Republic of the Philippines OFFICE OF THE PRESIDENT COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER (CMO) No. 14 Series of 2009

SUBJECT:

POLICIES AND STANDARDS FOR BACHELOR OF SCIENCE IN NURSING (BSN) PROGRAM

In accordance with pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the Higher Education Act of 1994 and pursuant to Commission en Banc Resolution No. 170 dated April 19, 2009 and for the purpose of rationalizing Nursing Education in the country in order to provide relevant and quality health services locally and internationally, the following policies and standards for Bachelor of Science in Nursing (BSN) program are hereby adopted and promulgated by the Commission. ARTICLE I INTRODUCTION Section 1. A person is a unique bio-psycho-socio-cultural and spiritual being, always in constant interaction with the environment. These interactions affect individuals, families, population groups and societal health status. The nurse assumes the caring role in the promotion of health, prevention of diseases, restoration of health, alleviation of suffering and, when recovery is not possible, in assisting patients towards peaceful death. The nurse collaborates with other members of the health team and other sectors to achieve quality healthcare. Moreover, the nurse works with the individuals, families, population groups, community and society in ensuring active participation in the delivery of holistic healthcare. Within the context of the Philippine society, nursing education with caring as its foundation, subscribes to the following core values which are vital components in the development of a professional nurse and are emphasized in the BSN program: 1.1 Love of God 1.2 Caring as the core of nursing a. Compassion b. Competence c. Confidence d. Conscience e. Commitment (commitment to a culture of excellence, discipline, integrity and professionalism) 1

1.3 Love of People a. Respect for the dignity of each person regardless of creed, color, gender and political affiliation. 1.4 Love of Country a. Patriotism (Civic duty, social responsibility and good governance) b. Preservation and enrichment of the environment and culture heritage A strong liberal arts and sciences education with a transdisciplinary approach, enhances this belief. The BSN program therefore, aims to prepare a nurse who, upon completion of the program, demonstrates beginning professional competencies and shall continue to assume responsibility for professional development and utilizes research findings in the practice of the profession. The following are the Key Areas of Responsibility for which the nurse should demonstrate competence: 1. Safe and quality nursing care 2. Management of resources and environment 3. Health education 4. Legal responsibility 5. Ethico-moral responsibility 6. Personal and professional development 7. Quality improvement 8. Research 9. Record Management 10. Communication 11. Collaboration and teamwork

ARTICLE II AUTHORITY TO OPERATE

Section 2. All private higher education institutions (PHEIs) intending to offer the Bachelor of Science in Nursing program must first secure proper authority from the Commission in accordance with existing rules and regulations. State universities and colleges (SUCs) and local colleges and universities (LCUs) should strictly adhere to the provisions of these policies and standards. The BSN program should be offered by HEIs with strong liberal arts education, offering at least six (6) baccalaureate programs, preferably in a university-based setting. In the case of colleges and universities with less than six (6) baccalaureate program offerings, a Memorandum of Agreement [MOA] shall be entered between and among higher education institutions with strong liberal arts education [e.g. BS Math, AB Psychology, BS Biology, AB English, BS Engineering, BS Economics] or hire qualified faculty to teach the General Education courses. 2

ARTICLE III PROGRAM SPECIFICATIONS Section 3. Degree Name. The degree name shall be Bachelor of Science in Nursing (BSN). To ensure the quality of the nursing graduate, the degree is conferred upon completion of at least four-year BSN program offered in a college or university duly recognized by the Commission on Higher Education. Section 4. Program Description. The BSN is a four-year program consisting of general education and professional courses. Professional courses begin in the first year and threads through the development of competencies up the fourth year level. The BSN program provides an intensive nursing practicum that will refine clinical skills from the first year level to ensure basic clinical competencies required of a beginning nurse practitioner. 4.1 Objective: The BSN program aims to produce a fully functioning nurse who is able to perform the competencies under each of the Key Areas of Responsibility as enumerated in Article IV Section 5 herein. 4.2 Specific Careers/Professions/Occupations. Graduates of this program as beginning nurse practitioner may pursue the following career paths but not limited to: a. Clinical Nursing b. Community Health Nursing c. Private-duty Nursing d. Occupational Health Nursing e. School Nursing f. Military Nursing g. Health Education h. Research i. Entrepreneurship 4.3 Allied Programs. The BSN program is allied to the following health related programs: a. Medicine b. Dentistry c. Optometry d. Physical Therapy/Occupational Therapy e. Pharmacy f. Public Health g. Medical Technology h. Radiologic Technology i. Respiratory Therapy j. Nutrition and Dietetics k. Midwifery 3

Provides sound decision making in the care of individuals / families/groups considering their beliefs and values Core Competency 3: Promotes safety and comfort and privacy of clients • • • • • • • • • • Indicators Identifies the health needs of the clients (individuals. Graduates of Bachelor of Science in Nursing program must be able to apply analytical and critical thinking in the nursing practice. families. manage the health problem Monitors the progress of the action taken Performs age-specific safety measures in all aspects of client care Performs age-specific comfort measures in all aspects of client care Performs age-specific measures to ensure privacy in all aspects of client care Identifies the priority needs of clients Analyzes the needs of clients Determines appropriate nursing care to address priority needs/problems Refers identified problem to appropriate individuals / agencies Establishes means of providing continuous client care Conforms to the 10 golden rules in medication administration and health therapeutics Core Competency 4: Sets priorities in nursing care based on clients’ needs Core Competency 5: Ensures continuity of care Core Competency 6: Administers medications and other health therapeutics • • • • • • 4 . population groups and/or communities) Explains the health status of the clients/ groups Identifies clients’ wellness potential and/or health problem Gathers data related to the health condition Analyzes the data gathered Selects appropriate action to support/enhance wellness response.l. Speech Pathology ARTICLE IV COMPETENCY STANDARDS Section 5. The nurse must be competent in the following Key Areas of Responsibility with their respective core competency standards and indicators: Key Areas of Responsibility A. Safe and Quality Nursing Care Core Competency Core Competency 1: Demonstrates knowledge base on the health /illness status of individual / groups Core Competency 2.

4 Evaluates progress toward expected outcomes B.1 Performs comprehensive and systematic nursing assessment 7.2 Formulates a plan of care in collaboration with clients and other members of the health team • • • • • • Obtains informed consent Completes appropriate assessment forms Performs appropriate assessment techniques Obtains comprehensive client information Maintains privacy and confidentiality Identifies health needs 7.3 Implements planned nursing care to achieve identified outcomes 7. Manage ment of Resources and Environment Core Competency 1: Organizes work load to facilitate client care Includes client and his family in care planning Collaborates with other members of the health team • States expected outcomes of nursing intervention maximizing clients’ competence • Develops comprehensive client care plan maximizing opportunities for prevention of problems and/or enhancing wellness response • Accomplishes client-centered discharge plan • Explains interventions to clients and family before carrying them out to achieve identified outcomes • Implements nursing intervention that is safe and comfortable • Acts to improve clients’ health condition or human response • Performs nursing activities effectively and in a timely manner • Uses the participatory approach to enhance client-partners empowering potential for healthy life style/wellness • Monitors effectiveness of nursing interventions • Revises care plan based on expected outcomes • Identifies tasks or activities that need to be accomplished • Plans the performance of tasks or activities based on priorities • Verifies the competency of the staff prior to delegating tasks • Determines tasks and procedures that can be safely assigned to other members of the team • Finishes work assignment on time • • 5 .Core Competency 7: Utilizes the nursing process as framework for nursing 7.

safety . procedures and protocols on prevention and control of infection Observes protocols on pollution-control (water. • Involves the client. cultural. Health Education • Considers nature of learner in relation to: social. observation and validation Analyzes relevant information Completes assessment records appropriately Identifies priority needs • • Core Competency 4: Maintains a safe environment • • • • Core Competency 1: Assesses the learning needs of the clientpartner/s Core Competency 2: Develops health education plan based on assessed and anticipated needs • • • • C.Core Competency 2: Utilizes financial resources to support client care Core Competency 3: Establishes mechanism to ensure proper functioning of equipment • • • • Identifies the cost-effectiveness in the utilization of resources Develops budget considering existing resources for nursing care Plans for preventive maintenance program Checks proper functioning of equipment considering the: . economic. significant others and other resources in identifying learning needs on behavior change for wellness. Obtains learning information through interview. educational and religious factors. air and noise) Observes proper disposal of wastes Defines steps to follow in case of fire.infection control .cost benefits . content. family. political. earthquake and other emergency situations.intended use . teachinglearning resources and evaluation parameters • Provides for feedback to finalize the plan • Develops information education materials appropriate to the level of the client • Applies health education principles in the 6 Core Competency 3: Develops learning materials for health .waste creation and disposal storage Refers malfunctioning equipment to appropriate unit Complies with standards and safety codes prescribed by laws Adheres to policies. healthy lifestyle or management of health problems • Formulates a comprehensive health education plan with the following components: objectives. time allotment.

informed consent. privacy. • Renders nursing care consistent with the client’s bill of rights: (i. confidentiality of information. • Accomplishes accurate documentation in all matters concerning client care in accordance to the standards of nursing practice.) • Meets nursing accountability requirements as embodied in the job description 7 .e. etc. local and national Core Competency 3: Documents care rendered to clients E. Legal Responsibility Core Competency 5: Evaluates the outcome of health education Core Competency 1: Adheres to practices in accordance with the nursing law and other relevant legislation including contracts. mission of the institution where one belongs • Acts in accordance with the established norms of conduct of the institution / organization/legal and regulatory requirements • Utilizes appropriate client care records and reports. touch. facial expression and gestures • Monitors client and family’s responses to health education • Utilizes evaluation parameters • Documents outcome of care • Revises health education plan based on client response/outcome/s • Fulfills legal requirements in nursing practice • Holds current professional license • Acts in accordance with the terms of contract of employment and other rules and regulations • Complies with required continuing professional education • Confirms information given by the doctor for informed consent • Secures waiver of responsibility for refusal to undergo treatment or procedure • Checks the completeness of informed consent and other legal forms • Articulates the vision.education Core Competency 4: Implements the health education plan D. Core Competency 2: Adheres to organizational policies and procedures. Ethico-moral Responsibility Core Competency 1: Respects the rights of individual / groups Core Competency 2: Accepts responsibility development of information education materials • Provides for a conducive learning situation in terms of time and place • Considers client and family’s preparedness • Utilizes appropriate strategies that maximize opportunities for behavior change for wellness/healthy life style • Provides reassuring presence through active listening.

F. weaknesses/ limitations • Determines personal and professional goals and aspirations • Participates in formal and non-formal education • Applies learned information for the improvement of care • Participates actively in professional.e vital signs of the client from day to day • Reports significant changes in clients’ condition/environment to improve stay in the hospital 8 . Quality Improvement Core Competency 1: Gathers data for quality improvement Identifies one’s strengths. civic. and religious activities • Maintains membership to professional organizations • Support activities related to nursing and health issues • Demonstrates good manners and right conduct at all times • Dresses appropriately • Demonstrates congruence of words and action • Behaves appropriately at all times • Listens to suggestions and recommendations • Tries new strategies or approaches • Adapts to changes willingly • Assesses own performance against standards of practice • Sets attainable objectives to enhance nursing knowledge and skills • Explains current nursing practices. when situations call for it • Identifies appropriate quality improvement methodologies for the clinical problems • Detects variation in specific parameters i. Personal and Professional Development and accountability for own decision and actions Core Competency 3: Adheres to the national and international code of ethics for nurses Core Competency 1: Identifies own learning needs Core Competency 2: Pursues continuing education Core Competency 3: Gets involved in professional organizations and civic activities Core Competency 4: Projects a professional image of the nurse • • • • • Justifies basis for nursing actions and judgment Projects a positive image of the profession Adheres to the Code of Ethics for Nurses and abides by its provision Reports unethical and immoral incidents to proper authorities Core Competency 5: Possesses positive attitude towards change and criticism Core Competency 6: Performs function according to professional standards G. social.

Core Competency 2: Participates in nursing audits and rounds Core Competency 3: Identifies and reports variances Core Competency 4: Recommends solutions to identified problems H. Research Core Competency 1: Gather data using different methodologies Core Competency 2: Analyzes and interprets data gathered Core Competency 3: Recommends actions for implementation Core Competency 4: Disseminates results of research findings Core Competency 5: Applies research findings in nursing practice Solicits feedback from client and significant others regarding care rendered • Shares with the team relevant information regarding clients’ condition and significant changes in clients’ environment • Encourages the client to verbalize relevant changes in his/her condition • Performs daily check of clients’ records / condition • Documents and records all nursing care and actions implemented • Reports to appropriate person/s significant variances/changes/occurrences immediately • Documents and reports observed variances regarding client care • Gives an objective and accurate report on what was observed rather than an interpretation of the event • Provides appropriate suggestions on corrective and preventive measures • Communicates solutions with appropriate groups • Specifies researchable problems regarding client care and community health • Identifies appropriate methods of research for a particular client / community problem • Combines quantitative and qualitative nursing design through simple explanation on the phenomena observed • Analyzes data gathered using appropriate statistical tool • Interprets data gathered based on significant findings • Recommends practical solutions appropriate to the problem based on the interpretation of significant findings • Shares/presents results of findings to colleagues / clients/ family and to others • Endeavors to publish research • Submits research findings to own agencies and others as appropriate • Utilizes findings in research in the provision of nursing care to individuals / groups / communities • Makes use of evidence-based nursing to enhance nursing practice 9 • .

Kardex or Hospital Information System (HIS) Uses data in their decision and policy making activities Maintains integrity. family. with client. significant Communication others and members of the health team Core Competency 2: Identifies verbal and non-verbal cues Core Competency 3: Utilizes formal and informal channels Core Competency 4: Responds to needs of individuals. safety. completeness and reliability of relevant data Makes record readily accessible to facilitate client care Utilizes a records system ex. mobile phone. group and community • • • • • • • • • • Core Competency 5: Uses appropriate information technology to facilitate communication .I. Records Management Core Competency 1: Maintains accurate and updated documentation of client care • • • • • • • • • • • Completes updated documentation of client care Applies principles of record management Monitors and improves accuracy. electronic media Utilizes informatics to support the delivery of healthcare 10 Core Competency 2: Records outcome of client care Core Competency 3: Observes legal imperatives in record keeping Core Competency 1: Establishes rapport J. warmth and comforting words of encouragement Provides therapeutic bio-behavioral interventions to meet the needs of clients Utilizes telephone. retention and disposal Observes confidentially and privacy of the clients’ records Maintains an organized system of filing and keeping clients’ records in a designated area Follows protocol in releasing records and other information Creates trust and confidence Spends time with the client/significant others and members of the health team to facilitate interaction Listens actively to client’s concerns/significant others and members of the health team Interprets and validates client’s body language and facial expressions Makes use of available visual aids Utilizes effective channels of communication relevant to client care management Provides reassurance through therapeutic touch. access and security of records Documents/monitors proper record storage.

health education. The student shall have an awareness of the competency-based approach in the curriculum and the core competencies under the 11 key areas of responsibility: safe and quality nursing care. disease prevention. the following objectives should be achieved: 7. curative and restoration of health) with various client groups (individual. communication. legal responsibility. Level Objectives. Higher Education Institutions offering the Bachelor of Science in Nursing program must conform with the standard curriculum embodied in this CMO provided that program innovations shall be subject to prior review by the Commission. Collaboration and Teamwork Core Competency 1: Establishes collaborative relationship with colleagues and other members of the health team • • • • • • • • Core Competency 2: Collaborates plan of care with other members of the health team Contributes to decision making regarding clients’ needs and concerns Participates actively in client care management including audit Recommends appropriate intervention to improve client care Respect the role of other members of the health team Maintains good interpersonal relationship with clients . The student shall be given opportunities to be exposed to the various levels of health care (health promotion. per level and for the whole program are developed. the student shall approximate the competencies of a professional nurse as they assume the various roles and responsibilities. and the world with emphasis on personal. the community. and an awareness of physical. community). 11 . ethico-moral responsibility. Curriculum. family. These opportunities shall be given in graduated experiences to ensure that the competencies per course. collaboration and teamwork.1 At the end of the first year. colleagues and other members of the health team Refers clients to allied health team partners Acts as liaison / advocate of the client Prepares accurate documentation for efficient communication of services ARTICLE V CURRICULUM Section 6. the students shall have acquired an understanding and awareness of themselves as an individual and as a member of the family. Section 7.K. risk reduction. personal and professional development. Before graduation. rights. social and cultural milieu. For each year level. societal and professional values responsibilities. population groups and community) in various settings (hospital.

b. country and the world. and caring. management of resources and environment. collaboration and teamwork. f. imbibe the core values cherished by the nursing profession such as love of God. discuss the competency based BSN program and the core competencies under the 11 key areas of responsibility i. e. develop a deeper awareness of his/her rights. h. personal and professional development. d. demonstrate ethico-moral. and record management. duties and responsibilities to God. the student shall have acquired the holistic understanding of the human person as a bio-psycho cultural being focusing on the concept of health and illness as it is related to the care of the mother and child in varied settings. utilize the nursing process in the care of the high risk mother and child in 12 . g. 7. demonstrate beginning skills in the preparation of healthy and therapeutic diets in varied client cases. integrity and caring. ethico-moral responsibility. legal responsibility. imbibe the values cherished by the nursing profession such as teamwork. describe the health care delivery system and the nurse’s role in it. country and people. demonstrate critical thinking skills in relating with self and others. design a plan that will focus on health promotion and risk reduction to clients. i.quality improvement. explain the dynamics of the disease process caused by microbes and parasites and the environment. b. the student shall: a.2 At the end of the second year. The student shall be able to demonstrate the competencies in the following key areas of responsibility such as safe and quality nursing care. c. research. legal responsibilities in the care of individual family and community. quality improvement. and record management. communication. f. management of resources and environment. g. love of God. develop a deeper understanding of himself/herself and the multi-factorial dimensions of the individual which can affect health and well being. the student shall: a. h. relate the stages of growth and development in the care of clients. apply the scientific method to his activities wherever possible. demonstrate beginning skills in the use of the nursing process in the care of healthy individual. respect. e. Specifically. c. Specifically. demonstrate the beginning skills in the provision of independent and collaborative nursing function. explain the theoretical foundation of nursing with the four meta-paradigms as guide to his/her nursing practice. research. health education. recognize his/her duty in improving the quality of life not only for himself/herself but for others as well. and j.

management of resources and environment. the student shall be able to demonstrate the competencies in the following key areas of responsibility such as safe and quality nursing care. b. metabolism and endocrine functioning. utilize the nursing care process in the care of clients across the lifespan with problems of cellular aberrations and acute biologic crisis. 7. apply a nursing theory in the management of care of a client for case study. collaboration and teamwork. d. quality improvement. integrate the role of culture and history in the plan of care. collaboration and teamwork. and. quality improvement. 13 . demonstrate leadership and management skills in the care of a group of clients in the community and hospital setting utilizing research findings. f. communication. personal and professional development. c. observe the core values cherished by the nursing profession such as love of God. country. e. legal responsibility. c. health education. 7. perception coordination and maladaptive patterns of behavior. observe the core values cherished by the nursing profession such as love of God.the family.4 At the end of the 4th year. country and people. given actual clients/situation the student shall be able to demonstrate competencies in all the key areas of responsibility such as safe and quality nursing care. disaster/emergency situations. health education. and the bioethical principles and legal dimensions in the care of clients. Specifically. b. research. inflammatory and immunologic reactions. and caring and the bioethical principles in the care of clients. management of resources and environment. legal responsibility. given actual clients/situation with various physiologic and psychosocial alterations. apply the research process in addressing nursing/health problems to improve quality of care. Specifically the student shall: a. people and caring. and record management. apply a nursing theory in the management of care of a client for case study. e. apply principles of good governance in the effective delivery of quality health care. d. and. utilize the nursing process in the care of clients across the lifespan with problems in oxygenation. fluid and electrolyte balance. ethico-moral responsibility. discuss the role of economics as it impacts on health and illness. communication. research. ethico-moral responsibility. the student shall: a.3 At the end of the third year. and record management. personal and professional development.

Works and Writings of Rizal Philippine History. Child and Family (4/4*) 87 Units Units 21 6 3 6 3 3 22 3 3 5 5 3 3 9 5 4 15 3 3 3 3 3 20 3 3 8 6 115 Units 3 3 5 4 3 3 3 2 3 3 2 2 5 8 14 . Natural Sciences & Information Technology Mathematics (College Algebra) Biostatistics General Chemistry 3/2 Biochemistry 3/2 Physics 2/1 Informatics 2/1 Health Sciences Anatomy & Physiology 3/2 Microbiology & Parasitology 3/1 Social Sciences General Psychology Sociology/Anthropology Humanities [ World Civilization & Literature] Economics with Taxation & Land Reform Bioethics Mandated Subjects Life. Outline and Units of Professional Courses Theoretical Foundations in Nursing Health Assessment (2/1*) Community Health Nursing (3/2*) Nutrition and Diet Therapy (3/1) Health Education Pharmacology Nursing Research I (2/1) Nursing Research II Competency Appraisal I Competency Appraisal II Elective I** Elective II** NCM 100 – Fundamentals of Nursing Practice (3/2*) NCM 101 Care of Mother.Section 8. Government & Constitution PE 1 to 4 [2 units each] National Service Training Program 1& 2 B. Outline of Total Units of General Education (GE) Courses: Courses Language and Humanities English 1 & 2 (Communication Skills) English 3 (Speech and Communication) Filipino 1 & 2 Philosophy of Man Logic and Critical Thinking Mathematics. Curriculum Outline A.

Child.NCM 102 Care of Mother.5 1 0 2 0 2 0 1 3 1 5 1 5 1 3 0 2 2 3 0 3 0 8 12. Nursing program. Nursing program.5 1.346 hours Courses Health Assessment Community Health Nursing Nursing Research I Nursing Research II Nursing Care Management 100 Nursing Care Management 101 Nursing Care Management 102 Nursing Care Management 103 Nursing Care Management 104 Nursing Care Management 105 Nursing Care Management 106 Nursing Care Management 107 Intensive Nursing Practicum Total Skills Lab Clinical 1 0 . Family and Population Group At-risk or With Problems (5/6*) 11 NCM 103 Care of Clients with Problems in Oxygenation. the total number of related learning experiences: skills laboratory/clinicals are as follows: RLE Contact Hours (1 credit unit =51 hours) 51 102 51 102 102 204 306 306 204 102 255 153 408 2. S. the total number of laboratory units/hours is as follows: Laboratory Units Laboratory Hours Courses 1 unit lab=54 hours General Chemistry 2 108 Anatomy & Physiology 2 108 Biochemistry 2 108 Physics 1 54 Microbiology & Parasitology 1 54 Nutrition with Diet Therapy 1 54 Informatics 1 54 TOTAL 10 units 540 hours 15 .5 46 RLE Units At the end of the B. S. Acute Biologic Crisis including Emergency and Disaster Nursing (6/5*) 11 NCM 107 Nursing Leadership and Management (4/3*) 7 Intensive Nursing Practicum (8*) 8 *Related Learning Experience Grand Total Number of Units = 202 At the end of the B. Metabolism and Endocrine (8/6*) 14 NCM 104 Care of Clients with Problems in Inflammatory and Immunologic Response.5 33. Fluid & Electrolyte Balance. Perception and Coordination (5/4*) 9 NCM 105 Care of Clients with Maladaptive Patterns of Behavior (4/2*) 6 NCM 106 Care of Clients with Problems in Cellular Aberrations.

