Zielabeth M. Conde Prof.

Elizabeth Grageda, PTRP,MHPED

DPHPED HP-299

Integration of Individualized learning plan to Barangay Health Worker program

as a directive tool for mastery of specific competency

Chapter II

Theoretical Background

Review of Related Literature

In many states in America, it is mandatory that secondary level students should

create their Individualized Learning plan (ILP). It is a student directed planning and

monitoring tool that customizes learning opportunities throughout learning

experiences that broaden students perspectives and support attainment of goals

particularly ASCA domains: academic, career, and personal/social included in Rhode

Island Framework for Comprehensive K-12 School Counseling program (Gist, D.

2010). Individualized learning plan is detailed, specific and time-framed type of

plan in education that outlines learning and development of students. It makes the

learners become proactive and more focus on their personal learning and development.

According to Gist, ILP process engages students to advance to goal setting, decision

making and self-advocacy skills that support life long learning and promotes student

responsibility and accountability for their learning by adopting attitudes and learning

behavior that contribute to their success. In fact, State of Washington lawmakers

included the student learning plan (SLP), termed for ILP, as one component in their
educational reform indicated in Engrossed Substitute House Bill (ESHB) 1209 of

1993 for K-12. Legislators conceptualized student learning plan (SLP) which

includes step-by-step plan and results-focused activities that will monitor progress of

students to achieve academic path, meet the state’s learning standards and stay

on-time for graduation. It involves participation of parents, students, educators and

school doing systematic and collaborative effort to monitor student’s learning success.

A national study conducted by National Association of College Admission

Counselling (NACAC) in partnership with Hobsons and analytical support from

Coffey Consulting, LLC in October 2015 entitled Individual Learning Plans for

College and Career Readiness: Policies and School-based Practices showed relevant

and evidence-based results on the usage of ILP in 50 states of America and District of

Columbia. Results showed that schools who participated the mandated state policy

remarkably exhibit significance on the success of the students career pathway and

program completion. According to the study, it showed that academic plan is the

most common component among the elements and remarked significant response

among the participating schools. (See Illustration 1). Another relevant result of

survey showed perception on the contribution of ILP to the success of the students to

college and career. Majority of the school respondents which is 61% agreed that ILP

had significant contribution to the success of student’s career from experience-based

views while the remaining felt that ILP did not have any effect on the student’s

outcome (See Illustration 2). As a result, the study suggested to continue the use of

ILP across states to gain more significant outcome for the student’s success on college

and career. On the other hand, it also indicated improvement of ILP addressing

policymakers to give focus on areas like communication and ILP literacy, investment
and engagement on the leadership, uniform tracking and evaluation, need for

extensive training and implication to reduce student counselor ratio.

James Logan High School in California termed ILP as personalized learning plan

(PLP) that includes personalized setting of learning goal that is generally based on

what students want to learn, how students are going to learn it, and why students need

to learn it. This gives greater responsibility for the students to engage and bring

greater coherence, focus and purpose to each of their decision to achieve their

personal learning goals. It is believed that PLP mostly known as ILP gives the

students a stronger sense of ownership over their education. Most of the time, ILP

enhances the learners to become more diligent and independent to master specific

competencies. It directs the students to create a plan that is specific to their needs

and interests. Indiana University school of nursing used ILP as tool for assessment

of the nursing program to determine if the program produces graduates who attained

and mastered competencies from program outcome. Mostly the focus competencies

written by the students were the competencies that were aligned to their interest,

capacity, and necessity that can be workable within their given and specified time.

In world of work, learning plan (LP) gives significant value to organization as well.

