Competency based education

&
Outcome based education
COMPETENCY BASED EDUCATION
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
Competetency based education (CBE) is focused on outcomes
(competencies) that are linked to work force needs, as defined by
employers and the profession
COMPETETENCY BASED EDUCATION
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)
CBE 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
Greater accountability for the cost and time
Hiring of new workers
For extensive learning programs
Regulatory, legal, external standards and quality measures require demonstration of competencies
Personal, professional development
To advance their carriers and
Make positive contributions to organization
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
PRINCIPLES

1. Responsibility: – The state or fact of having a duty to deal with

something or of having control over someone
2. Assertiveness: – Confident and forceful behavior
3.Accountability: – The fact or condition of being accountable;
responsibility
4.Authority – The power or right to give orders, make decisions, and
enforce obedience
LEVELS OF COMPETENCIES

Behavior competency- behavior competencies related to operational

work performance and have to meet the demands of the work place
Added competencies - added competencies based on behavior and
additional knowledge needed to improve work
Integrated competencies - integrated competencies that support
change of internal and external working conditions knowledge, skills
and understanding are integrated into external and internal work
conditions
Holistic competencies- competencies using different approaches to
implementing competency based programs- based on identified
needs
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
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)
PROCEDURE OF COMPETENCY BASED EDUCATION
1) Design 2) Development 3) Implement

DESIGN:
To set training approach.
To develop learning
purposes.
To determine operation
scale.
To design education.
PROCEDURE OF COMPETENCY BASED EDUCATION

DEVELOPMENT: IMPLEMENT:
To prepare learning guide. To implement a course plan.
To verify a task. To train.
To prepare course plans. To do derived assessment.
To prepare auxiliary medium. To train a document
Guide tests/ to review materials
and procedures.
PROCESS OF COMPETENCY BASED EDUCATION
Step 1: Understand the benefits and challenges of competency – based
education.
Step 2: Evaluate and catalogue the objectives of academic program.
Step 3: Review the curriculum structure of programme and the list of
core competencies, if available.
Step 4: Consider adding missing disciplines and skill sets to existing
program.
Step 5: Make the core competencies of program publicly visible.
Step 6: Solicit feedback from students, graduates, faculty, and alumni
to continue revising and optimizing core competencies and associated
curricular offerings.
CHARACTERISTICS OF CBE
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 competencies.
Supporting theory is integrated with skill practice.
Essential knowledge is learned to support the performance of skills.
CHARACTERISTICS OF CBE

Participants knowledge and skills are assessed as they entre the

program.
Competencies are carefully selected.
Variety of support materials including print, audiovisual 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.
FUNCTION OF COMPETENCY BASED EDUCATION
1) Curricular criterion
2) Delivery criterion
3) Assessment criterion
4) Reporting /reporting criterion
5) Certification criterion
CURRICULAR CRITERION
• The curriculum gives learners a 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.
DELIVERY CRITERION
• 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 centered.
ASSESSMENT CRITERION:
• Measure performance demonstrated against a specified competence
standard.
• Be available for competencies gained outside the course
• Include workplace or off the job components if appropriate.
REPORTING / RECORDING CRITERION:
• 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.
CERTIFICATION CRITERION:
• Person demonstrating all prescribed competences in an accredited course
or training programme should obtain a credential or statement of
attainment which is recognized with the national framework.
Fundamental competencies required in nursing care
Fundamental competencies required in nursing care • Four basic
competencies ( Evers, Rush And Berdow 1998)
Managing self – Communicating – Organizing innovation – Managing
change

Basic skills Decision making

Thinking skills Problem solving
Personal qualities Responsibility
Reading, Writing Self esteem
Speaking, Listening Social kills
Mathematics Managing self Integrity
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
Reflective practice and variety of experiences
Clinical ,Laboratory, Class
DEVELOPING COMPETENCE
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
NURSE EDUCATOR COMPETENCIES

