CHED’s CMO No. 15, Series of 2017, introduced significant changes to the Philippine Nursing Curriculum by shifting to an OBE model. This Memorandum empowers institutions to design curricula that reflect their own mission and goals, as long as they produce the desired outcomes.
Research supports the efficacy of OBE in nursing education. For example, a study by Spady (1994) highlighted that students in OBE-focused programs demonstrate higher levels of competence in applying clinical skills compared to those in traditional programs. Additionally, a study by Harden (2007) emphasized that OBE improves student engagement, as the focus on clear outcomes encourages active learning and self-directed study.
Real-World Examples: The Benefits of OBE in Nursing Education
In a 2018 study, implementing OBE in nursing programs across European countries led to significant improvements in clinical reasoning skills and patient care quality (Benner et al., 2018). The Philippines can similarly benefit from aligning nursing education with OBE principles. By ensuring that graduates are outcome-oriented, the gap between theoretical knowledge and practical application is reduced. Hospitals reported that graduates from OBE-aligned programs required less onboarding time and demonstrated greater confidence in clinical decision-making (Clark & Prosser, 2019).
Addressing Challenges in OBE Implementation
While OBE offers many advantages, institutions face challenges in its implementation. These include faculty training, curriculum redesign, and limited resources (Biggs, 2014). The transition from a competency-based to an outcomes-based approach requires educators to rethink their teaching strategies, moving towards a more student-centered model. This shift has been shown to improve students’ ability to integrate clinical judgment with evidence-based practices (Harden & Crosby, 2000).
To overcome these barriers, institutions can adopt several strategies:
- Invest in Faculty Development: Providing training on OBE methods can equip educators with the skills necessary to effectively teach in an OBE framework (Prideaux, 2003).
- Leverage Technology: Use simulation-based learning and e-learning platforms to enhance practical training and make learning more interactive (Booth et al., 2017).
- Collaborate with Healthcare Facilities: Partnering with healthcare institutions for clinical placements ensures that students gain real-world experience and meet the expected outcomes.
Visual Aids for Enhancing Learning
To improve the communication of key information, integrating visual aids such as flowcharts and diagrams can help students better understand complex processes. For instance, a flowchart illustrating the steps from student entry into the nursing program to graduation would make the curriculum development process clearer. A table outlining the different program outcomes for each year of study could also serve as a quick reference for students and faculty.
Conclusion and Call to Action
The shift towards Outcome-Based Education in the Philippine Nursing Curriculum through CHED Memorandum Order No. 15 represents a forward-thinking approach to nursing education. However, for OBE to fully realize its potential, institutions must invest in faculty development, leverage modern technology, and continuously adapt to the evolving needs of the healthcare sector.
In conclusion, OBE is not just a curriculum design but a philosophy that empowers students to take ownership of their learning and ensures that they are prepared to meet the dynamic challenges of the healthcare field. Policymakers, educators, and institutions must work together to further strengthen OBE implementation, ensuring that future nurses are not only academically competent but also equipped with the practical skills necessary to deliver safe, effective, and compassionate care.
References
- Benner, P., Sutphen, M., Leonard, V., & Day, L. (2018). Educating Nurses: A Call for Radical Transformation. Jossey-Bass.
- Biggs, J. (2014). Teaching for Quality Learning at University: What the Student Does. McGraw-Hill Education.
- Booth, R., Lewis, L., & Ward, K. (2017). Simulation in nursing education: Student and faculty perspectives. Clinical Simulation in Nursing, 12(2), 34-39.
- Clark, E., & Prosser, M. (2019). Outcomes-based education: Revisiting curriculum development in healthcare. Nurse Education Today, 47, 25-32.
- George Washington University. (2019). The future of nursing: Leading change and advancing health. The National Academies Press.
- Harden, R. M. (2007). Outcome-based education: The future is today. Medical Teacher, 29(7), 625-629.
- Prideaux, D. (2003). ABC of learning and teaching in medicine: Curriculum design. BMJ, 326(7383), 268-270.
- Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers. American Association of School Administrators.
- Uys, L. R., & Gwele, N. S. (2005). Curriculum Development in Nursing: Process and Innovation. Routledge.
- World Health Organization. (1946). Constitution of the World Health Organization. Bulletin of the World Health Organization.
