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ADPCN 55th Annual Convention And General AssemblyTheme: “ ADPCN Focus: Quality Assurance in Nursing Education”
October 2, 2014
Uture directions of the
nursing profession
1
CARMENCITA M. ABAQUINChairperson
Professional Regulatory Board of Nursing
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THE INCUMBENT PRBON
Chairperson: HON. CARMENCITA M. ABAQUIN
HON. PERLA G. PO HON. GLORIA B. ARCOS HON. GLENDA S. ARQUIZA
HON. CARMELITA C. DIVINAGRACIA HON. CARFREDDA P. DUMLAOHON. FLORENCE C. CAWAON
PRBON MEMBERS:
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3
Outline of Presentation
1. Government Initiatives:
ASEAN Mutual Recognition Arrangements (MRA) onNursing Services
Philippine Qualifications Framework (PQF)
ASEAN Qualifications Reference Framework (AQRF)
2. Alignment of Nursing Initiatives :
Harmonized Nursing Roadmap
2012 National Nursing Core Competency Standards
National Nursing Career Progression Program Continuing Professional Development
Nursing Law Revision
3. Way Forward
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ASEAN
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ASEANECONOMIC
COMMUNITY
2015
• Overal l Object ive of the
ASEAN Communi ty :
Transform ASEAN into a
stable, prosperous, and highly
competitive region with
equitable economic
development, and reduced poverty and socio-economic
disparities
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3 PILLARS OF THE ASEAN
COMMUNITY
To fast track integration, AMS adopted blueprints containing
action areas and goals roadmaps 2009-2015
ASEAN
ECONOMIC
COMMUNITY
ASEAN
SOCIO-
CULTURAL
COMMUNITY
ASEANPOLITICAL-
SECURITY
COMMUNITY
DTI / NEDA DSWD DFA /DND
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ASEAN ECONOMIC COMMUNITY
BLUEPRINT
1. Recognition of qualification education, training,certification and experience of professionals
2. Cooperation on human resources development
and capacity building in the area of services3. Enhance cooperation among ASEAN University
Network (AUN) members to increase mobility forboth students and staff
4. Develop core competencies and qualifications job/occupational and trainers skills required in priorityservices sectors
5. Strengthen research capabilities in promoting
skills, job placements and developing labour marketinformation networks 9
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AEC 2015
10
Free Flow of
Professional
Services
Recogni t ion ofProfessional
Qual i f icat ions
Movement of
Professionals
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Conceptual Framework
RECOGNITION DEVELOPMENT HARMONIZATION
OF QUALIFICATIONS
MOBILITY OF PROFESSIONALS(ASEAN ECONOMIC COMMUNITY 2015)
MRA PQF AQRF
11
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The ASEAN Mutual Recognition Arrangements
PROFESSIONAL SERVICES DATE OFSIGNING
Business Services Sectoral Working Group
1. ENGINEERING Dec. 2005
2. ARCHITECTURE Nov. 20073. SURVEYING Nov. 2007
4. ACCOUNTANCY Feb. 2009
Healthcare Services Sectoral Working Group
1. NURSING Dec. 2006
2. DENTISTRY Aug. 2008
3. MEDICINE Feb. 2009
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Conceptual Framework
RECOGNITION DEVELOPMENT HARMONIZATION
OF QUALIFICATIONS
MOBILITY OF PROFESSIONALS(ASEAN ECONOMIC COMMUNITY 2015)
MRA PQF AQRF
13
ASEAN F k A t
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ASEAN Framework Agreement on
Services AFAS Article V:
Recognition
ASEAN Member States may recognize the
education or experience obtained,requirements met, or licenses or
certifications granted in another ASEAN
Member State, for the purpose of licensing
or certification of service suppliers
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The ASEAN Mutual Recognition
Arrangements (MRA’s)
Recognition
EducationTraining
Experience
CertificatesLicenses
Mobility
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Objectives of the MRA
1. Facilitate mobility of practitioners within ASEAN
2. Exchange information and enhance cooperation
in respect of mutual recognition of practitioners
3. Promote adoption of best practices on standardsand qualifications
4. Provide opportunities for capacity building andtraining of practitioners
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Recognition and Eligibility of
Foreign Practitioners
1. In possession of a qualification recognized by
PRA of country of origin and host country
2. In possession of a valid professional registration
and current practising certificate to practiceissued by PRA of country of origin
3. Has been in active practice in country of origin
Engineering/Architecture: 7 yearsMedicine/Dentistry: 5 years
Nursing: 3 years
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UPDATES
ASEAN has adopted a Roadmap Template
Each ASEAN Member State (AMS) has
submitted its Country Implementation Plan
Discussions on mobility
Matrix comparison on Registration and
Licensing policies and procedures, CPD
requirements, Special Temporary Permit
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The Roadmap Template: Criteria
I. Exchange of Information
II. Facilitation of Mobility of Healthcare
Professionals
III. Capacity-building and Training
IV. Financing Mechanisms Best Practices
V. Malpractice Insurance
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I. EXCHANGE OF INFORMATION
• Qualifications (technical, ethical & legal)
• Domestic Laws and regulations (RA9173; RA 8981; RA 722)
• Core Competencies (2005 NCCS; 2012NNCCS)
• Code of Professional Conduct
• CPD (Continuing ProfessionalDevelopment)
Best Practices
• Registration Process
• Licensing Process
• Recognition of foreign healthcareprofessionals
Standardised
Procedures
• Recognised Institutions
• Foreign Professionals Database
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DOMAINS OF THE ASEAN
NURSING CORE COMPETENCY
Ethics and Legal Practice
Professional Nursing/Midwifery Practice
Leadership and Management Education and Research
Professional, Personal and Quality
Development
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II. FACILITATE MOBILITY
• Registration through AJCCNs:
• Each AMS’ NRA can nominate their registered healthcareprofessionals through its AJCCN representative to beconsidered by other AMS NRA for registration andrecognition
• After each AJCCN Meeting , AJCCN reps bring back
nominations from other AMS for their NRAs consideration
• NURSING Regulatory Authority• Evaluate qualifications and experience of nominated
Foreign Nurse
• Register and/or license/grant recognition to nominatedForeign Nurse allowing them to practice in Host Country
• Monitor their practice and conduct of Foreign Nurse• Take necessary action for any violation to ensure highstandard of practice
