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Reflective Analysis on the Discussion of Outcome-Based Education and the CMO

No. 15 series of 2017 of the Philippine Nursing Curriculum

Article · October 2018

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 Reflective Analysis on the Discussion of Outcome-Based Education and the
CMO No. 15 series of 2017 of the Philippine Nursing Curriculum

Larry Terence O. Cornejo

St. Paul University System – Manila

Abstract:

This paper discusses the principles of the outcome-based education curriculum process and
relates them to the CMO No. 15 series of 2017 of Commission on Higher Education for BS Nursing
Program. The Outcome-Based Education (OBE) affect the quality of the education system in the
Philippines in different perspective in relation to the expected competencies of the Graduates of
Nursing Program during the curriculum process and to help the teachers to understand the
principles of OBE into program structure, instructional designing, teaching, assessment and
evaluation of student learning, and learners assumes the different roles in professions of nursing
as a generalist to advance practice.

Keywords: Outcome-based education, nursing, curriculum, program outcomes

INTRODUCTION

In recent years, the Philippines Commission on Higher Education introduce the outcome-
based education under the CMO No. 46 series of 2012, entitled “Policy Standards to Enhance
Quality Assurance (QA) in Philippine Higher Education Through an Outcome-Based and
Typology-Based QA.” In which the CMO no. 15 series of 2017 was based, that implements the
shifts from competency-based standards to outcome-based education that are specifies the core
competencies of BS Nursing graduates and able to innovate the curriculum by the Higher
Education Institutions offerings the program, in line with the assessment in achieving the learning
outcomes in their particular context and respective missions (Commission on Higher Education
(CHED), 2017).

The outcome-based education (OBE), according to Mtshali (2005), 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. While under the CMO no. 15 series 2017 explained the OBE
is an approach that focuses and organizes the educational system that essential for all learners to
know, value, and be able to do, to achieve a desired level of competence. According to CEI (2016),
there are four (4) basic principles of OBE under the suggestion by Spady (1994) where the OBE
curriculum means starting with a clear picture of what is important for students to be able to do,
then organizing the curriculum, instruction and assessment to make sure that learning will
ultimately happens (Center for Education Innovation, 2016). The four basic principles are clarity
of focus, designing down, high expectations and expanded opportunities. Clarity of focus, the
teacher should clear focus on what the students to develop the knowledge, skills and personalities
to achieve the intended outcomes (Killen, 2000). Designing down, the curriculum design should
have a clear definition of intended outcomes for students to achieve the desired result through the
instructional decisions by the end of their formal education (CEI, 2016). The teachers should have
high expectations for all students. 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 (CEI, 2016). 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. However, most
students can achieve high standards if they are given appropriate opportunities and learn the things
that are important (Killen, 2000).

METHODOLOGY

The method to be used for this paper is to discussion relations of the Philippine
Commission on Higher Education Memorandum Order (CMO) No. 15 series of 2017 as an
outcome-based approach based on the presenting the principles of outcome-based education from
given articles and with the reflective analysis.

RESULT AND ANALYSIS

Using the data to present the principles and process nursing curriculum between the OBE
and CMO No. 15 s2017 with the reflective analysis to understand the nursing curriculum of the
Philippines in relation to the OBE approach.
Table 1. Curriculum Process in Outcome-Based Education (OBE)
Curriculum CMO No. 15 series
OBE (Mtshali, 2005) Analysis
Process 2017
Graduate Roles Specific Roles and The CMO NO. 15 s2017 describe
1. Clinical Role Careers for Graduates the specific roles for BS Nursing
2. Management 1. Client Care Graduates that can assume the role
Roles 2. Leadership and of nurse generalist that are
3. Research Role Management specifies under expected
4. Clinical Teaching 3. Research competencies from outcome-based
Developing a Role 4. Extended Roles: education in preparation of the
graduate a. Advanced graduates.
role Practice Nursing
statement b. Public /
Community
Health Nursing
c. Nursing
Education
d. Leadership and
Governance
• An observable Based on the The CMO No. 15 s2017 is an
behaviour which will Standards of the outcome-based education (OBE)
demonstrate that the Philippine that shows the minimum sets of
student knows Qualifications competencies standards of BS
specified content Framework (PQF) Nursing program, to which are
Determining and/or can apply/use level 6 for the specific for nursing graduates to
graduate knowledge graduates of the BS demonstrate it based from
competencie • The conditions Nursing Program that Philippine Qualifications
s in the form under which the are expected to Framework level 6.
of program student must perform achieve a specific
outcomes the behaviour and level of knowledge,
• The criteria against skills and values,
which the application and degree
performance will be of independence with
measured. performance key
indicators.
Program Structure Summary of Its shows that the CMO is align
Deciding on ➢ Fundamental Curriculum Outline with Nursing curriculum program
the modules 1. General Education of OBE in attaining the minimum
programme - Pre-nursing Courses. requirement based from the
structure, - Social sciences a. Core Courses program outcomes.
ensuring - Foundational b. Elective Courses
that all sciences c. Life and Works
outcomes ➢ Core modules of Rizal
are catered - Nursing programs 2. PE and NSTP 1 &
for in the ➢ Elective modules 2
program - Selected 3. Major Courses
additional credits
 4. Professional
Courses
Curriculum - Curriculum Map Both stated, the identification of
• Comprehensive of Program appropriate course outcomes and
outcome Outcomes and learning outcomes for a specific
statements Performance course and development of an
(Specific Indicators instructional design that they will
Outcome - Range - Alignment of be able to attain the desired
Identificatio statements: Scope Program program outcomes related to
n and and Content and Outcomes, Course knowledge, skills and attitude.
designing of Assessment Outcomes and Additionally, the CHED thru
modules/ Criteria) Learning CMO No.15 series 2017, given the
course • Course Outlines Outcomes Institution the power to modify the
outlines (Outcomes and - Instructional curriculum to suit their particular
content, Design and requirement and thrusts that will
teaching/learning Standards help the students develop more
methods and - Teaching and specifically in attaining the desired
Clinical Learning Process competencies.
placement and
directives)
Assessment and The CMO doesn’t The CMO No. 15 s2017 shows
Evaluation. have a clear and lack of specific instruction for
- Valid separate statement planning on which proper method
- Reliable about the assessment should be used in assessing and
- Fair and evaluation of evaluating the learning process
Planning the - Reflect the learning, but based on thus make it weak OBE
assessment knowledge and the program outcomes
and skills and performance
evaluation of - Motivating indicators, the students
learning. o Positive will expected to
feedback demonstrate upon
o Constructive graduation to which
advice are specific to BS
o Supporting Nursing (page 5 of
o Encouraging CMO 15 s2017).

