The document discusses competency-based education (CBE) and outcome-based education (OBE) in nursing. It defines CBE as an approach where students demonstrate learned knowledge and skills to achieve specific competencies. OBE focuses on what students should be able to do upon completing their education. The document outlines several levels of competencies and purposes of CBE. It also discusses applying CBE and OBE in nursing education and their potential advantages and disadvantages.
4. Introduction
• Competency based education is an approach to teaching and
learning more often used in learning concrete skills than abstract
learning.
• CBE is a framework for teaching and assessment of learning.
• Students demonstrate their learned knowledge and skills in order
to achieve specific competencies.
5. Meaning of competency based education
The terms competence, competency and performance, although similar,
have differences in meaning that may cause confusion.
Competency focuses on an individual’s ability to perform activities
related to work, life skills, or learning.
Competence describes actions or skills the person should be able to
demonstrate and cannot be directly measured.
Performance relates to specific behaviours that are measurable and can
reflect what workers actually do.
6. Definition
• According to Richards and Rodgers :- “ competency
based education focuses on outcomes of learning. CBE
addresses what the learners is expected to know and able
to do in varying and complex situation.”
7. Competency - based education
It 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.
Competency – based Education (CBE) is focused on outcomes
(competencies) that are linked to workforce needs, as defined by
employers and the profession.
8. Need for competency – based education
Educational institutions and providers need evidence that
anyone who completes a degree or course has achieved a
required level of competency.
Accrediting, regulatory, and professional groups want
assurance that completion of an educational program indicates
competency.
9. Cont…
There is greater accountability for the costs and time it
takes to complete educational endeavours and determine
if they achieve the expected outcomes.
Regulatory , legal , external standards and quality
measures requires demonstration of competence.
10. Level of competencies
• Jucevicience and Lepaire (2005) proposed a multidisciplinary
approach to the conceptualization of competence.
• They viewed performance as having different hierarchical levels
that require different levels of competence :-
12. Levels cont…
Level 1 :- Behaviour competencies related to operational work
performance and have to meet the demands of the workplace. They
have clearly stated constituent parts, consisting of competencies.
Level 2 :- Added competencies based on behaviour 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 comprises of holistic competencies.
13. Purposes of competence – based
education
Measure student learning rather than time.
Harness the power of technology for teaching and learning.
Fundamentally change the faculty role.
Define competencies and develop valid, reliable assessments.
14. Modes of CBE
• DOWNLOADABLE MODE
Downloadable mode empowers to offer education in a dynamic form
to students.
Students can access lessons , assignments and submit their scripts
online.
They can download their lesson notes and access archived lessons,
tutorial sessions , lectures etc.
15. Cont…
• READ ONLY MODE
• Students will be able to only read the course concepts. Downloading
or interaction is unavailable
CLASSROOM INTERACTION
• The interactive learning provides an environment for students to talk
and discuss freely about any related topics online.
16. CBE and Nursing Education
• CBE addresses the need to have graduates of nursing and
health-related programs prepared for entry-level positions in their
practice areas. Educators, employers, students, consumers, and
external stakeholders all can contribute to making this a reality.
Having a clear understanding of CBE is the first step in making
the decision to implement CBE. The implementation of CBE
requires a change in philosophy. Essential competencies, based
on current standards and evidence, are established. Developing
valid and reliable assessments to demonstrate what graduates
know and can do is the key to assure competence.
17. Revised BSc (Nursing) syllabus is based on
competency based curriculum. According to new
guidelines:
• Students are expected to perform the listed skills/ competencies
many times until they reach Level 3 competency, after which the
preceptor signs against each competency.
• Preceptors/faculty: Must ensure that the signature is given for
each competency only after they reach Level 3.
18. Cont..
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
19. Application of competency- based education in
nursing
• According to The COPA Model (A comprehensive framework
designed quality care and competence for patient safety) Lenburg,
1999, the nursing knowledge and skills for any course can be
clustered under one or more of the eight universal core
competencies listed as follows:
21. Advantage of CBE
Participants will achieve competencies required in the performance of
their jobs.
Participants 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.
22. Disadvantage of CBT
• Unless initial training and follow up assistance is provided for
trainers, there is a tendency to “ teach as we taught “ and CBT
trainers quickly slip back into the role of the traditional teacher.
• Focus on observable outcome and performance and not on
learning processes.
23. Cont..
• A course may be classified as competency – based, but unless
specific CBT materials and training approaches (e.g., learning
guides , checklists and coaching) are designed to be used as part
of a CBT approach, it is unlikely that the resulting course will
be truly competency – based.
25. Introduction
The concept of outcome-based education was
developed by Benjamin Bloom, a developmental
psychologist, and James Block. OBE was structured
by spady. William spady is a sociologist and is also
known s the father of outcome-based education.
26. Meaning
• OBE means clearly focussing and organizing everything in an
education system around what is essential for all students to
able to do successfully at the end of their learning experience.
27. Definition
According to spady WG, an outcome is a culminating
demonstration of learning; it is .what the student should be
able to do at the end of a course.
Outcome-based education (OBE) is a competency- oriented,
performance - based approach to education which is aimed at
aligning education with the demands of the workplace, and at
the same time develops transferable life skills, such as
problem- solving and critical thinking skills.
29. Cont…
1.Paradigm: WHAT and WHETHER students learn well is more
important than WHEN and HOW they learn it. Clearly define
framework of exit outcomes time is an alterable resource “criterion-
based” increasing student’s learning ultimate performance abilities.