Program of Study BACHELOR OF SCIENCE IN NURSING Prototype 4-Year Curriculum FIRST YEAR First Semester Course Code Course Name English 1 Communication Skills I Filipino 1 Komunikasyon sa Akademikong Filipino Chem 1 General Chemistry (Organic & Inorganic) TFN Theoretical Foundations in Nursing Math 1 College Algebra Psych General Psychology PE 1 Physical Education 1 NSTP 1 National Service Training Program Total Lec 3 3 Lab 0 0 SL 0 0 RLE C 0 0 Units 3 3 3 3 3 3 2 3 23 2 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 3 3 3 2 3 25 Second Semester Course Code Course Name English 2 Communication Skills II Filipino 2 Pagbasa at Pagsulat Tungo sa Pananaliksik Ana/Physio Anatomy and Physiology NCM 100 Fundamentals of Nursing Practice Chem 2 Biochemistry PE 2 Physical Education 2 NSTP 2 National Service Training Program Total Lec 3 3 3 3 3 2 3 20 Lab 0 0 2 0 2 0 0 4 SL 0 0 0 2 0 0 0 2 RLE C 0 0 0 0 0 0 0 0 Units 3 3 5 5 5 2 3 26 SUMMER Course Code Physics Logic HA Lec Lab Course Name Physics Logic and Critical Thinking Health Assessment 2 3 2 7 1 0 0 1 SL 0 0 1 1 RLE C 0 0 0 0 Units 3 3 3 9 16 .Section 9.

SECOND YEAR First Semester Lec Course Code NCM 101 CHN Micro/Para Philo Bioethics PE 3 Course Name Care of Mother.5 Units 8 5 4 3 3 2 25 5 3 3 3 2 16 0 1 0 0 0 1 11 4 3 3 2 23 SUMMER Lec Course Code HealthEd Info English 3 Course Name Health Education Informatics Speech Communication Total 3 2 3 8 0 1 0 1 SL 0 0 0 0 C 0 0 0 0 3 3 3 9 Lab RLE Units 17 . Family and Population Group At-risk or With Problems Nutrition and Diet Therapy Pharmacology Sociology with Anthropology Physical Education 4 Lab RLE SL CL 1 0 0 0 0 1 5 0 0 0 0 5 Units 4 3 3 3 3 2 18 Lab 0 0 1 0 0 0 1 SL 1 0. Child and Family Community Health Nursing Microbiology and Parasitology Philosophy of Man Bioethics Physical Education 3 Total Second Semester Lec Course Code NCM 102 NuDiet Pharma Socio/Anthro PE 4 Course Name Care of Mother.5 RLE CL 3 1.5 0 0 0 0 1. Child.5 0 0 0 0 4.

Government & 3 0 0 0 Constitution Nres 1 Nursing Research 1 2 0 1 0 Elective 1 Elective Course 1 2 0 0 0 Total 16 0 2 5 *The clinicals in NCM 105 may be done in Summer for Cross affiliation purposes. Works and Writings of Rizal Total 8 3 3 3 3 20 0 0 0 0 0 0 14 3 3 3 3 26 Second Semester Course Code Course Name Lec Lab RLE SL C Units Care of Clients with Problems in NCM 104 Inflammatory and Immunologic 5 0 1 3 Response. Perception and Coordination NCM 105 Care of Clients with Maladaptive 4 0 0 2* Patterns of Behavior PhilHist Philippine History. 9 6 3 3 2 23 18 . Fluid & Electrolyte Balance. Metabolism and Endocrine Biostatistics Economics with Taxation & Land Reform Humanities [World Civilization and Literature] Life.THIRD YEAR First Semester Course Code Course Name Lec Lab RLE SL C 1 0 0 0 0 1 5 0 0 0 0 5 Units NCM 103 Biostat Econ Humanities Rizal Care of Clients with Problems in Oxygenation.

FOURTH YEAR First Semester Course Course Name Code Care of Clients with Problems in NCM 106 Cellular Aberrations.Skills Laboratory C . Acute Biologic Crisis including Emergency and Disaster Nursing CA 1 Competency Appraisal 1 NCM 107 Nursing Leadership and Management Nres 2 Nursing Research 2 Elective 2 Elective Course 2 Total Lec Lab RLE SL C 2 3 Units 6 0 11 3 4 0 2 15 0 0 0 0 0 0 0 2 0 4 0 0 0 0 3 3 4 2 2 22 Second Semester Course Course Name Code INP Intensive Nursing Practicum CA 2 Competency Appraisal 2 NCM 107 Nursing Leadership and Management Total SL .Clinicals Lec 0 3 0 3 Lab 0 0 0 0 RLE SL C 0 8 0 0 0 3 0 11 Units 8 3 3 14 19 .

Initiates curriculum development programs. and o. Prepares short term and long term plans. j. 20 . financial and physical resources. a member of good standing of accredited professional nursing organization.1 The College shall be administered by a full-time dean with the following qualifications: a. g. upon appointment. 10. m. Establishes internal and external linkages. Monitors proper implementation of the programs. Obtains recognition/accreditation of the nursing program. h. MSN) conferred by a college or university duly recognized by the Commission on Higher Education. and. should be physically and mentally fit. a Registered Nurse in the Philippines with current and valid PRC ID. Leads development and utilization of instructional resource materials. b.2 The Dean shall have the following functions and responsibilities: a. Plans a rational faculty. a holder of Master’s degree in Nursing (MAN. Initiates research and community extension projects/programs. he/she should have a duly notarized employment contract of at least one (1) academic year renewable annually. Pursues personal and professional development. n. e. e. Collaborates with the health services. Manages human. d. k.ARTICLE VI OTHER REQUIREMENTS Section 10. has no other teaching assignments or administrative functions in other public/private institutions or higher education institutions. j. f. academic and non-academic load. l. c. he/she must be an active member of good standing of the Association of Deans of Philippine College of Nursing (ADPCN). g. i. Manages department/college office operations. has at least one (1) year of clinical practice and a total of at least five (5) years teaching. Program Administration: 10. Leads in the faculty and staff development programs. Manages student development programs. administrative and supervisory experiences in nursing education. must be of good moral character. MN. i. h. b. The contract should specify academic rank. c. a Filipino citizen. affiliation agencies and other academic units in the implementation of instructional programs. f. Evaluates the performance results of the nursing program. d. upon appointment.

the following qualifications must be observed: For faculty members teaching professional courses: a.10. The recognized ranks are: instructor.2 When vacancies occur in the teaching force of the college during the school year. 11. 11. b.5 For the initial operation of the BSN program with two (2) sections of not more than 50 students per section. substitute or replacement with similar or higher qualifications shall be employed. In addition to being a Filipino citizen and having good moral character. a faculty member should have a duly notarized employment contract for at least one (1) academic year renewable annually specifying academic rank in accordance with his academic training and clinical expertise.3 The following conditions of employment must be observed: a. 11. Section 11.1 The faculty shall have academic preparation appropriate to his/her teaching assignment. b. a member of good standing of accredited professional nursing organization.4 Upon appointment. a Registered Nurse in the Philippines with current/valid PRC ID. Full time faculty member who teaches professional courses shall be responsible for both classroom and Related Learning Experiences (RLEs). MSN). MN. a holder of at least master’s degree in their area of specialization for faculty members teaching general education courses and should only teach courses in their area of specialization. Faculty Qualifications/Requirements: 11. The salary of faculty shall be commensurate with his/her academic rank. associate professor and professor. shall have at least one (1) year of clinical practice d. 11. a holder of Master’s degree in Nursing (MAN. assistant professor.3 The Dean shall have a teaching load not to exceed a total of six (6) units of lecture in a semester. a minimum of four (4) qualified faculty members 21 . f. For faculty members teaching other courses: e. a holder of at least master’s degree of other allied medical and health sciences as specified under Section 4-C of this CMO for those teaching health science courses. Education or other allied medical and health sciences conferred by a college or university duly recognized by the Commission on Higher Education. c.

11. personal. qualified staff. Policy. Teaching Load. and professional as well as moral and spiritual growth. b. The FDP consists of written activities and programs toward the development of the faculty for intellectual. graduate studies b. guidelines and expectations of the course in the affiliating agencies. Nurses who are employed in government and private institutions who serve as part time faculty or clinical instructor must secure permit from the employer and may be given a maximum teaching load of nine (9) units provided they will render services after office hours. Likewise. communications and connectivity portals. shall be employed. Moreover. One hour of RLE supervision is equivalent to one (1) unit credit. standards. 22 . nurses from affiliating agencies employed as preceptors or clinical instructors must be oriented to the BSN Curriculum and the expectation of the course. research and extension services. There must be a faculty clinical orientation on policies.9. in-service and continuing training programs d. The Head librarian should: a) be a registered librarian.2 Library Staff. Library 12.1. two (2) of whom must be holders of at least master’s degree in nursing. the Chief Nurse/Training Coordinator/Supervisor/Head Nurse should not assume any administrative and clinical supervisory function in any nursing school. scholarship and research grants c. 11. Full-time faculty members may carry a combined RLE and teaching load of not more than thirty-six (36) units per semester which includes consultation hours and other activities related to RLE instruction. The college of nursing must have a faculty manual containing information and policies on all matters pertaining to the faculty. It is for this reason that libraries should be given special attention by the administrators of the institution by maintaining it with a wide and up-to-date collection. The program may be in the form of: a.8. Section 12. 12.6 The College of Nursing shall have an updated five-year faculty development program (FDP). The teaching load of faculty members should be as follows: a. 11.teaching professional and health science courses.7. Library services shall provide the instructional and research needs of the staff and students making it one of the most important service units within a higher education institution. clinical skills enhancement on official basis for at least two weeks per year 11.

000 total number of books accessioned. the subscription of foreign nursing journals should be regularly maintained. a. CD-ROMs may complement a library’s book collection but should not be considered replacement for the same.3. Medical-Surgical Nursing For the recognition of the BS nursing program. magazines and newspapers. of copies of Periodicals 5 copies per title 23 Enrollment For every 250 students . In addition to the core book collection. Journals. A minimum of five (5) titles is required.000 students and a ratio of 1 librarian to 2 staff/clerks. Pediatric Nursing g. 12.a. published within the last five (5) years. Psychiatric Nursing e. Library holdings should conform with existing requirements for libraries. The number of copies of these journals shall be increased depending upon the student population. Ten percent (10%) of the total professional book collection shall be of Filipiniana collection. Book titles must be of recent edition. The library collection during the recognition of the BS Nursing program shall double the book collection specified in 12. Periodicals shall include serials.3. and. Opening of new BSN program shall have at least 3. Library Holdings. Nursing Management/Leadership f. b. General Nursing c. The recommended number of periodicals based on enrollment are as follows: No.4. There should have five (5) book titles per professional subject found in the curriculum at a ratio of one (1) volume per fifteen (15) students enrolled in the program. the HEI shall have a regular and updated subscription to at least seven (7) professional foreign nursing journals and at least two (2) local journals in the following areas: a. The library should be staffed with one full time registered librarian for every 1. 12. The higher education institution [HEI] is encouraged to maintain periodicals and other non-print materials relevant to the nursing program to aid the faculty and students in their academic work. Maternal and Child Nursing b. Nursing Research d. c) have an appropriate professional training. 30% of which shall consist of professional books.b) be a holder of Masters’ degree in Library Science. a core periodical collection of current and relevant titles (local and foreign) shall also be provided. For the opening of new BS nursing program.

maintenance and staff development. School libraries shall participate in inter-institutional activities and cooperative programs whereby resource sharing is encouraged. Stamping of Library Collection.” List of required and recommended equipment are listed in each course requirements. Users include members of the faculty. equipment and facilities. Finance. 24 .9. The library should be accessible to all and should be open to serve the needs of users even beyond class hours. 12.5. Networking.1. 12.6. In addition. Accessibility.12. the library collection including general education books. It should include space for collections. All library fees should be used exclusively for library operations and procurement for collections.10. “Code of Sanitation of the Philippines.8. Regular weeding out program shall be undertaken to keep the collection relevant and up-to-date for the last five (5) years. 12. Laboratory Requirements: Laboratories should conform to existing requirements as specified in RA 6541.7. a library space should accommodate at least five per cent (5%) of the total enrollment. The following are the minimum requirements for the library: a. stockroom. 12. For purposes of identification. furniture and fixtures. A system for identification of laboratory equipment. At any one time. Internet Access. “The National Building Code of the Philippines” and Presidential Decree 856. supplies and models should be observed. 12. shelving areas. Archived collection shall not be more than 30% of the total collection.11. students and employees of the institution. Section 13. professional books. At least 126 square meters or approximately two (2) classrooms shall be required for the library. Internet access is encouraged but should not be made a substitute for book holdings. c. provision for future expansion should be made. b. Space Requirements. Facilities and Equipment 13. reference materials. reading area and office space or lounge for staff. The facilities shall be attractive and designed to provide safety and promote operational efficiencies and effectiveness of use. 12. journals and similar other collection shall be stamped in the name of college/university and the campus where the institution is located.

Specifically.2. e. tracheostomy care 3.2. For special lectures. Nursing Skills Laboratory: The nursing skills laboratory must be well-lighted and well-ventilated.4 enema 3. x 14m. The classroom area shall have at least 7 meter x 9 meter or 63 square meters. Equipment 1.3. 25 .13.2. The nursing skills laboratory simulates major areas in hospital setting and equipped with basic instruments. For science laboratory class. Basic demonstration models namely: 1. Electrocardiogram (ECG) monitoring demonstration 2. Newborn Model 3. equipment and supplies. d. the class size shall have a maximum of 25 students c. At least one (1) fire extinguisher placed outside the door in each science laboratory/nursing skills laboratory. Ratio of bed to practicing students is 1:2 or a practice area for return demonstration where there is one (1) bed to two (2) students at any given time. Ratio of demonstration models to practicing students is 1:10 to facilitate learning. parenteral/intravenous (IV) g. Suction apparatus h. At least two (2) doors which will serve as an entrance and exit. a class size of more than 45 students may be allowed as long as the required facilities are provided. Adult bisexual model with the following contraptions for: 3. For regular lecture class.3 catheterization 3. b. c. Classroom Requirements: a. or 112 sq.1 basic life support 3. the class size shall have a maximum of 50 students. f. The fire extinguisher must have a record of refill and expiry date attached to the unit. Its demonstration room and practice area for return demonstration must have an area of at least 8m. to aid in the development of the competencies in performing nursing procedures.5. 13. An amphitheater-style demonstration room that can accommodate a maximum of 50 students at one time with lavatory and running water. the nursing skills laboratory shall have: a. Birthing model 2. colostomy care 3.m.

Has minimum capacity of 100 beds with general services and minimum bed occupancy of eighty percent (80%). the base hospital should be located within Metro Manila. Base Hospital. b. e. However. orthopedics and communicable diseases. 9. These could be sourced from.4. Clinical Facilities and Resources: Related Learning Experiences (RLEs) are teaching-learning opportunities designed to develop the competencies of students utilizing processes in various health situations. c. industrial establishments. Sixty per cent (60%) of the total bed capacity of the base hospital shall be used for the RLEs of students. The hospital maybe independent or owned or operated by the institution or utilized by the institution in accordance with an effective and duly notarized Memorandum of Agreement between the institution and the base hospital which clearly specifies the responsibilities of each party. d.2 adequate facilities for the teaching and learning needs of the students. The base hospital is a health facility being utilized by a higher education institution with nursing program offering as a source of basic or primary related learning experiences. Has current accreditation by the DOH-Bureau of Licensing and Regulation as Level IV Hospital (Tertiary Care/Teaching/Training Hospital). Should be accessible and located within the region where the nursing school is situated. Affiliation Hospital is a health facility being utilized by the higher education institution in specialized areas for supplementary clinical learning of students such as mental. but not limited to lying-in clinics.1 adequate case load for the number of students enrolled as stipulated in Article VII. In the case of nursing schools located in Metro Manila. schools. Parties to the contract of affiliation should provide and maintain an 26 . a.13. A Contract of Affiliation shall be used as a legal document to show the terms of references among involved parties. out-patient clinics and general and specialty hospitals. The base hospital of a nursing school should meet the following requirements: a. Level III Hospitals (Secondary Care Hospitals) may be considered provided that the hospital can provide the following: a. Should have a master rotation plan indicating the schedule/areas of all the schools utilizing the hospital for training of students. Section 15-f. community.

affiliation hospital/s and community health agency/ies being used by the students for RLEs either conducted in urban or rural community should have the following facilities: a. sex. dressing room e. Standard of Instruction. There should be an adequate number of patients varying in age. library c. The nursing service should be provided with a designated training coordinator and the required staffing composed of qualified professional and nonprofessional personnel. The faculty and the nursing service personnel of the affiliation agency should work together in the planning. Open communication should exist among the medical staff and the school personnel. classroom for conference b. supplies and equipment for effective nursing care and learning experiences of students. 13. The nursing school and the hospital agency should establish effective coordination and cooperation.environment conducive to the attainment of the teaching-learning objectives. utilizing appropriate and updated course syllabi/references and instructional methods/strategies taking into consideration the key areas of responsibility 27 . comfort room d. lounge f. implementation and evaluation of the related learning experiences of students. ARTICLE VII INSTRUCTIONAL STANDARDS Section 14. level/acuity and types of illness desired for teaching-learning experience of different curricular levels. The institution must maintain a high standard of instruction. Virtual Nursing Skills Laboratory: Higher education institutions are encouraged to put up Virtual Skills Laboratory to supplement and complement the related learning experiences prior to actual experience.5. The base hospital/s. Cross regional affiliations will not be allowed unless in cases where specialty areas cannot be found in the region. locker Provision should be made for adequate physical facilities.

“Providing for Policy Guidelines on Intrapartal. The offering of professional nursing subjects with the corresponding RLEs must be strictly adhered to. b. . as well as PRC-BoN Memorandum No. f. The RLE activities are carefully selected to develop competencies utilizing the nursing process in varying health situations. modules. sequencing. The institution shall provide for a systematic and continuing plan of evaluation of the student’s progress through a marking system that is consistent and congruent to set objectives. audiovisual materials and others such as software. Related Learning Experiences (Clinicals) shall be offered simultaneously or immediately after the lecture. taking into consideration the prerequisites. continuity and integration requirements. Classroom and RLE activities must be congruent with the objectives of the course. Quality Improvement. Immediate Care of the Newborn and Intra-operative Care” Section 15. 28 b. There shall be a regular academic audit of instructional resources such as syllabi.(Safe and Quality Nursing Care. The grade for professional courses shall be based on the course credit (i. 2005 and future amendments consistent thereto. 2009 entitled. Research. The Related Learning Experiences (RLEs) is composed of Clinicals and Skills Laboratory. A system of academic evaluation shall be instituted and implemented for monitoring and evaluating students and teacher performance. textbooks. The competency standards for nursing practice in the Philippines must be an integral part of the nursing education process. Personal & Professional Development. Credit for the completion of the course is based on the fulfillment of curricular requirements. 2009 dated April 14. In the case of team teaching. lecture units and RLE units). d. 01 s. Academic records of faculty members must be properly kept and be maintained in the college of nursing. The ratio of faculty to student in science laboratory class is 1:25 while regular classroom is 1:50.e. Ethico-Moral Responsibility. Health Education. The teaching-learning process is composed of the theoretical/didactic and experiential/RLE. the Philippine Nursing Core Standards shall serve as the framework for the development of instructional standards in the BS Nursing curriculum as provided pursuant to PRC-BoN Resolution No. g. Communication. Legal Responsibility. The following should be strictly observed: a. c. therefore. e. there should be close coordination and collaboration between the lecturer and the clinical faculty.112 s. Faculty teaching the lecture shall supervise students in their RLE. Records Management and Management of Resources and Environment) that contribute to quality nursing education. Collaboration & Teamwork. The following conditions must be observed: a.

e.6 Adequate number of qualified nursing staff and other personnel f. The ratio of faculty to student ratio for RLE (Skills Laboratory) shall be: Level I II III IV 1st Semester NA 1:8 1:10-12 1:12-15 2nd Semester 1:8 1:8 1:10-12 1:12-15 Summer 1:8 1:8 NA NA 29 .1 Quality of supervision of clinical instructors and teaching-learning process f. Psych 1:1. 1:1 Population Group per catchment area.2 Readiness and capability of the learner f.7 Quality of nursing care services f. Effectiveness and efficiency of the related learning experience. d.9 Ratio of student to clientele depends upon the objectives and the capacity of the student. Community-based experience 1:1 Family. A documented RLE rotation plan showing distribution of students and faculty supervision in each clinical area of base hospital and affiliation agencies shall be made available. 1-2:1 Community (depending on the size of the barangay).4 Adequate number and variety of clientele f. shall consider the following factors: f.8 Compliance with the required equivalence of fifty one (51) hours to to one (1) unit RLE f. e.g. ICU 1:1-2. Faculty compensation shall be based on the computation that one (1) hour RLE is equivalent to one (1) lecture hour.c.5 Utilization of appropriate feedback mechanism f. The ratio of student to clientele shall be: Level I II III IV 1st Semester NA 1:1 1:2-3 1:5 2nd Semester 1:1 1:2 1:3-4 1:6 Summer 1:1 1:2 NA NA The ratio depends upon the client group.3 Quality of the learning resources both in institutions and communities f.

For government recognition. Nursing schools that are in existence for a period of five (5) years are encouraged to undergo program accreditation. English 30 . In addition.The ratio of faculty to student ratio for RLE (Clinicals in Hospital/Community setting) shall be: Level I II III IV 1st Semester NA 1:8 1:10-12 1:12-15 2nd Semester NA 1:8 1:10-12 1:12-15 Summer NA 1:8 NA NA Section 16. SELECTION AND RETENTION OF STUDENTS The school shall have a well-defined admission. an increase in student population shall be subject to proportionate increase of resources both in classroom and clinical area subject to CHED approval. b. Recognition and Accreditation a. A functional research committee or office should support research and publication activities. Strict adherence to ethics in research must be observed. educational management and other aspects of the nursing program. ARTICLE IX ADMISSION. selection. CHED Regional Offices shall strictly monitor compliance herein. Faculty research outputs and publications shall be considered in faculty promotions and academic ranking. promotion and retention policies published and made known to students and reflected in the Student Handbook. the college shall administer entrance examination for incoming freshmen students covering the following areas: a. There shall be an adequate budget allocated for research and publications. For this purpose. All students shall complete a research project during the course of study. ARTICLE VIII RESEARCH REQUIREMENTS The administration shall encourage and support research among its students and faculty and promote utilization of research findings to guide and improve nursing practice.

91%. after due process. 2004 shall no longer be allowed. A student is allowed to enroll a course after he/she has satisfactorily passed all its pre-requisite courses. However. 31 .clientele . A student shall be allowed to carry only the regular semestral load.number of student affiliates Records and evidences of actual implementation of these policies must be made available. The Special BS Nursing program provided in CMO No. ARTICLE X RESIDENCY REQUIREMENTS As a general rule.91% is thirty percent (30%). cause the Commission to revoke government permit/recognition or deny issuance of authority to operate the nursing program. Inductive Reasoning The number of students admitted to the College of Nursing shall be based on the following: a. The average national passing percentage in the Philippine Nurses Licensure Examination from 2004 to 2008 is 45. ARTICLE XI SANCTIONS Non-compliance with the provisions of this CMO shall. All students in the BS Nursing program shall strictly adhere to the regular rotation of RLE and schedule of classes.b. a candidate for graduation must have taken the last curricular year level in the college.staffing . qualified faculty b. Two thirds (2/3]) of 45. Mathematics d. The student shall be evaluated according to the criteria or system of evaluation required by the college to determine proficiency in all professional courses. the basis for the implementation of gradual phase-out. teaching/learning resources c.facilities/services . Science c. academic load for graduating students must be guided by appropriate CHED issuances. 9 s. resources of the base hospital/affiliation agencies based on: .

Thus. The official results of the Nurse Licensure Examination from the Board of Nursing of the Professional Regulation Commission shall be the basis in phasing-out of nursing programs. shall not affect the remaining provisions. ARTICLE XII TRANSITORY PROVISION Higher education institutions that have been granted permit or recognition to offer the BS Nursing program are required to fully comply with all the requirements in this CMO within three (3) years after the date of effectivity. All CHED issuances. an average of below 30% for a three-year period (SY 2010-2011. The computation of the 30% shall only involve the ratings of the examinees who took the Nurse Licensure Examination for the first time. 2012-2013) in the Philippine Nurse Licensure Examination starting from 2013 shall be implemented by the CHED subject to the following guidelines: 1. If the school has only one examination undertaken in a year. 32 . namely ratings in the June and December examinations. in the initial implementation for the gradual phase out of the nursing program. The average passing rate obtained by HEIs for the past three (3) years shall be the basis of phasing-out of the program. which may thereafter be held invalid. ARTICLE XIII SEPARABILITY AND REPEALING CLAUSE Any provision of this Order. this shall be considered the annual rating. 2. 3. There shall be close monitoring of nursing programs by the Commission. 4. 2011-2012. The performance of the school shall be based upon the average rating obtained within the schoolyear. rules and regulations or parts thereof that are inconsistent with the provisions of this CMO are hereby repealed.

