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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


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


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


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


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


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


23/31

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


24/31

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.


25/31

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


26/31

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.


27/31

Proposed Outcomes Based Education Seminar- :orkshop for the Collee of

!ursin

OB)EC"&;ES P/O

B#'


28/31

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


29/31

/eferences

Acharya, . (344>). 0utcome5based +ducation (0*+)6 A new paradigm for

learning. Triannual Newsletter, H( >).

*loom, *.!. (+d). ($%F2). Ta&onomy of educational ob4ectives. 1andbook 56

Cognitive domain. New Jork6 cMay.

ommission on -igher +ducation (34$3). 0 12, !. 34$3 Colicy standard to

enhance 'uality assurance (GA) in Chilippine higher education through an

outcome based and typology based GA. Gue?on ity, Chilippines6 -+.

@rank, . . Lr. (344H). &he anmeds nitiative6 mplementing an 0utcomes5

*ased framework of physician competencies, 3% (H), 213521H.

@raser, .L. ($%%%) . &he foundations of continuous assessment6 ts link to

performance5based, authentic, competence5based and 0utcomes5*ased

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8eyser, -. ($%%%) . Chase 36 orkshop $6 eveloping 0*+& Crogrammes for

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Dniversity.

-arden, I.., rosby L.I., " avis, .-.($%%%). An introduction to outcome5

based education. *ed Teacher$ +5 ($), H=$1, $%%% p :.

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0utcome5based +ducation6 Cart $5 ntroduction to outcome education.<

*edical Teacher. $%%%, 3$($), $53.

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http6//www.rockymountainalchemy.com/whiteCapers/rma5wp5learning5

taonomies.pdf


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Millen, I. ( 3444) . 0utcomes5*ased +ducation6 Crinciples and possibilities.

(Dnpublished manuscript). Dniversity of Newcastle, Australia6 @aculty of

+ducation. Ietrieved !eptember $$, 3441

fromhttp6//www.schools.nt.edu.au/curricbr/cf/outcomefocus/Millen_paper.pdf .

Mrathwohl. (n.d.). Affective domain. Ietrieved from

http6//assessment.uconn.edu/docs/#earning&aonomy_Affective.pdf

ager, I.@. ($%:1). Creparing instructional obectives (3nd +d.). *elmont,

alifornia6 avid !. #ake Cublishers.

alan, *. ($%%H). #&cellence through outcomes. ape &own. Luta.

alan, *. !.C.&. (3444). &he new paradigm of outcomes5based education in

perspective. Tydskrifvir7esinsekologie en 8erbruikerswetenskappe$ +9.

cneir, 8. ($%%>). 0utcome5based education6 &ools for restructuring. regon

School Study Council "ulletin$ :;(:), 33.

!levin, 0. " #avery, .. ($%%$). !elf directed learning and students

supervision. Nurse #ducation Today$ 55, >2:5>HH

!pady, .8. ($%%>). 0utcome5*ased +ducation.A!A report no F. *elconnen6

Australian urriculum !tudies Association

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&owers, L. . ($%%2). An elementary school principal7s eperience with

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Change..

http://www.schools.nt.edu.au/curricbr/cf/outcomefocus/Killen_paper.pdfhttp://www.schools.nt.edu.au/curricbr/cf/outcomefocus/Killen_paper.pdf


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&ucker, *. (3441). #iterature Ieview6 0utcomes5focused +ducation in

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