NURSING EDUCATION

STUDENT EXCHANGE
IN IFUGAO STATE
UNIVERSITY, PHILIPPINES
2015

MASTER OF NURSING
POSTGRADUATE PROGRAM
UNIVERSITAS
MUHAMMADIYAH
YOGYAKARTA
Quality Assurance in Higher Education of
Philippines
 HIGHER EDUCATION INSTITUTION IN THE PHILIPPINES

Table 1. Distribution of Higher Education Institutions by Institution Type: AY 2011/12

Legend:
HEIs – Higher Education Institutions
SUCs – State Universities and Colleges
LUCs – Local Universities and Colleges
 TWO WAYS OF QUALITY ASSURANCE MECHANISM:

1. Internal Quality Assurance (DLSU-D)

A. Creation of Institutional Offices
1. Planning Office (Presidential Management Office [PMO])
2. Quality Assurance Office (QAO) – academic, operations,
and environment
3. Environmental Resource Management Office (ERMAC)

B. Quality Assurance Practices and Activities of the University

• Quality assurance practices are embedded in the over-all

University operation. These are emphasized during planning and
evaluation sessions of administrators.
• Existence of the Quality Assurance office that coordinates all
quality assurance activities of the University.
• Involvement of all sectors in carrying out self-survey among
students, support staff, faculty members, alumni and administrators.
 2. External Quality Assurance (DLSU-D)
•Private HEI Accrediting Agencies

The Federation of Accrediting Agencies

of the Philippines (FAAP)

Philippine Philippine Association of

Accrediting Colleges & Universities
Association of Commission on
Schools, Colleges & Accreditation (PACUCOA)
Universities
(PAASCU)

Association of Christian Schools Colleges &

Universities
(ACSCU-AAI)
 Accreditation
1. Based on standards of the accrediting agency,
which are normally higher that those set by
CHED and PRC
2. Voluntary
3. An evaluation by external accreditors are
mostly faculty members from other higher
education institutions
4. Non - Goverment
 Two types of Acreditations
A. Goverment Accreditation
Is done by CHED which involves the processes of
issuance of government authorization to offers
programs to the private Hels in the form of
permit or recognition.
CHED has regional offices in the different regions of
the country assisted by the Regional Quality
Assessment Teams (ROATS) in the different
disciplines which are tasked to evaluate the
extend of compliance of the Hels to the
minimum standards
 B. Private Accreditation
It is voluntary in nature that pertains to the
accreditation being done by the private
accrediting bodies.
CHED encourages accreditations by giving Hels
incentives and greater autonomy.
Accrediatation is now viewed as a means of
promoting educational excellence through self
regulation and peer – evaluation.
 Criteria
There are ten (10) criteria (areas) that are used
in the assessment of programs :
• Mission, goals, and objectives
• Faculty
• Curriculum and instruction
• Student
• Research
• Extension and Community involment
• Library
• Physical Facilities
• Laboratories
• Administrations
 Step in the Accreditation Processes

• A self-evaluations or a self-survey done by

institutions
• An on-site evaluations conducted by peers
• The decision of the governing board of the
acrediting body
• Periodic external review
 Acreditations Levels
Status Term Benefit

Level I Initial accreditation Full administrative and finacial

for 3 years deregulations,grants and funding
administrations

Level II Formal Accreditation

for 5 years
Level III Re – Accrediation for All the benefits of level I/II,
5 years curricullar
deregulations,previlege to offer
distance educations and
extension classes

Level IV Re – Accrediation for All the above benefits, full

5 years autonomy of the programs
Philippine Qualifications
Framework (PQF)

1
 The Philippine Education System

Technical Baccalaureate,
Education Post- Baccalaureate,
Four (4) Years Junior HS + and Skills Post-Doctoral/
Two (2) Years Senior HS + Development Specialization
Six (6) Years TESD Specialization (NC I
and NC II) + Arts & Sports
One (1)
Year
9
 THE PHL QUALIFICATIONS FRAMEWORK
TECHNICAL
LEVEL BASIC EDUCATION AND HIGHER EDUCATION
EDUCATION SKILLS DEVELOPMENT

