A certificate certifies the competencies of nursing students upon graduation.

 

A certificate certifies the competencies of nursing students upon graduation.

"Competency" is a behavior that demonstrates a person's ability to apply knowledge and skills in work, life, and problem-solving. Professor David McClelland of Harvard University found that competency is a trait that can predict success at work. Works better than intelligence competency should be the desired result of learning. because it is a practical level ability in life which directly affects the quality of life

Narong wit Saen thong (2003: 27) Competence means the ability or performance of the person holding the job position at that job needs the word competency. Only the behavior, but will Looking deeply at their beliefs, attitudes, and their deep character, therefore, competence is the knowledge, skills, and behaviors necessary for a person's work to achieve higher than general standards. which consists of 3 main components as follows.

1. Knowledge is what the organization wants to "know", such as knowledge and understanding. about government regulations that are implemented in the organization.

               2. Skill is what the organization wants to "do", such as technology use skills, which are Skills that must be practiced until proficiency is achieved before being put into use.

3. Desirable behaviors (Attributes) are what the organization wants it to "be", such as curiosity, honesty and commitment to success.

"Competency" or "capability" can be divided according to the purpose of making use of 2 groups: competency according to the British approach, which aims to provide certificates to accredit employees or personnel. It is determined from the performance standards that can be accepted for that job and profession. Competency in concepts is job-specific and professionally defined. As for the competencies according to the American approach, there will be objectives for personnel development. Determined from the behavior of people with good performance. The development of this personnel must be in accordance with the way the organization wants to be.

Solving the problems of education and advancing the development of education is a priority. With the performance-based curriculum (Competency-Based Curriculum) is consistent with the PISA report that has proposed that “From the assessment knowledge and skills of learners found that A learner's success in life depends on his competency level. ...in the modern world Person performance becomes more complex. It is not just a predetermined set of skills” (Independent Commission for Educational Reform. M.P.P.: Online). Independent Committee for education reform, conducting research to find ways and possibilities of curriculum arrangements and Competency-Based Education in Thailand consists of organizing competency-based courses. Competency-Based Curriculum: CBC Competency-Based Instruction: CBI Competency-Based Assessment: CBA.

Knowledge of Competency-Based Curriculum and Assessment.

Competency-Based Curriculum Concepts (Competency-Based Approach).

Competence means the ability to perform. (Performance) under conditions by using tools, materials, equipment specified. To meet standards (Standard) according to performance criteria (Performance Criteria) and have evidence of performance (Evidence) to evaluate and verify.

     The competency-based curriculum therefore mainly depends on the abilities of the learners. The design of the curriculum based on this concept will determine the competency criteria that the learners should comply with. got a course called the "Proficiency Criteria Course" is designed to ensure that graduates of a certain level have the skills and abilities in various areas. As desired, it is a curriculum that does not focus on knowledge or subject content that may change over time. It focuses on developing skills, abilities, attitudes and values. which will be beneficial to the daily life and the future of future learners This curriculum is structured to demonstrate competency criteria in the areas that students need to perform at each level of education and at each grade level. Skills and abilities are defined as continuity. By using the skills and abilities available at each level as a basis for increasing skills and abilities to the next level (Prof. Dr. Damrong Buasri: 1992).

The origin of the competency-based curriculum.

      The competency-based curriculum has been in use since 1970 in the United States. It is commonly used in organizing training courses. (Competency-based Training) such as the United States, Canada, England, Korea, Australia to control the quality of personnel in various professions to increase competition with international countries such as Australia. The National Training Board sets the national competency standards. Policies and guidelines for training operations with the expectation of what the participants will be able to do (Performance) at the end of the course, such as English language training about various careers such as food, hospitality, tourism of TAFE Australia. Organized Competency Based Training in English Language Teaching and improved performance standards of various occupations up to the present including comparing knowledge and experience.

Currently, various educational institutions in many countries have adopted Competency Based Training guidelines for organizing educational curriculum at different levels as a Competency Based Curriculum, which is accepted by the setter. policy and curriculum leaders of a wide range of countries.

Advantages of organizing a competency-based teaching curriculum.

• Clearly define the learning outcomes of what the learners can do at the end of the course (Course Outcomes /Performance Outcomes).

