SUBJECT : NURSING EDUCATION

TOPIC : COMPETENY BASED EDUCATION AND OUTCOME BASED

EDUCATION

Jyotsana Gurung
M.Sc (Nsg) 1st year

AIIMS,JODHPUR
 CONTENT

• INTRODUCTION
• COMPETENCY BASED EDUCATION
• OUTCOME BASED EDUCATION
• RESEARCH ARTICLE
• SUMMARY
• CONCLUSION
• REFERENCES
 INTRODUCTION

• COMPETENCE: is the capacity to realize (up to standard) the key occupational task
that characterize a profession (specific).

• COMPETENCY: is the capability to choose and apply integrated combination of

knowledge, skills and attitude with the intention to realize a task in a certain context.
 COMPETENCY BASED EDUCATION
• Is an institutional process that moves from focusing on what academics believe
graduates need to know (teacher focused) to what students need to know and able
to do in varying and complex situations (student and /or work place focused).

• Competency based education (CBE) is focused on outcomes that are linked to

workforce needs, as defined by employers and the profession.
 NEED FOR CBE
1. Educational institutions and providers need evidence that anyone who completes a degree or
course has achieved a required level of competency.
2. Employers invest in extensive training programs to address the initial needs of new
employees and the continuing training needs of all employees, especially those in complex
changing work environments.
3. Regulatory legal, external standards and quality measures require demonstration of
competence.
4. Workers need to continue their own personal and professional development to advance their
careers and make positive contributions to organizations.
5. Measure student learning rather than time.
 CHARATERISTICS OF CBE
• Competencies are carefully selected.
• Essential knowledge is learned to support the performance of skills.
• Participants’ knowledge and skills are assessed as they enter the program.
• Learning should be self-paced.
• 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.
 LEVELS OF COMPETENCY
• Level 1: behavior competencies relate to operational work performance and have
to meet the demands of the workplace. they have clearly stated consistent parts,
consisting of competencies.
• Level 2: added competencies based on behavior and additional knowledge needed
to improve work.
• Level 3: integrated competencies that support change of internal and external
working conditions. Knowledge, skills and understanding are integrated into
internal and external work conditions.
• Level 4: it compromises of holistic competencies
 Flexible
Personalized
Skill-based
Affordable
Participants will achieve competencies required in the performance of their jobs.
Participants build confidence as they succeed in mastering specific competencies.
Self-pacing
 ROLE OF CBE IN NURSING
• Allows students to advance based on their ability to master a skill or competency at their own pace
regardless of environment.
• It helps to meet different learning abilities and can lead to more efficient student outcomes.
• Students advance upon achieving mastery.
• Empower students.
• Assessment is meaningful and a positive learning experience for students.
• Learn about application and creation of knowledge, along with the development of important skills and
dispositions.
• Leads to an improved quality of patient care and an increased patient satisfaction with the nurses and
helps promote nursing as a profession .
• Improve nursing education and clinical nursing .
• It is necessary for professionals to demonstrate that they are clinically competent to perform certain roles
.
 OUTCOME BASED EDUCATION/PERFORMANCE
BASED EDUCATION

• Outcomes are clear learning results that learners have to demonstrate at the
end of significant learning experiences.

• OBE is an educational theory that bases each part of an educational system

around goals (outcomes).
• It is a student-centered approach to education that focuses on the intended learning
outcomes resulting from instruction . (NICHOLSON, 2011)

• Outcome-based education(obe) means focusing and organising a school's entire programs

and instructional efforts around the clearly defined outcomes we want all students to
demonstrate when they leave school." (Spady, 1993)
 OBE AS AN APPROACH

1.Identifying desired outcomes

2.Deciding on strategies and methodologies to achieve those outcomes
3.Determining assessment measures for the achievement of outcomes
CLARITY DESIGN
OF FOCUS PRINCIPLES DOWN

HIGH
EXPANDED EXPECTATIONS
OPPORTUNITY
 OBE PROCESS
• ‘Constructivealignment’ is the process that we usually follow when we build
up an OBE syllabus. It is a term coined by professor John Biggs in 1999,
which refers to the process to create a learning environment that supports the
learning activities appropriate to achieving the desired learning outcomes.
• The word ‘constructive’ refers to what the learner does to construct meaning
through relevant learning activities.
• The ‘alignment’ aspect refers to what the teacher does.
 THE "ESSENCE" OF OBE
1. In OBE what matters ultimately is not what is taught, but what is learned.

2. Teachers must set appropriate course intended learning outcomes, instead of teaching
objectives.
3. Constructive alignment: what we teach, how we teach and how we assess ought to be
aligned with the intended learning outcomes, such that they are fully consistent with
each other.
4. The quality of teaching is to be judged by the quality of learning that takes place.
5. All OBE approaches take a criterion-based view of assessment and focus on what
students can do with knowledge after a period of learning.
Set learning Motivate the Improve the Assessment/Evaluate
outcomes students teaching strategies
BENEFITS OF OBE

