Nursing education- Competency based education

Nursing education

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2. 2 COMPETENCY-BASED EDUCATION AND OUTCOME-BASED EDUCATION

3. COMPETENCY-BASED EDUCATION AND OUTCOME-BASED EDUCATION 3 Introduction Competency-based education is an outcome -based approach to education to ensure proficiency in learning by students through demonstration of the knowledge, skills, values. and attitudes required for dealing with real life situations at the age and grade appropriate level.

4. 4 COMPETENCY-BASED EDUCATION

5. Terms used in Competency-based Education 5 Competency It focuses on an individual's ability to perform activities related to work, life skills or learning.

6. Terms used in Competency-based Education 6 Competence It describes actions or skills the person should be able to demonstrate competence is concerned with perceived skills and cannot be directly measured.

7. Terms used in Competency-based Education 7 Performance It relates to specific behaviors that are measurable and can reflect what workers actually do.

8. COMPETENCY-BASED EDUCATION 8 Meaning of competency-based education The competency- based education approach allows students to advance based on their ability to master a skill or competency at their own space of regard less environment.

9. Needs for competency based education 9 Educational institution and providers need evidence that anyone who completes a degree or course has achieved a required level it competency . Accrediting, regulatory, and professional group want assurance that completion of an educational endeavor indicates competency. There is greater accountability for the coasts and time. It takes to complete educational endeavors and determine if they achieve the expected outcomes. Employers hire new workers who do not have basic competencies required for entry level positions.

10. Needs for competency based education…… 10 Employers invest in extensive training programmes to address the initial needs to new employees and the continuing training needs of all employee, especially those in complex, changing work environments. Regulatory; legal, external standards and quality measures require demonstration of Competence. Workers need to continue their own personal and professional development to advance their carriers and make positive contribution to organizations.

11. 11 Levels of competencies Juceivience and lepaite [2005) proposed a multidisciplinary approach to the Conceptualization of competence . Level 1 : Behavior competencies relate to operational work performance and have to meet the demands of the work place. They have clearly stated constituent parts, consisting of competencies. Level 2 : Added competencies based on behavior and additional knowledge needed to improve work.

12. 12 Levels of competencies ….. Level 3 : Integrated competencies that support changes of Internal and external conditions knowledge , skills and understanding are integrated into internal and external work conditions. Level 4 : It compromise of holistic competencies.

13. COMPETENCY-BASED EDUCATION 13 Examples of CBE based on WHO (2007) five key interventions areas to improve nursing and midwifery services . The world health organization (WHO) 2007 is recognized for its efforts on many fronts to improve the health of all people . S trategic D irections were developed for 2002-2008 and included five key intervention areas to improve nursing and midwifery services.

14. Five key areas are.. 14

15. Purposes of CBE: 15

16. Procedure of CBE 16

17. 1.Design 17 To set training approach. T o develop learning purposes   To determine operation scale To design education

18.   2. Development 18 To prepare learning guide To verify a task To prepare course plans To prepare auxiliary medium Guide tests / to review materials and procedures

19. 3. Implement 19 To implement a course plan To train To do derived assessment To train a document

20. Characteristics of CBE 20 Competencies are carefully selected. Supporting theory is integrated with skill, practice, essential knowledge is learned to support the performance of skills. Participants knowledge and skills are assisted as they enter the program. Learning should be self-paced.

21. Characteristics of CBE 21 Flexible training approaches including large group methods, small group activities and individual study are essential components. Satisfactory completion of training is based on achievement of all specified Components. Competencies are carefully selected.

22. Characteristics of CBE 22 Variety of support materials including, print, audio-visual aids and simulations (models) key to the skills being mastered is used. Method of instruction involves mastery learning, that premise that all participants can master the required knowledge or skills, provided sufficient time and appropriate training methods are used.