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The Roadmap Template
II. Facilitation of Mobility of HealthcareProfessionals
apply
Status: GP
SpecialistGood Standing
Local
professionals
Foreign country(Institutions: hospitals,
companies)
Local PRA Host PRA
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III. CAPACITY BUILDING
• Visits to healthcare facilities /institutions
• Conferences/ Forums
• Attachments programmes
• Countries in need for capacity building canarrange local seminars, inviting resourcepersons from more developed AMS
• Countries with developed system assist the lessdeveloped countries through various
programmes
POLICIES OF TEMPORARY LICENSING
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POLICIES OF TEMPORARY LICENSINGIN ASEAN MEMBER STATES
Country Limited
Practice
Humanitarian Training
(CPD,
Specialization
Research
with
Patient
Contact
Expert
Visit
Lecture
without
Patient
Contact
PHIL. 1 year
Renewable Not for
employment
Yes
(through private
organisation)
Yes Yes Yes Not
required
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CONTINUING PROFESSIONAL DEVELOPMENTRegulations
to ContinuingNursing
Education
(CCNE)
Respon-
sible
Depart
ment for
CNE
Approved
Training
agencies
Categories
of
CNE
Education
activities
Assigned
CNEU*
(Credit
/hr)
Required
CCNE - U forRegistration
per years
Required for
re-
registering
relicensing
Use ofcollected
CNCERemark
YES NO Regis-
tering
Relicen
sing
yes,
res#
PRC
Stan-
dards
Division;
PRBON
CPDCouncil
CPD
providers
based on
PRC
guideline
Formal
Non.formal
Informal
activities
(UNESCO)
1hour
to1credit
unit
45 credit
units/3years
or15cu/year
Qualifications
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REGISTRATION REQUIREMENT PROCESS
FOR OVERSEAS-QUALIFIED NURSES
PHILIPPINESCategori
es of
Nurses
Pre-
requisites
Educational
Qualificatio
ns
Recent
Clinical
Practice
Licensure
or
applicable
Exams
Competen
cy
Assessme
nts
Required
Verification
of Nursing
Registration
Verification
of Nursing
Education
Transcript
Others
Register
ed
Nurses
Must have
current
nursing
registration
/ licensure
in countryof training.
• Bachelor
in Nursing
3 years
post
registratio
n
experienc
e
Pass SNB
RN
licensure
exam
Yes Yes
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1• Cross-Border Supply
2 • Consumption Abroad
3• Commercial Presence
4• Movement of Natural Persons
Services, unlike goods, have 4
modes of supply
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MEMBER A MEMBER B
Mode 1: Cross border supply
Mode 2: Consumption abroad
Mode 3: Commercial presence
Consumer A
The service crosses the border
Service
supply
ServiceSupplier
ServiceSupplier
Consumer A
Consumer A
Consumer A
ServiceSupplier
CommercialPresence
Establishes a commercial presence in AService
supply
Modes of Supply
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Mode 1: Cross Border Supply
Cambodia
Philippine Hospital
Singapore Hospital
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Mode 2: Consumption Abroad
Philippines
Singapore
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Mode 3: Commercial Presence
Thailand
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Mode 4: Movement Of NaturalPersons
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COUNTRY
Number of
Accredited
Hospitals
First Hospital to Attain Accreditation /
Date attained
1. Thailand 18 Bumrungrad International: 2 Feb 2002
2. Philippines 6 St. Lukes Medical Center: 22 Nov 2003
3.Singapore 14 National University Hosp: 1 Aug 2004
4. Indonesia 5 Siloam Hospital Lippo Village: 19 Sept 20075. Malaysia 7 Penang Adventist Hospital: 16 Nov 2007
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Implications for Practice
Mode 1: Cross border supply Technology-based
Diagnostic radiology
HistopathologyMedical transcription
Medical/Nursing research
Education: Distance Learning mode Problem: Quality Assurance
What are the standards?
Who defines standards?
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Implications for Practice
Mode 2: Consumption abroad Services offered/Value-added
Diagnostics
Surgical procedures
Medical /Nursing education
Thai students in Phil medical schools
Indonesian /Cambodian students in Phil. Nursing schools
Residency training/Subspecialty
Indonesia, Nepal, India
Problem: What are the standards?
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Implications for Practice
Mode 3: Commercial presence
Foreign companies invest in thePhilippines
May bring their own people with them
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Implications for Practice
Mode 4: Movement of natural persons
Full/Free mobility: countries with similar
education, accreditation, certificationsystems, and professional practice
US and Canada
Australia and New Zealand
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ASEAN Ventures
Free Flow of Investments
Building of Tertiary Hospitals, Research and
Training Centers by foreign multinational companies(Mode 3: Commercial presence)
Bringing of CEO’s / intracorporate transfers of keypersonnel (Mode 4: Movement of natural persons)
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Future Healthcare Institutions
Operating Room Setting:
TEAM COMPOSITION: Multinational
Singaporean Surgeon
Thai Anesthesiologist
Indonesian Surgical Resident (Assist)Filipino / Cambodian Nurses
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PHILIPPINE QUALIFICATIONS
FRAMEWORK
(PQF)
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Conceptual Framework
RECOGNITION DEVELOPMENT HARMONIZATION
OF QUALIFICATIONS
MOBILITY OF PROFESSIONALS(ASEAN ECONOMIC COMMUNITY 2015)
MRA PQF AQRF
43
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2012His Excellenc y Benig no S. Aq uin o III ,
President of the Republ ic of th e
Phi l ippines, signed the
Execu tive Order No. 83 dated
Octob er 1, 2012
INSTITUTIONALIZATIONOF THE
PHILIPPINE QUALIFICATIONS FRAMEWORK
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Th Phili i Q lifi ti
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The Philippine Qualifications
Framework (PQF)
NationalPolicy
Levels ofeducationalqualifications
Standards forqualification
outcomes
Competency- based
Labor market- driven
Assessment-basedqualification
recognition
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The PQF Coverage
Basic Education
Technical andVocational Education
Higher Education
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Six (6) Years
Four (4) Years Junior HS +
Two (2) Years Senior HS +
TESD Specialization (NC I
and NC II) + Arts & Sports
Technical
Educationand Skills
Development
Baccalaureate,
Post- Baccalaureate,Post-Doctoral/
Specialization
One (1)
Year
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The PQF Coverage Cont.
