Republic of the Philippines OFFICE OF THE PRESIDENT on Hig COMMISSION ON HIGHER EDUCATION =< % * oan0hos CHED MEMORANDUM ORDER Ne Series of 2017 SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN NURSING (BSN) PROGRAM In accordance with the pertinent provisions of Republic Act (RA) No.7722, otherwise known as the "Higher Education Act of 1994", in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012 entitled “Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-Based and Typology-Based QA, and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017 the following policies, standards, and guidelines (PSGs) are hereby adopted and promulgated by the Commission, ARTICLE| INTRODUCTION Section 1. Rationale Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the “shift from competency-based standards to cutcomes-based education." It specifies the “core competencies” expected of BS Nursing graduates “regardless of the type of HEI they graduate from." However, in “recognition of the spirit of outcomes-based education and the typology of HEls,” this PSG also provides “ample ‘space for HEIs offering BS Nursing program to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions. ARTICLE I AUTHORITY TO OPERATE Section 2. Government Auth All private Higher Education Institutions (PHE!s) intending to offer BS Nursing program must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing BS Nursing program are required to shift to an outcomes-based approach based on this PSG and must secure approval for such a shifi. State Universities, and Colleges (SUCs), and Local Universities and Colleges (LCUs) should likewise strictly adhere to the provisions of these policies and standards. Higher Education Development Genter Building, C.P Garcia Ave., UP Campus, Diliman, Quezon City, Philippines Web Site: wwnw.ched.gov.nh Tel, Nos. 441-1177, 385-4381, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220 441-1228, 988-0002, 441-0750, 441-1254, 441-1235, 441-1255, 411-8910, 441-1171, 352-1871ARTICLE Il GENERAL PROVISIONS Per Section 13 of RA No. 7722, the higher education institutions shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses. Section 3. The Articles that follow give minimum standards and other requirements for the implementation of outcomes-based education (OBE) of the BSN program, Outcomes-based education is an approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do, to achieve a desired level of competence. The minimum standards are expressed as a minimum set of desired program outcomes which are stated in Article IV Section 6. CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number of units of this Curriculum is hereby prescribed as the “minimum unit requirement” under Section 13 of RA 7722. In designing the curriculum the CHED employed a curriculum map which is showin in Article V Section 11 Using a learer-centered/outcomes-based approach, the CHED also determined appropriate curriculum delivery methods as shown in Article \V Section 11.4 Instructional Design. Based on the curriculum and means of its delivery, the CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty. See Article VI Section 4. The HEIs are allowed to design curricula suited to their own contexts and Section 5. missions provided that they can demonstrate that the same leads to the attainment of the required minimum professional nursing outcomes, albeit by a different route, provided that the curriculum delivery facilitates the attainment of the program outcomes. The HEls can use the CHED Implementation Handbook for Outcomes- Based Education (OBE) and the Institutional Sustainability Assessment (ISA) as a guide in making their submissions for Sections 16, 17 and 18 of Article Vil ARTICLE IV PROGRAM SPECIFICATIONS Program Description 5.1 Degree Name The degree 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 by a college, professional institution or university duly recognized by the Commission on Higher Education. In the Philippines, the BSN degree is equivalent to Level 6 of the Philippine Qualifications Framework. Page 2 of 635.2 Nature of the Field of Study The BSN is a four-year program consisting of general education and professional courses. Professional courses are threaded through from the first year thru the fourth year with emphasis on the nursing concepts with corresponding Related Learning Experiences (RLE). The BSN program provides an intensive nursing practicum that will refine further the nursing competencies to ensure achievement of the BSN program outcomes required of an entry level nurse. 5.3. Program Goals The BSN program aims to develop a professional nurse who is able to assume entry level positions in health facilities or community settings. The professional nurse is capable of providing safe, humane, quality and holistic care to individuals in varying age, gender and healti-iliness status: healthy or at risk families: Population groups; and community; singly or in collaboration with other health care providers to promote health, prevent illness, restore health, alleviate suffering and provide end of life care. 5.4 Specific Roles and Careers for Graduates The National Nursing Core Competencies Standards of 2012 includes the three (3) major roles of the professional nurse. As a nurse generalist, they can assume the following roles on: 4. Client Care Utilize the nursing process in the care of: Mothers, newborns, children, adolescents, adults and older persons; Family. ‘community, population groups, and persons with special needs 2. Leadership and Management Serve as Managers and Leaders of Nursing service units and health services and programs 3. Research Engage in nursing and health-related research; Evaluate research studies; Apply research process in improving client care Beyond the beginning professional roles, the nurse can pursue any of the following career options 1. Advanced Practice Nursing 1.1. Include the following roles but not limited to: Ambulatory Care, Cardiovascular Nursing, Critical Care Nursing, Diabetes Educator, Emergency Care Nursing, Enterostomal and Wound Care Nursing, Entrepreneurial Nursing, Gerontology Nursing, Hospice/Palliative Nursing, Nephrology Nursing, Neurologic Nursing, Nursing Informatics, Oncology Nursing, Orthopedic Nursing, Renal Nursing and Telehealth Nursing. Page 3 of 63