NATIONAL NURSING CORE COMPETENCY STANDARDS

GOALS AND OBJECTIVES OF THE PROJECT The PRC-BON Training Committee had earlier planned to develop a set of ready-to-use materials and a training curriculum to integrate the 2012 NNCCS into the service and academic systems. This goal blended well with the goal of the ILO project to improve Nursing Education and practice through the dissemination of materials and training of nurses. Specifically the project aims to: 1. Establish the team and system for implementing the project, 2. Develop and implement the training design and materials aligned with the revised NNCCS competencies, 3. Pilot the training course in Luzon, Visayas and Mindanao, 4. Recommend strategies to address sustainability concerns. 1. Historical Background of NNCCS 2. Commission on Higher Education (CHED) – International Labour Organization (ILO) and Professional Regulation Commission (PRC) Project • Goals of the Project • Process in development and pilot 3. Module Objectives 4. Training Workshop Objectives 5. Definition of terms Framework of the Training 6. Parts of Modules 7. How to use the Modules 8. Assessment of Learning 9. References MODULE 1 CONTENT OUTLINE 3 Figure 1.2 NNCCS Module Development Activity Flow (September 27, 2013) 3 rd Level End of ILO Involvement SPREAD 1 st Level 2 nd Level Experts - NNCCS Non-Module Writers Module Writers TOT Team Mentors and Coaches 3 days October 10 - 12 Orientation of Mentors and Coaches Context 2nd Level Spread Mentors and Coaches • Transfer Master Trainers • 3 Functions Luzon (5 days) 24 Master Trainers Selected NNCCS Visayas (5 days) 24 Master Trainers Selected NNCCS Mindanao (5 days) 24 Master Trainers Selected NNCCS 72 Master Trainers ( Level II ) 3 Functions Education, Service and Community Committees enter here MT MT IF MT MT IF MT MT IF MT MT IF 4 INTRODUCTION Legend: • NNCCS – National Nursing Core Competency Standards • TOT – Training of Trainers • ILO – International Labour Organization • MT – Master Trainer • IF – Implementation Facilitators This figure was derived from group discussions of the following: • Module Writers • Professional Regulation Commission - Board of Nursing (PRC-BON) • Commission on Higher Education Technical Committee for Nursing Education A series of meetings, brainstorming sessions and workshops were undertaken in the process of developing and cascading the modules. There were three (3) levels identified in the process. Experts in the field of Nursing education, service and community health who demonstrated good writing ability and commitment to the improvement of the Philippine Nursing Profession were engaged as module writers. Upon the completion of the modules, a TOT Team comprised of selected module writers, non-module writers and experts on the NNCCS was developed. In the first level of the module development, a three-day orientation program was conducted where Mentors and Coaches were oriented on how to teach the NNCCS utilizing the developed modules. Mentors and Coaches trained Master Trainers (MTs) on how to cascade and spread the NNCCS while focusing on the three (3) main functions that MTs are expected to be able to perform at the end of the training program. MTs evaluated the modules and provided valuable feedback to further refine the materials. Modules were revised based on these recommendations, formatted and published. This marks the end of the involvement of the International Labour Organization and the beginning of the third (3rd) level of the process. Spread of the NNCCS will begin thereafter. Committees are expected to be more involved in this level. Master Trainers will continue to cascade the NNCCS by training other nurses to become competent Master Trainers (MTs) and Implementation Facilitators (IFs). OPERATIONAL DEFINITION OF TERMS 1. Modules are the training materials which consist of an instructional design specifying the competencies, objectives, teaching and learning activities, evaluation methods and tools for assessment of learners, with notes or teaching tips and references for trainers. 2. Module writers are educators and practitioners in the hospital and community settings and who demonstrate good writing ability and commitment to develop training materials. 3. Mentors and coaches are experts who may or may not be module writers but are well oriented on the process and goals of the NNCCS and the project. They form a training team who conducted training workshops for Master Trainers at the initial phase (SPREAD) of the Spreading and Embedding of the NNCCS. See Figure 1.3 for the initial phase which focuses on the SPREAD* of the NNCCS. 4. Master trainers are nurse educators who were trained by the Mentors and Coaches in the second level of training. They, in turn, will train other Master Trainers (MT) and Implementation Facilitators (IF) using the developed modules and other supplementary materials. 5. Trainees are the Implementation Facilitators (IF) or “end users”. They are faculty members of educational institutions, nurse practitioners and supervisors in health facilities and communities. They are the ones who are expected to apply the NNCCS in their own practice settings. They comprise the next level in the “EMBEDDING” of the NNCCS. As Master Trainers, your roles include: 1. Train implementation facilitators who will implement the NNCCS in their unit, department, or organization; ROLES OF MASTER TRAINERS 5 2. Perform site assessments and determine performance gaps; 3. Prepare, train, and provide process consultation to the unit, department, or organization implementing the NNCCS. As Master Trainers, you have experience and knowledge of the content, but you are not expected to provide content expertise. Rather, you are expected to have expertise in raising level of awareness and inspiring other educators and practitioners to develop and align performance with the NNCCS. You are experts in teaching and assessing your learners.