COMPETENCE CURRICULUM AT LA SABANA UNIVERSITY

Abstract

This paper’s objective is to analyze if teachers performing development in nursing care subjects corresponds to competence education, according to planning, implementing and assessing teaching and learning processes. It is based on a qualitative and descriptive study, implemented during the first term of 2005 at La Sabana University. One of the main findings associated with subjects programming is that subjects have the basic elements of competence education regarding to know, know how and know how to be. However this programming does not express the methodology to be implemented in the classroom, nor is present a particular relationship among didactic strategies, assessment process and competences achievement. Class developing evidenced that teachers clearly and concisely handle the topics; in spite of that, there are differences between an amateur teacher, who is focused on content, and an expert, who is able to naturally cope with processes and analysis fostering. The most common methodology used by teachers in the classroom is asking and answering inquires, while presenting or debating any particular topic. Regarding the assessment process, it is mainly focused on content, except for practical subjects where know, know how and know how to be are assessed as a whole. Self-evaluation and co-evaluation are still pending of implementation in order to complete the picture of competency education. Recovery, a valuable tool for competence education, is applied to all the subjects; it allows to individual assessing of students achievements, setting up an improvement plan leaded by teachers.