Allinstitutions
and systems
Training Specialization
Skills andcompetencies
Workexperience
Lifelonglearning
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Objectives of PQF
1. Establishes national standards and level forOUTCOMES of education, training, specialization,
skills and competencies
2. Provide NATIONAL REGULATORY AND
QUALITY ASSURANCE arrangements for
education and training
3. Support the development and maintenance of
PATHWAYS AND EQUIVALENCIES whichprovide access to qualifications
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Objectives of PQF Cont.
4. Supports individual LIFELONG LEARNING
goals by providing the basis for individuals
to progress through education and training
5. Aligns the PQF with international
qualifications framework to support the
national and international mobility of
learners and workers through INCREASEDRECOGNITION of the value and
comparability of Philippine
QUALIFICATIONS
THE PHL QUALIFICATIONS FRAMEWORK
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THE PHL QUALIFICATIONS FRAMEWORK
LEVEL
GRADE 10
GRADE 12
TECHNICAL
EDUCATION AND
SKILLS DEVELOPMENTHIGHER EDUCATION
DOCTORAL AND
POST DOCTORAL
BACCALAUREATE
BASIC
EDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
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Key Messages
1. The Philippine government is working
towards a unified educational and
training system throughout the country
that harmonizes basic education, technical-vocational education and higher education
into a nationwide schedule of skills and
competencies2. The PQF is the government’s answer to
unemployment by addressing job-skills
mismatch
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Key Messages
3. The PQF will ensure alignment ofeducational outcomes to job requirements
by:
giving students a better picture of thecompetencies they need for the job they are
interested in
allowing employers to identify the basic
work-skills their employees must possess
ensuring that training and educational
institutions adhere to specific standards that
are aligned with industry standards
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Key Messages
4. The PQF is aligned with internationalqualifications framework to support the
national and international mobility of
workers through increased recognition ofthe value and comparability of Philippine
qualifications.
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LEVEL 6
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KNOWLEDGE,
SKILLS AND
VALUES
Graduates at this level will have a
broad and coherent knowledge and
skills in their field of study forprofessional, creative work and
lifelong learning
APPLICATION Application in
professional/creative work in orresearch in a specialized field of
discipline and/or further study
DEGREE OFINDEPENDENCE
Independent and /or in teams ofrelated field with minimal
supervision
QUALIFICATION
TYPE Baccalaureate Degree
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KNOWLEDGE SKILLS Graduates at this level have highly advanced
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KNOWLEDGE, SKILLS
AND VALUES
Graduates at this level have highly advanced
systematic knowledge and skills in a highly
specialized and/or complex multi-disciplinary
field of learning for complex research, creativework and or professional practice and
leadership for the advancement of learning
APPLICATION Applied for professional leadership for
innovation, research and/or developmentmanagement in highly specialized or multi-
disciplinary field
DEGREE OF
INDEPENDENCE
Independent and/or in teams of multi-
disciplinary and more complex setting thatdemands leadership for creativity and
strategic value added. Significant level of
expertise-based autonomy and accountability
QUALIFICATION TYPE Doctoral Degree and Post-Doctoral Programs
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Use of Learning Outcomes
Traditional: subject-based Shifted to competency-based / problem-based
Now, outcomes-based
For faculty, the shift from describing what to teach
to describing what a student learned or a graduate
has learned is a major one
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Quality Assurance
A component of quality management and is
focused on providing confidence that quality
requirements will be fulfilled.
Refers to planned and systematic process thatprovide confidence in the design, delivery and
award of qualifications within an education and
training system.
Ensures stakeholders interests and investments in
any accredited program are protected
Quality Assurance
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Quality Assurance
n
Commission on Higher Education (CHED) Professional RegulationCommission (PRC)
Higher Education Institutions
Graduates Professionals
Permit to open/operateTechnical Committees
Monitoring/VisitationPercentage passingExternal accreditation status Investigation
Licensure examsRegistration
LicensingOathtaking
Monitor conditionsCode of Ethics
CPD/CPEAdministration
N t St F PRC
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Next Step For PRC
Review the framework and contents ofthe licensure examinations of each of
the professions
Quali ty Assurance
Aligns with the 3domains of PQF
Based on International
Standards/Best Practices
Outcomes-Based
With transparent
system/process
Responsive to the
needs of the
industry here and
abroad
Review the guidelines in the accreditation,
monitoring, evaluation system andimplementation of CPE Providers and
Programs
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II. Most important Features
1. Shift to outcomes-based education and use of
learning outcomes
2. Government regulatory bodies confer recognition
to education and training providers
3. Training and education providers are held
accountable for the attainment of learning
outcomes
4. Implementation of quality assurance mechanisms,
pathways and equivalencies
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II. Most important Features
5. Establishment of a Qualifications Register
6. Ensuring international alignment of qualifications
7. Encouraging lifelong learning
8. Government regulatory bodies confer recognition
to certificates and licenses
9. Recognition of qualification is based on
assessment of individual
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ASEAN QUALIFICATIONS
REFERENCE FRAMEWORK
(AQRF)
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Conceptual Framework
RECOGNITION DEVELOPMENT HARMONIZATION
OF QUALIFICATIONS
MOBILITY OF PROFESSIONALS(ASEAN ECONOMIC COMMUNITY 2015)
MRA PQF AQRF
67
R i l Sit ti
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Regional Situation
National Qualifications Frameworks
(10 countries)
ASEAN Qual if icat ions Reference Framewo rk
ASEAN MRA
ASEAN INTEGRATION
2015
Device for Comparison Referencin g Process
ASEAN Qualifications
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ASEAN QualificationsReference Framework (AQRF)
SCOPE
• A common reference framework
•Function: as a device to enable comparisons of
qualifications across ASEAN countries.
•The AQRF addresses education and training
sectors (incorporates informal, non formal andformal learning)
•the wider objective of promoting lifelong learning.