23. Competency-based education and nursing education 23 Revised BSc (N) syllabus is based on Competency based curriculum. According to new guidelines: students are expected to perform the listed skills / competencies many times u ntil they reach Level 3 competency, after which the preceptor signs against each competency. preceptor/faculty: Must ensure that the signature given for each competency only after they reach Level 3

24. Competency-based education and nursing education 24 Level-1 Competency denotes that the nursing student is not able to perform that competency / skill even with supervision . Level-2 Competency denotes that the nursing student is able to perform each competency with supervision . Level-3 Competency denotes that the nursing student is able to perform that Competency without supervision .

25. Modes of CBE 25

26. 1-Downloadable Mode 26 Downloadable mode empowers to offer education in a dynamic from to students. student can assess lesson, assignments and s ubmit their script online. They can download their lesson notes and archived l essons , tutorial sessions, lectures etc.

27. 2. Read only mode 27 S tudents will be able to only read the course concepts. Downloading or interacting is unavailable

28. 3.Class room interaction 28 The interactive learning provides an environment for students to talk and discuss f reely about any related topics online. There are two ways of classroom interaction, a ) ‘X’ chart b) Mailing group

29. a)’X’ chart 29 C lient server models that works interact relay that server protocol, it allows servers to connect to each other effectively forming a network. protocol is used by servers to talk to each others. Instructor and participants can talk with each other and discuss on related topic for stipulated time given by the i nstructor.

30. b) Mailing Group 30 Participant can become member of the mailing group by registering their names in the group. O nce the approved by the instructor-participants can post their questions to this group ID. This way course instructor or any other participant can reply to questions that will be read by all the members in that group including the instructor.

31. Process of CBE 31

32. Process of CBE….. 32

33. Activities of Competency based education 33

34. Functions of competency-based education 34

35. 1. Curricular Criterion 35 The curriculum gives learners as clear indication of what is expected of them in terms of performance, conditions and standard. Also, if appropriate, workplace and off the job training and assessment responsibilities should be identified.

36. 2.Delivery criterion 36 Delivery is flexible and learners can exercise initiative in the learning process. Learning materials used by providers indicate the degree to which program delivery is learner centred.

37. 3. Assessment Criterion 37 Assessment should, Measure performance demonstrated against a specified competence standard be available for competencies gained outside the course. Include workspace or off the job components it appropriate.

38. 4. Reporting and/Recording criterion 38 Reports of competencies gained should be provided to learners. Reporting may be in terms of completed modules provided that the relationship between competencies and modules is understood.

39. 5. Certification Criterion 39 Person demonstrating all prescribed competencies in an accredited c ourse or training programme should obtain a credential or statement of attainment which is recognized with the national frame work.

40.   Disadvantages of CBE 40 Unless initial training and follow-up assistance is provided for the trainers, there is tendency to "teach as were taught” we and trainers quickly slip back into the role of the traditional teacher. CBE Courses is only as effective it process used to identify the competencies . When little or no attention is give to identification of the essential job skills , then the resulting training course is likely to be ineffective.

41. 41 OUTCOME BASED EDUCATION

42. OUTCOME BASED EDUCATION 42 Introduction Outcome based education is an theory that bases educational around pre-defined goals ( o ut come). By the end of the education experience each student is expected to have achieved that goal. It is also called standard based education reforms, mastery education and performance based education.

43. OUTCOME BASED EDUCATION 43 Meaning of OBE Outcome-based education means clearly focusing and organizing everything in an education system around what is essential for all students to be able to do successfully at the end of their learning experience .

44. OUTCOME BASED EDUCATION 44 Definition of outcome-based education Outcome-based education (OBE) is a process that involves the restructuring of curriculum, assessment and reporting practices in education to reflect the achievement of high order learning and mastery rather than the accumulation of course credits. Dr. William spady

45. Purposes of outcome-based education 45 1 . Equip all students with knowledge, Competencies, and orientations needed for future success. 2.Implement programmes and conditions that maximize l earning success for all students.

46. Four essential principles in outcomes Based education 46 1. Clarity of focus 2. Designing down 3. High expectation 4. Expanded opportunities

47. 1. Clarity of focus 47 Teachers should focus on helping students to develop the knowledge, skills. and personalities that will enable them to achieve the indented outcome that have been clearly articulated.