2008 during the SY 2008-2009 shall allow their students to graduate under this CMO. fifteen (15) days after its publication in the Official Gazette or in a newspaper of national circulation. EMMANUEL Y. 2001 shall allow their students to the finish BSN curriculum under CMO No. ANGELES Chairman Quezon City. 2009 33 . 30 s. This CMO shall take effect starting School Year 2009-2010. 30 s. Philippines April __.ARTICLE XIV EFFECTIVITY CLAUSE Higher education institutions [HEIs] that opted to implement CMO No. 2001 while those HEIs that opted to implement CMO No. 5 s.

Purposes of nursing theory 5. theory. health. utilize selected nursing theory and non-nursing theories in the care of clients 4.Annex “A” COURSE SPECIFICATIONS Course Name Course Code Course Description : : : THEORETICAL FOUNDATIONS IN NURSING TFN This course deals with the meta concepts of a person. Overview 1. Characteristics of a theory 3. Components of a theory 4. the student will be able to 1. It presents how these concepts and theories serve as guide to nursing practice. It further deals with health as a multifactorial phenomenon and the necessary core competencies that the nurse need to develop. principle 2. health. environment and nursing by various nursing theorists ƒ Florence Nightingale ƒ Ernestine Weidenbach ƒ Virginia Henderson ƒ Faye Glenn Abdellah ƒ Jean Watson ƒ Dorothea Orem ƒ Myra Estrine Levine ƒ Martha Rogers ƒ Dorothy Johnson ƒ Callista Roy ƒ Betty Neuman 34 Course Credit Contact Hours/sem Placement Course Objectives: : : : Course Outline : . it includes non-nursing theories such as systems. environment and nursing 2. 3 units 54 lecture hours 1st Year. developmental and change theories. demonstrate selected competencies under the eleven key areas of responsibilities pertinent to nursing I.Different views of person. 1st Semester At the end of the course and given simulated conditions/situations. Likewise. describe the various non-nursing theories as applied to nursing 3. Nursing paradigm III. differentiate views given by various nursing theorists on person. Definition of concept. environment and nursing as viewed by the different theorists. health.

7 neural regulation 1.2 fluid transport 1. Systems Theory 2. acid/base dynamics 1.8 sensory intake 1. 3 units lecture. Developmental Theory IV.3 gas exchange 1. Different Views of Non-nursing Theories: 1. 108 lab hours None 1st year. principles and basic anatomical structure. Fitzpatrick ƒ Anne Boykin and Savina Schoenhoffer ƒ Margaret Neuman ƒ Josephine E. Core competencies under the 11 Key Areas of Responsibility Course Name Course Code Course Description Course Credit Contact Hours/sem Pre-requisite Placement Course Objectives: : : : : : : : ANATOMY AND PHYSIOLOGY Ana/Physio This course deals with the physiologic concepts. describe the anatomic structures and physiologic mechanisms/processes/systems involved in the following physiologic concepts: 1.1 locomotion 1.4 fluid and electrolyte. Health as a Multifactorial Phenomenon V. Competency-based Approach to the BSN Curriculum VIII.5 nutrition metabolism 1. 2nd semester At the end of the course and given specific situations/conditions. Interlinking Relationships of Factors Affecting Health VI Care Enhancement Qualities including Core Values VII. Paterson ƒ Loretta Zderad III.6 chemical regulation 1. Change Theory 3. the student should be able to: 1. 2 units lab 54 lecture hours.ƒ Imogene King ƒ Hildegard Perplau ƒ Ida Jean Orlando ƒ Joyce Travelbee ƒ Madelline Leininger ƒ Rosemarie Rizzo Parse ƒ Joyce J.9 protection 1.10 awareness and response to the environment 1.11 reproduction 35 .

Physiology 1. Organ f. Definition 2. Negative feedback 2. Cells. Definition 1. Reproduction E. Cell Structure and Function 2. Anatomy A. Whole Cell Activity 36 . Tissues e. Organization 2. Serous Membranes II. Organism D. Regional Anatomy c. Chemical b. According to the organism involved b. Development 6. Body Cavities 5. Organelle c. Cells 1. Structural and Functional organization 1. Surface Anatomy B. Glands and Membranes A. Body Regions 4. Directional Terms 2. Cell d. Growth 5. Terminology and the Body Plan 1. Seven Structural Levels a. Types of Study a. Metabolism 3. Organ System g. Systematic Anatomy b. According to levels of organism within a given organism C.2. Responsiveness 4. Tissues. Types of Study: a. Homeostasis 1. Characteristics of Life 1. Planes/Sections 3. utilize basic anatomical facts and physiological concepts and principles in the nursing care of individuals Course Outline : I. Positive feedback F.

Gas Exchange D. Lungs 5. Bronchi & smaller air passages 6. WBC or Leukocytes 37 . Structure & Function b. Pleural cavities B. Basic Chemistry 2. Plasma b. Pharynx 3. Anatomy of the Respiratory System 1. Ventilation and Lung Volumes 1. Larynx 4. The Physiology of Circulation e. Nose & Nasal Cavities 2. Modification of Ventilation IV. O2 and CO2 transport in the Blood E. Nervous tissue e. Blood Vessels of the Systemic Circulation d. Collapse of the Lung 4. The Heart 1. Regulation of Arterial Pressure B. Tissue repair C.Organic Molecules III. The Blood Vessels and Circulation of Blood a. The Blood 1. Mechanisms of Ventilation 3. Control of Blood Vessels f. Inflammation g. Connective tissue c. Epithelial tissue b. Water 5. Tissues 1. The Respiratory System A. Trachea 5. Blood Vessels of the Pulmonary Circulation c. Composition of Blood a. Membranes f. Phases of Ventilation 2. Function 2. The Cardio Vascular System A. Acids and Bases 4. The Chemistry of Life 1. Muscle tissue d. Pulmonary volumes and capacities C. Cellular Content c. Basic Tissue Types a. Chemical Reactions 3.B.

The Urinary System and Fluid Balance 1. Immunity VI. Fluids and Electrolytes 1. Organs and Functions of the Digestive System 4. Lymphatic Organs 4. General Feature of Bone 4. Regulation of Acid-Base Balance 6. Cells of the Nervous System 3. Preventing Blood Loss V. General Classification of Bone Anatomy 38 . The Skeletal System 1. Other Hormones VIII. Structure of the Skin 2. Autonomic Nervous System XII. Special Senses XIII. The Lymphatic System and Immunity 1. Structure and function 2. Movements and Secretions in the Digestive System 5. The Nervous System 1. Functions 2. Alterations in the Buffering Mechanism X. Body Fluid Compartments 2. Division of the Nervous System 2. Hormones 2. Urethra IX.d. Lymphatic Vessels 3. The Integumentary System 1. Central Nervous System 4. The Digestive System 1. Activities in the Digestive System 2. General Sense 3. Trunks or Layers of the Digestive Tract 3. Platelets or Thrombocytes 3. Ureters 4. Exchange between Body fluid Compartments 4. The Endocrine Glands and their Hormones 3. Metabolism VII. Regulation of Extracellular Fluid Composition 5. The Endocrine System 1. The Special Senses 1. Accessory Skin Structures XI. Major Components 2. Urinary Bladder 5. Peripheral Nervous System 5. Connective Tissue 3. Composition of Fluid in the body Fluid Compartments 3. Kidney 3. Major Groups 2.

Skeletal Muscle Anatomy XV. The Reproductive System 1. charts Sphygmomanometer Videos and CD ROMs Stethoscope Preserved specimens and slides Microscope Reflex hammer Course Name Course Code Course Description : : : Course Credit Contact Hours/Sem Prerequisite Co-requisite Placement Course Objectives: : : : : FUNDAMENTALS OF NURSING PRACTICE NCM 100 This course provides the students with the overview of nursing as a science. love country and of people) 4. 2units RLE (Skills Lab) 54 hours lecture. Physiology of the female reproduction Anatomical models. 3units lecture. maintenance of health as well as prevention of illness utilizing the nursing process. Parts b. the student will be able to: 1. caring. 2nd semester At the end of the course and given actual or simulated situations /conditions.socio and spiritual dimensions. members of the health team and 39 . utilize the nursing process in the holistic care of client for the promotion and maintenance of health 1. Parts 3. The Muscular System 1. Female Reproductive System a.5 Evaluate with client outcomes of a healthy status 2.3 Plan with client appropriate interventions for the promotion and maintenance of health 1.psycho. Characteristics of Skeletal muscle 2. Biochemistry 1st Year. Male Reproductive System a.1 Assess with the client his/her health status and risk factors affecting health 1. Theoretical Foundations of Nursing Anatomy & Physiology. It deals with the concept of man as a holistic being comprised of bio. ensure a well-organized recording and reporting system 3.2 Identify actual wellness/at risk nursing diagnosis 1.4 Implement with client appropriate interventions for the promotion and maintenance of health 1.Laboratory : Supplies and Equipment XIV. It includes the basic nursing skills needed in the care of individual clients. relate effectively with clients. It includes a discussion on the different roles of a nurse emphasizing health promotion. 102 RLE hours Skills Lab General Chemistry. observe bioethical principles and the core values (love of God. Smooth Muscle Anatomy 3. Physiology of male reproduction 2. an art and a profession.

Nursing in Education 5. Communication Skills 1. Development of modern nursing E. Nursing Esthetics d. Independent nursing practice 4. Criteria for effective verbal communication 40 . Proficient. Overview of the Professional Nursing Practice 1. Effective communication 2. Components of communication 4. Profession a. Level of Proficiency according to Benner (Novice. Growth of Professionalism 1. Personal and professional qualities of a nurse C. Characteristics 3. Ethics d. Professional/legal and moral accountability / responsibility G. Specialized Education b. Beginner. Expert) 2. In the Philippines (include the history of own nursing school ) D. Nursing 1. 5. Overview of the Code of Ethics for Nurses/Filipino Bill of Rights/Legal Aspects 5. Definition 2. Definition 2. Profession 1. Carpers four patterns of knowing a. Institutional Nursing ( hospital staff nursing) 2. Roles and Responsibilities of a Professional nurse 3. Purposes of therapeutic communication 3. Nursing science b. Scope of Nursing Practice based on RA 9173 4. Nursing in other fields H. and. Personal Knowledge F. observe bioethical concepts/ principles and core values and nursing standards in the care of clients I. Body of Knowledge c. Criteria B. History of Nursing 1. Competent. Nursing as a Profession A.Course Outline : others in work situations related to nursing and health. Nursing ethics c. Autonomy 2. Focus: Human Responses 4. Different Fields in Nursing 1. Community Health Nursing ( School nursing /industrial nursing/public health nursing ) 3. In the world 2.

Discuss the Health-Illness Continuum 5. Communicating with people who are a. Health Maintenance 4. Basic Interventions to Maintain 1. 2. Curative 5. Nursing Process 1. 9. Evaluation (formative. Disease Prevention 3. Define Health. priority setting. Fluid and electrolyte balance 4. Health and Illness: 1. Hygiene and Comfort. Cognitively challenged c. Care of the terminally ill patients and their families . Planning (long-term. Wellness and Illness 3. Aggressive 9. Guidelines for active & effective listening 6. Assessment 2. Meeting needs related to death and dying/grief and grieving 1. formulation of objectives) 4. Nutrition 5. Healthy Lifestyle. Levels of Care 1. Elimination 6. Concept of death and dying/grief and grieving 2. Oxygenation 3. Intervention (collaborative. Post mortem care II. short-term. Mobility and exercise 8. Rehabilitative L. Developmental consideration in communication 8. Temperature regulation 7. Safety. Guidelines for use of touch 7. 3. Documentation of plan of care /reporting J. independent nursing interventions) 5. Nursing Diagnosis (as a concept and process) 3. Explain the dimensions of wellness 4. Describe the three levels of Prevention K. Nursing as an Art 41 . Recall concepts learned about man as an individual and as a member of the family 2.Psychosocial and Spiritual Concerns M. Security and Privacy 10. Enumerate the stages of wellness and Illness 6.5. General guidelines for trans-cultural therapeutic communication I. Physically challenged b. Health Promotion 2. summative) 6.

Discuss the Health-Illness Continuum 5. Therapeutic communication 9. psychosocial assessment and interpretation of laboratory findings to arrive at a nursing diagnosis on the client across the lifespan in community and hospital settings. etc. Concepts related to the art of nursing 4. 1 unit RLE 42 . Self enhancement (How do I become a better person?) 6. Self-awareness/concept (Who am I?) 5. Recall concepts learned about man as an individual and as a member of the family 2. CD. principles & techniques of history taking using various tools. videos. Nursing – Client Relationship 8. Wheel chair. stethoscope. Fixtures such as chart rack. Caring : An Integral Component of Nursing 7. Appliances such as footstool. Explain the dimensions of wellness 4. : Laboratory Supplies and Equipment Office Supplies such as: Hospital Forms and Logbook Equipment such as surgical instruments. non-mercurial BP apparatus. Describe the three levels of Prevention Provide opportunity to demonstrate the various nursing procedures learned. Definition of Arts 2. Health and Illness: 1. etc. Why is nursing an art? 3. Enumerate the stages of wellness and Illness 6.1. models. Wellness and Illness 3. Define Health. Hospital Linens Guide for RLE Course Name Course Code Course Description : : : Course Credit : HEALTH ASSESSMENT HA The course deals with concepts. Focus of Nursing III. Provide opportunity to care for a healthy/well client. urinal. physical examination (head to toe). surgical beds. hospital equipments like bed pan. 2 units lecture. stretcher etc. medicine and treatment cards rack Audio Visual Equipments such as mannequin.

Current medications 4. Barthel index D. utilize concepts. 43 . Guidelines of an effective interview III. Personal habits & patterns of living 5. Katz Index of Independence in ADL b. AnatomyPhysiology. Pediatric Additions to Health History (e. techniques and appropriate assessment tools in the assessment of individual client with varying age group and development. Chemistry 2 & NCM 100 1st year. Purpose 2. 51 RLE hours Theoretical Foundations of Nursing. Assessment in pregnancy (e. Past health history 3. immunization) G.g. Instrumental activities of daily living (IADL) C. Psychosocial History a. Review of Systems (Symptoms) E. principles. Infants & children – MMDST 3. EDC) F. Health History A.g. 2. Geriatric Additions to the Health History (e.g. Physical activities of daily living (PADC) 3.Contact Hours/sem Prerequisite Placement Course Objectives: : : : 36 lecture hours. Adults 2. Adults a. weight. Structure 3. current prescription medications. 3. over the counter medications. Personal profile 1. Functional Assessment 1. Mental Status Assessment ƒ Children and Adolescent ƒ Adults B. Summer At the end of the course and given simulated and actual conditions/ situations. and. height. Course Outline : I. observe bioethical concepts/ principles and core values and nursing standards in the care of clients. Functional Assessment Tests 1. Chief complaint of present illness 2. the student will be able to: 1. Review of the Nursing Process II. immunization. Health History Guidelines A. Interview 1. LMP. head circumference. Newborns – Apgar scoring system 2. General Psychology. differentiate normal from abnormal assessment findings.

ADL, social support, etc.) III. Physical Examination A. Preparation guidelines B. PE guidelines C. Techniques in Physical assessment 1. Inspection 2. Auscultation 3. Percussion 4. Palpation D. Continuing Assessment 1. Pain 2. Fever E. Pediatric Adaptation 1. General guidelines 2. Specific age groups F. Geriatric adaptations 1. General guidelines 2. Modifications G. Cultural considerations 1. Sequence of PE (adult/pedia/geriatric adaptations) a. Overview b. Integument c. Head d. Neck e. Back f. Anterior Truck g. Abdomen h. Musculoskeletal system i. Neurologic system j. Genitourinary system H. Clinical alert I. Documentation of findings J. Patient & Family Education & Home Health Teaching IV. Diagnostic Tests (routine laboratory exams) V. Appropriate Nursing Diagnosis Assessment forms Patient’s chart Ophthalmoscope Watch with second hand Otoscope Sphygmomanometer Flashlight or penlight Stethoscope Tongue depressor Gloves and lubricant Ruler & tape Vaginal speculum and equipment for cytological Thermometer bacteriological study Tuning fork Reflex hammer Safety pins Paper & pen and pencil Cotton 44

Laboratory : Supplies and Equipment

Course Name Course Code Course Description

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COMMUNITY HEALTH NURSING

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:

CHN This course focuses on the care of population groups and community as clients utilizing concepts and principles in community health development. It also describes problems, trends and issues in the Philippine and global health care systems affecting community health nursing practice. 3 units lecture; 2 units RLE (.5 Skills Lab; 1.5 Clinicals) 54 lecture hours; 102 RLE hours NCM 100, Theoretical Foundations of Nursing, Health Assessment 2nd Year, 1st semester At the end of the course the student will be able to: Objectives: 1. Apply concepts and principles of community health development in the care of communities and population groups. 2. Utilizes the nursing process in the care of communities and population groups. a. Assess the health status of communities and population groups to identify existing and potential problems. b. Plans relevant and comprehensive interventions and programs based on identified priority problems. c. Implements appropriate plan of care to improve the health status of the communities and population groups. d. Evaluates the progress and outcomes of community health nursing interventions and programs. 3. Ensure a well-organized recording and reporting system. 4. Share leadership/relate effectively with others in work situations related to nursing and health. I. Overview of Community Health Nursing a. Community Health Nursing as a Field of Nursing Practice i. The hallmark of community health nursing is that it is population- or aggregate-focused. ii. CHN is a synthesis of nursing and public health practice 1. emphasis on the importance of the “greatest good for the greatest number” 2. assessing health needs planning, implementing and evaluating the impact of health services on population groups 45

Course Credit Contact Hours/sem Prerequisite Placement Course Objectives:

: : : :

Course Outline

:

II.

3. priority of health-promotive and diseasepreventive strategies over curative interventions 4. tools for measuring and analyzing community health problems; and 5. application of principles of management and organization in the delivery of health services to the community iii. Basic Concepts and Principles of Community Health Nursing 1. The family is the unit of care; the community is the patient and there are four levels of clientele in community health nursing. 2. The goal of improving community health is realized through multidisciplinary effort. 3. The community health nurse works with and not for the individual patient, family, group or community. The latter are active partners, not passive recipients of care. 4. The practice of community health nursing is affected by changes in society in general and by developments in the health field in particular. 5. Community health nursing is part of the community health system, which in turn is part of the larger human services system. iv. Roles of the Nurse in Caring for Communities and Population Groups v. Brief History of Community Health/Public Health Nursing Practice in the Philippines Community Health and Development Concepts, Principles and Strategies a. Primary Health Care Approach i. Definition; PHC as a philosophy, approach, structure and services ii. Legal Basis of PHC in the Philippines iii. Components of PHC b. Health Promotion i. Concept of Health Promotion (as embodied in the Ottawa Charter, November 1986) ii. Health Promotion Strategies: 1. Build healthy public policy 2. Create supportive environments 3. Strengthen community action 4. Develop personal skills 5. Reorient health services iii. Examples of Theories/Models of Health Promotion: Pender, Bandura, Green 46

3. Components of community needs assessment: 1. Goal ii. Steps in Conducting the Community Diagnosis iii. Demography a. Community Organizing Towards Community Participation in Health i. health resources 3. health status 2. problem-oriented or focused 3. epidemiology 1. Interdisciplinary collaboration v. comprehensive ii. Vital and Health Statistics 47 . Multi-sectoral collaboration iv. Advocacy The Community Health Nursing Process a. Types of Community Diagnosis: comprehensive. Assessment of Community Health Needs i. Describing population composition iii. Definition and Uses of Demography b. health action potential ii. CO Characteristics. Sources of demographic data 2. Components of Demography i. Process. Networking ii. Linkage-building iii. Capacity-building strategies: health education. factors affecting community participation d. Describing spatial distribution c. 2. Capacity-building for Sustainable Community Health Development Towards Community Competence i. Concept of a sustainable community health development: integrated. Community Participation in Health: levels of community participation. community-based. Definition 2. competency-based training for community health workers. supervision of lower level health workers e. Definition of Community Organizing 1. c. Phases 4. Describing population size ii. vital and health statistics. Community Diagnosis 1. Tools used in community diagnosis: demography. Partnership Building and Collaboration i.III.

National Health Situation (FOURmula One) 4. Steps in making a plan: the planning cycle iv. Epidemiology a. Epidemiologic Approach focusing on: i. Components of program implementation i. Analytical Epidemiology b. Levels of Health Care and Referral System 2. Epidemiologic Concepts and Principles i. Models: web. RA 7160 (Local Health Systems) c. Agent-Host-Environment 2. Monitoring health programs iii. Concept of Causality and Association c. a. Primary Health Care as an Approach to Health Care Delivery Implementing the Community Health Nursing Services a. health action potential iii. Descriptive Epidemiology ii. Family Health Services 48 . health resources 3. Levels of Disease Prevention iv. Definition and Uses of Vital and Health Statistics b. Fertility Rates ii. Supervising the program staff b. Context in developing the community health plan 1. Executive Order 102 (The Department of Health) b. Mortality Rates iii. Definition and Uses of Epidemiology b. Principles in community health planning ii. Natural History of Disease iii. wheel and triad ii.IV. health status 2. Common Vital and Health Statistical Indicators i. Global Health Situation (Millennium Development Goals) 3. Public Health Programs of the DOH i. Coordinating the health program ii. Planning of Community Health Nursing Services i. Philippine Health Care Delivery System a. Morbidity Rates 3. Multiple Causation Theory or Ecologic Concept of Disease 1. Bases for developing a community health plan 1.

Family Planning 3. Community Mental Health Nursing V. Nutrition Program 5. National Prevention of Blindness b. National TB Program-Directly Observed Treatment. Child Health a. Oral Health Program 6. Environmental Health 1. Adult Men and Women and Older Persons ii. Solid Waste Management 4. Community-Based Rehabilitation Program iii. Vector Control 5. Renal Disease Control Program d. Filariasis Control Program 5. Occupational Health Nursing iii. RabiesControl Program 7.1. Specialized Fields of Community Health Nursing i. Infant and Young Child Feeding b. Short-Course (NTP-DOTS) 2. Control of Non-Communicable Diseases 1. Schistosomiasis Control Program 4. Dengue Control Program 8. Food Sanitation 6. Evaluating Community Health Nursing Services 49 . Water Supply Sanitation 2. Integrated Community-Based Noncommunicable Disease Prevention Program 2. Programs for the Prevention of Other Noncommunicable Diseases a. Control of Communicable Diseases 1. Proper Excreta Disposal 3. Essential Health Packages for the Adolescent. School Health Nursing ii. Mental Health and Mental Disorders c. Malaria Control Program 6. National Leprosy Control Program 3. Integrated Management of Childhood Illness 4. Proper Housing c. Maternal Health 2. Air Pollution 7. Expanded Program on Immunization c. Sexually-Transmitted Infections and AIDS Control Program iv.

fungi and viruses as an introduction to disease causation. their biology. Family Health Service Information System b. Methods and tools of evaluation iv. 1st semester 50 . Anatomy and Physiology 2nd year. Components of FSHIS i. prevention. Target Client List iii.a. Quality Assurance: Sentrong Sigla Movement VI. 54 lab hours General Chemistry. host response to these infections and their mode of transmission. impact and outcome iii. treatment and nursing responsibilities. Requires competencies with emphasis on health promotion and disease prevention Equipments and Materials (these could be found in nursing skills lab and in the community) CHN Bag complete with relevant equipment and supplies Course Name Course Code Course Description : : : Course Credit Contact Hours/sem Prerequisite Placement : : : : MICROBIOLOGY AND PARASITOLOGY Micro/Para This course is designed to assist students in the study of important microorganisms and parasites. the infections they cause. 1 unit laboratory 54 lecture hours. Definition of evaluation i. Aspects of evaluation: process. population group and community as client. Recording and Reporting a. Types of evaluation: quantitative. Family Treatment Record ii. family. Output Reports Guide for RLE Provide opportunity to practice bag technique and other nursing procedures Provide for actual care of individual. Evaluation indicators b. handling and processing of specimens for isolation and identification of microorganisms and parasites involved in the infectious processes. It explains the physiology and pathogenic properties of bacteria. qualitative ii. Reporting Forms iv. The laboratory experiences provide specimen collection. 3 units lecture.