ASEAN Qualifications
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Reference Framework (AQRF)
PURPOSETo enable comparisons of qualifications across countries that will:
1. Support recognition of qualifications
2. Encourage the development of qualifications frameworks that
can facilitate lifelong learning
3. Encourage the development of national approaches to
validating learning gained outside formal education
4. Promote and encourage education and learner mobility5. Promote worker mobility
6. Lead to better understood qualifications systems
7. Promote higher quality qualifications systems
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LEARNING OUTCOMES
Emphasize the results of learning r ather than focusing on
inputs such as length of study and support the transfer of
qualifications, including credit transfer and recognition of
non-formal and informal learning
To facilitate the linking of NQFs levels against the levels in
the AQRF, NQFs or Qualification Systems should have
qualifications demonstrably based on learning outcomes
A hierarchy of levels of complexity of learning which use
learning outcomes as the metric for the hierarchy72
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LEVEL DESCRIPTORS
Include:• Cognitive competence involving the use oftheory and concepts, as well as informal tacitknowledge gained experientially
• Functional competence (skills or know-how),those things that a person should be able to dowhen they work in a given area
• Personal competence involving knowing how toconduct oneself in a specific situation
• Ethical competence involving the possession ofcertain personal and professional values
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Structure :- Scope
- Purpose- Principles- Quality Assurance
Components of the Framework- Learning outcomes- Level descriptors- Credit or amount of learning- linking national qualifications frameworks
Referencing- Referencing procedure- Referencing criteria
75
LEVEL PQF 6
KNOWLEDGE SKILLS AND VALUES Graduates of this level will have a broad and
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LEVEL AQRF 6
KNOWLEDGE AND SKILLS is at the forefront of a field and show mastery
of a body of knowledgeinvolve critical and analytical thinking
APPLICATION AND RESPONSIBILITY are complex and changing
require initiative and adaptability as well as
strategies to improve activities and to solve
complex and abstract issues
KNOWLEDGE , SKILLS AND VALUES Graduates of this level will have a broad and
coherent knowledge and skills in their field of
study for professional work and lifelong learning
APPLICATION Application in professional work in a broad
range of discipline and/ or for further study
DEGREE OF INDEPENDENCE Independent and/ or in teams of related field
QUALIFICATION TYPE Baccalaureate Degree
National Qual if icat ions Framework
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MALAYSIA
SINGAPORE
INDONESIA
PHILIPPINES LAOS
VIETNAM
o f the ASEAN Member States
ASEAN QUALIFICATIONS REFERENCE FRAMEWORK
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8
1
2
3
4
5
6
7
1
2
3
4
5
6
7
8
9
1
2
3
4
5
6
7
Quali f icat ions
(A )
Quali f icat ions (B )
Country
(A ) Country (B )
AQRF
8
(AQRF )
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Level Descriptors include two domains
1.Knowledge and skills
2. Application/responsibility
79
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CAN FILIPINOS
COMPETE with
ASEANCOUNTERPARTS?
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82
Competitiveness of
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Professionals
83
1. Market Cond it ion and Trends
1.1 Number of schools
1.2 Number of graduates
1.3 Number of active professionals
1.4 Surpluses / Shortages
2. Core Competency Standards
2.1 Nature and quality of curricula
2.2 Interaction with foreign professional bodies2.3 Trends in number of passers
2.3 Professional outcomes indicators
professionals in other countries
Competitiveness of Professionals
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Competitiveness of Professionals
84
3. Quali ty A ssu rance
3.1 International benchmarking of professional standards
3.2 Compliance with international standards
3.3 Extent of performance-based professionalassessment and accreditation
4. Salary / Fee Expectat ions
5. Language sk i l ls / Personal attr ibutes
ALIGNMENT OF NURSING
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INITIATIVES TO PQF AND AQRF
Harmonized Nursing Roadmap
2012 National Nursing Core Competency Standards
– Program Outcome. Implementation:
Education
Nursing Service
NLE
National Nursing Career Progression Program
Continuing Professional Development
Revision Of The Nursing Law
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II. HARMONIZED NURSING
ROADMAPS
II . NURSING PROFESSION
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II . NURSING PROFESSIONROADMAPS:
A. NURSING PROFESSIONROADMAP TOWARDS
GOOD GOVERNANCE
B. ASEAN NURSINGROADMAP
C. NURSING
COMPETITIVENESSROADMAP
D. HARMONIZED NURSING
ROADMAP
AB
D
C
VISION: Philippine ProfessionalNursing Care the Best for the Filipino
and the Choice of the World
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BON NLGNMULTI SECTORAL
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CBGGNP
PNA ANSAP ADPCNCNGP RENAP
CCNAPIORNAPOHNAP
PHICNA PONAGNAP
APDNPP ADNEP MCNAP MNAP SCVNPPGNCF PSECNWHO-CC
Ang NarsNARS
U S C O
GROUP COALITION
(MSGC)
NURSING PROFESSION ROADMAP
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Professionalism
And Self-
Regulation
Nursing Human
Resource Management
Program
Nurse-led
Centers
Regulation of
Nursing Practice
A Center forNursing Governance
Core Values
Program
National Nursing Career
Progression Program
CNARS
Primary Health
Care
Standard Practice
Guidelines
Set up the Office of
Strategy Management
(OSM)
Positive Practice
Environment
Program
Continuing Professional
Education
Independent
Nursing Practice
Review of the Nursing
Law & other related Laws
Nursing Organizations’
Roadmap & Scorecard
Alignment
Nurse Watch Competency Enhancement
for Education and Service
Resource Generation for
Philippine Nursing
Development
Nursing Image Functional Integration
between Education and
ServiceState of Philippine
Nursing
Deployment Program of
Nurses
Nursing Management
Information
2012 NATIONAL NURSING CORE COMPETENCY
PHILIPPINE NURSE LICENSURE EXAMINATION BON
TOWARDS GOOD GOVERNANCE
Three (3) Priority Initiatives:(J 24 2013 PPNRC M ti )
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(June 24, 2013 PPNRC Meeting)
1. Develop harmonized standards of Philippine Nursing
Education and Practice/Service anchored on the core
competencies
2. Increase percentage of compliance by:- schools
- health care institutions
3. Create nurse-led facilities whose practitioners areaccredited by the PRC-BON for independent nursing
practice and basic nursing care
Consolidation and Integration
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Consolidation and Integration
Competitiveness Criteria
Where are we
now?
