the respondents on the $4 'uestions under
learning outcomes. &he overall mean was F.34, verbally interpreted as
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moderately prepared. @ourteen ($1) respondents e'uivalent to F$.: percent were
moderately prepared while nine (%) or >>.>K were inade'uately prepared.
@aculty members were categori?ed as moderately prepared on learning outcomes
and this might be due to the similarities of 0*+ with ompetency5*ased
+ducation, which !t. #uke7s ollege of Nursing is using.
!t. #uke7s ollege of Nursing has eisted for more than a $44 years and has
been consistently part of the top F performing school in the Chilippines for the
past years. !t. #uke7s ollege of Nursing is set on what kind of nurses it is aiming
to produce. Dnder the ompetency5*ased urriculum the students are showing
ecellent performance in academics, skills and professional licensure
eamination, since ompetency5*ased +ducation curriculum focuses on
strengthening the knowledge, skills and attitude of the students in order to
become globally competitive nurses in the future.
+stablishing learning outcomes is a crucial component of 0utcomes5*ased
+ducation. -arden et al, ($%%%) identifies the criteria for the formulation of
outcomes, which should be epressed in such a way that they6 ($) reflect the
vision and mission of the institution as perceived by the various stakeholders and
the public, (3) clear and unambiguous, (>) specific and addresses the defined
areas of competence, (1) manageable in terms of the number of outcomes, (F)
defined at an appropriate level of generality, (2) manifest development of
Oenabling7 outcomes, (H) indicate the relationship between different outcomes.
A long lists of outcomes are, however, somewhat difficult to remember and
manage. cNeir, ($%%>) suggested, in relation to identification of outcomes, that
the key for most schools seems to be developing outcomes that are broad in their
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vision but specific enough to be taught and measured effectively.
0.4. Strateies
&able 1 shows the score of the faculty of !t. #uke7s ollege of Nursing in
the area of strategies in the 0utcomes5*ased +ducation Guestionnaire.
"a+le 4Fre1uency 'istri+ution and Percentile E1ui$alent
of the Correct Scores on Strateies
!0I+! @I+GD+NJ C+I+N&A8+(K) 9+I*A# N&+ICI+&A&0N
F 4 4 9ery Ade'uately Crepared
1 1 $1.: Ade'uately Crepared
> $> 1:.$ oderately Crepared
3 : 3%.2 nade'uately Crepared
4 5 $ 3 H.1$ 9ery nade'uately Crepared
(ean 5.8 (oderately Prepared
Leend%1.4$5F.44 9ery Ade'uately Crepared>.4$51.44 Ade'uately Crepared3.4$5>.44 oderately Crepared$.4$53.44 nade'uately Crepared4.445$.44 9ery nade'uately Crepared
&able 1 indicates the scores of the respondents on the F 'uestions under
strategies. &he highest percentage of the faculty was under the category of
moderately prepared with $> respondents or 1:.$ K. &he second highest were
under the inade'uately prepared category with eight (:) or 3%.%K. &he overall
mean is 3.H which meant that the faculty members of the ollege of Nursing are
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moderately prepared probably because they are relatively familiar of the different
strategies in implementing 0utcomes5*ased +ducation since as mentioned
earlier 0*+ has similarities to the current curriculum used by the ollege which
is ompetency5*ased +ducation.
&wenty one (3$) respondents correctly answered 'uestions number >$ and
>F, which asked if the respondents agree that 0*+ approach uses a variety of
teaching strategies. @rank, (344H) 0utcomes5based education in the health
professions has emerged as a priority for curriculum planners striving to align
with societal needs. -owever, many struggled with coming up with effective
methods of implementing such an approach. 0ne respondent epressed some
concerns in the transition from ompetency5*ased +ducation to 0utcomes5
*ased +ducation, the former being teacher5 centered and the latter student5
centered. 0ne faculty added that students of !t. #uke7s ollege of Nursing are
accustomed to the spoon5feeding approach, which is currently the practice in the
institution. &he subects taught in the ollege of Nursing has lengthy coverage,
hence, teacher tends to do everything and provide all the lecture ust to finish all
the topics within the concept or subect. #engthy lectures tended to discourage
students from producing the desired outcomes. -ence, the researcher believes
that 0utcomes *ased +ducation might not be applicable in all subects in the field
of nursing since some of the subects are content bound.
Iespondents also verbali?ed their observation that some students
complained of information overload, since some subects are taught for 3 to a
maimum of F hours a day. &his goes against the advice of !pady ($%%>) that
while all learners can learn and succeed, they cannot, do so on the same span of
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time because learners have different learning rates as well as learning styles. And
since the conditions directly affecting learning are under the control of the
teachers and administrators, learning is dependent on the willingness of these
people to believe in the approach and support learners in their learning.
1 Implication of the Oerall Performance of the faculty of
the College of Nursing on the Outcomes!Based Education
Questionnaire
&able F reveals the total score of the faculty of !t. #uke7s ollege of
Nursing in the 0utcomes *ased +ducation Guestionnaire.
"a+le 2Summary of "otal Scores
!0I+! @I+GD+NJ C+I+N&A8+(K)
9+I*A# N&+ICI+&A&0N
3% 5 >F $ >.H4 9ery Ade'uately Crepared
33 5 3: F $:.F Ade'uately Crepared
$F 5 3$ $3 11.1 oderately Crepared: 5 $1 % >>.> nade'uately Crepared
4 = H 4 4 9ery nade'uately Crepared
(ean 08.94 (oderately Prepared
Leend%3:.4$5>F.44 9ery nade'uately Crepared3$.4$53:.44 Ade'uately Crepared
$1.4$53$.4$ oderately CreparedH.4$5$1.44 nade'uately Crepared 4.445 H.44 9ery nade'uately Crepared
&able F shows the total scores of the respondents on the >F5items
'uestionnaire for 0utcomes5*ased +ducation. &welve respondents were
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moderately prepared, followed by % respondents who are inade'uately prepared.