Course Objectives At the end of the course and given simulated/actual situations/conditions. Infection and Host Resistance 1. Practical Applications of Microbiology 6. Organisms that make up the microbial world and the development of microbiology 2. Protozoan and helminthes diseases of man V. Host response to infection a. Techniques for controlling pathogenic microorganisms 2. Nervous System 3. Specific host resistance c. Vaccines in the elimination of disease IV. handling of specimens and identification of microorganisms and parasites involved in the infectious processes. Normal human microbial flora and microorganisms pathogenic to man 2. 4units RLE [1unit Skills Lab/3units Clinical] 51 . : I. Microbial Control 1. Cardiovascular System 4. Surgical and Medical Asepsis 3. Infection and bacterial invasion 2. Division of Microbiology 4. Microorganisms 3. the student will be able to: 1. Basic Laboratory Equipment and Procedures in the Study of bacteria II. Evolution of Microbiology 7. Skin and Eye 2. Scope of Microbiology 1. Digestive System 6. apply the concepts and principles of microbiology and parasitology in the care of individuals. Antimicrobial Agents in Therapy III. Significance of Microbiology 5. CHILD AND FAMILY NCM 101 Principles and techniques of caring for the normal mothers. 2. 4 units lecture. children and family and the application of principles and concepts on family and family health nursing process. Pathogenic Microorganisms and Parasitic Helminthes 1. Urinary and reproductive system Course Outline Course Name Course Code Course Description Course Credit : : : : CARE OF MOTHER. infants. Microbial Disease of the Different Organ System 1. Non-specific host resistance b. Respiratory System 5. Utilize principles and techniques in the collection.

Family structure and functions 3. Concepts/ Definition of family 2. given actual or simulated situations /conditions involving the client (normal pregnant woman.Contact Hours/Sem Prerequisite Co-requisite Placement Course Objectives: : : : : 72 lecture hours. Family stages and tasks 6. The Family Health Nursing Process 1. Levels of Prevention in Family Health II.3 Plan with client appropriate interventions for health promotion and maintenance of health 1. Values & practices on health promotion III. Assessment of home & environment 52 Course Outline : . 1st semester At the end of the course. 204 RLE hours FNP. Definition of family health nursing & family nursing process 2. Review of records/reports & laboratory results 5. Initial Assessment/data base for Family Nursing Practice 5. mother. children and the family). Health Assessment. Characteristics of a healthy family 5. The Family and Family Health 1. Universal characteristics of families 4. Observation 3. Interview 4. the student will be able to: 1. Ensure a well-organized recording and reporting system 3. 1. and/or newborn baby. love country and of people) 4. Relate effectively with clients. Family structure/characteristics/dynamics 6. Health assessment of each family member 2. Social.Steps of the family health nursing process 4. economic & cultural factors 7. Principles of family nursing process 3. 2.5 Evaluate with client the progress of one’s health condition and outcomes of care. Methods of Data Gathering 1. Utilize the nursing process in the holistic care of client for the promotion and maintenance of health. caring.4 Implement with client appropriate interventions for health promotion and health maintenance taking into consideration relevant principles and techniques 1.1 Assess with the client his/her health condition and risk factors affecting health 1. Anatomy and Physiology Microbiology and Parasitology 2nd year.2 Identify wellness /at risk nursing diagnosis 1. Observe bioethical principles and the core values (love of God. members of the health team and others in work situations related to nursing and health I. Health status of each family member 8.

Utilization of the nursing process in the prevention of genetic alteration and in the care of clients seeking services before & during conception XII. Types of records& reports XI. Categories of nursing interventions in family nursing practice include: 1. Categories of health care strategies and intervention 1. health deficits & wellness potential/state nd 2. 2 level assessment: determining family’s ability to perform the family health tasks on each health threat. ecomap. foreseeable crisis. Anatomy & physiology of the male and female 53 . Motivation-support for behavior chang3e/lifestyle modification VIII. Statement of a Family Health Nursing Problem. Antepartum/ Pregnancy 1. Mother and Child Health 1. Evaluation in Family nursing practice X. Evaluation 1. Qualitative & quantitative data for evaluation 2. Records in Family Health Nursing Practice 1. Steps in evaluation 4. Human becoming: Methods/Processes 2. Preventive 2. health deficit. Importance & uses 2. foreseeable crisis or wellness potential V. Common tests for determination of genetic abnormalities e.Procreative Health a. Process of human reproduction c. Risk factors that will lead to genetic disorders d. Direct IX. Defining/Setting Goals/Objectives 3. initial database. Competency-based teaching 3. family assessment guide IV. Facilitation 6.health problem and cause/ contributing factors or health condition and factors related with non-performance of family health tasks VI.Curative 3.6. Facilitative 5. Specifying Intervention Plan 4. Developing the evaluation plan. Developing the Care Plan 1. 1st level assessment: identify health threats. Priority Setting : Criteria 2. Typology of Nursing Problems in Family Nursing Practice 1. Tools used in family assessment: genogram. specifying methods/tools VII. Definition and theories related to procreation b. Evaluation criteria 5. Methods & sources of evaluative data 3. Rehabilitative 4.

review of systems b. Appropriate nursing diagnoses 13. previous pregnancies & outcomes (TPAL score). Milestones of fetal development 6. Constant feedback. menstrual history. potential. Leopold’s maneuver 10. Physiology of menstrual cycle 3. Danger signs of pregnancy 11. gynecologic history. current pregnancy (EDD. Factors affecting labor & delivery process. comfort & privacy (proper positioning. para). Common discomforts of the woman during labor and delivery 7. nutritional status 9. AOG. perineal care. bladder and bowel elimination 13. Provision of personal hygiene. Theories of labor onset 4. Estimating the EDC 7. Common teratogens and their effects 8.g. Physical & psychological preparation of the client: ƒ Explanation of the procedure. medical history. gravid. management of labor pain. The process of conception 4. Prenatal exercises 15. safety & comfort measures e. Coping mechanisms of woman’s partner and family of the stresses of pregnancy. Draping. Appropriate Nursing Diagnoses 9. Normal diagnostic/laboratory findings & deviations Pregnancy test Urine test Blood test (CBC) ultrasound 12. biographical data. Monitoring of progress of labor delivery 12. Fetal circulation 5.passenger. Addressing the needs and discomforts of pregnant mothers 14. Functional relationships of presenting part 3. Normal changes during pregnancy a. present. Common signs of labor 5. passage. Intrapartum (Process of Labor & Delivery) 1. Preparation for labor and delivery XIII. Danger signs during labor & delivery 8. Securing informed consent. Local & systematic physical changes including vital signs. Care of clients experiencing labor & delivery process 10. Emotional changes including ‘angers in pregnancy’ c. Stages of labor & delivery 6. labor and delivery & puerperium 54 . Therapeutic touch 11.reproductive system 2. power (primary and secondary) and placenta 2. Provision of safety. Health history: past.

tubal ligation. Current trends in maternal and child care 11. maintaining adequate nutrition c. The Newborn A. protection from falls. Possible complications during post partum : bleeding & infection 7. Monitoring of Vital signs. Post Partum 1. length. abdomen circumference. episiotomy healing 6. other relevant measures) 2. vasectomy XV. relief of discomforts like breast engorgement and nipple sores. uterine involution. newborn. wound care e. Nursing care of mothers during post partum a. Natural methods. Review of systems. intra-uterine device. episiotomy b. Preparation of the labor & delivery room 15. hygienic measures. Health teaching needs of mother. Artificial methods. head. Profile of the newborn 1. early ambulation. emotional responses. Accurate documentation and reporting as needed 9.use of hormones. Billing’s Method. Vital signs. amount & pattern of lochia. sympto-thermal method. lactation amenorrhea method (LAM) b. provision of adequate clothing. Comfort measures: exercises.Standard Days method (SDM) with cycle beads. l labor delivery. Phases of Puerperium ƒ “Taking In” ƒ “Taking Hold” ƒ “Letting Go” 5. Measures to prevent complication: ensuring adequate uterine contraction to prevent bleeding. Health beliefs & practices of different cultures in pregnancy. Support for the psychosocial adjustment of the mother e. adequate monitoring. family f. Physiologic function & appearance ƒ APGAR score. Anthropometric measurements (weight. barrier methods. Specific Body Changes on the Mother 3.g. responses to drug therapy. Safety measures: limitations in movement. puerperium 10. patent airway 55 . initiation of lactation. Definition 2. Appropriate Nursing Diagnoses 8. Preparation of health personnel XIV. prompt referral for complications d. Ballard’s score.14. Family planning a. Psychological Changes on the Mother 4. chest.

Development of mental function & personality development 8.. Promotion of health during infancy 5.cognitive . Cuddling C. Growth & development of the infant ƒ biologic. changing of diapers. Burping 12. longitudinal ƒ Patterns of GD ƒ Individual differences 6. Definition 2.relational . Regulation of temperature 8. language.proportional changes & maturation of systems. social development. etc. development of social image. Nursing care of the newborn. Development of sexuality D. Foundations of GD ƒ Age Periods ƒ Methods of studying GD –cross-sectionals. Vestibular stimulation 10. 1. teething. development milestones – fine & gross motor. Newborn Screening B.psychosocial . Definition of terms 2.g.moral .3. Principles of growth & development (GD) 3. tub bath. Establishment of respiration 2. Development of self-concept. cognitive development. Elimination 13. 4. psychosocial development. Sensory stimulation (audio& tactile) 9. e. self-esteem 10. Vitamin K administration 7. separation anxiety. Maintaining patent airway 3. Eye prophylaxis 5. Major factors influencing GD 4. 4. Biologic growth & development 7. temperament 3. Prevention of injury 56 . Water/oil bath. Behavioral assessment & other significant information 4.body image. Cord care 6.behaviorism 9.Theories: . Breast feeding 11. Concept on Growth & Development 1. Coping with concerns related to normal growth & Development.psychosexual . The Infant and Family 1.

Definition of terms 2. Promotion of health during school age period 5. Middle adulthood a. sexuality. cognitive. Biologic. Coping with concerns related to normal growth & development 4.biological. psychologic changes 57 . physiological.biologic. cognitive. Growth & development. psychosocial. social. Promotion of health during adolescence I. and body image development 3. Coping with concerns related to normal growth & development 4. Promotion of Health 5. Definition of terms 2. spiritual. The Preschooler and the Family 1. The Schooler and the Family 1. moral & psychosocial development b. moral. Growth & development of the toddler – biologic. Definition 2. Prevention of Injury G. Late adulthood a. cognitive. The Adolescent & the Family 1. Theories. moral. Prevention of Injury F. psychosocial. Nursing implications 2. Growth & development. Coping with concerns related to normal growth and development 4. psychosocial. psychosocial. cognitive. moral and psychosocial development b. sociologic. The Toddler & the Family 1. cognitive. cognitive. Promotion of health during toddlerhood 5. Physical. Viewpoints on aging b. developmental milestone. developmental milestone.E. Growth & development – biologic. Early adulthood a. Theories of aging c. spiritual. Definition of terms 2. Adulthood 1. Nursing implications 3. Prevention of Injury H. social & self-concept development 3. spiritual and social development 3. social & moral development 3.

the nursing student/s shall be made to “extend” his/her Related Learning Experience (RLE) exposure until the expected competencies are satisfactorily achieved. delivery table. breast feeding. oil bath tray. In the event that the required competencies are not developed within the allotted hours/weeks. functional birthing model. nipple shield. breast pump. feeding bottle. perilight. ophthalmic ointment.d. newborn with placenta. cord dressing tray. Baby’s Layette. base hospital. video on actual delivery 58 . fetoscope. . developmental landmarks. breast care tray. MMDST Kit and Manual. weighing scale for infants. To standardize documentation. Vitamin K. Nursing implications Guide for RLE Provide for actual hospital and community experiences to ensure that competencies are developed in the following: • Prenatal • Intrapartal • Post partal • Immediate care of the newborn Provide the opportunity to do the following related clinical experiences: AT LEAST THREE (3) ACTUAL DELIVERIES properly supervised in any of these settings: • Lying-in/Birthing Centers • Hospitals (any category) • One home/domiciliary delivery may be allowed as long as the two others are done in any of the above settings first. pelvic model. immunization tray. Visual aids on family planning methods. affiliating centers] Delivery set. Doppler apparatus. a prescribed form shall be completed right after the related clinical experience. injection. growth charts. perineal flushing tray. Provide opportunities to participate in Expanded Program of Immunization [EPI] Equipment and Materials [these could be found in nursing skills lab. immunization schedules . Needs of older persons e. AT LEAST THREE (3) NEWBORNS GIVEN IMMEDIATE CARE in settings where actual deliveries are performed. baby’s bath tub.

1 Assess with the client his/her health condition and risk factors affecting health 1. 306 RLE hours : Care of Mother. Relate effectively with clients. substance abuse. given actual or simulated situations /conditions involving individual client (mother. Spontaneous Abortion.4 Implement with client appropriate interventions for identified problems 1. Placenta 59 . Pre-gestational Conditions such as rheumatic heart disease. Anemia c. caring. Incompetent Cervix. Gestational Trophoblastic disease (Hmole). Nutrition with Diet Therapy : 2nd year. CHILD. 2nd semester At the end of the course. children) and family at risk/with problem. 2. the student will be able to: 1. love country and of people) 4. This course further deals with the common problems occurring during infancy to adolescence stage. FAMILY AND POPULATION GROUP Course Credit Contact Hours/Sem Prerequisite Co-requisite Placement Course Objectives: AT-RISK OR WITH PROBLEMS : NCM 102 : This course deals with the concept of disturbances & pre-existing health problems of pregnant women and the pathologic changes during intrapartum and post partum periods.5 Evaluate with client the progress of their condition and outcomes of care. Rh Sensitization. diabetes mellitus. Diagnostic tests and laboratory exams b. Gestational Condition such as Hyperemesis Gravidarum.Course Name Course Code Course Description : CARE OF MOTHER. Observe bioethical principles and the core values (love of God. Ensure a well-organized recording and reporting system 3. members of the health team and others in work situations related to nursing and health : I. Child and Family : Pharmacology. Screening procedures 3. High-Risk Prenatal Client a. 6 units RLE [1unit Skills Lab/5units Clinical] : 90 lecture hours. Assessment of risk factors 2. Ectopic Pregnancy. Utilize the nursing process in the holistic care of client for the promotion and maintenance of health in community and hospital settings. Mother Course Outline A. HIV/AIDS. newborn baby. Identifying Clients at Risk 1. 1. : 5 units lecture.2 Identify actual/at risk nursing diagnosis 1.3 Plan with client appropriate interventions for identified problems 1.

passenger or fetus . Nursing Care of client with problems of the passageway 60 .clients' psyche or psychologic state 2. Prolapse umbilical cord 1) cause 2) contributing factors 3) assessment & nursing diagnoses 4) nursing interventions. Adaptive Process): .Previa. Problems of the Passenger a.passage way or pelvic bones & other pelvic structure . 4) Nursing care of client with malpresentation c. Causes 2) Signs/symptoms 3) Nursing interventions d. Shoulder Dystocia d. brow presentation b) face presentation c) sincipital presentation 2) Breech presentation a) types b) maternal risks c) vaginal evolving of breech d) external/podalic version 3) Shoulder presentation a) Compound presentation . Fetal Malpresentation 1)Vertex malpresentation a). Premature Rupture of membranes. Types of fetal malposition 2. Nursing care 3. Cephalopelvic disproportion c. Nursing Care of the client with High-Risk Labor & Delivery t & her Family 1. Abruptio Placenta. High-Risk factors: ( may happen at anytime during the course of labor in a client who has been otherwise been healthy throughout her pregnancy & may be related to Stress/Stressor. Problems with the Passageway a. Fetal Distress 1). Fetal malposition 1.powers or uterine contractions . 3. Medical Management b. Pregnancy-induced hypertension B.placenta . Abnormal size or shape of the pelvis b.

UTI 3.4. Uterine prolapse e. Hyperbilirubinemia e. Wound infection c. Sudden death syndrome (SDS) B. Sudden infant death 61 . Large for Gestational Age (LGA) 3. Care of couple with problems of infertility 1. Small for Gestational Age (SGA) b. Prematurity b. Fear/anxiety C. Causes of infertility in males and females 2. Common Health Problems That Develop During Infancy Example: Intussusception. Problems related to gestational weight a. Implantation in the lower uterine segment b. Premature labor c. Problems related to Maturity a. Nursing interventions II. Precipitate labor and birth d. Meconium aspiration syndrome c. Respiratory distress syndrome b. Thromboembolic disorders 4. Nursing Care of the High-Risk Postpartal Client 1. Endometritis b. Postpartal Puerperal infection a. Sepsis d. Diagnostic tests 3. Acute conditions of the neonates such as: a. Problems with the Psyche factors a. Postpartal Psychiatric Disorder D. Late postpartal hemorrhage subinvolution 2. Child A. Postmaturity 2. Premature detachment of placenta 6. Inability to bear down properly b. Placental problems a. Problems with the Powers a. Postpartal Hemorrhage a. Failure to thrive. Nursing Care of the High-Risk Newborn to Maturity 1. Uterine rupture 5. Early Postpartal Hemorrhage b. Dystocia or difficult labor ƒ hypertonic uterine dysfunction ƒ hypotonic uterine dysfunction ƒ abnormal progress in labor ƒ retraction rings b.

Impetigo F. Asthma. Family A. Wilm's Tumor (Nephroblastoma). Pediculosis. Health Problems Common In Preschooler Example: Leukemia. Colic. Poisoning. Health Problems Most Common In School Aged Children Example: Diabetes mellitus. Determination of Categories of family health problems ƒ Health deficits ƒ Health threats ƒ Foreseeable crisis/stress points ƒ Enhanced capability for health promotion 3. Imperforated anus. Health Problems Common In Toddlers Example: Burns. Secondary assessment 2. Spina bifida. Febrile seizures. Cerebral Palsy D. STD. Otitis Media. Autism/ADHD C. Suicide III. Amenorrhea. Definition of contributing risk factors ƒ Predisposing factors ƒ Enabling factors ƒ Reinforcing factors 4. Cleft palate. The Family with Health Problems 1. Substance abuse. Family Health Problem Identification a. Child Abuse. Tool of analysis ƒ Social determinants of health B. Programs and services that focus on primary & secondary prevention of communicable and non-communicable diseases a. Urinary Tract Infection (UTI) E. Health Problems Common In Adolescent Example: Scoliosis. Anorexia Nervosa. Primary assessment b. principles. Criteria of setting priorities among family health problems: ƒ Nature of the problem ƒ Magnitude of the problem ƒ Modifiability of the problem ƒ Preventive potential ƒ Salience 5. phases and components in planning family health interventions 2. Rheumatic Arthritis. Trisomy 21. Scabies. Hydrocephalus. Assessment of the Family Capability to perform health tasks a. Hirchsprung's disease. Dysmenorrhea. Meningitis. Obesity. Accidents (trauma/injury). Examples of DOH Programs: ƒ National Tuberculosis Program – Direct Observed ƒ Short Course Treatment (NTP-DOTS) ƒ Integrated Management of Childhood Illness (IMCI) ƒ Control of Diarrheal Diseases (CDD) 62 . Bone Tumors. Concepts. Planning of Individual & Family Health Nursing Care 1.syndrome. Rheumatic Fever.

Bio-behavioral interventions and holistic care for individuals & Family with specific problems in oxygenation. infant suction catheter. Standard format 2. suction apparatus. Baby model for resuscitation. Applicable. Creating a supportive environment towards healthy lifestyle 4. Health promotion b. Implementation of Individual & Family Health Nursing Care 1. Sources of evaluative data 3. Strategies in meeting health problems of family a. Identification of goal of care for priority problems 4. Evaluation of progress and outcome of care 1. Parameters for selecting nursing interventions: a. fluid and electrolyte balance. Restorative d. Principles of behavior change 5. IV set (microdrip). appropriate and available to the home community setting b. Legal principles involved in documentation Provide opportunity for actual clinical hospital and community experiences to ensure competencies are developed. Ensuring a well organized & accurate documentation & reporting 1. Concept & principles of collaboration & advocacy D. Principles of collaboration and advocacy to be considered to ensure continuity of care C. Methods & tools in evaluating effectiveness of family health interventions 2. comfort & hygiene c.Guide for RLE Equipment and Materials [these could be found in nursing skills lab. Promotes client safety. Alternative strategies & approaches for specific problems & objectives E. Rehabilitative care 2. metabolic and endocrine function 3. affiliating centers] 3. video on resuscitation. Promoting behavior change b. Curative e. rubber bulb. Disease prevention c. base hospital. infant feeding tubes 63 . Component of care in acute and chronic illness a. Standards of care & interventions that address acute and chronic illness 5. Referral System 6.

Biochemistry. It covers nutrients and other substances and their action. Micro-Parasitology 2nd year. Vitamins and Minerals a. Food Labeling C. Classification of Nutrients B. Basic Tools in Nutrition 1. and interaction and balance in relation to health and diseases and the process by which organism ingests. Food Sources 64 Course Outline : . 10 NGF 3. utilizes and excretes food substances. Food Sources 2. RDA or RENI 4. 2nd semester At the end of the course. Food Sources 3. digests. Functions b. absorbs. Deficiencies/Toxicity c. Deficiencies/Toxicity c. 1 unit laboratory 54 lecture hours. Deficiencies/Toxicity c. Functions b. Fats and Waters a. Nutrition Concepts 3. Deficiencies/Toxicity c. 54 laboratory hours General Chemistry. apply appropriate principles and techniques to assist clients in maintaining nutritional health 2. FEL 5. given relevant situation/condition. Functions b. the student will be able to : 1. FNRI & USDA Food Guide Pyramid 2. Functions b. Food Sources 4. Six Essential Nutrients 1. Carbohydrates a.utilize knowledge of diet therapy in assisting clients needing dietary modifications A. 3 units lecture. Protein a.Course Name Course Code Course Description : : : Course Credit Contact Hours/sem Prerequisite Placement Course Objectives: : : : : NUTRITION AND DIET THERAPY NuDiet This course deals with the study of food in relation to health. It will also focus in the therapeutic and food service aspects of the delivery of nutritional services in hospitals and other healthcare institutions. Anatomy and Physiology. Definition of Terms 2. transports. Introduction to Nutrition 1.

Pregnancy a. Application to Food Exchange List (FEL) & Sample Menu E. Total Energy Requirement (TER) & Distribution of TER 4. Diets Modified in Composition ƒ Low Calorie ƒ High Calorie 65 . Dietary Computations 1. Stages b. Nutritional Problems and Interventions c. Lactation a. Recommended Diet F. Desirable Body Weight (DRW) Determination 3. Diet Therapy 1. Nutritional Problems and Intervention b. Recommended Diet 6. Recommended Diet 3. Nutritional Problems and Interventions b. Guidelines in Feeding d. Recommended Diet 4. Infancy a. Common Nutritional Problems and Interventions b.D. Adulthood a. Adolescents a. Guidelines in Feeding c. Body Mass Index and Classification 2. Diets Modified in Consistency ƒ Clear Liquid ƒ Full Liquid ƒ Cold Liquid/ T& A Diet ƒ Soft Bland ƒ Mechanical Soft ƒ Soft Bland ƒ Bland ƒ Residue Restricted ƒ Low Fiber 3. Nutritional problems and intervention b. Recommended Diet 2. General Diets ƒ Regular/Full Diet ƒ High Fiber Diet ƒ Vegetarian Diets ƒ Therapeutic Diets 2. Nutrition Throughout the Lifespan 1. Factors Affecting Nutritional Status c. Pre-Schoolers & Schoolers a. Nutritional Problems and Interventions b. Recommended Diet 5.