(PresentSituat ion )
Where do we
want to go?
(Goal AndObject ives )
How shal l we
do i t?
(Act ionAgenda)
When do we
do /Finish It?
(Timetable)
COMPETITIVENESS ASSESSMENT
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Criteria And Measurable Indicators Of
Professional Competitiveness
1. Market Conditions and Trends
2. Core Competency Standards3. Quality Assurance
4. Salary/Fee Expectations
5. Language Skills and Personal Attributes
D. HARMONIZED NURSING
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ROADMAP
The various initiatives of the Nursing ProfessionRoadmap Towards Good Governance are crucial
to the attainment of quality assurance and core
competency standards which are underscored in
global competitiveness
Nursing Management Information System – is also
crucial in maintaining the needed information and
data based for nursing to maintain itscompetitiveness
The succeeding slides are aimed in providing
updates to ensure local and global competitiveness
and enhance the nursin rofessions mobilit
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II. 2012 NATIONAL NURSING CORE
COMPETENCY STANDARDS
I. 2012 NATIONAL NURSING CORE
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COMPETENCY STANDARD
The PROCESS: 10 KEY PHASES (2009- PRESENT)
Phase 1. Work Setting Scenario Analysis
Phase 2. Validation Studies Of Roles & Responsibilities
Phase 3. Integrative Review Of Outputs From ValidationPhase 4. Core Competency Consensual Validation
Phase 5. Conduct Of Public Hearing
Phase 6. Promulgation Of The Revised & Modified NNCCS
Phase 7. Printing Of The 2012 NNCCSPhase 8. Training : Implementation Of The 2012 NNCCS
Phase 9. Implementation Of The 2012 NNCCS
Phase 10. Evaluation Of The Effectiveness Of The 2012 NNCCS
IDENTIFIED AND VALIDATED ROLES
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IDENTIFIED AND VALIDATED ROLES
OF THE BEGINNING NURSE
Beginning
Nurse’s Role
On Client Care
BeginningNurse’s Role
On Research
Beginning
Nurse’s Role
On Managementand Leadership
CLIENTS OF THE NURSE
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CLIENTS OF THE NURSE
FAMILY
POPULATION
GROUPS
INDIVIDUAL
NURSE COMMUNITY
BEGINNING NURSES’ ROLE ON CLIENT CARE
3. Revision of the Nursing Core Competency Standard Project
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1. Practices in accordance with legal principles and
code of ethics in making personal and professional
judgment.
2. Utilizes the nursing process in the interdisciplinary
care of clients that empowers the clients and
promotes safe quality care.
3. Maintains complete, accurate and up-to-date
recording and reporting system.
4 Establishes a collaborative relationship with
colleagues and other members of the team toenhance nursing and other health care services.
5 Promotes professional and personal growth anddevelopment
5
31
3
2
3
BEGINNING NURSES’ ROLE ON MANAGEMENT AND LEADERSHIP
3. Revision of the Nursing Core Competency Standard Project
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Responsibility Competency
1. Demonstrates management and leadership skills to
provide safe and quality care.
2. Demonstrates accountability for safe nursing practice.
3. Demonstrates management and leadership skills to
deliver health programs and services effectively to
specific client groups in the community setting
4. Manages a community/village based health facility
component of a health program or a nursing service
5. Demonstrates ability to lead and supervise nursing
support staff.
6. Utilizes appropriate mechanisms of networking, linkage
building and referrals.
4
4
2
7
8
4
BEGINNING NURSES’ ROLE ON RESEARCH
3. Revision of the Nursing Core Competency Standard Project
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BEGINNING NURSES’ ROLE ON RESEARCH RESPONSIBILITY
1. Engages in nursing or health related research
with or under the supervision of an experienced
researcher
2.Evaluates a research study/report utilizing
guidelines in the conduct of a written research
critique.
3. Applies the research process in improving
patient care in partnership with a quality
improvement/ quality assurance/ nursing audit
team.
COMPETENCY
4
4
4
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IMPLEMENTATION PHASE
GOAL -
To effectively and efficiently
Implement the 2012 National
Nursing Core Competencies in all
work settings.
TARGET
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TARGET
FULL IMPLEMENTATION
NURSING SERVICE (Hospital andCommunity)
NURSING EDUCATION
NURSE LICENSURE EXAMINATION
2014
IMPLEMENTATION OF THE 2012 NATIONAL NURSING CORE COMPETENCYSTANDARDS
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NursingService
• Hospital• Community
• Other Settings
NursingEducation
• CHED TCNE to revise the BSN Curriculum based
on the 2012 National Nursing Core CompetencyStandards
TestFramework for
the NurseLicensure
Examination
• BON to revise the NLE Test Framework accordingto the 2012 National Nursing Core CompetencyStandards
• JOB DESCRIPTIONS• COMPETENCY BASED TRAINING
PROGRAMS• PERFORMANS APPRAISALS
105
VIII – C. Training of Trainors forMainstreaming of the 2012 NNCCS
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Mainstreaming of the 2012 NNCCS(Spreading and Imbedding) Target 2014
There were limitations encountered during the pilot testing of
the Program Design for the Master Trainer and Facilitator
Program
The PRBON Lead and the Chair/Co-Chair of the Continuous
Improvement Committee are currently going over the
evaluation documents submitted to determine the next steps
to be done. The Master Trainors who were trained will be invited for the
succeeding phase of 2012 NNCCS implementation
workshops
VIII – C. Training of Trainors for Mainstreamingof the 2012 NNCCS (Spreading and Imbedding)
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of the 2012 NNCCS (Spreading and Imbedding)Target 2014
This phase will include :
Modification of the program design based on the pilot
testing Activating the various implementation committees
Establishing the program design for spreading and
imbedding 2012 NNCCS in nursing education andservice (hospital and community)
Appropriate utilization of the modules.