Carleton University developed and defined LP as useful tool for planning and

managing professional development for their Management Development Program for

adult learners. It is a roadmap for adult learners to understand how they will achieve

career goals. It become significant assessment and directive tool especially in adult

learners. It has been used in studies to establish effectiveness in connection to

self-directed and life-long learning. Adult learners learned best when they actively

engage in the learning process (Knowles, M. 1990). They normally have the

capacity to self-direct their goals in order to achieve it. Adult and matured learners
are deep thinkers who have developed strategies on how to achieve their own goals

through appropriate planning and conceptualization. Normally, adult learners find

themselves more responsible to the learning they may want to achieve. They have

the capacity to decide on their own and do purposive and continuous studies to

possess lifelong learning. Adult learners enhances knowledge through experiences

and self-discovery. They described to be self-directed learners who has sense of

ownership from their decision which is a measurement of maturity. The element of

continuing professional development and lifelong learning (Gray, 1999) is part of

work-based learning. The use of individualized learning plan as part of work-based

learning has been widely disseminated in western education.

Many studies have been conducted regarding effectiveness of ILP. One most

significant and relevant to this paper was the study on pediatrics residents and fellows

which justified the relevancy of ILP as a tool to develop self-directed and lifelong

learning specifically on the continuum, enhancement, and mastery of skills of the

physicians. The paper aims to familiarize the readers about the basic components of

ILP and how it affects the the process of learning among adults. Thus, ILP recently

became integral part of the requirement of Accreditation Council on Graduate

Medical Education (ACGME) Pediatric Review Committee. The American Board

of Pediatrics and Royal College of Physicians and Surgeons explicitly requires

physician to use ILP as part of requirement for maintenance of certification (MOC).

Another study that was conducted in relation to effectiveness of ILP was the study

conducted to assess achievement of milestones of otology-related subcompetencies in

USA. It resulted 95% compliance among the residents who instructed to utilize ILP

during 3-month rotation. They were tasked to identify six milestones from three

otology-related subcompetencies and was directed to plan out specific activity to each
milestone. They need to record and monitor their activities and log all the results of

whether success or failure and under what instructional material or learning method

they used. They were also tasked to identify barriers that affects the use of ILP and

learning experiences during the specified duration of rotation. Upon completion,

faculty then reviewed the agreed goals and strategies written on ILP. The outcome

measures was assessed by compliance rate, corroboration of self reported milestone

achievement with faculty evaluation and ability to set attainable milestone. As a

result, the study recommended and concluded that ILP is an effective tool which may

possibly replace or supplement faculty assessment. It also provides information on

how to achieve viable goals pertaining patient care and otology-related knowledge

and cases (Svrakic, Maja and Bent, John P. III. Otology & Neurotology: August 2018

- Volume 39 - Issue 7 - p 816–822).

The vitality and relevancy of ILP in other countries perhaps may be the

contributing factor to at least make it as integral part of learning process in other parts

of the world especially in the Philippines. Many studies showed significant success

in utilization of ILP. Hence, in contribution to ongoing changes in Philippine

education system due to the advent of K-12 curriculum, it is recommended to

integrate ILP to learning process of either andragogy or pedagogy. The quality of

the outcome of education is major concern in educational system. As the

introduction of OBE curriculum in the Philippines, outcome of competencies were the

most significant concentration to be aligned to global qualifications. Studying the

competencies of BHW in alignment to outcome based education and global

perspective may require a lot of time, effort and resources. Conducting their role

and responsibility in the community will help the national government address the

delivery of health care services to underserved communities. Hence, According to

Sana et. al, 2013, community-oriented education (COE) is a good framework for

meeting the humanistic challenge of young students. It is a person-centered and

rational approach that focuses on the health needs of population groups and individual

person in the community. This may contribute to WHO aspiration of filling up

additional numbers in health care team providers by year 2030. The strategies of

problem-based learning and community-based education were being used to facilitate

COE. Community-based education is an approach to which the learning takes place

in the community. Medical or allied health students who are exposed to this learning

approach may acquire set of skills that include community health assessment ,

community empowerment, disease prevention, and health promotion (Sana, 2013).