ƒ High Protein ƒ Low Protein ƒ Low Fat ƒ Low Cholesterol ƒ Low Carbohydrate ƒ Low Salt/Sodium Restricted ƒ Low Potassium ƒ Low Purine/ Purine Restricted 4. food pyramid/chart. Emphasis is given on how a drug works to anticipate when giving a drug to a patient are of paramount importance since nursing responsibilities include administering drugs. intervening to make a drug more tolerable. Enteral Feeding ƒ Types ƒ Indications & Contraindications for Use ƒ Complications and Problems b. Feeding Administration ƒ Continuous Drip ƒ Bolos ƒ Combination d. Dietary Management of Some Common Medical Conditions including computations and preparations and their rationale Guide Laboratory Laboratory Equipment Supplies Reference for : : & Weighing scale. clinical/therapeutic uses and toxicology of drugs. IEC materials for diet. demonstration table. assessing drug effects. osteorizer. pharmakokinetics.Tube Feeding a. and providing teaching about drugs and the drug regimen. calorie counter Provide opportunity for actual preparation of the prescribed therapeutic dietary regimen (to include evaluation and computation) Laboratory Guide/Manual Course Name Course Code Course Description : : : Course Credit : PHARMACOLOGY Pharma This course deals with pharmacodynamics. Parenteral Feeding ƒ Indications & Contraindications for Use ƒ Complications & Problems G. Types of Enteral Formulas ƒ Intact ƒ Hydrolyzed ƒ Modular c. 3 units lecture 66 .

dosage. Neuromuscular Blocking agents 5. explain the action. Cholinergic agents d. Antifungal agents e. Drugs and the Body b. Adrenergic Blocking agents c. General Chemistry. discuss the role and responsibility of the nurse in pharmacology A. General and Local Anesthetics i. Nursing Management d. state precautionary measures to be observed in the administration of selected drugs 4. therapeutic use. Antidepressant Agents c.Introduction to Drugs a. Anti-inflammatory agents b. the student will be able to: 1. 2nd semester At the end of the course and given relevant actual or simulated situations/conditions. Antiparkinsonism Agents f. Anxiolytic and Hypnotic Agents b. Drugs acting on the Immune System a. Antiprotozoal agents f. Drugs acting on the CNS and PNS a. Vaccines and Sera 4. Antiepileptic Agents e. Muscle relaxants g.Contact Hours/Sem Prerequisite Placement Course Objectives : : : : 54 lecture hours Math 1. Dosage calculations 2. NCM 102 2nd year. Cholinergic blocking agents 67 : Course Outline . Anti-infective agents b. Psychotherapeutic d. apply concept and principles of pharmacology to ensure safe and proper use of drugs 2. Toxic Effects of Drugs c. Antineoplastic agents 3. Antihelmintic agents g. Immune Modulators c. Introduction to Nursing Pharmacology 1. mode of administration of selected drugs and medicinal plants 3. Antibiotics c. preparation. Narcotics and Anti-migraine drugs h. Adrenergic agents b. Chemotherapeutic Agents a. Drugs acting on the ANS a. Anatomy & Physiology. Antiviral agents d.

Drugs acting on the Respiratory System a. the student will be able to: 1. Summer At the end of the course . osmotic diuretics. Drugs acting on the Gastrointestinal System Course Name Course Code Course Description Course Credit Contact Hours/sem Prerequisite Placement Course Objectives : : : : : : : : HEALTH EDUCATION HealthEd The course includes discussions of health education concepts. potassium-losing. psychological. parenteral fluids (hypotonic. Cardiotonic Agents c. isotonic). Health Education Perspective 1.1 Health issues and the biological. develop an instructional design to meet the learning needs of clients A. and 68 Course Outline : . theories and strategies as they apply in the clinical and classroom situations. Thyroid and Parathyroid agents d. Hypothalamic and Pituitary Agents b. Anti-arrhythmic Agents d. Drugs acting on Endocrine system a. Drugs affecting Blood Coagulations g. Diuretics such as potassium-sparing. Adrenocortical agents c. Drugs used to treat Anemias 8. Bronchodilators b. potassium chloride) 9. hypertonic. 3 units lecture 54 lecture hours None 2nd year. electrolytes (sodium. apply principles. Issues and trends in Health Education 2. given relevant situations/conditions. Historical Development in Health Education 2. Lipid Lowering Agents f.6. Drugs acting on Renal System a. Antidiabetic agents 7. Antianginal Agents e. Expectorants c. Anti-Hypertensive Drugs b. principles. theories and strategies of health education in assisting clients to promote and maintain their health 2. Antitussive 10. Drugs acting on the Cardiovascular System a.

Assessing literacy c. Perspective on Teaching and Learning 1. Literacy and Readability a. Formulating Course objectives c. 3. Motivation and behavior Change Theories 3. Concepts of teaching. Selecting Teaching Methods e. Learner's Characteristics b. Principles of Learning b.g. learning. Developing Printed Educational Materials D. Lecturing b. Applying Learning Theories to Health Care Practice a.(e.2 Contemporary health and the promotion of optimal health throughout the lifespan 3. Pender’s Health Promotion Theory. Assessing Learning needs 2. Principles of Good Teaching Practice in Undergraduate Education 6. Determinants of Learning a. Types of learning d. Green’s Precede-Proceed Model B. Learning Principles b. Teaching Strategies and Methodologies for Teaching and Learning 1. Traditional Teaching Strategies a. Selecting Content d. Learning Theories c. Learning styles of different age groups 8. Planning and Conducting Classes a. Role of the Nurse as a Health Educator 4. Discussion 69 . education process vis a vis nursing process. Choosing a textbook/references f. Motivation and behavior of the Learner a. Barrier to Education and Obstacles to Learning 7. Assessment of the Learner c. Teaching Strategies for Low Literate Patients d. historical foundations for the teaching role of the nurse. Overview of Education on Health Care 2. Theories in Health Education . Developing a Course Outline/Syllabus b. Reading levels of clients b. Hallmarks of Effective Teaching in Nursing 5. Health Belief Model. Bandura’s Self Efficacy Theory.sociological aspects of health and disease 2. Conducting the Class C. Characteristics of the Learner 1.

theories and principles of informatics in nursing 70 Course Credit Contact Hours/sem Prerequisite Placement Course Objectives : : : : : . Problem-based Learning d. Cooperative Learning b. Learning Assessment of clients b. Internet c. Assessment and Evaluation a. Methods of Evaluation c. Using Audiovisuals e. Virtual Reality 4. Models of Clinical Teaching c. Questioning d. Interactive TV Classes b. Interaction Process Analysis/Process Recording Course Name Course Code Course Description : : : INFORMATICS IT This course deals with the use of information technology system and data standards based on nursing informatics principles/theories. Activity-Based Strategies a. 2 units lecture. Self-learning Modules 3. Teaching Psychomotor Skills a. Qualities of Good Measurement d. apply concept. Approaches to Teaching Skills b. Conducting a Clinical Laboratory session E. Preparation for Clinical Instruction d. Computer-Assisted Instructions b. 1 unit laboratory 36 lecture hours. the student will be able to: 1. 54 laboratory hours College Algebra 2nd Year. Distance learning a. Purpose of Clinical Laboratory b. Computer Teaching Strategies a. It further deals with the utilization of clinical information systems in the management and decision-making of patient care. Interactive lecture 2.c. A laboratory session shall be provided for practice application. Simulations c. Clinical teaching a. Assessment of Psychomotor Skill Learning 6. Summer At the end of the course and given relevant actual or simulated situations/conditions. Via Internet 5.

Nursing Minimum Data Set Systems D. Data Processing 5. Critical Care Applications 3. Healthcare Data Standards 4. Open Source and Free Software 4. Consumer and Patient Use of Computers for Health 2. Computers and Nursing 1. Computer System 1. Electronic Health Record from a Historical Perspective B. Consumer’s Use of Informatics 1. Nursing Informatics in Europe 3. Nursing Informatics in Canada 2. Decision Support for Consumers G. Incorporating Evidence: Use of Computer-Based Clinical Decision Support System for Health Professionals C. Computer Hardware 2. Issues in Informatics 1.S. Informatics Solutions for Emergency Preparedness and Response 7. Electronic Health Record Systems: U. Pacific Rim 4. Federal Initiatives and Public/Private Partnerships 5. Theories. discuss issues and trends in informatics relevant to nursing and health A. Models and Frameworks 2. Nursing Informatics in South America H. Advanced Terminology Systems 3. Dependable Systems for Quality Care 6. Practice Application 2. Implementing and Upgrading Clinical Information Systems E. Historical Perspectives of Nursing and the Computer 3. PDA and Wireless Devices 7. Practice Application 1. The Future of Informatics 1. Computers and Nursing 2. Internet Tools for Advanced Nursing Practice 6. International Perspectives 1. Ambulatory Care Systems 5. Future Directions 71 . Computer Software and Systems 3. Nursing Informatics in Asia 5.Course Outline : and health care 2. Informatics Theory 1. Community Health Applications 4. Nursing Informatics and Healthcare Policy 2. Vendor Applications F. The Role of Technology in the Medication-Use Process 3. The Internet: A Nursing Resource 6.

3. fluid & electrolyte balance. 6 units RLE (1 unit Skills Lab. utilize the nursing process in the care of individuals. Course Outline : I. Oxygenation – cardiovascular risk factors (modifiable and nonmodifiable 2. . 5 units Clinical) 144 hours lecture and 306 hours RLE NCM 102 3rd year. dietary habits to include salt intake. Nutrition and metabolism . 8 units lecture. The individual client with problems in oxygenation. promote personal and professional growth of self and others.identifies actual and at-risk nursing diagnosis . interpretation of laboratory findings . 1st semester At the end of the course. 4. relate with client/s and their family and the health team appropriately. FLUID AND ELECTROLYTE BALANCE. Risk factors among clients that contribute to the development of problems in the following: 1. 72 .assesses with client/s his/her/their condition/health status through interview. the student should be able to: 1. ensure a well organized and accurate documentation system. and endocrine function.risk factors related to malnutrition. and. physical examination. fluid and electrolyte balance. nutrition and metabolism. nutrition and metabolism & endocrine function: A.Course Name : Course Code Course Description : Course Credit Contact Hours/sem Prerequisite Placement Course Objectives CARE OF CLIENTS WITH PROBLEMS IN OXYGENATION. and given actual clients with problems in oxygenation. diabetes 3.plans appropriate nursing interventions with client/s and family for identified nursing diagnosis . observe bioethical concepts/ principles. hypertension. population group in any setting with alterations/problems in oxygenation. families in community and hospital settings. nutrition and metabolism and endocrine function. NUTRITION AND METABOLISM AND ENDOCRINE NCM 103 This course deals with the principles and techniques of nursing care management of sick clients across lifespan with emphasis on the adult and the older person. fluid and electrolyte balance. core values and nursing standards in the care of clients.evaluates the progress of his/her/their client’s condition ad outcomes of care 2. infection. Fluid and electrolyte – potential factors for exceeding renal reserve capacity.Implements plan of care with client/s and family . 5.

Percussion – abdomen for presence of air. fluid electrolyte . systemic effects of endocrine malfunction ) -IPPA a. deviations . growth patterns. edema e. Endocrine function . overhydration. Inspection – signs of dehydration.obesity 4. scars. Others – weight. Inspection – color. Auscultation – gas exchange – heart sound. growth patterns.risk factors related to endocrine hypo or hyper-functioning B. fluid transport 2. Auscultation – rates 3. Percussion – fluid. Inspection – color. Percussion – liver span. ascites. Ausculation – bowel sounds. obesity b. Relevant information.thyroid enlargement. Palpation – organ . deviations from normal: 1. Chief complaints 2. Ausculation – bruit. Gastrointestinal Function – IPPA a. Palpation – focus on GIT for presence of masses. texture of skin. Inspection – gas exchange. ascites 4. edema d. b. breath sounds c. characteristic of pulse c. children. fluid d. perfusion b. delayed healing of wounds 73 . ascites. mucous membrane. masses. breath sound. masses. mucous membrane. bruits c. heart sounds. to include eleven functional patterns ƒ Health Perception management pattern ƒ Nutritional/metabolic pattern ƒ Elimination pattern ƒ Activity/exercise patterns ƒ Cognitive/perceptual pattern ƒ Sleep-rest pattern ƒ Self perception –self concept pattern ƒ Role relationship pattern ƒ Sexuality-reproductive pattern ƒ Coping-stress tolerance pattern ƒ Value-belief pattern C. hand vein filling. Percussion – gas exchange d. neck vein filling. nutrition and metabolism and endocrine function 1. Palpation – edema. Oxygenation a. adults. Metabolism and endocrine function ( focus on GIT. Fluid and electrolyte balance a. perfusion c. distention d. rebound tenderness. Palpation – gas exchange . Identifies significant subjective data from the client history related to problems in oxygenation. Principles and techniques of physical examination in newborn. texture of skin. neuromuscular irritability. masses b.

protein bound iodine (PBI). Two hour post prandial blood glucose). ABG.Pulmonary: bronchoscopy. thyroid scan. Iodine 131 uptake. Alterations in oxygenation 74 . CVP. Screening: glucose tolerance test. gastric secretion analysis. random blood sugar (RBS). thoracentesis. . 2-D echo. blood sugar tests ( fasting blood sugar (FBS). biopsy. GI x-ray. duodenoscopy). stress test. Ultrasound abdomen.Pulmonary: e. Thyroxin stimulating hormone (TSH) test. . bone marrow biopsy 2. Glycosylated hemoglogin (Hgb).Blood: CBC. b. chest x-ray. pulmonary function tests. KUB-IVP. cytology examination. Fluid and Electrolyte Balance: a. sputum microscopy. Ultrasound ƒ Invasive – biopsy. VS 3. Diagnostic procedures – ƒ Non-invasive: . ECG. stool culture ƒ Invasive: to include: barium swallow.g. . smoke analyzer Fagerstrom test – standardized degree of nicotine dependence . ketonuria) ƒ Invasive: e. Free thyroxin level. Serum. Radio-iodine assay (RAI). percutaneous transhepatic cholangiogram. OGTT (Glucose tolerance test) Urinalysis (glycosuria. Screening procedure – peak flow meter b. endocrine assay D. ƒ Non-invasive: e. Oxygenation: a. Weight.Vascular: doppler ultrasonography .Cardiac: CO determination. enzyme levels. esophagoscopy. ƒ Invasive: .Vascular: angiography. Pathophysiologic Mechanisms: 1.g. derum thyroxine and triiodothyronine test. rectal examination 4. Results and implications of diagnostic/laboratory examinations of clients with reference to problems in: 1.Cardiac: ultrasound. cardiac catheterization.Blood: pulse oximeter . pulmonary angiography .g. Metabolic and endocrine function – a. Gastrointestinal function – ƒ Non-invasive: Ultrasound o the abdomen. intake and output. proctosigmoidoscopy. Diagnostic tests – ƒ Non-invasive: electrolyte determination. Cholesterol.C. Basal metabolic rate (BMR). endoscopy (gastroscopy. hemodynamics monitoring. liver function test .

Alterations in GIT function a. Problems in glucose metabolism – hypoglycemia and Hyperglycemia (IDM. Volume impairment – fluid volume deficit. Disturbances in digestion – peptic acid disease. Hypo. Osmotic imbalances – hyponatremia. gastric cancer c.and Hyperfunction of the thyroid organ d.and hyperkalemia. Impaired stroke volume secondary to altered preload. Hypo.a. Acid and base imbalances – metabolic acidosis and alkalosis. Alterations in endocrine function a. Impaired gas exchange d. hypo and hyperchloremia. diarrhea. Ineffective airway clearance c. hypo. Fluid electrolyte imbalances a.and hyperphosphatemia d. Disturbances in ingestion – problems in buccal cavity and esophagus b. respiratory acidosis and alkalosis 3. Impaired gas exchange related to altered O2 carrying capacity of blood due to decreased erythrocytes/hemoglobin 75 . hypernatremia c.and Hyperfunction of the pituitary organ b. Dysfunctional ventilatory weaning response f.and Hyperfunction of the gonads g. Disturbances in elimination – bowel obstruction. Alteration in vascular integrity – transport network impairment d. Oxygenation a. Disturbances in absorption – malnutrition. Hypo. inflammatory bowel conditions d. constipation 4.and hypercalcemia. Alteration in gas exchange – ventilatory dysfunction. Altered tissue perfusion systemic h. Decreased cardiac output (CO) g. Alteration in oxygen carrying capacity of the blood – decreased circulating erythrocytes (anemia) . malabsorption syndrome. Hypo. Ionic concentration problems – hypo. Inability to sustain spontaneous ventilation e. Ineffective breathing pattern b. Alteration in cardiac performance – heart rate problems. gastritis. increased circulating erythrocytes(polycythemia) 2. NIDDM) E. fluid volume excess. Nursing Diagnoses taxonomy pertinent to problems/ alteration in: 1.and Hyperfunction of the hypothalamus c. afterload. Hypo.and Hyperfunction of the parathyroid organ e. impaired diffusion. Hypo.and Hyperfunction of the adrenal organ f. myocardial contractility c. hypoand hypermagnesemia. third space fluid shift b. impaired perfusion b. hypo. hemorrhoids.

2. High risk for injury related to electrolyte deficit/excess e. High risk for injury related to acid/base imbalance f. For Altered Pulmonary Function ƒ Airway patency ƒ Oxygen therapy ƒ Adequate ventilation ƒ Drug therapy ƒ Hydration ƒ Removal of secretion ƒ Prevention of infection ƒ Prevention of complications ƒ Prevention of psychosocial problems ƒ Rehabilitation 2. Endocrine Function a. Activity intolerance F.i. Impaired integumentary integrity 3. Alteration in nutrition more than body requirement c. Principles of Various Modalities of Management 1. Oxygen Carrying Capacity of the Blood ƒ Blood component replacement ƒ O2 therapy ƒ Drug therapy 76 . Fluid volume deficit c. tissue hypoxia. Fluid volume deficit 4. Fluid volume deficit c. Alteration in oral mucous membrane integrity d. Gastrointestinal Function a. Alteration in comfort: epigastric pain/abdominal pain e. Principles of Management 1. Risk for fluid volume deficit b. Disease Preventive 3. Fluid volume excess d. Altered urinary elimination g. Activity intolerance related to malnutrition. Fluid and Electrolyte Imbalance a. Curative and Restorative G. Health Promotive 2. Alteration in nutrition less than body requirement b. For Cardiac Function ƒ Hemodynamics monitoring ƒ O2 therapy ƒ Drug therapy ƒ Hydration ƒ Prevention of infection ƒ Prevention of complications ƒ Prevention of psychosocial problems ƒ Rehabilitation 3. Alterations in nutrition less than body requirement b.

Fluid Volume Excess ƒ Determination and management of cause ƒ Drug therapy – diuretics.hypernatremia. Metabolic Alkalosis – Base bicarbonate excess ƒ Determination and management of cause ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of complication 77 . hypermagnesemia.ƒ Hydration ƒ Prevention of infection ƒ Prevention of complications ƒ Prevention of psychosocial problems ƒ Rehabilitation 4. Fluid Volume Deficit ƒ Determination and management of cause ƒ Hydration ƒ Blood transfusion as needed ƒ Drug therapy . hyperkalemia. hypomagnesemia. Electrolyte Excess. electrolytes ƒ Dietary restriction . hyperphosphatemia ƒ Determination and management of cause ƒ Drug therapy – electrolyte replacement ƒ Dietary management ƒ Supportive management ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 8.electrolyte ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 5. Electrolyte Deficit – hyponatremia.sodium ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 6. hypercalcemia. hypophosphatemia ƒ Determination and management of cause ƒ Drug therapy – electrolyte replacement ƒ Dietary management ƒ Supportive management ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 7. hypokalemia. hypocalcemia.

Disturbances in Ingestion ƒ Determination and management of cause ƒ Hydration ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 13. Disturbances in Digestion ƒ Determination and management of cause ƒ Hydration ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 14. Respiratory Acidosis – Carbonic acid excess ƒ Determination of cause ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 12. Disturbances in Absorption ƒ Determination and management of cause 78 .ƒ Prevention of psychosocial problems ƒ Rehabilitation 9. Respiratory Alkalosis – Carbonic acid deficit ƒ Determination and management of cause ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 11. Metabolic Acidosis – Base bicarbonate deficit ƒ Determination and management of cause ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 10.

and nursing responsibilities: 79 . indications. Pharmacologic actions. Disturbances in Elimination ƒ Determination and management of cause ƒ Hydration ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 16. DIsturbances in Endocrine Hyperfunction ƒ Determination and management of cause ƒ Drug therapy – diuretics. Disturbances in Hepatic. Biliary and Pancreatic Function ƒ Determination and management of cause ƒ Hydration ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 17. therapeutic use. contraindication.ƒ Hydration ƒ Drug therapy ƒ Dietary management ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 15. side effects. electrolytes ƒ Dietary restriction . electrolytes ƒ Dietary restriction .sodium ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation 18. Disturbances in Endocrine hypo-function ƒ Determination and management of cause ƒ Drug therapy – diuretics.sodium ƒ Supportive management ƒ Prevention of infection ƒ Prevention of complication ƒ Prevention of psychosocial problems ƒ Rehabilitation H.

1. ƒ hypertonic ƒ isotonic solutions 5. Gastrointestinal. Pulmonary ƒ Bronchodilators ƒ Expectorants ƒ Antitussives ƒ Antihistamines 2. Endocrine function ƒ Corticosteroids ƒ Alpha-adrenergic blocking agents 80 . Vitamin D supplements 8. Fluid a. Parenteral fluids – ƒ hypotonic. Blood ƒ Hematinics ƒ Vitamin supplements 4. hepato-biliary and pancreatic function ƒ Antiemetics ƒ Anticoagulant ƒ Hematinics agents ƒ Laxatives and stool softeners ƒ Antipruritus ƒ Vitamin supplement ƒ Antacids ƒ Antihyperlipidemics ƒ Antispasmodics ƒ Antidiarrheal 9. Diuretics ƒ Potassium-sparing ƒ Potassium-losing ƒ Osmotic diuretics 7. Cardiac ƒ Sympathomymetic agents ƒ Sympatholytic agents ƒ Anti-anginal agents ƒ Anti-arrhythmic agents ƒ Angiotensin converting enzyme inhibitors ƒ Antilipemic agents ƒ Anticoagulant agents ƒ Thrombolytics ƒ Peripheral vascular agents 3. Electrolyte ƒ Sodium ƒ Potassium ƒ Calcium ƒ Magnesium ƒ Phosphate 6.

ƒ Alpha-adrenergic blocking agents ƒ Beta-adrenergic blocking agents ƒ Tyrosine inhibitors ƒ Dopamine receptor antagonists ƒ Glucocorticoids ƒ Parathyroid hormone agents ƒ Thyroid hormone agents ƒ Insulin ƒ Oral hypoglycemic agents 10. pacemaker insertion. gastrointestinal bypass. Surgical procedures – endarterectomy. decortication b. Special procedures – parenteral hyperalimentation. antibiotics I. ventilatory assist 2. insertion of ventricular assist device. basic life support. insertion of intravascular stents b. gastrectomy. Renal dysfunction a. ureterostomy. Surgical procedures – bone marrow aspiration.peritoneal dialysis. Pulmonary a. jejunostomy. feeding per nasogastric. Blood forming organs a. bone marrow transplant b. Vascular a. hemodialysis.blood component transfusion. hemorrhoidectomy. heart transplant b. cystoclysis/bladder irrigation 6. Special procedures – laser therapy. reverse isolation 5. antipyretics. renal transplants. advance life support 3. Special procedures – application of antiembolic stockings 6. ileostomy b. pneumonectomy. cystectomy. blocks ƒ Postoperative – analgesics. IPPB. thoracostomy. Major surgical procedures . aneurysmectomy. Special procedures – Endotracheal/tracheal suctioning and care. indications. nursing responsibilities for the following surgical and special procedures: 1.Nephrectomy. urinary diversion b. lung resection. Nephrostomy. opioids. Purpose. Surgical procedures – coronary artery bypass. bladder training. Special procedures . Surgical procedures – tracheostomy. colostomy. repair of congenital abnormality. humidification. Special procedures . valve replacement. spinal. Surgical procedures – gastrostomy. Perioperative Care ƒ Preoperative – Pre-operative medications ƒ Intraoperative – anaesthetic agents –general. thoracoplasty. gastrostomy tubes. lobectomy. colostomy care 81 . Cardiac a. Gastrointestinal dysfunction a.

