Upload
vannguyet
View
213
Download
0
Embed Size (px)
Citation preview
The Henderson Repository is a free resource of the HonorSociety of Nursing, Sigma Theta Tau International. It isdedicated to the dissemination of nursing research, research-related, and evidence-based nursing materials. Take credit for allyour work, not just books and journal articles. To learn more,visit www.nursingrepository.org
Item type Poster
Format Text-based Document
Title Toward an Outcomes-Based Education Curriculum: APhilippine Higher Education Institution Experience
Authors Arquiza, Glenda Santiago
Downloaded 5-Aug-2018 10:30:36
Link to item http://hdl.handle.net/10755/623114
Hon. Glenda Santiago - Arquiza, Ph.D, RN Chair, Professional Regulatory Board of Nursing Chair, Continuing Professional Development Council for Nursing Professional Regulation Commission Republic of the Philippines
Towards an Outcomes-Based Education Curriculum
In RESPONSE to this issuance, the FEU – NRMF, commissioned a project “Change Process Toward a Transformed Professional Institution”.
PROJECT OBJECTIVES: 1. To review the Vision, Mission, Goals (VMG) of FEU – NRMF 2. To evaluate the status of each existing curricular program across schools 3. To revise the curricular programs into a competency – based curriculum 4. To develop action plans based on the review findings.
The Conceptual Framework of the project takes into consideration the three functions of a higher education institutions: INSTRUCTION, RESEARCH and COMMUNITY EXTENSION
This is a reliable method of changing one’s heart involving four elements, namely:
1) changing the stories in one’s mind;
2) engaging in new practices;
3) in reflection and dialogues with others who are on the
same path; and
4) all under the leading of the Holy Spirit.
Keying off on this model, these four elements were thought of in the context of the change process in education as:
1) Paradigm shift;
2) Revision of curricular programs;
3) Linking with other professional institutions and health related
organizations; and
4) School management and leadership ( school governance )
This policy called for a two-way
dimensional approach to QA
This change initiatives called for: A. PARADIGM SHIFT 1) from education to LIFELONG LEARNING; and 2) from education as transmission of expert knowledge to education as
BUILDING LEARNER competencies, including LEARNING HOW TO LEARN (CMO No. 46, Series of 2012)
THUS, a paradigm shift of looking at a school as a LEARNING ORGANIZATION
Learning Organization is a “place where people continually expand their capacity to create results they truly desire, where new and expansive patterns of thinking are nurtured where collective aspirations is a set free and where people are continually learning how to learn” (Serge, 1990)
B. REVIEW AND REVISION of the curricular programs into an outcomes – based curriculum C. Linkaging with other professional institution and health organizations D. A brand of school governance which is transformative in nature
Project Components
PHASE I—Review of the Vision, Mission, Goals (VMG) of the FEU – NRMF)
In consonance with the CHED’s mandate of paradigm shift to competency – based standards and outcomes based education, the VMG of the institution was reviewed vis-a’- vis CHED’S requirements and other international stand-ards.
VISION—To be an AUTONOMOUS PROFESSIONAL INSTITUTION by evaluation five years after the implementation of the outcomes – based curriculum.
PHASE II - Evaluating the Status of the Existing Curricular Programs
This phase of the project answered the horizontal typology which is as a PROFESSIONAL INSTITUTION due to the fact that all eight (8) curricular
programs are health –related. Each curricular program was revisited through environmental scanning.
PHASE III – Evaluation of School Governance
This phase of the project focused on the Institutional Quality aspect of the Vertical Typology.
THUS, to achieve the FEU – NRMF’s vision to be an autonomous professional
institution by evaluation, the HEI subscribed to a school governance anchored on: Critical – Humanist Philosophy, Heroic Leadership Model and The Way of the Shepherd Principles .
A Model of Leadership & Governance
A model anchored on: Critical –Humanist Philosophy; Heroic Leadership Model The Way of the Shepherd Principles
Critical –Humanist Philosophy
Foster (1986) believes that administrators in educational settings are critical hu-manists. Humanist because they appreciate the usual and unusual events of our lives and engage in an effort to develop challenge and liberate human souls.
Critical because they are educators and therefore not satisfied with the status quo; rather they hope to change individuals for the better and to im-prove social conditions for all.
Heroic Leadership
Heroic Leadership is the Society of Jesus’ (S.J) brand of leadership that flows against the tide of most contemporary leadership models. (Lowney, 2003). It finds leadership opportunities not just at work but also in the ordinary activities of every life.
Four (4) differences from other leadership models stand out :
1) We’re all leaders, and we’re leading all the time, well or poorly.
2) Leadership springs from within. It’s about Who I Am as much as what I do.
3) Leadership is not an act. It is my life, a way of living.
4) I never complete a task of becoming a leader. It’s an ongoing process
The Way of the Shepherd Principles
Ancient in origin but readily applicable in today’s fast changing world in the age of information.
Project Outcome
REFERENCES:
Arquiza, Glenda S. (1997). “Managerial Skills and Leadership Competencies of the Deans of Colleges of Nursing and their Relationship to Nursing Education Effectiveness.” Doctoral Dissertation (PhD). University of the Philippines.; CMO No. 46 Series of 2012; Foster, William (1986). Paradigms and Promises. New York: Prometheus Books.; International Council of Nurses (2003); Lashway, Larry (1995). “Facilitative Leadership, ”ERIC Digest No. 96.; Padua, Roberto (2012). “typology Based QA for Philippine Higher Education Institutions: Through the Fabric of Instruction, Research and Extension Functions of HEIs.”. International Journal of Education, Vol. 3, pp. 183-197; Senge, Peter (1990). The Fifth Discipline: The Art and Practice of the Learning Organizations. New York: Doubleday.; U.S. Department of Education, National Center for Education Statistics. Defining and Assessing Learning: Exploring Competency-Based Initiative. NCES 2002-159, prepared by Elizabeth A. Jones and Richard A. Voorhees, with Karen Paulson, for the Council of the National Postsecondary Education Cooperative Working group on Competency-Based Initiatives. Washington, D.C. 2002; Smith, James Bryan (2009). The good and Beautiful God. II, USA.: Inter-Varsity; Weddel, Kathlen S. (2006). “Competency-Based Education and Content Standards,” Northern Colorado Literacy Resource Center. [email protected]; World Declaration in Higher Education for the twenty First Century: Vision and Action
Globalization
A phenomenon brought about by uncertainties in the environment resulting to COMPETITION.
Knowledge
The prime product of education resulted to rapid OBSCELECENCE.
Thus, a need for common standards in terms of KNOWLEDGE and SKILLS to work seamlessly across programs, institutions and geographic boundaries.
In the Philippines, as early as in 1993, the Educational Commission (EDCOM) of the Senate of the Philippines reported a mismatch between the products of
educational system and the needs of the industry, including the health sector to which NURSING profession belongs.
This Situation was True Then as it is Now
Hence, the issuance of Commission on Higher Education (CHED) Memorandum Order No. 46, series of 2012 “Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes – Based and
Typology – Based QA.
At the center of the circle are the HEI’s graduates with KNOWLEDGE SKILLS AND VALUES.
The Triangle of Transformation was espoused by James Bryan Smith (2009), a theologian educator.