Terminal Competency Assessment Of Core Nursing Knowledge In A State University u6c31

TERMINAL ASSESSMENT OF CORE NURSING KNOWLEDGE IN A STATE UNIVERSITY: INPUT TO THE PROPOSED OBE BSN CURRICULUM

ROSANA GRACE B. BELO-DELARIARTE EdD, MPH, MN, RN RYAN MICHAEL F. ODUCADO MAN, MAEd, RN, RM, LPT AYESHA C. PENUELA MAN, RN, LPT International Conference on Educational Measurement and Evaluation 2018 August 23, 2016 l Hotel Jen Manila, Roxas Boulevard

Outcome-Based Education an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to successfully at the end of their learning experiences (CHED, 2014)

While OBE primarily suggests competency, performance or skills, it recognizes that students have to be equipped with the knowledge or

cognitive skills the development of competence.

in

Assessment of the

core nursing knowledge the ultimate result applied to the end of the student’s 4-year Nursing program

“Exit Outcome”

Statement of the Problem

This study aimed to determine the terminal core nursing knowledge of nursing graduates in the year 2015 in a state university. Specifically, the study sought to answer the following questions: 1. What is the terminal level of competency of nursing students in the nursing core knowledge? 2. Is there a significant difference in the core nursing knowledge of students grouped according to their NAT performance and in their academic performance in professional nursing courses?

Statement of the Problem 3. Is there a significant relationship between their NAT performance and their terminal core nursing knowledge? 4. Is there a significant relationship between academic performance in professional nursing courses and terminal core nursing knowledge? 5. How many percent of variance in terminal core nursing knowledge of nursing students can be explained by NAT and academic performance in professional nursing courses?

Methodology Descriptive correlational design Secondary data obtained from Center for Educational Measurement, University Registrar and University Learning Assessment Center Researcher made Terminal Competency Assessment Test for Core Nursing Knowledge 200 items anchored on the Philippine National Nursing Core Competency Standards (NNCCS) 11 Key Areas of Responsibility Cronbach alpha coefficient = .829

Methodology 141 nursing

graduates of WVSU in 2015 with existing data sets Frequency, Percentage, Mean, ANOVA, Scheffe post hoc test, Pearson’s r correlation and Multiple linear Regression analysis Level of significance at .05 alpha.

2.8%

Results

good

Nursing students’ had performance in the terminal assessment of core nursing

knowledge.

7.8%

89.4% Excellent

Good

Fair

Results

Performance of core nursing knowledge per 11 Key Areas of Responsibility

<25% = Low; 25 – 49% = Fair; 50% – 74% = Good; 75% – 100% = Excellent

Table 1. Overall and per core competency performance of core nursing knowledge Core nursing knowledge competencies

Ethico-Moral

Macabasag, et. al (2016)

Research Arellano, Morano & Nepomuceno (2012) Management of Resources and Environment Records Management Quality Improvement Communication Collaboration and Teamwork Safe and Quality Care Legal Personal and Professional Development Lazarte (2016); Cormier, & Kotrlik Health Education

Overall

(2009); Williamson & Chopak-Foss (2015); Mulan, et al, (2017)

Mean

Rank

Interpretation

78.01

1

Excellent

73.90 69.29 68.37 67.45 65.87 64.45 64.35 63.97 56.31 54.04

2 3 4 5 6 7 8 9 10 11

Good Good Good Good Good Good Good Good Good Good

65.46

<25% = Low; 25 – 49% = Fair; 50% – 74% = Good; 75% – 100% = Excellent

Good

Results There is a significant difference in the core nursing knowledge of students when grouped according to their NAT performance and academic performance in professional nursing courses.

Table 2. ANOVA result for the difference in core nursing knowledge grouped according to NAT

NAT Excellent Superior

Mean Description mean difference = -7.80842; 68.37 Good sig. = .000 66.69 Good

Above Average mean64.77 Good difference = -6.13118; sig. = .010 Good 60.56 High Average

Total df = 3

65.46 F = 7.219

Good

N

SD

38

6.12889

34

5.84784

44

7.16131

25

8.07429

141

7.21221

Sig. = .000

Nursing students with superior and excellent NAT results are more likely to perform better in the

terminal assessment of core nursing knowledge

Reynolds & Fletcher-Janzen, 2007; Carter, 2011; Mohan, 2016

Table 3. ANOVA result for difference in core nursing knowledge grouped according to academic performance

Academic performance

Outstanding Very good Good Very Satisfactory Total df = 3

Mean mean difference = -15.47436; mean difference = -5.05271; Description = .001 75.67 sig.sig.= .000

Excellent 69.83 Good mean meandifference difference == -9.63626; -10.89080; 64.76sig. sig.==.000 .000 Good Good 60.19 mean difference = -4.58355; 65.46sig. = .003 Good F = 27.145

N

SD

9 35 58 39 141

2.62202 5.04092 5.98622 6.50062 7.21221

Sig. = .000

Nursing students who perform better in their academics are also more likely to perform better in terminal assessment of core nursing knowledge.

Mohan, 2016

Correlation Between Core Nursing Knowledge and NAT 90

Nursing Aptitude Test (NAT)

80 70 60

50 40 30 20 10 0 0

100

200

300

400

500

600

700

800

Significant positive moderate relationship between nursing students’ NAT performance and their performance in the terminal assessment of core nursing knowledge (r = .402; p = .000)

Academic Performance

Correlation Between Core Nursing Knowledge and Academic Performance 90 80 70 60 50 40 30 20 10 0 0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

4.50

5.00

Significant positive strong relationship between students’ academic performance in professional nursing courses and their performance in terminal assessment of core nursing knowledge (r = .667; p = .000).

Model

Unstandardized Coefficients B

1

(Constant) NAT

Navarro, Vitamog, Tierra & Gonzalez (2011);-28.317 Ong, Palompon & Banico (2012) .021 and de Leon (2016)

Academic performance R Square = .460

20.764

Standardized Coefficients

Std. Error

t

Sig.

Beta

8.698

-3.255

.001

.010

.138

1.985*

.049

2.379

.607

8.729*

.000

Std. Error of the Estimate = 10.677427

F =58.750

Core nursing knowledge = .02 NAT + 20.76 academic performance – 28.32

Sig. = .000

Conclusions • At the end of the nursing program at WVSU College of Nursing, students are equipped with the necessary knowledge expected of beginning nurse practitioner. In addition, students are also ready for a competitive job market. • The higher the students’ aptitude for nursing, the more likely they perform better in nursing school. • Students, who academically perform well in nursing courses, are expected to also perform well in the outcomes assessment of what they have learned in the nursing school.

Conclusions • Input and process can significantly influence outcomes. There are multiple factors that can influence outcomes of students within the nursing program. While aptitude for nursing can predict the likelihood of student success, nursing school plays an immense role in moulding and preparing students as they enter the professional world of nursing. NAT alone cannot be viewed in isolation to solely predict students’ outcomes in nursing school.

• Aptitude, quality nursing education, and proper implementation of the curriculum ensures that educational graduate outcomes are met.

Recommendations • NAT should still be included as part of the ission policy of the college to incoming nursing students of the new OBE BSN curriculum. • Ensure nursing curriculum must be responsive to cater the educational needs of the students.

Recommendations • The college must continue the tradition of excellence in nursing education but must strive hard to achieve not only good performance but excellent outcomes. • Other factors not identified in this study that can influence outcomes of the educational process like terminal core nursing knowledge must be explored.

Maraming Salamat!