The council on collegiate education in nursing an affiliate -abilities

needed by nurse educator using three roles – Teacher – Scholar –
Collaborator
Nurse educator competencies
• Leadership , Open mind, Independence ,Thinking , Accountability
Interdisciplinary approach
• Graduate nurse educator - Inquiry and research in education ,Mentoring
Awareness of trends, issues and needs in nursing educators , Using intuitive,
creative logical thinking and caring attitude
Nurse educator competencies
Leadership
Communication
Negotiation
Organization
Change theories
Problem solving
Decision making
Legislative and policy development Collaborator role
CORE COMPETENCIES
Flensburg's framed group of 9 competencies
• Communication skills
• Assessment and intervention skills
• Computing skills
• Critical thinking skills
• Human caring and relationship skills
• Managing skills
• Leadership skills
• Teaching skills
• Knowledge integration skills
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 long list objectives, Carefully aligned course
objectives to support competency achievement .
Objectives verbs: discus, describe ,recognize and recall demonstrate ,
integrate and implement
Course content: keep adding and approach doesn't address competency ,
based on needs of the practice community
MODE OF COMPETENCY BASED EDUCATION
a) Downloadable mode
b) Read only mode
c) Class room interaction.
ADVANTAGES OF CBE
Participant will achieve competencies required in the performance of
their job.
Participant build confidence as they succeed in mastering specific
competencies.
Self pacing:-participants can move quickly through material they know
or take more time if they need it.
Participants receive a transcript or list of the competencies they have
achieved.
Provide standards for determining how well learning has occurred both
at the individuals and organizational level.
DISADVANTAGES OF CBE

A CBE course is only as effective as the process used to identify the

competencies. When little or no attention is given to identification of
the essential job skills, then the resulting training course is likely to be
ineffective.
Unless initial training and follow up assistance is provided for the
trainers, there is tendency to “ teach as we were taught” and CBT
trainers quickly slip back into the role of the traditional teacher.
Outcome based education
Outcome based education
Outcome based education is an theory that bases education around
pre-defined goals (outcome).
1.It is also called standards based education reforms, mastery
education, and performance based education.
2.MEANING: 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.
Outcome based education
DEFINITION:
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.
In outcome based learning, all school programs and instructional
efforts are designed to have produced specific, lasting results in
students by the time they leave school
CHARACTERISTICS OF OBE
It has program objective, program outcomes, and performance
indicators.
It is objective and outcome driven, where every stated objective and
outcome can be assessed and evaluated.
Program objectives address the graduates attainment within 3-5 years
after their graduation.
Program outcomes, which consist of abilities to be attained by
students before they graduate, are formulated based on the program
objective.
PRINCIPLES IN OUTCOMES BASED EDUCATION
a) Clarity of focus
b) Designing down
c) High expectation
d) Expanded opportunities
CLARITY OF FOCUS:
Teachers should focus on helping students to develop the
knowledges, skills and personalities that will enable them to achieve
the intended outcome that have been clearly articulated.
DESIGNING DOWN:
It means that the curriculum design must starts with a clear definition
of the intended outcomes that students are to achieve by the end of
the program.
Once this has been done all instructional decision are then made to
ensure achieve this desired end result.
HIGH EXPECTATIONS:
It means that teachers should establish high, challenging standards of
performance in order to encourage students to engage deeply in what
they are learning.
Helping students to achieve high standards is linked very closely with
the idea that successful learning promotes more successful learning.
EXPANDED OPPORTUNITIES:
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.
Most students can achieve high standards if they are given appropriate
opportunities
PROCESS OF OUTCOME BASED EDUCATION
Step 1: Establish student learning goals (SLG) 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: Analyze assessment data.
step 6: Use data to improve student learning and report for
accreditation.
BENEFITS OF OBE
1) Promotes high expectations and greater learning for all students.
2) Prepare students for life and work values, attitudes and beliefs.
3) Encourages decision making regarding curriculum ,teaching
methods, school structure and management at each school or
district level.
DISADVANTAGES OF OUTCOME BASED EDUCATION

1) Outcome based education is that it conflicts with the admission

requirement and practices of some colleges and universities.
2) Outcome based learning focus on feeling , values, attitudes and
beliefs over attaining factual knowledge.
3) Outcome based education also relies on evaluation that are
subjective ,rather than objective tests and measurements.