ƒ Parathyroidectomy b. K. fluid electrolytes balance. Principles. administering medications via NGT. drugs J. Accurate recording and documentation Guide for RLE Provide opportunities to demonstrate the procedures for oxygenation. Developing outcome criteria for clients with problems in oxygenation. exercise. hot sitz bath 7. scrub nurse functions • Postoperative – Airway. endocrine functions. psychological. Act as a circulating nurse in THREE (3) MAJOR SURGICAL CASES IN THE HOSPITAL SETTING Act as a scrub nurse in AT LEAST THREE (3) MAJOR SURGICAL CASES IN THE HOSPITAL SETTING ONLY 2. Assessment and care during the perioperative period 2. Principles of safety. spiritual preparation • Intraoperative – Circulating nurse functions. fluid and electrolyte balance. and intra-operative care. concept and application of bioethics in the care of clients M. Safe and comprehensive perioperative nursing care 1. nutrition and metabolism. J tube. Endocrine dysfunction a. In the event that the required competencies are not developed 82 . Techniques in assisting the surgical team during the operation 3. G tube. metabolic and endocrine function L. Nursing responsibilities during the perioperative period • Preoperative . comfort and privacy during the perioperative period 1. circulation priorities. provide opportunities for the following: 1. fluid and electrolyte balance. Steps/pointers in decision making and prioritization with client/s having problems in oxygenation. ƒ maintenance of blood glucose – diet. Surgical procedures – ƒ Thyroidectomy. Regarding the intra-operative care experience.Physical. Special procedures – ƒ monitoring of blood glucose levels. dietary planning for common GT and endocrine problems. metabolic and endocrine function N. psychological and spiritual needs of the client.and irrigation. breathing. Appropriate discharge plan including health education O. Meeting the physical.

a prescribed form shall be completed right after the related clinical experience. special diets. monkey wrench. stethoscope. Equipment and Materials [these could be found in nursing skills lab. antrophometric measurement. different types of dressings) Course Name Course Code Course Description : : : BIOSTATISTICS Biostat This course is designed to meet the introductory statistical needs of students in the health related disciplines.within the allotted hours/weeks. hemoglobin test Alteration in Fluid Electrolyte Balance . one-way/twoway/three-way water seal drainage. BP apparatus. suction machine. humidifier. suction catheters. ileustiomy). ventilatory support equipments. hemodialysis machine Alteration in Nutrition and Metabolism – body weight. ketone determination. O2 regulator. oxymeter. suction catheters. Postoperative care: (suction apparatus. Pain . peak flow meter. EKG machine cardiac arrest board. stethoscope. dialyzing solution. endotracheal tube. affiliating centers] Alteration in Oxygenation : Oxygen (O2) tank. tongue depressor. nebulizer. psychological and spiritual preparation ) Intraoperative: ( gowning. gloves. hypertonic and isotonic ). The study includes topics on collection and presentation of the different statistical data used in 83 . O2 cannula/catheter. body fat analyser. cardiac monitor. O2 tubings. O2 masks. nasogastric or gastrostomy feeding. enterostomal care (colostomy. different types of IV fluids (hypotonic. nasogastric/gastrostomy tubes. scrubs Etc).operative care ( Physical. diet therapy computation for diabetics. oral airway. glass slide. basic life support model. O2 tent. the nursing student/s shall be made to “extend” his/her Related Learning Experience (RLE) exposure until the expected competencies are satisfactorily achieved. simulated OR table. Alteration in Endocrine Function – blood glucose monitoring.pre. BMR. tape measure. base hospital. Provide opportunities for actual hospital and community experiences to ensure that competencies are developed. croupette. tape measure. To standardize documentation. Blood transfusion set. microscope. peritoneal dialysis set. insulin injection. hot Sitz bath. gloving. IV tubings.Weighing scale.measurement of pain perception Perioperative Care .

Statistical Data Collection 1. Miscellaneous Rates D. Frequency Distribution Table c. Measures of Central Tendencies 1. Length of Stay/Discharge 6. Median 3. Quartile Deviation 4. A. Data Collection 2. frequency. distribution. Mortality/Morbidity Rates 4. Health Care Overview 2. measures of variability. distribution.Course Credit Contact Hours/sem Prerequisite Placement Course Objectives : : : : : health administration. Symbols Used B. Autopsy Rules 5. Uses of Data C. Branches/Kinds of Statistics 3. Measures of Variability 1. frequency. the student will be able to apply the concepts. 3 units lecture 54 lecture hours College Algebra 3rd Year. theories and principles of biostatistics (from collection and presentation of the different statistical data used in health administration. Common Statistical Data Used in Health Administration 1. Range 2. Data Presentation 1. Table Formats b. measures of variability. Graphical Presentation d. Population Census 2. Data Presentation Via Computer E. Introduction 1. Percentage of Occupancy 3. measures of central tendencies. Ranks/Quantiles F. 1st semester At the end of the course and given relevant simulated situations/ conditions. Mode 4. normal distribution and hypothesis testing) in nursing and health related disciplines. Mean 2. Definition 2. Average deviation 3. normal distribution and hypothesis testing. measures of central tendencies. Variance 84 Course Outline : . Tabular Presentation a.

At the end of the course. Validity and Reliability Testing Course Name Course Code Course Description : : : Course Credit Contact Hours/sem Placement Course Objectives : : : : ECONOMICS WITH TAXATION AND LAND REFORM Econ This course is an introduction to Economics. Discuss the various roles of the different health sectors and in the provisions of health goods and services and analyze how the government and private health sectors finance health care 5. Normal Curve Areas 3. 3 units lecture 54 lecture hours 3rd Year. Normal Curve 2. Application of the Normal Curve Areas H. economic growth and development and international economics and its implication to nursing. the basic concepts of microeconomics. Discuss the concept of health with emphasis on the use of health outcomes 3. Also discussed are the basic concepts of taxation and land reform. Appreciate the basic concepts and rationale of economics 2.5. Introduction to Economics 1. Labor. Normal Distribution 1. The 85 Course Outline : . I. 1st Semester To introduce the students to the concepts of economics applied to health and enable them to appreciate and apply the principles in health program decision-making and development. Apply the basic concepts of the Law of Supply and Demand to health related issues 4. money and banking. General Economics Resources: Land. The universal objective of attaining the maximum output out of a given input d. Man’s work against scarcity b. Hypothesis Testing Definition of Terms Types/Kinds of Test Steps in Testing Hypothesis Common Statistical Tests Used I. Capital & Technology c. The Concepts of Economics a. Three components of Economics: Alternative Choices. Standard Deviation G. Describe the basic principles of evaluating health programs and projects. the student shall be able to: 1.

The Supply and Demand Inter-relationships a. What determines health? The underlying and proximate determinants of health IV. Experiences from manpower substitution d.Choices and their Costs. health risks and health –stock and its effect on: a.1 changes in age. The Equilibrium Point c. Definition of Health 2. The Supply Curve a. Demand and Supply b. The supply of Health Services a. Characteristics of the Supply Curve b. The Demand Curve a. probability of getting ill 86 . Economic Variables which affect the demand for health care b. Introduction to the Concept of Health 1. Demand for Health Care: Determinants of Health Seeking Behavior: a. Relationships between the Price of Goods and the Quantity Demanded c. Demand Shift 2. Economic Factors which affect the Supply of Goods d. Economic Factors which Affect the Demand Curve d. General Economic Concepts: The Law of Supply and Demand 1. Demographic Variables which affect the demand for health care c. Trade-off between high quality manpower and abundant supply c. The Law of Upward Sloping Supply: Relationship between the Price of Goods and the Quantity of Procedures are willing to supply c. Elasticities Case No. the effect of Choices on the Future II. the Law of Downward Sloping Demand b. Economics and the Health Care Sector 1. Why are health services and commodities different from other consumer goods? 2. Experiences from other input substitution 3. The Supply Shift 3. How is “health” objectively measured? 3. Concept of demographic transition 3. Characteristics of the Demand Curve. Factors which affect the supply of health manpower b. Price. 1: Cases on Law of Supply and demand apply to healthcare policy making III.

Economic Evaluation of Health Programs 1. Taxation IX. composition. Health Maintenance Organizations: an off-shoot of medical insurance and emphasis on preventive and promotive healthcare Growth and Trends of the HMO Industry Conceptual Framework of the Organization of HMOs 5. Description of the Health Care Sector Reaction Paper: “Health Status of the Philippines and Asia” VII. Cost Utility Analysis [description] VI. Descriptive Study on Philippine Health Maintenance Organizations 1. Out-of-pocket Healthcare Financing: Advantages and Disadvantages 3. Health Finance and Managed Care 1. Cost Minimization [description] 3. Land Reform 87 .2 Population composition. demographic transition and its applications on Health Program Planning Case No. and comprehensive health programs of Japan and the Philippines V.b. Examples of HMO Plan Benefit Coverage 3. Trends in Philippine HMOs 2. the type of health care commodities demanded 3. Cost Benefit Analysis [ description] 4. Current Trends and Growth of Alternative Moods of Healthcare Financing in the Philippines Out-of-pocket/Fee-for Service Medical Insurance Health Maintenance Organizations and Other Managed Care Organizations 2. Concepts: Medical Insurance Costs and Pricing of Medical Insurance: Actuarial (medical) Costs and Administrative Costs 4. Nurses and Allied Medical Professionals under a managed-care system Emphasis on efficiency outcomes VII-A. 2: “Where do we put our money?” A case on demographic transition. population. the type of illnesses experienced c.Health Cost Concepts Type of Costs: Direct and Indirect Costs Recurrent and Capitalized Costs 2. A Glimpse on the Financial/Operational Performance of HMOs VIII. Other Managed-care organizations: Description and Concepts Changing Roles of Physicians.

the student should be able to: 1. 3 unit clinicals) 90 Lecture Hours/ 204 RLE Hours NCM 103 3rd Year. utilize the nursing process in the care of individuals.plans appropriate nursing interventions with client/s and family for identified nursing diagnosis .Course Name: : Course Code Course Description : : Course Credit Contact Hours/Sem Prerequisite Placement Course Objectives : : : : CARE OF CLIENTS WITH PROBLEMS IN INFLAMMATORY AND IMMUNOLOGIC RESPONSE AND PERCEPTION AND COORDINATION NCM 104 This course deals with the concepts. interpretation of laboratory findings . and given actual clients. Alteration In Inflammatory And Immunologic Response A. Significant subjective data from client – relevant information based on chief complaints. principles and theories of human behavior and the care of the sick client across the lifespan with emphasis on the adult and the older person. and. Course Outline : I. 2nd Semester At the end of the course. promote personal and professional growth of self and others 4. observe bioethical concepts/ principles and core values and nursing standards in the care of clients. with problems in inflammatory and immunologic response and perception and coordination. ensure a well organized and accurate documentation system. physical examination.implements plan of care with client/s and family . 4 units RLE (1unit skills lab. 3. relate with client/s and their family and the health team appropriately.assesses with client/s his/her/their condition/health status through interview. 5. Risk factors assessment and screening procedures among clients that contribute to the development of problems in inflammatory and Immunologic reaction B. including psychosocial and behavioral assessment 88 . functional patterns. 5 units lecture. . 2.evaluates the progress of his/her/their client’s condition ad outcomes of care. population group. population group experiencing alterations in Inflammatory and Immunologic Response and perception and coordination in varied settings.identifies actual and at-risk nursing diagnosis . families in community and hospital settings.

Diagnostic tests – ƒ Non-invasive: urinalysis.g. hearing. deformity of joints. Risk factors assessment and screening procedures among Clients that contribute to the development of problems in perception and coordination B. atrophy. sight . bleeding b. swelling. presence of subcutaneous nodules c. lesions. Principles and techniques of physical examination in newborn. electroencephalogram (EEG). Locomotion Assessment a. x-ray ƒ Invasive – CBC. Inspection – color. Significant subjective data from client – relevant information based on chief complaints. Visual and auditory assessment a. muscle size and strength. ADL. papillary changes. crepitation on movement of joints. presence of mass/lesions 4. including psychosocial and behavioral assessment C. discharge. deformity. papillary changes. tenderness. Alterations in Perception and Coordination A. Inflammatory and Immunologic reactions a. ADL. muscle strength. masses. Percussion: reflexes 3. Palpation: deviation/limitation in range of motion (ROM). muscle strength. SARS 2. ultrasound. ELISA. Palpation – turgor. Palpation: tenderness. tenderness. Western Blot. functional patterns. Inspection: posture and gait. Inspection: hearing. Neural regulation ƒ Non-invasive diagnostic procedures: Skull x-ray. tenderness. discharge b. deformity. tests for emerging infections e. gait. discharge b. tenderness D. body temperature. muscle strength c. masses.2. antistreptolysin titer. sight . Inflammatory and immunologic reaction – a. posture. Children & adults and deviations from normal in perception & coordination 1. body temperature. Inspection: loss of consciousness (LOC). magnetic resonance imaging (MRI). Gram Staining. blood Chemistry. biopsy. Results and implications of diagnostic/laboratory examinations of clients with reference to problems in: 1. Palpation: turgor. culture and sensitivity tests. tenderness. masses b. tenderness 2. CSF. 89 . Perception and Coordination – a. Neurologic Assessment a. Palpation: pain.

Hypersensitivity reactions b. Motor disturbances b. ear culture. CT scan ventriculogram b. Immunologic reactions a. Vaccine-preventable infectious diseases f. Infestation and parasitic diseases e.ƒ Invasive diagnostic procedures: cerebral angiography. Pathophysiologic mechanisms of Alterations in perception and coordination 1. absence of visual perception. electronystagmography. Others – AIDS. disturbances of hearing. slit lamp. Locomotion a. trauma. Disturbances in auditory perception: deafness/hearing loss. Visual and Auditory a. traumatic interferences with visual perception. Bacterial conditions c. Altered state of consciousness 4. sensitivity c. visual field testing. Neural regulation a. Seizures c. inflammatory disturbances: neoplastic disturbances. meniere’s syndrome. Locomotion ƒ Non-invasive diagnostic procedures: electromyogram (EMG) ƒ Invasive diagnostic procedures: biopsy. congenital and neonatal visual disturbances. STDs 2. Inflammatory reactions b. Autoimmune disorders 3. audiometry ƒ Invasive diagnostic procedures: CT scan. degenerative changes. b. alkaline phosphatase determination E. lumbar puncture. phosphorus. Immunodeficiency c. serum calcium. Infections/Inflammatory disorders 90 . Sensory deviations d. ophthalmoscopy. Disturbances in visual perception: blindness. Bullous diseases d. cerebrospinal & synovial fluid determination. Inflammatory and Immunologic reactions a. Visual Auditory ƒ Non-invasive diagnostic procedures: visual acuity. obstructive problems 5. Head ache ad pain e. inflammatory /infection.

Potential for infection d. Degenerative disorders d. Ineffective individual coping g. Airway patency c. Visual and auditory perception a. Inflammatory and immunologic reaction a. Abnormalities in the curvature of the spine c. Inflammatory and immunologic reaction a. Prevention of complications f. Nursing Diagnoses taxonomy pertinent to problems/ alteration in Perception and Coordination 1. Potential for injury e. Knowledge deficit 4. Neural regulation a. Determination and management of cause b. Social isolation 2. Traumatic injuries e. Knowledge deficit 3. Determination and management of cause b. Supportive management e. Alteration in comfort: pain/pruritus b. Principles of Management for altered Perception coordination 1. Drug therapy 91 . Impaired verbal communication c. Alteration in sensory perception: visual/auditory b. Congenital disorders f. Impaired skin integrity b. Impaired physical mobility d. Adequate ventilation e. Disturbance in self-concept e. Bone tumors F. Ineffective family coping f. Activity intolerance c. Prevention of infection d. Altered cerebral tissue perfusion b. Neural regulation a. Rehabilitation 2. Potential for injury e. Self esteem disturbance d. Impaired swallowing d. Potential for infection c. Knowledge deficit c. Drug therapy c.b. Oxygen therapy d. Activity intolerance f. Altered nutrition G. Locomotion a. Disturbances in self-concept e.

Prevention of infection f. Rehabilitation 3. Psychosocial interventions f. Determination and management of cause b. Prevention of complications m. Locomotion a. Drug therapy c. Psychosocial interventions j. Prevention of complications g. Anti-inflammatory agents 3. side effects. Removal of secretion h. Osmotic diuretics c. Visual and auditory perception a. Antifungal agents c. Corticosteroids 92 . Anti-convulsants b. Vaccines 2. Miotic agents b. Increased ICP precaution l. Drug therapy c. Antihistamines g. Immunologic agents j. Pharmacologic actions. Anticholinergic agents e. Supportive management for visual/auditory impaired d. Rehabilitation 4. Determination and management of cause b. Prevention of complication g. Antipyretics f. Removal of secretion e. Seizure precaution k. and nursing responsibilities for perception and coordination 1. Hydration g. Neural regulation a. Anti-inflammatory agents h. Prevention of infection i. Keratolytic agents d. Inflammatory and Immunologic reactions a.f. Supportive management: immobility precaution d. Adrenergic agents f. contraindication. Rehabilitation H. Corticosteroid d. Corticosteroids i. therapeutic use. Antibiotics e. Antibiotics b. Prevention of infection e. Visual and auditory perception a. indications.

tractions. Principles of safety. concept and application of bioethics in the care of clients M. seizure precaution 2. myringotomy. Developing outcome criteria for clients with problems in in perception coordination and adjustment/adaptation N. hearing aide device 3. Techniques in assisting the surgical team during the operation 3.peritoneal shunt b. amputation. Surgical procedures – debridement. Special procedures: instillation of otic solution. Locomotion a. Special procedures . ventriculo. Visual and Auditory perception a. Corticosteroids I. Principles. adjustment or adaptation L. mastoidectomy. fenestration b. Nursing responsibilities during the perioperative period K. open reduction. tympanoplasty. spinal fusion.universal precaution. cataract procedures. enucleation. braces. nursing responsibilities for the following surgical and special procedures in perception and coordination 1. Anti-inflammatory agents c. Surgical procedures: iridectomy. medical asepsis/surgical asepsis 2. Neural regulation a. Antibiotics b. keratoplasty. reverse isolation. Surgical procedures: internal/external fixation. crutch walking J. indications. Mydriatic agents d. bone resection.c. Appropriate discharge plan including health education O. Surgical procedures: craniotomy. external auditory canal irrigation. tenorrhaphy. Special procedures: application of casts. Locomotion a. comfort and privacy during the perioperative period 4. b. incision and drainage. Inflammatory and immunologic reaction a. Purpose. excision b. Safe and comprehensive perioperative nursing care 1. cranioplasty. Assessment ad care during the perioperative period 2. Antibiotics 4. Steps/pointers in decision making and prioritization with client/s having problems in perception coordination. Special procedures: ICP monitoring. Accurate recording and documentation 93 .

NCM 103 NCM 104 3rd Year. tongue depressor. orthopedic bed/appliances. Alterations in Neural regulation: Flashlight/penlight. neurologic assessment Course Name Course Code Course Description : : : CARE OF CLIENTS WITH MALADAPTIVE PATTERNS OF BEHAVIOR NCM 105 The course is designed to focus on health and illness across the lifespan of clients. types of traction. 94 Course Credit Contact Hours/Sem Prerequisite Co-requisite Placement Course Objectives : : : : : . types of casts. isolation barrier techniques and materials. safety pin. 2nd semester At the end of the course. Provide opportunities for actual clinical hospital and community experiences to ensure competencies are developed. and given actual clients with maladaptive patterns of behavior. hearing augmentation device. affiliating centers) Alterations in Inflammatory and Immunologic Reactions: hand washing facility. crutches. reflex hammer. otoscope. 2units RLE (2units Clinical) 72 Lecture hours. Snellen chart. ear irrigating device. perception and coordination In the event that the required intra-operative competencies in NCM 103 are not achieved within the allotted hours/weeks. the student shall be able to: 1. penlight. 102 RLE hours General Psychology. needles and syringes for skin testing. Alterations in Visual and auditory: ophthalmoscope. the nursing student/s shall be made to complete the competencies in this course.Guide for RLE Provide opportunities to demonstrate the procedures for inflammatory and immunologic response. cotton. Alterations in Locomotion: sand bag. a prescribed form shall be completed right after the related clinical experience. base hospital. walker Videos on exercises. splints. utilize the nursing process in the care of individuals. watch with second hand. population group with acute and chronic psychosocial difficulties and psychiatric illnesses. Equipment and Materials (these could be found in nursing skills lab. tuning fork. 4units lecture . To standardize documentation.

assess client/s with his/her/their condition through mental status examination . Cognitive e. Promote personal and professional growth of self and others I. Observe bioethical concepts/ principles. . core values and nursing standards in the care of clients 7. Behavioral c. Psychoanalytic b.families in community and hospital settings. Overview of Psychiatric Nursing Evolution of Mental Health-Psychiatric Nursing Practice The Mental Health Nurse • Role • Essential qualities Interdisciplinary Team The Mental Health Illness Continuum II. Cognitive h.plans appropriate nursing interventions with client/s and family for identified nursing diagnosis . interpretation of diagnostic procedures . Mental Health-Psychiatric Nursing Practice A. Increase self-awareness and therapeutic use of self in the care of clients 4.Implement plan of care with client/s and family . Ensure a well organized and accurate documentation system 5. Humanistic f. Interpersonal d. physical examination. 3.identify actual and potential nursing diagnosis . Apply knowledge and understanding of maladaptive patterns of behavior in providing safe and quality care to clients.Evaluate the progress of his/her/their client’s condition and outcomes of care 2. Personality Theories and Determinants of Psychopathology: Implications for Mental Health-Psychiatric Nursing Practice a. Relate with client/s and their family and the health team appropriately 6. Psychosocial 95 Course Outline : . Psychobiologic g.

Phases in the Development of Nurse-Client Relationship D. Psychologic 4. Principles and Techniques of Mental Health-Psychiatric Nursing Interview 2. Electroconvulsive and Other Somatic Therapies b. Self-Enhancement. Assertiveness Training 7. Mental Status Examination 3. Defining characteristics of Anxiety 2. Nurse-Client Interaction vs. Nurse-Client Relationship 2.i. Play Therapy 12. Counseling 4. Nurse-Patient Relationship Therapy b. Psychopharmacology 2.Therapeutic Communication a.Therapeutic Use of Self 3. Psychospiritual Interventions 14. Concept of Anxiety 1. Building Nurse-Client Relationship 1. Alternative Medicine/Therapies F. Eclectic B. General Assessment Considerations 1. Diagnostic Examinations Specific to Psychiatric Patients C. Goals in the One-to-One Relationship 5. Cognitive Restructuring 10. Group therapy c. Physiologic 3. Psychospiritual j. Mental Health Teaching/Client Education 5. Therapeutic Modalities. Milleu Therapy 11. Psychosocial Support Interventions 13. Behavior Modification 9. Stress Management 8. Characteristics b. Techniques 4. Ego Defense Mechanisms 96 .1. Biophysical /Somatic Interventions a. Family therapy 3. Levels of Anxiety 3. Manifestations of Levels of Anxiety 3. Growth/Therapeutic Groups 6. Supportive Psychotherapy a.2. Documentation in Psychiatric Nursing Practice Problem Oriented Recording SOAP Narrative Recording Process Recording E. Psychosocial Skills and Nursing Strategies 1.