Clarity

Flexibility

Comparison
Inv
olv
eme
nt
 ROLE OF OBE IN NURSING
• OBE empowers students to take more responsibility .
• Apply leadership concepts, skills, and decision making in the provision of high-quality nursing care, healthcare team
coordination, and the oversight and accountability for care delivery in a variety of settings.
• Integrate evidence, clinical judgment and patient preferences in planning, implementing, and evaluating outcomes of care.
• Demonstrate skills in using patient care technologies, information systems, and communication devices that support safe,
effective nursing practice.
• Incorporate effective communication skills to contribute the nursing perspective to interprofessional teams to optimize
patient outcomes.
• Collaborate with members of the interprofessional team to develop an assessment and intervention plan that takes into
account determinants of health and available resources that contribute clinical prevention and population health.
• Assume accountability for personal and professional behaviors that demonstrate the nursing standards of moral, ethical,
and legal conduct.
• Implement holistic, evidenced-based, safe patient-centered care across the health illness continuum, across the lifespan, and
in all healthcare settings.
 TRADITIONAL EDUCATION COMPETENCY BASED EDUCATION
• Students advance upon the end of a fixed period of • Students continue to receive instructional support
time regardless if they fully learned the concepts and until they fully learn the concepts and skills and then
skills. advance after demonstrating mastery.
• Assessment is used principally for summative • Measurable learning targets are transparent to
purposes. students.
• Schools monitor student growth and place within
pathways to master standards and competencies.

• Learning outcomes emphasize academic skills, • Assessment are embedded throughout a student
memorization and comprehension of content. learning cycle and are used primarily to orient a
student along their individual learning pathway as
well as inform next steps

• Grades are used to create grade point averages to • Learning outcomes emphasizes competencies that
rank and sort students. include deep understanding of content knowledge
demonstrated through application as well as the skills
to be lifelong learners.
  • Schools know the performance levels of each student
and closely monitor growth and progress of
students. Scoring is used to communicate with
students about their progress in learning.
 TRADITIONAL EDUCATION OUTCOME EDUCATION
• Grades /rank-based assessment • Desired outcome (goals) based assessment
• Grades are derived from points on activities, • Completion of education implies the
assignments, exams etc. learner has achieved set goals
• Judgement methods are shaped from • Judgement methods are shaped from
previous results continuous evaluation
• Only summative assessment • Both formative and summative
assessments
• No ‘assess -feedback -improve’ loop • The presence of ‘assess-feedback-improve
‘loop
• Focus on teaching • Focus on learning
• Teacher as guardian of curriculum • Teacher as facilitator and guide
•  
 RESEARCH ARTICLE
•The effects of competency‐based education delivery methods on competency level: a quantitative
study
•Authors: Melissa r. bowman foster, Christopher m. jones
•21 October ,2020
AIMS
The research presented tested 3 hypotheses:
•H10: no change was found in the overall competency level of students on the pre ‐ and
post-assessment
•H1a: a decrease was found in the overall competency level of students on the pre ‐ and
post-assessments
•H1b: an increase was found in the overall competency level of students on the pre ‐
and post-assessments
The program applied competency‐based delivery methods like lectures, class discussions,
and in class activities. Assignments included tests, papers, presentation preparation, and the
use of an online software program.
All assignments were graded by the instructor using rubrics provided to all students with
four levels of competency: mastery (highest level), competent, emerging proficiency, and
novice (lowest level).
The population included 15 students, 3 male, and 12 females. The age range of participants
was 20–50.
Pre‐ and post-self‐assessments were given to a group of graduate students currently
enrolled in a CBE program.
CONCLUSIONS :
At overall combined data, both student data and ability data supported hypothesis H1b.
Individually, the remaining data supported hypothesis h1b. no data supported hypothesis
H1a .
 CONCLUSION
CBE is focused on outcomes that are linked to workforce needs, as defined by employers and the
profession.
OBE is an educational theory that bases each part of an educational system around goals (outcomes).
• Competency is the ability of students or graduates to demonstrate capabilities in knowledge, skills,
and behavior in the same setting. therefore, the training and the curriculum is developed in a way that
addresses these issues. also, the examinations test students in these areas in the same setting and not
on separate exams. therefore, I may ask students to do a PV examination and assess whether they can
demonstrate knowledge, skills, and professional behavior in this area.
• The outcome-based learning curriculum is based on specific outcomes for the whole program; then,
we go backward to develop from these outcomes, the learning outcomes of each stage/phase in the
curriculum. then we use these outcomes to build "the outcomes" of the teaching/learning sessions in
each year/phase. the assessment is also designed in a way to examine if these outcomes were achieved
or not.
 REFERENCES
• Castleberry, Thomas. 2006. "student learning outcomes assessment within the Texas state university map
program." applied research project. Texas state university.
• Sunseri, Ron. 1994. o.b.e. [i.e.] outcome based education: understanding the truth about education reform.
sisters, ore.: multnomah books. 235 p. isbn 0-88070-710-
• Neerja k p. textbook of nursing education. fifth edition: Jaypee publishers. pg. no. 267- 269.
• Sodhi Kaur Jaspreet. comprehensive textbook of nursing education. Jaypee publishers; 2017 pg. no. 233-234
• https://www.researchgate.net/post/competency_based_vs_outcome_based_curriculum
• Sturgis Chris. how competency-based education differs from the traditional system of education. education
domain blog. https://aurora-institute.org/blog/how-competency-based-education-differs-from-the-traditional-
system-of-education/
• Foster Bowman R. Melissa, Jones M. Christopher .21 October 2020.the effects of competency-based
education delivery methods on competency level: a quantitative study. Wiley online library.
https://onlinelibrary.wiley.com./doi/full/10.1002/cbe2.1226