FULL IMPLEMENTATION OF
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2012 NNCCS Program and design committee:
Develop a model to train the master
trainer to spread and imbedding of 2012
NNCCS Government model
Private sector model
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Program Outcomes (cont )
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Program Outcomes (cont…)
110
7) Work effectively in collaboration with inter-, intra-, and multi-
disciplinary and multi-cultural teams
8) Practice beginning management and leadership skills in the
delivery of client care.
9) Conduct research with an experienced researcher
10) Engage in lifelong learning with passion to keep current with
national and global developments in general and nursing andhealth developments in particular.
11) Demonstrate responsible citizenship and pride of being a
Filipino
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III. CONTINUING PROFESSIONAL
DEVELOPMENT
CPD Developments
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CPD Developments
1. Align CPD with ASEAN MRA, PQF, AQRF and the CPD Bills
2. Develop Career Progression for eachProfession
ASEAN MRA
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ASEAN MRA
Roadmap for the Implementation of theMRA
Exchange of information
2.1 Basic qualifications
2.2 Postgraduate qualifications
2.3 Core competencies
2.4 Scope of practice
THE PHL QUALIFICATIONS FRAMEWORK
TECHNICAL
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LEVEL
GRADE 10
GRADE 12
TECHNICAL
EDUCATION AND
SKILLS DEVELOPMENTHIGHER EDUCATION
DOCTORAL ANDPOST DOCTORAL
BACCALAUREATE
BASIC
EDUCATION
L1
L2
L3
L4
L5
L6
L7
L8
NC I
NC II
NC IV
NC III
NC IV
DIPLOMA
BACCALAUREATE
POST BACCALAUREATE
8-LEVEL QUALIFICATIONSDESCRIPTORS
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DESCRIPTORS
Defined in terms of 3 domains
1. Knowledge, skills and values
2. Application
3. Degree of independence
LEVEL 6
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KNOWLEDGE, SKILLS
AND VALUES
Demonstrated broad and coherent knowledge andskills in their field of study for professional work and
lifelong learning
APPLICATION Application in professional work in a broad range ofdiscipline and/or for further study
DEGREE OFINDEPENDENCE
Substantial degree of independence and/or in teamsof related fields with minimal supervision
QUALIFICATIONBaccalaureate Degree
LEVEL 7
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KNOWLEDGE, SKILLS
AND VALUES
Demonstrated advanced knowledge and skills inspecialized or multidisciplinary field of study for
professional practice, creative work, self-directedresearch and/or lifelong learning
APPLICATION Applied in professional work that requiresleadership and management in a specialized ormultidisciplinary professional work and/or researchand/or further study
DEGREE OFINDEPENDENCE
High degree of independence that involves exerciseof leadership and initiative, individual work or inteams of multidisciplinary field
QUALIFICATIONPost-baccalaureate Degree
LEVEL 8
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KNOWLEDGE, SKILLS
AND VALUES
Demonstrated highly advanced systematicknowledge and skills in highly specialized and/or
multidisciplinary field of learning for complexresearch, creative work and/or professional practiceand leadership for the advancement of learning anddevelopment of innovations
APPLICATION Applied in highly specialized or complexmultidisciplinary field of professional work thatrequires innovation, and/or leadership andmanagement and/or research in a specialized ormultidisciplinary field
DEGREE OFINDEPENDENCE
Full independence in individual work and/or in teamsof multidisciplinary and more complex setting thatdemands leadership for research and creativity forvalue added. Significant level of expertise-basedautonomy and accountability.
PQF Components
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PQF Components
1. Learning Outcomes / Outcomes-basedEducation and Assessment
2. Lifelong Learning
3. Pathways and Equivalencies
4. Credit Accumulation and Transfer5. Quality Assurance
6. International Alignment
7. Recognition of education and training
providers8. Assessment-based awarding of qualifications
Regional Situation
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Regional Situation
National Qual i f icat ions Framewo rks
(10 coun tries)
ASEAN Qual if icat ions Reference Framewo rk
ASEAN MRA
ASEAN INTEGRATION
2015
Device for Comparison Referencing Process
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LEARNING OUTCOMESEmphasize the results of learning rather than
focusing on inputs such as length of study and
support the transfer of qualifications, including
credit transfer and recognition of non-formal andinformal learning\
A hierarchy of levels of complexity of learningwhich use learning outcomes as the metric for the
hierarchy
12
1
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QUALITY ASSURANCE (QA) A component of quality management and focused on providing
confidence that quality requirements will be fulfilled
Promote QA of education and training across the region
Underpinned by a set of agreed QA principles and broad
standards related to:
1. The functions of the registering and accrediting agencies2. Systems for the assessment of learning and the issuing of
qualifications
3. Regulation of the issuance of certificates12
2
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It includes:
Cognitive competence involving the use of theory andconcepts, as well as informal tacit knowledge gainedexperientially
Functional competence (skills or know-how), those thingsthat a person should be able to do when they work in a givenarea
Personal competence involving knowing how to conduct
oneself in a specific situation
Ethical competence involving the possession of certainpersonal and professional values
12
3
Knowledge and skills Application and Responsibility
is at the forefront of a field are complex and unpredictable and involve
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LEVEL
7
is at the forefront of a field
and show mastery of a
body of knowledge
involve critical and
independent thinking as
the basis for research to
extend or redefine
knowledge or practice
are complex and unpredictable and involve
the development and testing of innovative
solutions to resolve issues
require expert judgement and significant
responsibility for professional knowledge,
practice and management
LEVEL
8
is at the most advancedand specialised level
and at the frontier of a
field
involve independent
and original thinkingand research, resulting
in the creation of new
