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 in
the development of
competence.
 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% 7.8%
Results

Nursing students’ had good 89.4%

performance in the terminal
assessment of core nursing
knowledge. Excellent Good Fair
 Performance of core nursing knowledge
per 11 Key Areas of Responsibility

Results

<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 Mean Rank Interpretation
Ethico-Moral Macabasag, et. al (2016) 78.01 1 Excellent
Research Arellano, Morano & Nepomuceno (2012) 73.90 2 Good
Management of Resources and Environment 69.29 3 Good
Records Management 68.37 4 Good
Quality Improvement 67.45 5 Good
Communication 65.87 6 Good
Collaboration and Teamwork 64.45 7 Good
Safe and Quality Care 64.35 8 Good
Legal 63.97 9 Good
Personal and Professional Development 56.31 10 Good
Health Education Lazarte (2016); Cormier, & Kotrlik 54.04 11 Good
(2009); Williamson & Chopak-Foss
Overall (2015); Mulan, et al, (2017) 65.46 Good
<25% = Low; 25 – 49% = Fair; 50% – 74% = Good; 75% – 100% = Excellent
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 Mean Description N SD

mean difference = -7.80842;
Excellent 68.37 Good 38 6.12889
sig. = .000
Superior 66.69 Good 34 5.84784
Above Average mean64.77 Good
difference = -6.13118; 44 7.16131
High Average sig. = .010 Good
60.56 25 8.07429
Total 65.46 Good 141 7.21221
df = 3 F = 7.219 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
Mean
mean difference
mean difference= -15.47436;
= -5.05271;
N SD
performance Description
Outstanding 75.67 sig.sig.= .000
= .001
Excellent 9 2.62202
Very good 69.83
mean
meandifference Good
difference == -9.63626;
-10.89080; 35 5.04092
Good 64.76sig.
sig.==.000
.000 Good 58 5.98622
Very Satisfactory 60.19
mean Good
difference = -4.58355; 39 6.50062
Total 65.46sig. = .003 Good 141 7.21221
df = 3 F = 27.145 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
80
Nursing Aptitude Test (NAT)

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)
 Correlation Between Core Nursing Knowledge and
Academic Performance
90
80
Academic Performance

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).
 Unstandardized Standardized
Model Coefficients Coefficients t Sig.
B Std. Error Beta
Navarro, Vitamog, Tierra &
1 (Constant) Gonzalez (2011);-28.317
Ong, 8.698 -3.255 .001
Palompon & Banico (2012)
NAT and de Leon (2016).021 .010 .138 1.985* .049

Academic performance 20.764 2.379 .607 8.729* .000

R Square = .460 Std. Error of the Estimate = 10.677427 F =58.750 Sig. = .000

Core nursing knowledge = .02 NAT + 20.76

academic performance – 28.32
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 admission
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!