&he overall mean of $H.:1 meant moderately prepared indicating that the faculty
of !t. #uke7s ollege of Nursing were moderately prepared for 0utcomes5*ased
+ducation approach since it has similarities with the ompetency5*ased
urriculum which the ollege of Nursing is implementing. @aculty members
have a mied reaction towards changing the curriculum. &he interviews revealed
that the faculty members of !t. #uke7s ollege of Nursing have no clear ideas
concerning the curricular change to 0utcomes5*ased +ducation. 0ne faculty
remarked that ;we have heard of the term but to be honest we do not know the
mechanics of 0utcomes5*ased +ducation
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part of the process of transformation of curriculum and educators need to take an
initiative in this regard. According to 9an -armelen ($%%H) teachers need to be
informed of the nature of the different reforms in which they based their practice
as educators. &he benefit of this is that they will have a high percentage of being
effective in ensuring that learners are given opportunities of constructing their
learning and as a conse'uence to that, there is a greater chance that learning will
be successful.
Conclusions
"akin into consideration the findins of the study, the
folloin conclusions are dran%
$. &he faculty members of !t. #uke7s ollege of Nursing were moderately
prepared on the areas of concepts, learning outcomes and strategies. &hey are
inade'uately prepared on learning assessments.
3. 0verall, the faculty members were found moderately prepared to utili?e
0*+ in the classroom. &he teachers who were interviewed openly stated that
they are not well5versed with 0utcomes *ased +ducation, but they have heard of
the approach.
>. &he that they are in a faculty observed that 0utcomes5*ased +ducation
in some aspect resembles ompetency5 *ased +ducation, an approach which !t.
#uke7s ollege of Nursing is currently practicing. -ence the faculty believes way
practicing 0*+.
1. n practice, faculty members have to finish all the topics within a given
subect. -ence, it is difficult to apply 0*+. As a result 0utcomes5*ased
+ducation might not be applicable to all subects in the field of nursing.
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F. &hey epressed that though they are not knowledgeable on the
mechanics of 0utcomes *ased +ducation, they are willing to undergo trainings
and workshops to increase their understanding of 0utcomes5*ased +ducation.
/ecommendations
n the light of the findings and conclusions of the study, the researcher
offers the following recommendations6
$. @or 0utcomes5*ased +ducation to be implemented at !t. #uke7s ollege of
Nursing, there should be more trainings and workshops that would assists
faculty members on how to utili?e the 0utcomes5*ased approach in
teaching.
3. t is clear from this research that the faculty members of !t. #uke7s ollege
of Nursing are more familiar with the traditional approach therefore, there
is a need for people with epertise on curriculum development and
epertise in 0utcomes5*ased +ducation to conduct training or to model or
demonstrate 0*+ strategy during in5service training of the faculty.
>. nvited #ecturers/Iesource !peakers should prepare the 0*+ concepts
that they will share or teach in a procedural manner with simulation for
better retention and implementation of the 0*+ approach.
1. 0utcomes *ased +ducation should complement ompetency *ased
+ducation, in as much as similarities have been observed in the two
strategies.
F. +mphasis should be directed to the following 'uestions6 what educational
obectives should the school aim to achieveB -ow does one select learning
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eperiences that are likely to be useful in attaining these obectivesB -ow
should learning eperiences be organi?ed for effective instructionB And
how would the effectiveness of learning eperiences be evaluatedB &his is
to aid the lecturers, students and the institution to achieve the main goal
of curricular changes along with the fair and obective learning
assessments.
2. &he researcher also recommends that continuous assessment be done on
the desired output or the eit5outcomes. #earners could be assessed
holistically to ensure if they have developed observation skills,
interventional skills, reporting and documenting skills and whether they
can be independent as they will be responsible for handling patients after
they have graduated from the program.
1. n'ol'e staeholders such as educational practitioners) learners
and parents in seminars in OBE) for they ha'e roles to ensure
that Outcomes-Based Education *ill *or.
. !earners ha'e to assume greater responsi+ility and acti'ely
participate in the learning process. "nd) hopefully) this *ill
contri+ute to restoring a /uality culture of learning.
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Proposed Outcomes Based Education Seminar- :orkshop for the Collee of
!ursin
OB)EC"&;ES P/O
B#'
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1.E0plain OBEframe*orn theCollege ofNursing
.iscuss thenature ofhigher orderthiningsills and itsrole inpromotingtransformati'e learningamongnursing
students.#.Organi2ed
topics inOBE
$.3ormulate arele'ant and'alido+4ecti'ethat re5ectslearningoutcomes.
6.esigninteracti'estrategies toachie'elearningoutcomes
7.Constructsample toolsfor*orplace+ased
assessment.
1.8hilippine/uali(cationstandardsanchored inOutcomes
BasedEducation.
.9ransformingOBE fromcurriculum toinstructionalplanning.
#.!earningomains;elements ofnstructional
esign.(orkshop $6
setting learningoutcomes)
1 9eaching in theclinical setting
$."ssessment inOutcomesBased!earning and*orplace
clinical +asedassessment.
6.Construction of "ssessment 9ool) OutcomesBased le'el 1and achie'ement.
(orkshop 36 Assessment toolof #evels $ and
3)1 Basic
8rinciples in!e'els # and $e'aluation.
(orkshop >6
• !ecture
• iscussion
• 4 pesos ppatimes $1 paPhP0,957pesos
orkshop6$. Chotocop3. Cen>. *ond pap1. anilapaperF. *oardarker0,777 peso
"otalPhP09,957pesos
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8/19/2019 Sir Dino.docx
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