DISCUSSION

This paper is to answer the question with reflective analysis, if the CMO No. 15 series of
2017 is an outcome-based approach based from the given materials. The Philippine CMO No. 15
series of 2017 is an outcome-based approach but it was weak due to unspecific context or an
instruction to which method to be used that will make the Nursing curriculum of the Philippines
which lead to strong OBE. Although the CMO, it’s geared towards and ensuring that the minimum
standards and other requirements for the implementation of BSN program should be achieved
perfectly. In relation to these and according to CHED (2012) explanation, the OBE approach
resonates as a weak or lower case OBE, to which mixes with other curriculum approaches that are
open to incorporate discipline-based learning areas that are currently the structure of HEI
curriculums (CHED, 2012) that make the learning outcomes of the program achievable and will
lead to be a strong OBE. In the principles of OBE, when it comes in clarity of focus, the approach
of CMO NO. 15, it is there already but still lack of steps-by-steps guidelines, it is, we still using
the old tradition of teaching (teacher-centered) and the transparency of in assessment is not
objectively done and the feedback for students still old styles way of telling it which is not helpful
for the students. When it comes in designing down of the curriculum structure, program outcomes,
learning outcomes, the CMO already achieve it because the outcomes are should derived from the
Constitution and describes the kind of citizen the education system aims to develop with
assimilation of globalization and diversity that able the learner easily adapt to other culture and
belief. In principles of high expectations, the CMO already have it, which make the learner develop
his/her full potential and motivated, and challenging the learner to improve and achieve the goal,
but some teacher, his/her expectations didn’t maximize it properly and the learning environments
are not good and make too much expectation that force the students feel inferior, but sometimes
these kind of harsh approach, help the learner in achieving the goal. When it comes in expanded
opportunity, the CMO itself use a variety of teaching, learning and assessment strategies but still
lack of proper guidelines which appropriate methods should be used. Although the OBE expect
the every learner want to succeed, but not necessarily at the same time and in the same way, but in
CMO in relations to the principles of high expectation it should be at the same time and in the
same way which make the opportunities to learn more difficulty to achieve and restraining, in order
to solve this negative impact and achieve the outcomes it should give more time for remedial/
enrichment as needed that make the learning experiences of the student positive. Furthermore, to
be able to achieve the Strong OBE, the traditional way should be only be used in positive approach
and though there is no perfect educational system, and the systems will not work properly, if the
teachers are not committed for better approach and that suits the particular situations, the learning
outcomes will not succeed. If the strong OBE can achieve, it enables to provide with appropriate
and purposeful learning experiences and opportunities for the learner that they can develop
originality, self-motivation and independence at the same time as they acquire useful knowledge
and skills, which the teachers feel their efforts are satisfied when all the students are successful in
achieving the goals.
 References
Center for Education Innovation (CEI). (2016). OBE Principles and Process. Retrieved from
Center for Education Innovation (CEI): http://cei.ust.hk/teaching-resources/outcome-
based-education/institutional-resources/obe-principles-and-process

CHED. (2012). CMO No. 46 series 2012. Retrieved from Commission on Higher Education
(CHED): https://ched.gov.ph/wp-content/uploads/2017/10/CMO-No.46-s2012.pdf

Commission on Higher Education (CHED). (2017). CMO No. 15 series 2017. Retrieved from
Commission on Higher Education (CHED): https://ched.gov.ph/wp-
content/uploads/2017/10/CMO-No.15-s2012.pdf

Killen, R. (2000). Outcomes-BAsed Eduction: Principles and Possibilities. Retrieved from

http://drjj.uitm.edu.my/DRJJ/CONFERENCE/UPSI/OBEKillen.pdf

Mtshali, N. G. (2005). Developing an outcome-based curriculum. In L. R. Uys, & N. S. Gwele,

Curriculum Development in Nursing: Process and Innovatios (pp. 176 - 194). London
and New York: Routledge. Taylor & Francis Group.

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