3 Dissociative disorders ƒ Depersonalization ƒ Psychogenic Amnesia ƒ Psychogenic Fugue ƒ Dissociative Identity Disorder/ Multiple Personality disorder 3.1.Maladaptive Patterns of Behavior 1.2 Odd/ eccentric behaviors 97 . Phases of Crisis Development 3. adulthood) A. Four levels of Defense G. Crisis 1. Evaluation and treatment outcomes B. Psychophysiologic Response and Sleep 4. Planning and implementing nursing intervention ƒ Biological ƒ Psychosocial 4. Age-Related Maladaptive Patterns: Disorders Across the Lifespan 2. Care of clients with maladaptive patterns of behavior across the lifespan (childhood. Assessing human response to the different maladaptive patterns of behavior ƒ Self-awareness and Use of Self ƒ Bio-Psycho-Social and Behavioral data 2. adolescent. Crisis Intervention III.1 Anxiety disorders across the lifespan ƒ Panic Disorder ƒ Phobias ƒ Post traumatic stress disorder ƒ Acute Stress disorder ƒ Obsessive-compulsive disorder ƒ Generalized Anxiety Disorder 2.2 Somatoform disorders ƒ Somatization disorder ƒ Conversion disorder ƒ Hypochondriasis ƒ Pain disorder ƒ Body Dysmorphic disorder 2. Nursing Diagnosis and Outcome identification 3.1 Childhood Personality disorders ƒ Conduct disorder ƒ Oppositional Defiant Behavior 1.Characteristics of Crisis 4.4. Personality Disorders 4. The Nursing Process applied to Psychiatric Nursing Practice: 1.Anxiety-Related Disorders 2. Types of crisis 2.

2 Central Nervous System Stimulants ƒ Caffeine ƒ Nicotine ƒ Amphetamine and Cocaine 6.5 Dysthymic disorder 7. Dependence.6 Nursing Issues 7.3 Dramatic.3 Hallucinogens 6.2 Bipolar I disorder 7. ƒ Schizoaffective d. erratic behaviors ƒ Antisocial personality disorder ƒ Borderline personality disorder ƒ Narsicistic personality disorder ƒ Histrionic personality disorder 1. Intoxication.1 Schizophrenia ƒ Catatonic type ƒ Paranoid type ƒ Undifferentiated type ƒ Disorganized type ƒ Residual type 8. 98 .5 Passive aggressive Substance-Related Disorders: Substance Abuse.1 Central Nervous System Depressants ƒ Alcohol ƒ Sedatives-Hypnotics and Anxiolytics ƒ Opioids 6.4 Anxious. ƒ Paranoid personality disorder ƒ Schizoid personality disorder ƒ Schizotypal personality disorder 1.5 Inhalants 6. fearful behaviors ƒ Obsessive compulsive personality disorder ƒ Dependent personality disorder ƒ Avoidant personality disorder 1.2 Other Psychotic Disorders ƒ Schizophreniform d.7 Clients at risk for suicidal and self-destructive behavior 8.3 Bipolar II disorder 7.4 Cannabis 6. Withdrawal and Polysubstance dependence 6.1 Reactive Attachment disorder 7. emotional.Schizophrenia and other Psychoses 8.4 Cyclothymic disorder 7.6 Major Depressive Disorder 7.6.Mood Disorders 7.

ƒ Delusional disorder ƒ Brief Psychotic disorder ƒ Shared Psychotic disorder 9.Cognitive Disorders 9.1 Fetal Alcohol Syndrome 9.2 Attention deficit hyperactive disorder 9.3 Autism 9.4 Delirium 9.5 Dementia 9.6 Alzheimer’s Disease 9.7Diffuse Lewy Body disease 9.8 Korsakoff’s Disease 9.9 Huntington’s Disease 9.10 Pick’s Disease 9.11Vascular and Multi-infarct Dementia 10.Eating disorders 10.1 Pica 10.2Rumination 10.3 Feeding disorders 10.4 Anorexia Nervosa 10.5 Bulimia Nervosa 4. Psychosexual Disorders 11.1 Gender Identity Disorder 11.2 Sexual Dysfunctions 11.3 Paraphilias 5. Abuse and Violence 12.1 Victims of violent behavior ƒ Child ƒ Spouse ƒ Elderly 12.2 Torture and ritual abuse 12.3 Rape and Sexual Assault C. Legal issues affecting mental health nursing D. Future trends and issues in mental health nursing practice E. Community-Based mental health programs Guide for RLE Provide opportunities to care for actual clients in the hospital and community to ensure competencies are developed.

Course Name Course Code Course Description

: : :

BIOETHICS Bioethics This course deals with the application of ethico-moral and legal concepts and principles to issues that affect the practice of nursing. These provide the basis for appropriate decision making given varied situations, to prepare the learner to render effective, efficient and safe nursing care. Furthermore, related learning experiences provide 99

Course Credit Contact Hours/Sem Prerequisite Placement Course Objectives

opportunities to concretize commitment to nursing. The critical thinking process shall be used in the unit with the object to develop the intellectual capacity to conceptualize and contextualize what students know to particular ethico-moral and legal issues. 3 units lecture : : : : 54 lecture hours Logic, Philosophy of Man 3rd Year, 2nd Semester At the end of the course and given actual and relevant simulated situations/ conditions, the student will be able to: 1. explain the concept, theories and principles of bioethics in nursing and health; and, 2. apply relevant bioethical principles in nursing and health related situations A. Definition of Terms 1. Ethics 2. Biology 3. Bioethics 4. Health ethics 5. Professional Ethics 6. Prevalence of Bioethical Issues ƒ Abortion ƒ Euthanasia ƒ Suicide ƒ Determination of Death ƒ (Biological and Clinical Death) ƒ In-vitro Fertilization ƒ Stem Cell Technology B. The Human Person 1.The Personhood 2. Human Acts & Acts of Man a. knowledge b. freedom c. conscience C. Types of Ethical Thoughts 1. Cantian 2. Rawl’s Ethics 3. St. Thomas Aquinas 4. Ross Ethics ƒ actual/ prima-facie duty ƒ duty of fidelity ƒ duty of reparation ƒ duty of gratitude ƒ duty of justice ƒ duty of beneficence ƒ duty of improvement ƒ duty of non-maleficence 100

Course Outline

:

D. The Calling of the Health Care Provider 1. The Health Care Profession 2. The Client 3. The Health Care Provider 4. Health care Provider-Client relationship E. The Qualities % Responsibilities of a Good Health Care Provider to the Client, Society and its Profession F. Virtues, Vices, & Habits of A health Care Provider 1. Virtues 2. Vices 3. Habits a. Types of good Habits b. Types of Bad habits 4. Virtues of the Health Care Provider ƒ Fidelity ƒ Honesty ƒ Integrity ƒ Humility ƒ Respect ƒ Compassion ƒ Prudence ƒ Courage 5. Vices of the Health Care ƒ Fraud ƒ Pride ƒ Greed G. Basic Ethical Principles ƒ Stewardship ƒ Totality ƒ Double Effect ƒ Cooperation ƒ Solidarity H. Major Bioethical Principles ƒ Respect for person & justice ƒ Non-maleficence ƒ Beneficence I. Application of Bioethical principles to the Care of the Sick 1. Functions of Informed Consent ƒ Protective and participative 2. Rights of a Patient

Course Name Course Code Course Description

: : :

NURSING RESEARCH I NRes I This is an introductory course intended to equip the nursing students with concepts, principles in research starting from an overview of the major phases of the research process. The course will include 101

Purposes of Nursing Research B. and. 2nd semester At the end of the course and given actual situation. This course will require the student/group to present a research proposal in a colloquium to apply knowledge and demonstrate skills and attitude in the conceptual. focus on the formulation of a research problem to the selection of the research design. The Design and Planning Phase 102 Course Outline : . discuss the major phases of the research process. construct. Evolution of Nursing research 5.Course Credit Contact Hours/Sem Prerequisite Placement Course Objectives discussion from formulation to dissemination of research findings. The Conceptual Phase ƒ Formulating and Delimiting the problem ƒ Sources of Research problem ƒ Criteria in Evaluating Research Problem ƒ Criteria for Stating Research Problem b. 2 units lecture 1unit RLE : : : : 36 lecture hours. present a group research proposal based on an identified clinical/situational problem A. Overview of the Research Process in Quantitative and Qualitative Studies 1. 2. design and planning phases of the research process. Roles of Nurses in Research 4. Introduction to Nursing Research 1. Formulating Hypotheses ƒ Purpose of research hypotheses ƒ Types of Hypotheses ƒ Criteria considered when stating hypotheses 2. Reviewing the Related Literature ƒ Purpose of Literature Review ƒ Categories of references ƒ Locating relevant literature for research review c. conceptual models and statistical models e. Definition of important terms: concept. Major Phases of a Research Process a. Defining the Framework and Developing Conceptual and Theoretical Frameworks d. planning and choosing the appropriate research tool for data gathering. The Importance of Research in Nursing 3. 51 RLE hours Biostatistics 3rd year. Definition of Nursing Research 2. the student will be able to: 1.

Selecting a Research design b.Bio-physiologic measurements ƒ Secondary Methods C. Justice 2. including emergency and disaster nursing and IV Therapy. Steps of Writing a Good Research Proposal Course Name: : Course Code Course Description : : CARE OF CLIENTS WITH PROBLEMS IN CELLULAR ABERRATIONS. Treatment of Vulnerable Groups f. Informed Consent b. EMERGENCY AND DISASTER NURSING NCM 106 It deals with the principles and techniques of nursing care management of sick clients across the lifespan with emphasis on the adult and older persons with alterations/problems in cellular aberrations. 3units Clinical) 103 . Ethical Aspects of Nursing Research 1. Identifying the Population to be Studied ƒ Differences between Total & Target Populations ƒ How to Determine Sample e. Characteristics of Research Designs d. acute biologic crisis. Confidentiality Procedures d. ACUTE BIOLOGIC CRISIS. Boards and External Reviews D.Interviews . Institutional Reviews. Respect of Human Dignity c.a. Beneficence b. Course Credit : 6units lecture. Ethical Principles for Protecting Study Participants a.Self Report/Questionnaire . Specifying Methods to Measure Variables ƒ Primary Methods .Observation . Debriefings and Referrals e. 5units RLE (2units Skills Lab . Risk/benefit Assessment c. Major Categories of Research Design ƒ Experimental Designs ƒ Non-experimental Designs ƒ Qualitative Designs c. Designing the Sampling Plan ƒ Methods of Sampling f. Procedures For Protecting Study Participants a.

physical examination. the student should be able to: 1. deviations from normal: 1. masses b. friction rub c. Perception and Coordination NCM 105-Care of Clients with Maladaptive Patterns of Behavior 4th Year. and given actual clients with problems in cellular aberrations. The Individual Across the Lifespan A. breath sounds.Evaluates the progress of his/her/their client’s condition ad outcomes of care 2. vascular sounds. tenderness. bowel sounds. colorectal. uterine.plans appropriate nursing interventions with client/s and family for identified nursing diagnosis . families in community and hospital settings. movement.Contact Hours/sem Prerequisite : : 108 lecture hours. Cellular aberration a. prostate. Inspection – vasculature. nodules. Significant subjective data from client – relevant information based on chief complaints. . core values and nursing standards in the care of clients 5. functional patterns. skin B.Implements plan of care with client/s and family . 255 RLE Hours NCM 104-Care of Clients with Problems in Inflammatory and Immunologic Response. lesions. adults. children. including psychosocial and behavioral assessment C. 104 .identifies actual and potential nursing diagnosis . discharges. Risk factors assessment and screening procedures among clients that contribute to the development of cellular aberration – lung. utilize the nursing process in the care of individuals. 1st Semester At the end of the course.assesses with client/s his/her/their condition/health status through interview. Palpation – masses. relate with client/s and their family and the health team appropriately 4. nodules. interpretation of laboratory findings . symmetry. observe bioethical concepts/ principles. Principles and techniques of physical examination in newborn. acute biologic crisis and emergency. promote personal and professional growth of self and others Placement Course Objectives : Course Outline : I. ensure a well organized and accurate documentation system 3. breast. Auscultation – heart sounds.

discriminating PE . Non-invasive: ECG. Potential for Alteration in nutrition less than body 105 . Invasive: Biopsy. Acute biologic crisis or life threatening situation) Standard assessment of the critically ill (focused history-taking. cyst aspiration. ultrasound. digital rectal examination. uterine cancer. cerebral arteriography 2. prostate cancer. Screening: BSE. Acute biologic crisis/multiorgan problem a. rectal examination. cystoscopy. hemodynamic monitoring. Non-invasive: MRI. Liquid tumors – lymphomas. masses. thyroid scan c. liver span. CVP. areas of flatness and dullness. breast. Avian Flu) ƒ Multiple injuries F. colorectal. b. Invasive: ABG. Pap smear. Nursing Diagnoses taxonomy pertinent to problems/ alteration in: 1.distention d. Results and implications of diagnostic/laboratory examinations of clients with reference to problems in: 1. including hemodynamics status ) D. Percussion – gas patterns. Cellular aberrations a. Alteration in tissue perception c. brain cancer b. Activity intolerance d.airway. Cellular aberration a. Pathophysiologic mechanisms: 1. pulmonary capillary wedge pressure (PCWP) E. Solid tumors – lung cancer. b. cardiac rhythms. Potential for infection b. leukemias 2. breathing circulation. Acute biologic crisis /multiorgan system dysfunction/ emergency ƒ Cardiac failure ƒ Acute Myocardial infarction ƒ Acute pulmonary failure ƒ Acute renal failure ƒ Stroke ƒ Increased Intracranial pressure ƒ Metabolic emergencies – e.g. lymph angiography. DKA/HHNK ƒ Massive Bleeding ƒ Extensive surgeries ƒ Extensive Burns ƒ Poisoning ƒ Emerging illnesses (SARS. Bone scan. CT scan. ascites 3. Cellular aberration a.

Dysfunctional ventilatory weaning response d. Rehabilitation 2. Activity intolerance G. advanced cardiac life support. Life saving interventions: Basic life support. Disease Preventive 3. nutrition and perioperative problems d. Drug therapy f. biotherapy c. Psychosocial and behavioral interventions: measures to relieve anxiety. fluid and electrolyte problems. Hydration g. Acute biologic crisis/ multi-organ failure a. Prevention of infection h. continuous hemodynamic monitoring. Principles of Various Modalities of Management 1. interventions for cardiac output problems. Alteration in comfort: pain/pruritus h. Health Promotive 2. Inability to sustain spontaneous ventilation c.e. Blood component replacement d. Alterations in nutrition less than body requirement g. Determination and management of cause b. O2 therapy e. radiation therapy. requirement f. Restorative H. Cellular aberration a. Curative 4. fear. Fluid volume deficit h. Surgery. Definitive management. Supportive management i. Acute biologic crisis / multi-organ failure a. Impaired gas exchange b. Prevention of complications j. Altered tissue perfusion systemic f. Alteration in oral mucous membrane integrity g. Life maintaining interventions: Airway management and care of patients with ventilator. fluid resuscitation c. sensory 106 . Fluid volume deficit 2. critical care concerns life: immobility. Determination and management of cause b. parenteral fluid administration including blood and blood component therapy. Principles of Management for altered 1. depression. chemotherapy. pharmacologic interventions for hemodynamic instability. sleep deprivation. Decreased cardiac output (CO) e. interventions for neural regulation. first aid measures.

overload, body image alterations, grieving, sexuality, spirituality e. Supportive management f. Prevention of complication g. Rehabilitation – pulmonary, cardiac, neurologic I. Pharmacologic actions, therapeutic use, side effects, indications, contraindication, and nursing responsibilities: 1. Cellular aberrations a. Anticancer agent b. Analgesics c. Narcotics d. Corticosteroids e. Antibiotics f. Antipruritus g. Analgesics, opioids 3. Acute biologic crisis/multiorgan failure a. Analgesics b. Narcotics c. Corticosteroids d. Antihypertensive e. Vasopressors f. Antibiotics g. Parenteral fluids J. Purpose, indications, nursing responsibilities for the following surgical and special procedures 1. Cellular aberration a. Major surgical procedures: lobectomy, pneumonectomy. mastectomy, nephrectomy, prostatectomy, colectomy, colostomy, bone marrow transplant, urinary diversion b. Special procedure: brachytherapy, radiation therapy. Reverse isolation, chemotherapy, 2. Acute biologic crisis/multiorgan failure a. Surgical procedure – coronary bypass, angioplasty, skin grafting, b. Special procedures – advanced life support, parenteral hyperalimentation; ventilatory support, fluid resuscitation, first aid measure including emergency wound and trauma management, IV Therapy K. Safe and comprehensive perioperative nursing care a. Assessment and care during the perioperative period b. Techniques in assisting the surgical team during the operation c. Principles of safety, comfort and privacy during the perioperative period d. Nursing responsibilities during the perioperative period L. Steps/pointers in decision making and prioritization with client/s having problems in inflammatory and 107

immunologic reaction, cellular aberration, acute biologic crisis/multiorgan failure, including emergency an disaster preparedness M. Principles, concept and application of bioethics in the care of clients N. Developing outcome criteria for clients with problems in in inflammatory and immunologic reaction, cellular aberration, acute biologic crisis/multiorgan failure, including emergency an disaster preparedness O. Appropriate discharge plan including health education P. Accurate recording and documentation III. Disaster & Emergency A. Definition of Emergency B. Types of Emergency C. Triage 6. Objectives 7. START Triage 8. Military Triage D. Hospital Emergency Incident Command System E. Incident Command Education F. Hospital Operations Plan G. Personal Protective Equipment H. Hazardous Materials I. Decontamination J. Biological Warfare and Biological Agents K. Blast Injuries L. Natural disasters M. Stress Reactions ƒ Post Traumatic ƒ Stress Disorder Critical Incident Stress Management ƒ Debriefing N. Nurses Role in Disaster and Emergency IV. Intravenous Parenteral Therapy A. Basic Foundation of IV Therapy • Philosophy • Historical Background of IV Therapy • Standards and competencies of IV Tehrapy B. Content • Review of Anatomy and Physiology of the Vascular Peripheral and Integumentary System • Fluid and Electrolyte Therapy • Venipuncture Technique on Adult and Children • Complications of IV Therapy • Infection, Control & Microbiology • Demonstration of Procedure 108

• Documentation Activity C. Performance Scale for IV Therapy Provide opportunities to demonstrate procedures needed in acute biologic crisis. Acute Biologic Crisis: Provide opportunities for actual experience to ensure competencies in caring for clients with acute biologic crisis and those with emergency situations are develoed. For Disaster Situations: You may provide simulated scenarios/situations for these experience IV Therapy: • Faculty member handling the course must have a current certificate as IV Therapist • Provide opportunities for demonstration/return demonstration through the use of an IV dummy arm and one-on –one intravenous insertion Equipment and Materials [these could be found in nursing skills lab, base hospital, affiliating centers] Cellular Aberration: Breast examination model, cervical examination model, safety guidelines for chemotherapy and radiotherapy, safety barriers, for chemotherapy and spill kits. Acute Biologic Crisis: Cardiac monitor, EKG machine, oxymeter, ventilatory support equipments, endotracheal tubes, tracheostomy tube, airway, BP apparatus, stethoscope, oxygen tank, O2 regulator, humidifier, monkey wrench, O2 tubings, O2 cannula/catheter, O12 masks, croupette, O2 tent, suction catheters, suction machine, cardiac arrest board, gloves, peak flow meter, tongue depressor, microscope, glass slide, one-way/two-way/three-way water seal drainage, CVP manometer and tubing, peritoneal dialysis set, dialyzing solution, hemodialysis machine (optional), incubator, Billi light, Isolette, Model for basic and advance life support, including equipment and materials in NCM 104 and NCM 105. IV Therapy: - IV arm dummy, IV injection tray, IV needles, cotton and alcohol

Guide for RLE

Course Name Course Code Course Description

: : :

Course Credit Contact Hours/sem

: :

NURSING LEADERSHIP AND MANAGEMENT NCM 107 This course deals with the application of the concepts, principles, theories and methods of developing nursing leaders and managers in the hospital and community-based settings. It also includes ethicomoral/legal aspects of health care and nursing practice and the nurses’ responsibilities for personal and professional growth. 4units lecture, 3units RLE (3units Clinical) 72 lecture hours, 153 RLE hours 109

staffing (selection. Acute Biological Crisis. Standards of Nursing Practice B. promote personal and professional growth for self and others Co-requisite Placement Course Objectives : : : Course Outline : A. 2. 1st semester At the end of the course. Organizing a.4 implements plan of care with client/s and family 1. Emergency and Disaster Nursing 4th Year. Management Functions 1. ensure a well organized and accurate documentation and reporting system. 1. scheduling e. Roles that managers fulfill in an organization 5. demonstrate leadership and competence in the performance of her responsibilities as a beginning nurse practitioner in the hospital or community setting 4. Vision/mission/philosophy/objectives/core values 6. 3. modalities of care 110 . Management 1. core values. families. a. job description) c.Pre-requisite : NCM 104-Care of Clients with Problems in Inflammatory and Immunologic Response. Perception and Coordination NCM 105-Care of Clients with Maladaptive Patterns of Behavior NCM 106-Care of Clients with Problems in Cellular Aberrations. orientation. organizational structure b. observes bioethical principles. population group. physical examination and interpretation of laboratory findings 1. and standards of nursing care while practicing nursing 5.1 assesses with client/s his/her/their condition/health status through interview. in hospital and community settings. Definition/description 2.5 evaluates the progress of the client’s condition and outcomes of care. given a group of clients with varied conditions. Universal principles of management. Management process. Strategic planning process b. 3. Planning 2. patient classification system d. Theories of Management 4.2 identifies actual and at-risk nursing diagnosis 1.3 plans appropriate nursing interventions with client/s and family for identified nursing diagnosis 1. the student should be able to: 1. utilize the nursing process in the care of individuals.