BHW as part of the community health team and as adult learners requires a lot of

strategies to gain quality and mastery of the competencies in providing health care

services. Their major role as frontliners to promote health education and prevention

needs skills mostly on communication, collaboration, and interpersonal to achieve

success on their career. With ILP process according to (Gist,2010), the learners

learn and practice the skills to become self-directed and advocate for their learning.

In the study of pediatrics residency, there have been identified elements and

components of ILP. As such are: a. identification of strength and weakness, b.

assessment of long-term career goal, c. planning of specific goal, d. generation of

strategies to achieve goal, e. setting of timeline and milestone, e. checking of goal

achievement, f. reflection on results of set goals g. revision of goal and re-planning.

As part of ILP elements and component, reflective learning tends to discover own

strength and weaknesses, personal interest, needs and learn how to best use this

understanding towards success. This entails stronger sense of ownership over

their education hence it developed interpersonal skills such as confidence and

self-awareness.

Upon conducting thorough and collective review of ILP, it may contribute to

the fact that ILP could be a directive tool to help BHW effectively execute quality and

mastered competencies and roles as community health care provider. Therefore, this

study explains the protocol and methodology to determine the significance of

individualized learning plan integration to Barangay health worker program during

training and immersion as well as to determine if ILP directs BHW to achieve mastery

of specific competency necessary for the delivery of quality health care services in the

community.It is expected to come up with desirable descriptive and quantifiable

results from experimentation as intervention to address the objectives of the study and

would become beneficial and contributory to all stakeholders, educators, researchers,

and policy makers on education system.

Conceptual Framework

Elements and
Components of
Individualized
Learning Plan

Competencies
Administering Mastery of Skills
pretest Administering
Post test

Barangay Health
Worker

The conceptual framework shown above indicates relevancy of each concept to

one another. The Barangay health worker as the subject of the study will be given

same pretest and posttest and will undergo activities in learning process as as:

1. Needs assessment- the volunteer participant will be evaluated to identify

his/her basic competencies using SWOT analysis to know strength and weakness

(What is your need?)

Prestest will be given to volunteers to identify competencies based on their task

as BHW.

2. Plotting of goals and objectives- the volunteer using ILP will then plot the

goals and objectives (Why you need it?)

 3. Plotting of strategies and timeline - the volunteer will plot the strategies or

approach to achieve the stated goals and objectives with specified time (What are

your strategies? , When are you going to do that?, and How will you do that?)

Postest will be given to volunteers to identify competencies based on their task as

BHW.

4. Assessment of plan - the volunteer will be evaluated and measure the

milestone of either achievement or failure (How are you doing?) If success

proceed to another skills if not review goals and objectives and re-evaluate then

proceed to doing all over again the learning process.

Operational Definition of Terms

In order to have common understanding and effective communication regarding

the study, the following terms are being used:

Barangay Health Worker (BHW). They are one of the frontliners whose main role

is to provide primary care services in the community in accordance with the

guidelines promulgated by DOH. They provide assistance and support to

physicians,dentist, nutritionist and public health nurses.

Individualized Learning Plan (ILP). A personalized and step-by-step tool that

outlines 3 domains of academic, career and personal/social with element and

components such as : a. identification of strength and weakness, b. assessment of

long-term career goal, c. planning of specific goal, d. generation of strategies to

achieve goal, e. setting of timeline and milestone, e. checking of goal achievement, f.

reflection on results of set goals g. revision of goal and re-planning (also coined as

SLP, PLP, LP).

Directive tool - a tool to guide on specific competency

Task analysis - it is a logical identification of competencies (knowledge, skills and

attitude) as basis of role and responsibility of one person.

Community-oriented education (COE) is a person-centered and rational approach

that focuses on the health needs of population groups and individual person in the

community.

Maintenance of certification (MOC)- A certification for physician that requires the

use of ILP specific for American Board of Pediatrics and Royal College of

Physicians and Surgeons

References:

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