knowledge or practice
are highly specialised and complexinvolving the development and testing
of new theories and new solutions to
resolve complex, abstract
issues
require authoritative and expert judgement in management of
research or an organization and
significant responsibility for extending
professional knowledge and practice
and creation of new ideas and or
124
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Level Descriptors include two domains
1.Knowledge and skills
2.Application/responsibility
12
5
Application in CPD
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pp
1. Lifelong Learning: FormalNon-formal
Informal
2. Quality Assurance: Accredit CPDproviders / programs
3. PQF Domains: Knowledge, Skills, Values
ApplicationDegree of Independence
Application in CPD
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pp
4. Learning outcomes:Focus on:
a. demonstration of outcomes
b. evaluation of what is learned
Shift in Focus
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INPUTS
SKILLS
COMPETENCIES
PROCESSES LEARNINGOUTCOMES
Outcome-based Assessment
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TASKSTeacher Student Professional
Defines the task
and the learningtarget
Sets standard for performance
Demonstrate skills
and competencies
Controlled Setting:Simulation
Written Actual
Real-lifeSupervised
Demonstrate skills
and competencies
Naturalistic Setting:Real-life workplaceand practice
Pattern of Evaluation Framework inOBE (Kirkpatrick, 1975)
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O ( pat c , 75)
Level 4
• Results
• Evaluates the long-term effect of the program onthe organization, community, or society
Level 3
• Behavior• Evaluates how much the learners have applied
their learning in their workplace
Level 2
• Learning• Evaluates how much the learners have learned
Level 1
• Reaction• Evaluates feedback of learners on the program
Pattern of Evaluation Framework inOBE (Kirkpatrick 1975)
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OBE (Kirkpatrick, 1975)
Assessment (StudentLearning)
Reaction
Feedbackabout the
classes
Feedback
about theteacher
Learning
Written, oraland practicalexaminations
Testing,
measurement,grading
Evaluation (InstitutionalAccountability)
Behavior
Applicationof KSA intothe clinical
setting
Work basedassessment
Results
Accreditation
Qualityassurance
D. Bills
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Bills authored by Rep. Rufus Rodriguezand Sen. Antonio Trillanes
Bills Law
CPD: mandatory requirement for
1. renewal of PRC ID2. practice of the profession
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Comparison
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p
Curriculum1. Objectives
2. Content
3. Competencies /Learning Outcomes
4. Teaching-LearningActivities
5. Evaluation
6. Resources
Instructional Design1. Objectives
2. Learning outcomes
3. Content4. Teaching-Learning
Activities
5. Evaluation
6. Resources
Framework for CPD
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PROFESSIONAL
ENTRY PRACTICE
Framework for CPD
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PROFESSIONAL
ENTRY PRACTICE
NEEDS?
Framework for CPD
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PROFESSIONAL
ENTRY PRACTICE
NEEDS? Maintenance of:
Competence
Fitness to Practice
Framework for CPD
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PROFESSIONAL
ASEAN MRA
PQF
AQRF
CPD BILLS
CareerProgression
Academic
Professional
L
I F E LO
NG
L E
AR N I NG
Framework for CPD
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LIFELONG LEARNING
Formal Non-Formal Informal
CPD PROVIDERS
CPD PROGRAMS
Instructional Designs
Framework for CPD
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LIFELONG LEARNING
Formal Non-Formal Informal
Self-directed
Workplace-basedCommunity-based
Roles
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1. PRC: Policy
2. CPD Council: Overall Implementation
3. CPD Providers: Instructional Design
Conduct of Program
Evaluation
2 D l i C
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2. Developing Career
Progression for eachRegulated Profession
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IV. NATIONAL NURSING CAREER
PROGRESSION PROGRAM
NOVICEADVANCED
BEGINNERCOMPETENT
PRACTITIONER
PROFICIENT
PRACTITIONER
EXPERT
PRACTITIONER
CAREER PATHWAY FOR GENERAL NURSING PRACTICE
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PRACTITIONER PRACTITIONER PRACTITIONER
CAREER PATHWAY FOR SPECIALTY/INDEPENDENT NURSING PRACTICE
At every level there should be an appropriate program prescribed, qualified trainers and
training facilities for the rigorous job of “progressive nurse-human resource development.”
NurseClinician I
NurseClinician II
ClinicalNurse
Specialist
CAREER PATHWAY FOR NURSING EDUCATION
NurseEducator I
NurseEducator II
NurseEducationSpecialist
CAREER PATHWAY FOR NURSING SERVICE ADMINISTRATORS
Unit/FirstLine
MiddleSenior/ Top
LevelExecutive
CNARS – COUNCIL FOR NURSING ADVANCEMENT RECOGNITION AND SPECIALIZATION
Knowledge and skills Application and Responsibility
LEVEL 6
is technical and theoretical
within a specific field
i l iti l d l ti l
are complex and changing
require initiative and adaptability as well as
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involve critical and analytical
thinking
require initiative and adaptability as well asstrategies to improve activities and to solve complexand abstract issues
LEVEL7
is at the forefront of a field andshow mastery of a body of
knowledge
involve critical and independent
thinking as the basis for research
to extend or redefine knowledge
or practice
are complex and unpredictable and involve thedevelopment and testing of innovative solutions to
resolve issues
require expert judgement and significant
responsibility for professional knowledge, practice
and management
LEVEL8
is at the most advancedand specialised leveland at the frontier of afield
involve independentand original thinking and
research, resulting in the creationof newknowledge or practice
are highly specialised and complexinvolving the development and testingof new theories and new solutions toresolve complex, abstract issues
require authoritative and expert judgement with a sustained commitment tomanagement of research and significant responsibilityfor extending professional knowledge and practiceand creation of new ideas and or processes.
high levels of management and leadership
BOARD OF NURSING
creates the
NURSING CAREER PROGRESSION
PATHWAYS
PROGRESSION LEVELS
General Nursing Practice Track 6 7 8
Clinical Nursing Track 6 Trainingand Dev’t.
7 8
Nursing Education Track 6 Trainingand Dev’t.