DOCTORAL AND
L8 POST DOCTORAL

L7 POST BACCALAUREATE

L6 BACCALAUREATE
BACCALAUREATE

L5 DIPLOMA

L4 NC IV
NC IV

L3 NC III

L2 GRADE 12 NC II

L1 GRADE 10 NC I
8-Level Descriptors

11
 LEVEL 1
Knowledge
KNOWLEDGE, SKILLS and skills that are manua
AND VALUES
or concrete or practical and/or
operational in focus.
APPLICATION Applied in activities that are set in a
limited range of highly familiar and
predictable contexts; involve
straightforward, routine issues whic
are addressed by following set rules
guidelines or procedures.
DEGREE OF In conditions where there is very clos
INDEPENDENCE
support, guidance or supervision;
minimum judgment or discretion is
needed.
QUALIFICATION NATIONAL CERTIFICATE I 12
TYPE
 LEVEL 2
Knowledge
KNOWLEDGE, SKILLS and skills that are manua
AND VALUES
practical and/or operational in focus
with a variety of options.
APPLICATION Applied in activities that are set in a
range of familiar and predictable
contexts; involve routine issues whic
are identified and addressed by
selecting from and following a numb
of set rules, guidelines or procedures
DEGREE OF In conditions where there is
INDEPENDENCE
substantial support, guidance or
supervision; limited judgment or
discretion is needed.
QUALIFICATION NATIONAL CERTIFICATE II 13
TYPE
 LEVEL 3
KNOWLEDGE,Knowledge and skills are a balance of theoretical a
SKILLS AND
practical. Work involves understanding work
VALUES
process, contributing to problem solving and mak
decisions to determine process, equipment and
materials to be used.

Applied in activities that are set in contexts with so

APPLICATION
unfamiliar or unpredictable aspects; involve routin
and non-routine issues which are identified and
addressed by interpreting and applying establish
guidelines or procedures with some variations.
Application may involve individual responsibility or
DEGREE OF
INDEPENDENCE
autonomy, may involve some responsibility for oth
Participation in teams including team or group
coordination may be involved.
QUALIFICATION NATIONAL CERTIFICATE III
TYPE 14
 LEVEL 4
KNOWLEDGE,Knowledge and skills are mainly theoretical and/or
SKILLS AND
abstract with significant depth in one or more area
VALUES
contributing to technical solutions of a non-routine
contingency nature; evaluation and analysis of curr
practices and the development of new criteria and
procedures.
Applied in activities that are set in range of contex
APPLICATION
most of which involve a number of unfamiliar and/o
unpredictable aspects; involve largely non-routine
issues which are addressed using guidelines or
procedures which require interpretation and/or
adaptation.
DEGREE OF Work involves some leadership and guidance whe
INDEPENDENCEorganizing activities of self and others

QUALIFICATIO NATIONAL CERTIFICATE IV 15

N TYPE
 LEVEL 5
KNOWLEDGE, Knowledge and skills that are mainly theoretical
SKILLS AND and/or abstract with significant depth in some
VALUES areas together with wide-ranging, specialized
technical, creative and conceptual skills. Perform
work activities demonstrating breadth, depth and
complexity in the planning and initiation of
alternative approaches to skills and knowledge
applications across a broad range of technical
and/or management requirements, evaluation and
coordination.
APPLICATION Applied in activities that are supervisory, complex
and non-routine which require an extensive
interpretation and/or adaptation/ innovation.
DEGREE OF In conditions where there is broad guidance and
INDEPENDENCE direction, where judgment is required in planning
and selecting appropriate equipment, services and
techniques for self and others. Undertake work
involving participation in the development of
strategic initiatives, as well as personal
responsibility and autonomy in performing
complex technical operations or organizing others
16
QUALIFICATION DIPLOMA
 LEVEL 6