Personal /Professional a. Local Government Code. Conflict Management 4. ) d. Dangerous Drugs Act. Bases for Power d. Principles of Delegation e. Malpractice and Negligence Act e. quality improvement /quality management ƒ nursing audits & rounds ƒ variance reports ƒ solutions to identified problems D.g. budgeting ƒ types of budgeting ƒ costing of nursing services b.ƒ case method ƒ primary nursing ƒ team nursing ƒ modular nursing ƒ functional nursing ƒ modified method 3. Labor Code. Motivation Theories g. Leadership Theories b. Magna Carta for Public Health Workers. Professional and Personal Development 1. Senior Citizens Act. Legal protections in the Nursing Service 3. Leadership Styles c. Legal Aspects of Nursing a. Other Laws Affecting Nursing Profession and the Nurse (e. Milk Code. Communication f. Controlling a. Clean Air Act. International Council of Nursing (ICN) Code of Ethics for Nurses 2. staff development d. Ethico moral aspects of nursing a. Leadership Skills ƒ Case analysis ƒ Decision making c. Legal Responsibilities of Nurses c. Directing/Leading a. performance evaluation/appraisal ƒ feedback c. Contracts/Wills/ Testament f. Positive Image of a Professional Nurse 111 . RA 9173 or The Nursing Act of 2002 b. etc. Rooming In and Breastfeeding Act. Time Management h. Sexual Harassment. Code of Ethics for Nurses in the Philippines b.

principles and mechanics ƒ Leadership training principles and process ƒ Specific programs and projects of DOH 112 . Nursing Associations ƒ Accredited Professional Organization ƒ Interest Groups ƒ Specialty Organizations 4. Issues and Trends in Nursing Practice/Education [migration. family planning. strategies and tools in community development discussed in NCM 100 b. methodologies. phases ƒ Definition of health problems. nursing problems ƒ Priority setting based on selected criteria ƒ Strategies in people participation ƒ Programs for basic health services ( maternal and child health.Elements .Developing an Electronic Resume ƒ Tracking Job Leads ƒ Dressing for a successful interview ƒ Answering Interview Questions ƒ Resigning from a nursing position d. approaches. Leadership in Community Development a.] f. components. complementary therapy. Roles and Responsibilities of Beginning Nurse Practitioner ƒ Benner’s Theory ƒ Nurse Practitioner c. medical care. aging population. Emerging Opportunities ƒ Fields of Specialization ƒ Expanded Roles of Nurses ƒ Balancing Personal and Professional needs e.Types . types. communicable disease control) and the nursing components of these programs ƒ Existing government and non-government programs ƒ Community organization – definition.Writing a Cover Letter . medical tourism. The Community as a Client ƒ Community diagnosis– definition. Career Planning ƒ Beginning a Job Search ƒ Sources of Job Leads ƒ Developing a Resume . environmental sanitation.ƒ Self assessment ƒ Self awareness b. evidence–based practice. etc. Application of concepts.

undertake a final research defense process (from data gathering. Definition of Measurement b. analysis. Course Name Course Code Course Description : : : NURSING RESEARCH II NRes II This course is a continuation of Nursing Research 1 which includes collection of data. critique a research study based on stated guidelines. Course Credit Contact Hours/Sem Prerequisite Placement Course Objectives : : : : : 2 units RLE 102 RLE hours Nursing Research I 4th year. Measurement and the Assessment of Quantitative Data a. Advising is done throughout the practicum sessions. 1st semester At the end of the course and given actual situation. Provide opportunities to demonstrate managerial and leadership functions in the community. 4. 2. observe ethical concepts/ principles and standards in research : Course Outline A. submit a written group research study 3. The course will provide the student/group an opportunity to undergo the final research defense process to appreciate data gathering. services provided to family and community) 5. Levels of Measurement 113 . summary and conclusion and recommendation. dissemination of the research findings and making appropriate recommendations based on the results of their respective studies). a group of student will be able to: 1. notifiable disease. Seminar-Workshop on: • Leadership and Management • Issues and Trends Provide opportunities for actual staff/head nursing experience in the hospital to ensure competencies are developed. The Empirical Phase 1. analyze and interpret study results disseminate the findings and make recommendations based on the results of their respective studies. interpretation.Guide for RLE ƒ Concepts and principles of networking and linkagebuilding ƒ Evaluation of programs and services ƒ Recording and reporting system (vital statistics. analysis and interpretation of study results.

related validity & construct ) b. Three important aspects of reliability (stability. child and family. Reliability a. Three important aspects of validity (content validity. risk reduction.5 evaluates the progress of his/her/their client’s condition and outcomes of care 114 . Using Research in Evidence-Based Nursing Practice D. The Dissemination Phase a.c. 1st Semester At the end of the course. physical examination. curative and rehabilitative aspects of care for the mother. interpretation of laboratory findings) 1.2 identifies actual and at risk nursing diagnosis 1. Classification of Statistics d. internal consistency and equivalence) 3. health maintenance. population group in selected settings. Nursing Research 1 4th Year. Communicating the Research Findings b. Analyzing the Quantitative and Qualitative Data a. families. disease prevention. Descriptive Data Analysis b. Advantages of Measurement 2. Inferential Data Analysis c. population group and community.4 Implements plan of care with client/s and family 1. Sensitivity and Specificity B. Guidelines for Use in Critiquing Reports Course Name Course Code Course Credit Contact Hours/sem Prerequisite Placement Course Objectives : : : : : : : COMPETENCY APPRAISAL I CA I 3 units lecture 54 lecture hours NCM 105. Criteria for Selecting Statistical Tool C.1 assesses client/s condition/health status through data derived from case scenarios (history. the student will be able to: 1. Critiquing of Research Reports a. The Analytical Phase 1. apply the nursing process in the care of individuals.3 plans appropriate nursing interventions with client/s and family for identified nursing diagnosis 1. Validity a. given relevant simulated situations involving health promotion. 1. criterion. Writing the Final Research Report (Handout on Research Report) (Format will be given to the students during the discussion) E.

ethico-moral/legal responsibilities and research in various settings] 1. inflammatory and immunologic response. Community 4. principles and processes basic to the practice of nursing with emphasis on health promotion. levels of care/prevention in the nursing management of the following: 1. adjustment problems and maladaptive patterns of behavior. Overview 1. Healthy/at risk/sick mother and child 2. preventive. perception and coordination. 2nd Semester At the end of the course. health education. utilize bioethical concepts/ principles. fluid and electrolyte balance. Research 2 4th Year. Nursing Clinical Scenarios integrating the nursing process. NCM 106. Hospital 2. acute biologic crisis. Family 4. Core competencies under the 11Key Areas of Responsibility 2. ensure a well organized and accurate documentation system 3. pain including the perioperative concept. School Course Name Course Code Course Description : : : COMPETENCY APPRAISAL II CA II This course deals with the application of the concepts. 3. disaster and emergency. Nursing Scenarios [integrating communication. 3units lecture Course Credit Contact Hours Prerequisite Placement Course : : : : 90 lecture hours Competency Appraisal I. Community C. health maintenance. Terminal Competencies per nursing care management courses [NCM 100-104] B. Population group 5. metabolism and endocrine functioning..2. risk reduction. integrate the various competencies in the various key areas of responsibilities in the care of selected clients. core values and nursing standards in the care of clients 4. given relevant simulated situations involving 115 . It includes the utilization of the nursing process and the core competencies under the eleven (11) key areas of responsibility. curative and rehabilitative aspects of care of sick individual with alterations in cellular aberrations. Course Outline : A. Sick individual with alterations in oxygenation. Home 3.

core values and nursing standards in the care of clients 4. ensure a well organized and accurate documentation system 3 utilize bioethical concepts/ principles. acute biologic crisis.2 identifies actual and at risk nursing diagnosis 1. Core competencies under the 11Key Areas of Responsibility 2. adjustment problems and maladaptive patterns of behavior. integrate the various competencies in the various Key Areas of Responsibility in the care of selected clients A.4 implements plan of care with client/s and family 1. quality improvement.3 plans appropriate nursing interventions with client/s and family for identified nursing diagnosis 1. risk reduction.5 evaluates the progress of his/her/their client’s condition and outcomes of care 2. collaboration and teamwork. records management. Nursing Clinical Scenarios integrating the nursing process. preventive. Sick individual with alterations in cellular aberrations. 1. ethico-moral/legal responsibility and research in various settings] Hospital Home Community School Course Outline : Course Name Course Code Course Description : : : INTENSIVE NURSING PRACTICUM INP Actual application of the theories. levels of care/prevention in the nursing management of the following: 1. Nursing Scenarios integrating leadership and management. acute biologic crisis. management of resources and environment. disaster and emergency. principles and concepts of clinical nursing practice to groups of clients in varied settings to refine nursing skills in the different basic nursing services including 116 .1 assesses client/s condition/health status through data derived from case scenarios (history. health maintenance.Terminal Competencies per nursing care management courses [NCM 105-107] B. disaster and emergency. apply the nursing process in the care of individuals. curative and rehabilitative aspects of care of sick individuals with alterations in cellular aberrations. adjustment problems and maladaptive patterns of behavior. families. C. physical examination. the student will be able to: 1.Objectives health promotion. Overview 1. interpretation of laboratory findings) 1. population group in selected settings.

Primary nursing elements C. Assignment in the clinical areas: 1. 1. Seminar on trends in patient care 117 . families and community: Case Load Management.2 Formulate nursing diagnosis based on the data gathered 1. 4. family and community. Focus of Clinical Experience A. Interpersonal and managerial concepts and strategies. 1. Unit management 2. core values. Course Credit Contact Hours Prerequisite Placement Course Objectives 8 Units RLE 408 hours Clinicals (24 RLE hours per week) All Professional subjects 4th year. Standards of care D. Staff Nurse experience in the ward ƒ Case Method ƒ Primary Nursing 2. Public Health Nurse experience in the Rural Health Unit/Health Centers and Community based Practicum • Case load Management • Participatory approach to developing community competence II. Emphasis is placed on integrating the multiple roles of professional nursing as a vehicle to enhance critical thinking and communication skills.community. 2nd semester 1. Demonstrate competencies of a beginning staff nurse. Apply the nursing process in the care of groups of clients across the lifespan with varied conditions and the community. 1. head nurse. Observe bioethical principles. Nursing process applied in the care of individual. 3. and standards of nursing care. Evidence-based practice III. : : : : Course Outline : I. Developing Community Competence B.3 Develop a plan of care for individual. Promotes personal and professional growth. Case presentations 2. groups of clients. researcher and leader.5 Evaluate outcome of care.1 Assess the clients total condition and resources 1. Conducting Health Programs/Services.4 Implement plan of care applying appropriate interventions 1. Staff development E. 2. Conduct: 1.

and 3. Care of the Chronically ill and the Older Person Course Name: Course Code Course Description Course Credit Contact Hours Prerequisite Placement Objectives : : : ELECTIVE I: PARENT CHILD NURSING Elec I Nursing interventions/strategies for the prevention and/or management of behavioral problems of children arising from parent-child relationships. Choosing a partner • factors influencing the choice of a spouse • dating and courtship 118 : : : : Course Outline : . Hospice Palliative Care Elective II is taken in the 4th Year. 2nd Semester. 2. Explain the developmental tasks of the family as a unit and of parents. the student will be able to: 1. 1. Acute/Critical Care Nursing 2. Nursing Electives: Students shall choose at least two Electives [Elective I and II] to Complete the BS Nursing Program. 2 units 36 hours NCM 101. given actual scenarios/situations. Choices for Elective I are as follows: 1. Spiritual Care Nursing 3. Discuss strategies to address marital relationship problems based on relevant laws. Discuss strategies to address parent-child relationship problems that are age-appropriate and based on relevant laws. 1st Semester At the end of the course.Guide for RLE Provide opportunities for actual hospital experiences applying the primary nursing and case method of assignment to ensure competencies are developed. Elective Elective I is taken in the 4th Year 1st Semester. The Family as a unit • family developmental tasks 2. NCM 102 4th Year. Provide opportunities for actual experience with community as the client. Parent-Child Nursing 2. Quality Health Care and Nursing 3. Choices for Elective II are as follows: 1.

birth of handicapped child c. Parenting a Preschooler • Preparing the child for school • Sex awareness/sex education • Common behavioral problems 119 . Parenting an Infant • Common behavioral problems of infants • Role of the nurse in the care of a family with healthy/ill infant 11. Law affecting marital relationship • Family Code EO 209 7. bed wetting b. Effects of childless marriage 9. exploitation and discrimination • RA 9262 An Act Defining Violence Against women and their children providing for protective measures for victims 10. temper tantrums • accident prevention • role of the nurse in the care of a family with healthy/ill toddler 12. hospitalization/death of a spouse f.3. Special problems in marital relationships • non-marital relationship/live-in partnership • marital infidelity • domestic violence 6. separation/divorce e. Child Abuse including laws protecting children: • RA 8043 An Act Regulating Inter-country Adoption. single parenthood b. • RA 8552 An Act Regulating Domestic Adoption • RA 9231 Special Protection of Children Against child abuse. Roles of Married couples 4. Parenting a Toddler • common behavioral problems a. working mother/absentee parent(s) 8. thumb sucking c. The Parents • Developmental tasks of parents-to-be: mothering and fathering • Mercer’s theory and Rubin’s theory • Behavior and needs of expectant mothers • Mothering role • Fathering role • Selected situational crises affecting parental assumption of their role: a. Ways of maintaining love and respect between husband and wife • marital relationship • sexual adjustments • power. decision-making and communication 5. adopting a child d.

process.1 For a long time. How Nursing Today View Spiritual Care 4. sibling rivalry b. Course Credit Contact Hours/sem Pre-requisite Placement Course Objectives: : : : : : Course Outline 1.3. under achievement b.2 Clarifying Spiritual Needs in Terms of Three Dimensions 3.3 Spiritual Dimensions 4. 2 units lecture 36 hours lecture None 4th year. History of Spiritual Care in Nursing 1. modes and interventions of spiritual care. Parenting a Schooler • Common behavioral problems a. the student will be able to: 1. The Nature of Spirituality 3. Demonstrate traits and characteristics that reflects the holistic development of a nurse. Post-Reformation Era 2. spiritual care was frankly Religious functions and Intervention limited (at least officially) to 120 . philosophy.2. The Spiritual Need Distinction between Spiritual Needs and Psychosocial Needs 3.1 Pre-Christian Era 1.a. 2. attention deficit hyperactivity syndrome • role of the nurse in the care of a family with healthy/ill schooler Course Name Course Code Course Description : : : ELECTIVE I: SPIRITUAL CARE NURSING Elec I The course deals with the history.2.2 Christian Era 1.2 Psychosocial Dimensions 3. Emphasis is made on the process of spiritual formation and the role of nurses in providing spiritual care. theories. 1st semester Given relevant situations/conditions.1 Physical or Biological Dimension 3. Apply principles. principles.2. middle child complex • role of the nurse in the care of a family with a healthy/ill preschool child 13. theories and strategies of spiritual care in understanding the spiritual needs of the clients.

4 Older Adult 8.2 Faye Abdellah 5.a natural part of total care which fits easily into the nursing process (e.1 Nurse’s Spirituality Understanding own and the degree to which one’s spiritual needs are being met Resolving one’s spiritual concerns and distress 7.3 Spiritual Care.3 Joyce Travelbee 5. Concepts.1 Patient with acute illness 8.4 Developing a relationship of trust between the nurse and the patient 7. psychosocial and Emotional aspects of nursing care 4.a growing interest in the spiritual.6 Jean Watson 6.7 During emergencies 9.4 Betty Newman 5.3 Children and Families 8.2 Chronically Ill Patient 8.5 Parse.5 Awareness and respect of the patient’s culture.The nurse ministering to the whole person 4.2 Recognizing the nurse’s own limitations 7. theories and applications in the care of the human Spirit 5.calling the hospital chaplain 4.2 1960-1970 .6 During disasters 8.5. Peterson and Zderad 5.6 Referral or utilise members of the team is as important for spiritual care as it is for other aspects of care 7. The Nurse’s Role in Spiritual Care 7.3 1971 . Personal Spiritual Development: Theological Reflection 10. Patient’s Needing Spiritual care 8.7 Documenting spiritual care 8.g Spiritual Assessment and care) 5.1.1 The therapeutic use of the self in meeting the needs of the human spirit: 121 .3 Mobilising the patient’s spiritual resources and patients’ expressed needs 7. Ethics in Spiritual Care Nursing 7. Virginia Henderson 5. Meeting the Challenge 10. Dying and Bereavement 8. social and spiritual preferences 7.

Essential Components of Palliative Care 1.The need for love and relatedness. Provides relief from pain and other distressing symptoms 4. and spiritual aspects of care 5. meaning and purpose and hope 10. Identify and prioritize the appropriate nursing intervention of the client/family/carer at any stage of the life situation. Relate effectively with clients/family/carer and members of the health team and others to fulfill the quality of life. Terminal care 122 . legal. Effective communication 3. given actual or simulated situations/conditions in terms of providing quality of life of the person in near death situation. interacting with colleagues. 4. 2 units lecture 36 hours None 4th year. Assess the needs of client and family members/carers 3. Neither hastens nor postpones death 3. liaising with hospital chaplains Course Name Course Code Course Description Course Credit Contact Hours Prerequisite Placement Objectives : : : : : : : : Course Outline : ELECTIVE I: HOSPICE PALLIATIVE CARE Elec I This course includes the concepts. Symptom control 2. Implement with client/family/carer the most relevant intervention at present time taking into consideration the principles and techniques of desired actions. Follow with respect the bioethical and cultural beliefs and practices of the client/family/carer 6. Offers a support system to help patient’s families cope during the patient’s illness and in their own bereavement II. Rehabilitation 4.2 Attending on going education courses and workshops dealing with spiritual care in nursing. 1st semester At the end of the course. principles and theories of hospice palliative care. Continuity of care 5. 5. Affirms life and regards dying as a normal process 2. reading relevant literatures. B. the student will be able to: 1. Differentiate the stages of death and dying. Offers a support system to help patients live as actively as possible until death 6. 2. ethical. Integrates the psychological. Principles of Palliative Care: 1.

2units lecture 36 lecture hours All Professional Subjects 4th year. setting priorities. neurologic. Promote personal and professional growth. critical thinking and independent judgment to the care of patients in acute/critical condition. Critical care nursing concept 2. powerlessness. sensory overload. 4. core values. Counselor d. Trends in the management of acute and critically ill patients 5. Critical thinking . Characteristics of acute illness and injury 3. rapid decision-making and appropriate nursing interventions. Providing direct care b. pulmonary. The course may include cases with cardiovascular. Collaborative Role II. sleep deprivators. 6. Emphasis is on rapid assessment. renal.Correlation of pathophysiology to nursing assessment and management 4. Identify trends and issues related to the care of acutely/critically ill patients.Critical thinking skills 123 Course Credit Contact Hours Prerequisite Placement Course Objectives : : : : Course Outline : .g. Issues and Trends in Hospice Palliative Care Course Name Course Code Course Description : : : ACUTE/CRITICAL CARE NURSING Elec II This course is designed to introduce the student to care for critically ill patients. Education 8. Support in bereavement 7. 3. Utilize the nursing process in the care of patients with acute/critical condition. 2. Research I. Nursing process applied to acutely/critically ill patients . Nurses Role a.Self-directed decision-making skills .6. role transition.Health Assessment . Observe bioethical principles. and multisystem alterations. 2nd semester At the end of the course. and standards of nursing care. 1. Psychosocial concerns in acute illness [e. students should be able to: 1. Advocate c. altered body image] 6. Apply principles of decision-making.

Leadership and Management 4. Information Management 6. Prerequisite Course Objective QUALITY HEALTH CARE AND NURSING Elec II This course deals with the concepts. The Documentation – Evaluation – Action Trend. principles and dimensions of quality health care. 6. Quality Improvement Tools: 1. Human Resource Management 5. Apply Performance Improvement Program utilizing the rationale and steps for performance improvement and TQM. F. The Plan-Do-Check-Act (PDCA) cycle H. 3. 5. quality standards for Health Provider Organizations is and implementing a Performance Improvement/management program in the health care system. Documentation • Safety • Consistency of purpose • Standardization • Improvement 2. 2 units lecture 36 lecture hours At the end of the course. Rationale and Steps for Performance Improvement E. Evaluation • Reflection and analysis • Integrative 3. 2.Course Name Course Code Course Description : : : Course Credit Contact Hours/Sem. Safe Practice and Environment 7. TQM Program Implementation Steps. 2. the student will be able to: 1. 1. Utilize the documentation-Evaluation Action Trend using as framework the Plan-Do-Check-Act (PDCA) Cycle. Select/use appropriately Quality Improvement Tools. Action • Improved performance based on the information G. 4. Patient Rights and Organizational Ethics. Form Quality Circles and Quality Teams. and given actual health care management and clinical case scenario. Improving Performance D. Implement the PhilHealth Quality Standards. Patient Care Standards 3. Implement Quality Improvement activities C. Problem Identification Tools • Affinity Diagram • Brainstorming 124 Course Outline . Quality Standards for Health Provider Organizations 1.

Quality Monitoring Tools • Control Chart • Histogram • Radar Chart I. 2nd Semester At the end of the course. Utilize the nursing process in the care of patients with chronic 125 . Problem Analysis Tools • Fishbone Diagram • Matrix Diagram • Scatter plot Diagram 4. Solution Development Tools • Prioritization matrix • Process Decision program Chart (PDPC) • Tree Diagram 5. Quality Improvement Activities Clinical Practice Guidelines • Clinical Pathways • Medical/Nursing Audit • Utilization Review • Complaints Analysis • Morbidity and mortality meetings • Sentinel Events Monitoring • Credentialing and Clinical Privileging • Variance Reporting and Analysis Course Code: Course Code Course Description Course Credit Contact Hours Prerequisite Placement Objectives : : : : : : : CARE OF THE CHRONICALLY ILL AND THE OLDER PERSON Elec II It deals with the concepts. the student should be able to: 1.• Flowchart • Nominal Group Technique 2. given scenarios/situations. principles and techniques of nursing care management of those with chronic illness and the older persons 2units lecture 36 hours None 4th Year. Quality Circles and Quality Teams J. Problem Description Tools • Bar Graph • Check Sheet • Force File Analysis • Line Graph • Pareto Chart • Pie Chart 3.

hopelessness. Care of the Older Persons A. Health problems in chronic illness J. sleeplessness etc.Chronic Illness A. health maintenance I. Key Problem Areas Experienced By Patients With Chronic Illness B. Problems related to the older persons • Physiologic functioning • Behavioral • Safety H.Course Outline : illness and care of the older person 2. Chronic Obstructive Pulmonary Disease Diabetes. Review of the Pathophysiology of selected chronic conditions: Heart Disease. Cultural factors/ethnicity such as regard for elders. Stroke C. Needs for Self-care. sensory deprivation. Nursing Diagnosis related to Wellness. Comprehensive geriatric assessment F. issues and trends in caring for the chronically ill and the older person III. perception of health C. Hypertension. • Social Support System and family in Chronic illness F. life support. Principles in the care of the older persons • Wellness • Health promotion • Chronic illness 126 . Discuss special concerns. Factors that affect normal functioning of the older persons • Demographics of Aging • Theories of Aging • Socioeconomic Aspects of Aging • The Aging Family The Well Older Person Changes in the Older person and their Implications to Care Physical/ Physiological/Biological Social and psychological Emotional B. Cancer. Dementia. & chronic illness G. Issues and Trends in Chronic Care IV. Patterns of Illness of the older persons E. Specific assessment focus and management of the above conditions D. Behavioral Management in chronic illness – • Coping interventions for powerlessness. Levels of care K. Health Education in Chronic Illness E. Risk factors associated with chronic illness D.

• Recovery and rehabilitation • Quality of Life L. Community resources for care of older persons N. Ethical aspects in the care of the older person Q. Evidence based interventions in the care of older persons 127 . Gerontological nursing concepts. Criteria for evaluation • Indicators for wellness • Responses to care O. Current trends and issues in the care of the older person R. Nursing Interventions for specific problems of the older persons include care that support: • Wellness Nutrition support Activity and exercise Stress management • Physiologic functioning Activity & exercise Nutrition support Respiratory management Tissue perfusion management Electrolyte and acid-base balance management Skin/wound management Physical comfort promotion • Behavioral Coping assistance Patient education Spiritual care • Safety Risk reduction activities Management of the environment • Bioethical components of care M. standards of care P.

. . 346 hours Courses Health Assessment Community Health Nursing Nursing Research I Nursing Research II Nursing Care Management 100 Nursing Care Management 101 Skills Lab 1 . A class is composed of 48-50 students. The faculty must be competent in selecting RLE that will provide for continuity. sequence and integration of principles. . concepts. The RLE activities are carefully selected to develop competencies utilizing the nursing process in varying health situations. . . . skills and values that have been previously learned in the classroom and other situations. Related Learning Experiences hours required for the whole program . Hence. ……… 2.Annex “B” GUIDELINES FOR IMPLEMENTING RELATED LEARNING EXPERIENCES The Bachelor of Science in Nursing (BSN) curriculum is a competency-based and community-oriented curriculum. . In coming up with the proposed formula for determining cost of RLE per student. . and competence. The Related Learning Experiences (RLEs) is composed of Clinicals and Skills Laboratory. . the challenges depend greatly in the preparedness and ability of the faculty to organize the learning experiences in the classroom or various health situations based on the clearly-defined objectives. .5 1 2 2 1 Clinical 0 1. The following should be considered: 1.5 0 0 0 3 RLE Contact Hours (1 credit unit =51 hours) 51 102 51 102 102 204 128 . (b) faculty preparation. . . . . . The teaching-learning process is composed of the theoretical/didactic and experiential/RLE. . . considerations were given to (a) Rules and Standards of Nursing Education and the prescribed units and hours for the RLE in the BSN Curriculum. The RLE is viewed in terms of changes in the behavior of the students and not just in terms of content. . . Faculty-student Ratio for RLE (Clinicals in Hospital/Community setting) per semester and year level shall be: 2nd Year level 1:8 students to a group (1st Semester) 1:8 students to a group (2nd Semester) rd 3 Year level 1:10-12 students to a group (1st Semester) 1:10-12 students to a group (2nd Semester) th 4 Year level 1:12-15 students to a group (1st Semester) 1:12-15 students to a group (2nd Semester) 3. .

5 46 RLE Units 306 306 204 102 255 153 408 2. Basis for Computation to Determine RLE Fee: Number of hours assigned to faculty X hourly rate = RLE Fee Hourly rate shall be specified in the Guidelines for Affiliation promulgated by the Department of Health 5.346 hours 4.Nursing Care Management 102 Nursing Care Management 103 Nursing Care Management 104 Nursing Care Management 105 Nursing Care Management 106 Nursing Care Management 107 Intensive Nursing Practicum Total 1 5 1 5 1 3 0 2 2 3 0 3 0 8 12.5 33. Computation of RLE Hours: 1 unit = 51 hours 129 .