7 8
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NNCPC National NursingCareer Progression Council
(BoN Resolution No. 22, S. 2009 -REVISED)
1. Policy-Development Initiatives -recommendatory to the BoN
2. Oversight
FUNCTIONS1. Recognize – Organized Nursing Group
2. Accredit – Specialty Programs
3. Credential - Nurse Practitioners
TASKS1. Set Standards2. Establish Mechanisms
3. Develop Criteria
SPECIALTY/ADVANCE PRACTICECertification Boards (SAPCB)
1. Leadership/Governance 2. General Practice/Clinical 3. Education
Appeals Panel
3. Recognizes Specialty NursingOrganizations
(Accdg to set Standards)
Nominations Committee
R
E
C
O
G
N I
Z
E
S
SEEKS NOMINEES FOR MEMBERSHIPTO THE SPECIALTY/ADVANCEPRACTICE CERTIFICATION BOARDS (SAPCB)
ACCEPTS NOMINEES FOR THESPECIALTY CERTIFICATION BOARDS (SCB)
COMMUNITY HEALTH NURSINGSPECIALTY
MOTHER ANDCHILD NURSINGSPECIALTY
ADULT HEALTHNURSING SPECIALTY
MENTAL HEALTH AND PSYCHIATRICNURSING SPECIALTY
creates the
IMPLEMENTING MECHANISMS FOR THE NATIONAL NURSING CAREER PROGRESSION PROGRAM
NNCPP.2014 REVISED (In accord with R.A. No. 9173)
BasicNursing
Education
Post
Baccalaureate Programs
Others: Specialty& AdvancedNursing
Education
NURSING EDUCATION
NURSINGSERVICE
NURSING ENTERPRISE DEVELOPMENT
W i t h R e c o g n i z e d S U B -
S P E C I A L T
I E S
Leadership & Governance Track 6 Trainingand Dev’t.
7 8
NNCP CouncilOPERATIONA Certification Board for:
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OPERATIONAL PLAN
Regulatory
Boardof Nursing
National Nursing
Career ProgressionCouncil (NNCPC)
Sub-Council forLeadership andGovernance inNursing
Certification Board for Leadership andGovernance in Nursing for:
1. Nursing Admin in Private Hospitals
2. Nursing Admin in GovernmentHospital and Public Health Facilities
3. Nursing Admin in NursingEducational Settings
4. Nursing Admin in Military andPara-Military Settings
5. Nursing Admin in other PracticeSettings
Sub-Council forNursing Practice inthe Academe
Certification Board for NursingEducation
1. Faculty-Members
2. Deans
Sub-Council onClinical NursingSpecialty and AdvancePractice Nursing
Specialty Boards on Various BONRecognized Clinical Specialties
1. Community Health Nursing
2. Mother and Child Nursing
3. Adult Health Nursing
4. Mental Health and Psychiatric
Nursing
Sub-Council for theGeneral NursingPractice
Certification Board for:
* Level 6 -8
R.A. No. 9173
BON Resolution No.
22, Series 2009 (to beamended to incorporateand align ExecutiveOrder No. 83, S. 2012(PQF)
BON C-NARS Secretariat1. Executive Director2. Secretary for NCP Levels (Generalists) 3. Secretary for NCP on Leadership and
Governance4. Secretary for NCP on Nursing Education
5. Secretary for Clinical Specialty and Advance Nursing Practitioners
NNCPP PROCESSING CENTERS BON Recognized Specialty Nursing
Organizations BON NNCP Council Designated Processing
Centers(All Processing Centers shall have respective MOCs
for operational controls and supervision) 147
OPERATIONAL PLAN NNCCP COUNCIL 2014RA 9173 BON Resolution No. 22, Series Sub-council for
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PRBON
,
2009 (to be amended to
incorporate and align Executive
Order No. 83, S. 2012 (PQF)
National Nursing Career
Progression Council
Sub-council for
General Nursing
Practice
Sub-council for
Leadership and
Governance
Sub-council for
Nursing Education
Sub-council on
Clinical Nursing
Specialty and Advance
Nursing Practice
BON C-NARS Secretariat1. Executive Director
2. Secretary for NCP Levels (Generalists)
3. Secretary for NCP on Leadership and Governance
4. Secretary for NCP on Nursing Education
5. Secretary for Clinical Specialty and Advance Nursing
Practitioners
BON Recognized Specialty Nursing Organizations
BON NNCP Council Designated Processing Centers
(All Processing Centers shall have respective MOCs
for operational controls
OPERATIONAL PLAN NNCCP COUNCIL 2014 Cont
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Sub-council for
General Nursing
Practice
Sub-council for
Leadership and
Governance
Sub-council for
Nursing Practice in
Academe
Sub-council on
Clinical Nursing
Specialty and Advance
Nursing Practice
Certification Board for General Nursing Practice:
Levels 7 -8
Certification Board for Nursing Education Levels 7-8 1. Faculty-Members
2. DeansRecognized Clinical Specialties Levels 7-8
1. Community Health Nursing
2. Mother and Child Nursing
3. Adult Health Nursing
4. Mental Health and Psychiatric Nursing
Certification Board for Leadership and Governance in Nursing for:Levels 7-8
1. Nursing Admin in Private Hospitals
2. Nursing Admin in Government Hospital and Public Health Facilities
3. Nursing Admin in Nursing Educational Settings4. Nursing Admin in Military and Para-Military Settings
5. Nursing Admin in other Practice Settings
Career Progression
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Entry Level: BaccalaureatePQF Level 6
AcademicTrack
ProfessionalTrack
Career Progression
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Entry Level: BaccalaureatePQF Level 6
AcademicTrack
ProfessionalTrack
MS / MA
PhD
Specialization
Work Experience
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V. NURSING REFORM BILL
STATUS
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The approved Nursing ReformAct of 2012 HB 6878 during the
15th Congress in February 2012
has been reviewed and improvedby the Committee now refilled in:
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Congress House Bill No. 1372
by Congressman Carlos Padilla
House Bill No. 151
by Congresswoman Leah S. Paquiz
House Bill No. 1970
by Congressmen Rufus B.Rodriquez,
Maximo B. Rodriguez, Andres d. Salvacion
Senate Senate Bill No. 622
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by Senator Ralph G. Recto
Senate Bill No. 1237
by Senator Ferdinand R. Marcos, Jr.
Senate Bill No. 1009by Senator Antonio F. Trillanes
Senate Bill No. 1840
by Senator Juan Edgardo “Sonny. Angara
Senate Bill No. 1264
by Senator Maria Lourdes, Nancy S Binay
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WAY FORWARD Dissemination/implementation of the
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p
MRA/PQF/AQRF
Harmonization of the Nursing Roadmaps
Full implementation of 2012 NNCCS
Continuing Professional Development
National Nursing Career Progression Program
Shift to learning outcomes
Outcomes-based education/assessment as
basis for licensure examinations Development of postgraduate qualifications /
specialization tracks / career progression
Entrepreneurship
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GOOD LUCK AND
MAY GOD BLESS YOU ALL
THANK YOU !