2.Purpose: The purpose of outcome-based education are to:
• Equip all students with knowledge, competencies and orientations
needed for future success.
• Implement programs and condition the maximize learning success
for all students.
3. Premises: All students can learn and succeed, but not on the same
day in the same way. Schools control the conditions of success.
30. Principles in outcomes based education
1. CLARITY OF FOCUS
Teacher should focus on helping students to develop the knowledge, skills and
personalities that will enable them to achieve the intended outcomes that have been
clearly articulated.
2. DESIGNING DOWN
• The curriculum design must start 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.
31. Cont…
3. HIGH EXPECTATION
• 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 teaching promotes more successful learning.
4. EXPANDED OPPORTUNITIES
• 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. However, most students can achieve high
standards if they are given appropriate opportunities. The teacher must strive to
provide expanded opportunities for all students.
32. Planning under OBE system
1. Deciding on the outcomes : It is very important to define the outcomes
of a program in specific and precise manner. Outcomes are clear,
observable, demonstration of student learning that occur after a
significant set of learning experiences.
2. Demonstrating outcomes : Expected demonstration will be defined by
setting ‘benchmarking’ for each level of the program. It should address
and define specifically the goals of the curriculum and determine the
ways to assess whether students have reached these goals at that levels
of study.
33. Cont…
3. Deciding on contents & teaching strategies : There are 2 general
approaches to implement outcome based model –
a. ‘WHOLE CLASS’ Model which seeks to bring all learners in a
classroom up to standard levels of learning before proceeding further.
b. ‘FLEXIBLE’ Model which uses flexible grouping, continuous
progress, technological approach and instructional management.
This model requires the instructor to make students understand objectives
clearly and also to make a sincere attempt to meet each student at his/her
level.
34. Cont…
• 4. Assessment in OBE : The entire curriculum in OBE is driven by
assessments that focus on well- defined learning outcomes and not
primarily by factors such as what is taught, how long the students
take to achieve the outcomes or which path the students take to
achieve their targets.
35. Advantage
• 1.Promotes high expectations and greater learning for all
students.
• 2.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.
36. Disadvantage
• 1.Conflict with admission requirements and practices of
most colleges and universities which rely on credit hours
and test scores.
• 2.Relies on subjective evaluation, rather than objective
tests and measurements.
37. JOURNAL
• The effectiveness of outcome based education on the competencies of nursing students: A
systematic review
• ABSTRACT
• Background: Outcome Based Education (OBE) is a student-centered approach of curriculum
design and teaching that emphasize on what learners should know, understand, demonstrate and
how to adapt to life beyond formal education. However, no systematic review has been seen to
explore the effectiveness of OBE in improving the competencies of nursing students.
• Objective: To appraise and synthesize the best available evidence that examines the effectiveness
of OBE approaches towards the competencies of nursing students. Design: A systematic review of
interventional experimental studies.
• Data sources: Eight online databases namely CINAHL, EBSCO, Science Direct, ProQuest, Web
of Science, PubMed, EMBASE and SCOPUS were searched.
38. Review methods: Relevant studies were identified using combined approaches of electronic
database search without geographical or language filters but were limited to articles published
from 2006 to 2016, handsearching journals and visually scanning references from retrieved
studies. Two reviewers independently conducted the quality appraisal of selected studies and data
were extracted.
• Results: Six interventional studies met the inclusion criteria. Two of the studies were rated as
high methodological quality and four were rated as moderate. Studies were published between
2009 and 2016 and were mostly from Asian and Middle Eastern countries. Results showed that
OBE approaches improves competency in knowledge acquisition in terms of higher final
course grades and cognitive skills, improve clinical skills and nursing core competencies and
higher behavioural skills score while performing clinical skills. Learners' satisfaction was also
encouraging as reported in one of the studies. Only one study reported on the negative effect.
• Conclusions: Although OBE approaches does show encouraging effects towards improving
competencies of nursing students, more robust experimental study design with larger sample
sizes, evaluating other outcome measures such as other areas of competencies, students'
satisfaction, and patient outcomes are needed.
39.
40. Conclusion
The CBE approach allows students to advance their ability to master
a skill or competency at their own pace regardless of environment.
This method is tailored to meet different learning abilities and can
lead to more efficient student outcomes.
OBE empowers students to take more responsibilities for their own
learning and supports their moves to greater students engagement
with the curriculum and student- centred approaches.
41. Bibliography
• 1. ElvinaEdwin2. OBE & CBE [Internet]. Education presented at; 11:42:22 UTC [cited
2020 Oct 6]. Available from: https://www.slideshare.net/ElvinaEdwin2/obe-cbe
• 2. (PDF) The Effect of Competency-Based Education Model on Cognitive and Clinical
Skills of Nursing Students [Internet]. [cited 2020 Oct 15]. Available from:
https://www.researchgate.net/publication/322243966_The_Effect_of_Competency-
Based_Education_Model_on_Cognitive_and_Clinical_Skills_of_Nursing_Students
• 3. (PDF) Outcomes-based Curriculum Development and Student Evaluation in Nursing
Education [Internet]. [cited 2020 Oct 15]. Available from:
https://www.researchgate.net/publication/235397813_Outcomes-
based_Curriculum_Development_and_Student_Evaluation_in_Nursing_Education
• 3. Comprehensive Textbook of Nursing Education by Jaspreet Kaur Sodhi page no. 523-
526.
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