COMPETENCY BASED EDUCATION

NURSING EDUCATION
FIRST YEAR MSc NURSING

1. COMPETENCY BASED EDUCATION PRESENTED BY, MRS. ARIFA T N FIRST YEAR MSC NURSING MIMS COLLEGE OF NURSING ,PUTHUKODE

2. INTRODUCTION There is quiet revolution at work in education that started over 25 years ago. New directions for learning and being advocated in all levels and types of education Increasing amount of information and new technologies Increasing demands for accountability A major focus is a competency- based approach to all levels and types of education

3. MEANING

4. Competency Focus on an individuals ability to perform activities related to work, lifestyle skills , or learning Competence Describes actions or skills the person should be able to demonstrate ,competence is concerned with perceived skills and cannot be directly measured Performance Relate to specific behaviors that are measurable and can reflect what workers actually do

5. COMPETETENCY BASED EDUCATION Competetency based education (CBE) is focused on outcomes (competencies) that are linked to work force needs, as defined by employers and the profession

6. DEFINITION Competency based education is defined as an instructional system in which a performance based learning process is used Competency based education is a combination of the knowledge, attitudes and skills necessary to meet a certain standard of practice (Kelly 2002)

7. NEEDS Need as an evidence that any one who compete a degree or course There is disconnection between education and real world performance expectations To develop essential performance skills Prepare learners to function and be successful Accrediting and regulatory and professional groups want assurance that completion of an education endeavor

8. NEEDS Greater accountability for the cost and time Hiring of new workers For extensive learning programmes Regulatory, legal, external standards and quality measures require demonstration of competencies Personal, professional development T o advance their carriers and Make positive contributions to organization

9. PURPOSES It helps in instructing students by examples To understand skills when performing to the standards required in employment To provide nursing care that clients require Safety and competency to ensure the responsibilities necessary for public protection To provide safe and effective pracice

10. PRINCIPLES

11. PRINCIPLES Responsibility Assertiveness Accountability Authority

12. Responsibility : The state or fact of having a duty to deal with something or of having control over someone Assertiveness : Confident and forceful behavior Accountability : The fact or condition of being accountable; responsibility Authority The power or right to give orders, make decisions, and enforce obedience

13. LEVELS OF COMPETENCIES

14. LEVELS OF COMPETENCIES

15. LEVELS OF COMPETENCIES Level 1 : behavior competencies related to operational work performance and have to meet the demands of the work place Level 2 : added competencies based on behavior and additional knowledge needed to improve work

16. LEVELS OF COMPETENCIES Level 3: integrated competencies that support change of internal and external working conditions knowledge, skills and understanding are integrated into external and internal work conditions Level 4: it comprises holistic competencies using different approaches to implementing competency based programs- based on identified needs

17. Eg: Strategic direction developed by WHO to improve the health for all , includes 5 key interventions areas to improve nursing and midwifery services. Health and human recourse planning Management of health personal Practice and health system improvement Education of nurses and midwifes Leadership and governance

18. CHARACTERISTICS Acquisition of essential cognitive, psychomotor and affective skill Continued development of skills Broadly based competency development derived from the best professional evidence, current standards and regulation Authentic assessments which are valid and reliable The use of adult learning principles Individual learning styles and abilities are recognized and appreciate

19. ESSENTIAL ELEMENTS OF CBE Focus on outcome rather than processes Process is important when outcome is considered Developed based on expectations Results are used to adjust the experiences learner and promote competency in specific areas Traditional and competency based programmes (pass/ fail)

20. Fundamental competencies required in nursing care

21. Fundamental competencies required in nursing care Four basic competencies ( Evers, Rush And Berdow 1998) Managing self Communicating Organizing innovation Managing change

22. DEVELOPING COMPETENCE Students Nurse educator

23. DEVELOPING COMPETENCE Students a nurse educator nourishes students efforts and practice and expect success through Guided practice Feed back Role modeling Coaching Scaffolding of cognitive apprenticeship

24. DEVELOPING COMPETENCE Nurse educator Reflective practice and variety of experiences Clinical Laboratory Class

25. Qualities needed for both educator and clinicians Quality assurance Accountability Dedication Good interpersonal skills Professional affinity Accountability for practice Bound by professional regulations Adherence to safety Quality care People professionals Desire to help others

26. Nurse educator competencies

27. Nurse educator competencies The council on collegiate education in nursing an affiliate of the Southern regional education board (SREB) developed abilities needed by nurse educator using three roles Teacher Scholar Collaborator

28. Nurse educator competencies

29. Nurse educator competencies

30. CORE COMPETENCIES Flensburg's framed group of 9 competencies

31. Difference between current nursing education Current educational process Competency based education Focus on acquisition of knowledge and ability to demonstrate the knowledge Focus on student learning outcome and students actively utilizes the knowledge Objectives :Content focused l ong list objectives Objectives :Carefully aligned course objectives to support competency achievement Objectives verbs: discus, describe ,recognize and recall Objectives verbs : demonstrate , integrate and implement Course content: keep adding and approach doesn't address competency Course content : based on needs of the practice community

32. SUMMARY

33. Evidence based practice The self assessment of clinical competence and need for further training –A cross sectional survey of advised practice nursing students Samples:99 Method : cross sectional survey following STROB(Strengthening the Reporting of Observational Studies in Epidemiology ) guidelines Result : self assessment is appropriate for students in advanced nursing programmes and students gave themselves low rating for use of electronic devices.

34. CONCLUSION

35. ASSIGNMENT Write an assignment on quality measures can be made in a nursing education institution to improve the competency of nursing students and nursing educator and submit on 25/11/19

36. REFERENCES SODHI. K, COMPREHENSIVE TEXT BOOK OF NURSING EDUCATION.NEWDELHI;JAYPEE;2017.P.523-24 BASHEER P.TEXTBOOK OF NURSING EDUCATION .EMMESS;NEWDELHI;2015.P.106-109 WIKIPEDIA.COMPETENCY BASEDLEARNING.2019.HTTP://EN.W.WIKIPEDIA.ORG/WIKI/COMPETENCY BASED LEARNING LOPEZ-ENTRAMBASAGUAR OM.ET.AL INT J ENVIRORS RES PUBLIC HEALTH 2019.NEWLY QUALIFIED NURSES PERCEPTION OF THEIR COMPETETENCY ACHEIVEMENTS ON LEAVING UNIVERSITY;A QUALITATIVE STUDY KURUVILA HM.ET.AL.NURSE EDU TODAY2019.HEALTH SCIENCES STUDENT TEACHERS PERCEPTION OF TEACHER COMPETENCE; A QUALITATIVE STUDY SALLY.MJOHNSTONE&LOUISE SOARES.PRINCIPLES OF DEVELOPING COMPETENCY BASED EDUCATION PROGRAMMES.VOLUME46.2014.ISSUE(2)

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