• Use competency standards as a framework for curriculum development, content determination, instructional planning and assessment. Link teaching to assessments and qualifications.

• There are performance criteria (Performance Criteria) to be used to evaluate the course of the learners.

Competency Standards.

Performance standards Competency Standards reflect the specification of the knowledge and skill and the application of that knowledge and skill to the standard of performance required in employment).

Elements of Performance Standards.

In working in a career will determine the competencies expected that the learner will be able to perform, consisting of

• Unit of competence (Unit of Competence / Competency) is a broad area (Broad Area) of a job (Job) in a profession that learners have to perform using knowledge and skills or may include attitudes.

• Element of Competence is a sub-task that is composed under a task in a unit of competency.

• Performance Criteria are sub-tasks under the Learning Outcomes that learners are expected to be able to perform upon completion of the course.

• Conditions/Range of Variables Actions under specified conditions may include materials, tools, or equipment that are assigned (or not used) to provide the performance. Perform the task successfully.

When the performance standard framework organization of teaching courses Content assignments and instructional activities will be built within the framework of established competency standards and will be linked to measurement and evaluation. Which may be called Competency Test.

Delivery Strategies There are many methods as follows:

• Use Audio-Visual Materials.

• Brainstorming.

• Case Study.

• Cooperative work Experience.

• Demonstration.

• Discussion.

• Repetitive practice (Drill).

• Study outside the field (Field Trip).

• Group Work.

• Invite speakers to give lectures (Guest Speaker).

• Modules/learning Packages.

• Lectures.

• Open Lab Sequences

• Panel Discussions

• Projects, Enterprise Papers, Prototypes, Research Projects, Models

• Questions and Answers

• Review/ do additional activities (Review/ Reinforcement)

• Role Playing

• Simulation Games

• Text or Reference Assessment

 

Competency Based Assessment.

    Assessment is the collection of evidence of learning outcomes that learners have reached the required level or level in the standard or the learning outcomes specified in the unit of competency. Sub-competencies and indicators to determine whether the learners have achieved the required competencies or not. Assessment of competency-based curriculum arrangements should be carried out in conjunction with the teaching and learning by measuring both knowledge and skills and their application.

     Performance-based assessment It is not better or different from traditional or other assessment methods, but competency-based assessments focus on the competencies required in professional training or education. Performance Based Assessment focuses on learning and practice processes. Which usually evaluates skills in 4 areas, namely.

1. Skills according to tasks (Task Skills) The ability to perform tasks for each piece.

2. Task Management Skills The ability to deal with tasks and activities that must be performed under that task.

3. Skills for anticipating obstacles and problems that may arise (Contingency Skills). Skill assessment is well used by simulating situations.

4. Role-based skills and responsible work and environment (Job/Role Environment) including working with others.

Performance-Based Evaluation Methods.

• Emphasis on the learning process and continuous assessment with the emphasis on formative assessment to monitor progress. Diagnose weaknesses The strengths of the learners provide feedback and also evaluate the teaching and learning activities of the teachers. At the same time, a summative assessment is required to measure and judge the end of learning process at the end of the course.

• Use Criterion Referenced to measure the performance of individual learners so that learners can develop their potential according to their abilities without having to compare with others and make group judgments.

• Assess critical outcomes first because of the learning/practice outcomes of all competencies. are not equally important Some competencies may be more important than others. Where teachers need to set limits on learning and assessment.

• Integrates relevant competencies, not assessed separately by competency units or sub competencies. Apart, although the competency standard framework defines a separate performance unit Sub-competencies and indicators do not mean that instructors are required to teach or evaluate each competency separately because in organizing teaching content, each unit may involve different competencies that are related or continually used. which include a variety of

               1. Observation, checklist

               2. Demonstration and questioning (Demonstration and questioning)

3. Tests and subjective examinations (Pen and Paper Test and essays) which are used to assess knowledge.

               4. Oral Test

               5.Projects

               6. Scenario (Simulations)

               7. Portfolios

 8. Assessment using computers (Computer-based assessment) as a tool to create Quizzes and results can be saved.

data source...

Knowledge of competency-based courses and assessments (Competency-Based Curriculum and Assessment) By Suchitra Pathumlangkar Study supervisors with special expertise Bureau of Vocational Education and Professional Standards.