How a Nursing School develop implement and sustain OBE in nursing
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
Submitted by:
HUMPREY S. DAVAD, BSN – RN
Submitted to:
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
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
Submitted by:
HUMPREY S. DAVAD, BSN – RN
Submitted to:
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
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