DEPARTMENT OF NURSING
SCHOOL OF HEALTHCARE PROFESSIONS
UNIVERSITY OF SAN CARLOS
NASIPIT, TALAMBAN, CEBU CITY 6000 PHILIPPINES
How a Nursing School develop, implement and sustain OBE in Nursing A Conceptual Paper
In Partial Fulfilment of the Requirements for MNCS 104
HUMPREY S. DAVAD, BSN – RN
BR. NOEL M. TECSON, SVD, MSN, PhD Cand.
How a Nursing School develop, implement and sustain OBE in Nursing Introduction
The INQUIRER reported that unemployment rate as of April 2012 is 10% about 6M in NCR alone, 21% (1.2M) percent are college graduates including nurses. More recently, it has been reported that according to the Board of Nursing (BON), “From 1952 to date (2008), the country has so far registered or licensed 480,992 Filipino nurses out of the 523,272 who actually passed the Philippine Nurse Licensure Examinations. The 400,000-plus refers to the actual cumulative stock of Filipino nurses, not unemployed nurses" (Uy, V., 2008). In the country, nursing professionals linger on the issues of underutilization, unemployment, and more commonly, jobs and skills mismatch in the labor market as pointed out by the Department of Labor and Employment (DOLE), which are crucial towards competitiveness and poverty alleviation. These realities are brought by Globalization, which underscore a paradigm shift in the current education and training of nurses throughout the world. Nursing education has moved, in response to these pressing issues to focus from the inputs of the educator to the outcomes of the learner also in response to the demands of a bigger community. This shift also explains the transition from the concept of education to lifelong learning and building competencies rather than just a transfer of expert knowledge. More recently this is evident through the reforms such as K to 12 Basic Education program (Department of Education, 2012), the Revised General Education Program in tertiary level and the introduction of Outcome-Based Education (Commission on Higher Education, 2012). This scholastic paper accounts the development, implementation and sustenance of Outcomes Based Education (OBE) in Nursing Education amidst these challenges in the Philippine context. According to Spady, considered by many as the authority on OBE evident in his ideas and considerable influence this approach, “Outcome-Based Education means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences.” (Spady, 1994). Discussion will focus on the inception of Outcomes–Based Education, how it is developed, implemented and sustained Philippine Nursing Education. Method:
The literature that was used in this paper was taken mostly from EBSCO and others from various free online nursing journal, research, and academic sites. This paper uses William Spady’s concepts to describe the concept of OBE in detail due to his significant contribution to OBE, and being acknowledged by many as the world authority on OBE. Several textbooks on Curriculum Development and ten research articles relating to keywords used: Outcomes Based Education, OBE, outcomes, Philippine, Nursing and Education. Since there were only limited researches on OBE in the context of Nursing in the Philippines, the criteria for choosing the literature was based on the relatedness to the topic and to the profession. Hence, researches on OBE in Nursing and Nursing-related disciplines were utilized. To highlight, one systematic review was used on nursing educational outcomes, and a research on the best practices of implementing OBE in one university in Asia-Pacific was used. Finally, to put all the keystones from these references into context, literature from the authorities that govern nursing education in the country were also used. Discussion:
Outcomes-Based Education as according to Sprady cited by Enriqueta,...
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