48. 2.Designing down 48 The curriculum design must starts with a clear definition of the indented outcomes that students are to achieve by the end of the program. O nce this has been done all instructional decision are then made to ensure achieve this desired end result.

49. 3. High Expectations 49 The teachers should establish high, challenging standards of performance in order to encourage students to engage deeply in what they are leaning.

50. 4.Expended opportunities 50 Teachers must strive to provide expanded opportunities for all students . This principle is based on the idea that not all learners can learn the same thing in the same way and in the same time.

51. Dr-william spadly-The "OBE Pyramid” 51

52. 1. Paradigm: 52 what and whether students learn well is more important than when and How they learn it. C learly define framework of exit outcomes time is an alterable resources “criterion-based’’ i ncreasing students learning and ultimate performance abilities.

53. 2. Purposes 53 Equip all students with knowledge, competencies and orientation needed for future success. Implement programs and conditions that maximize learning success for all students.

54. 3. Premises 54 All students can learn and succeed, but not on the same day in the same way, Schools control the conditions of success.

55. 4. Principles 55 Four principles, according to spady (1994 ) 1.Clarify of focus. 2.Designing down 3.High expectations 4.Expended opportunities

56. 5. Practices 56 1 . Define outcomes 2. Design Curriculum 3 . Deliver instruction   4 Document results   5. Determine advancement

57. Characteristics of OBE in nursing education 57 Ability to exercise professional accountability and responsibility. Ability to use research to plan, implement and evaluation concepts and strategies leading to improvement in care. Ability to evaluate quality of care delivered as an ongoing and cumulative process Ability to facilitate, initiates, manage and evaluate manage in practice to improve quality of care Understanding and use of health promotion and preventative policies Ability to facilitate and assess the professional and other development Act as a role model of professional practice Specialist skills, knowledge and expertise in the practice area

58. Process of outcome-based education 58 Step-1 Establish student learning goals as miserable learning objective Step-2 Develop specific assessment Step-3 Develop comprehensive assessment- tools to assess and measure each criteria Step-4 Collect data from assessed student learning goal using Step-5 Analyse assessment data Step-6 U se data to improve student learning and report for accreditation

59. Activities of outcome based education 59

60. Advantages of outcome-based education 60 Promotes high expectations and greater learning for all students. Prepare students for life and work values, attitudes and beliefs. Encourage decision making regarding curriculum, teaching methods, school structure and management at each school or district level.

61. Disadvantages of outcome-based education 61 C onflicts with admission requirements and practices of most colleges and universities which rely on credit hours and test scores. S ome outcomes f ocus too much on feeling. Relics on subjective evaluation, rather than objective tests and measurements.

62. summary 62 So far we discussed about the competency-based education and outcome based education meaning, definitions ,levels of competencies, process, advantages and disadvantages.

63. conclusion 63 Competency based education emphasizing how competent each student is in a specific subject. It does focus on students grades. Outcome-based education is a student centred approach that has gained popularity in higher education institutions due to its abilities to improve students outcomes and institutional effectiveness.

64.   THEORY APPLICATION GENERAL SYSTEM THEORY

65. ASSIGNMENT 65 Write down the short notes on competency-based education.

66.   JOURNAL Study topic Competency-based education: Theory & Practical A uthor Acikogo.Teceltion, Badodcyan M ustafa Journal name Psycho education research reviews Vol-10,No:3,dec (2021)

67. 67 Aim To reach a pro on CBE through the opinions of educational sciences experts and to review the literature on CBE Study design Convergent design ( qualitative & quantitative) Sampling technique Convenience sampling Study population 28 participants ( expert faculty) Data collection tool Semi-structured questionnaire

68. 68 Results T he study shows that the experts adopt the most—up-to-date definitions of CBE, but it is often confuse with proficiencies-based education The study revealed that CBE focused on the demonstration of competence when considering students progress and measures it by formative assessments and that, in CBE students learning gaps are eliminated by supporting them at each studies.

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