KNOWLEDGE, SKILLS Graduates at this level have broad and

AND VALUES coherent knowledge and skills in their field
of study for professional work and lifelong
learning

APPLICATION Application in professional work or

research in a specialized field of discipline
and/or for further study

DEGREE OF Independent and /or in teams of related

INDEPENDENCE field with minimal supervision

QUALIFICATION TYPE 17
Baccalaureate Degree
 LEVEL 7

KNOWLEDGE, SKILLS Graduates at this level have advanced

AND VALUES knowledge and skills in specialized or
multidisciplinary field of study for
professional practice or self-directed
research

APPLICATION Applied in professional work that requires

leadership and management in a
specialized or multidisciplinary professional
work, research and/or for further study

DEGREE OF Independent and or in teams of

INDEPENDENCE multidisciplinary field with very minimal
supervision

QUALIFICATION TYPE
Post-Baccalaureate Program
18
 LEVEL 8
KNOWLEDGE, SKILLS Graduates at this level have highly
AND VALUES advanced systematic knowledge and skills
in very specialized or complex
multidisciplinary field of learning for
multifaceted research or professional
practice or for the advancement of learning

APPLICATION Applied in highly specialized or complex

multidisciplinary field of professional
work, research and/or further study that
require management expertise, innovation
and leadership

DEGREE OF Independent and/or in teams of multi-

INDEPENDENCE disciplinary and complex setting

QUALIFICATION TYPE Doctoral Degree and Post-Doctoral

19
Programs
 Nursing Curricculum in Philippines

• The Curriculum is competency based ,

competency is about actual performance of
nursing care by type of client
• Competency Appraisal - are courses that are
used to ensure that the expected competencies
are developed. This is not only classroom
activities. You have to use clinical scenarios as
testing conditions.
The Competency
Based Test
Framework
(USA)
 NURSING PROCESS
NP I NP II NP III NP IV NP V
Community Care of
Care of Care of
Health Clients with
Basic Clients with Clients with
Nursing and Physiologic
Foundation of Physiologic Physiologic
Care of and
Nursing and and and Psycho-
Healthy/At Psycho-
Professional Psychosocial social
Practice Risk social
Alterations Alterations
Mother and Alterations
Child [A] [B]
[C]

ACROSS THE LIFESPAN

INDIVIDUALS, FAMILIES, GROUPS,
COMMUNITY IN VARIED SETTINGS
 Sylabus
Course Descriptive Tittle Credits Units

Lecturer RLE

Care Management Apply Knowledge of 8 6

Normal Anatomy and
Physiology

Total 8 6

Lecturer 8 Units = 54’ x 8

RLE 6 Units = 51’ x 6
Consultation Hours = Th: 11.00 AM- 12.00 PM
Teaching Learning
Process
“A thousand teachers,
a
thousand methods.”
-Chinese Proverb
 IMPLEMENT

PLAN EVALUATE

Feedbacks and Reflection

Teaching Process
Teaching Learning : 70% Discussion
30% Group Activities
 Innovative Methods of
Teaching

I hear and I forget.

I see and I believe.
I do and I
understand.
The empires of the future are the empires of the mind.-
- Confucius
Winston Churchill
Issues :
• Focus on Test scores
• Not much emphasis on Behavioral Aspects.
• Emerging areas.
 STUDENT PARTICIPATION

Class presentation
Case analysis
Quiz sessions
Role plays
Assignments
Team Work
MULTIMEDIA LEARNING PROCESS

Text
Images
Audio
Video
Animation
Models of Assessment
 Methods of Assesment
Objective Essay Oral Performance Observation Self
Question Based Report

MCQ Response Interview Project Informal Questionn

questions aires

True or false Oral Presentations Formal

examination

Matching
Type

Short
Answer
 Grading System
Midterm Grade (MG) = Class Standing x2+Mid exam
3
Tentative Final Grade = Class Standing x2+Final exam
3
Final Grade (FG) = TFG x2+MG
3
Every Nurse Can Fly to Get The
Dreams