ST.

ANTHONY’S COLLEGE
San Jose, Antique

OUTCOMES-BASED CURRICULUM PACING GUIDE

Program: BACHELOR OF SCIENCE IN NURSING

Department: NURSING
Area of Specialization:

Date of Effectivity:
Reviewed by: Approved by:
Prepared by:
JERRY V. ABLE, RN, MAN 1st Semester, AY 2016-
ARIS KENDELL R BUNGABONG, RN, MAN ANA LINDA O. SANTOS, PhD
Instructor/Professor 2017
Dean VP for Academic Affairs

Course Number: TFN Descriptive Title: THEORETICAL FOUNDATIONS IN NURSING

Course Credit/s: 3 Lecture Hours/ Week: 3 HOURS Laboratory Hours/ Week: NONE

Pre-requisite/s: NONE

Course Description:

This course deals with the meta concepts of a person, health, environment and nursing as viewed by the different theorists. Likewise, it includes non-nursing theories such as systems,
developmental and change theories. 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.

Moreover, the students practice and develop their cognitive and mental functions by exposing them to situations that require higher levels of thinking to improve analyzing, organizing,
synthesizing, evaluating skills which are useful in solving simple problems in their lives. Integrated in the Course are the three core values of Spirituality, Academic Excellence and
Community Service.

Course Learning Outcomes:

1. Differentiate views given by various nursing theorist on person, health, environment, and nursing
2. Describe the various non-nursing theories as applied to nursing
3. Utilize selected nursing theory and non-nursing theories in the care of clients
4. Demonstrate selected competencies under the eleven key areas of responsibilities pertinent to nursing

1
Learning Outcomes:
At the end of the course, the students will be able to:
Course Learning Outcomes Program Learning Outcomes
IPLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 PLO13 PL014
CLO 1. Differentiate views given by various nursing theorists on person, health,
I I I I I I I I I I I I I I
environment and nursing.
CLO 2. Describe the various non-nursing theories as applied to nursing. I I I I I I I I I I I I I I
CLO 3. Utilize selected nursing theory and non-nursing theories in the care of clients. I I I I I I I I I I I I I I
CLO 4. Demonstrate selected competencies under the eleven key areas of responsibilities
I I I I I I I I I I I I I I
pertinent to nursing.
Legend: I - Introduced concepts/principles; P - Practiced with minimal supervision; D - Demonstrated across different clinical setting without supervision
Time Intended Learning Learning Content Teaching-Learning Activities Assessment Learning Resources
Allotment Outcomes
References Equipment

Week 1 Students acquire I. Course Class Discussion Return Discussion School’s Vision, Mission,
understanding about Orientation ILOs, PLOs, CLOs LCD Projector
the course. 1. VMO Question and Answer Recall of answers to Laptop
1 hour 2. Program LOs questions raised Outcome-Based CPG of the
3. Course LOs Course
4. Requirements
5. Grading System
6. Classroom Rules
7. Rules on Absences

Octaviano, E.F. & Balita, C.E.

Week 1 Students define A. Definitions Discussion Graded Discussion (2008). Theoretical LCD Projector
relevant terms in 1. Theory foundations of nursing: The Laptop
2 hours nursing theories. 2. Nursing Theory Philippine perspective.
3. Nursing Paradigms Question and Answer Paper and Pencil Test Philippines: Ultimate
CLO 1 a) Person Learning Experiences. Pages
b) Health 1-12
c) Environment
d) Nursing Quiambao-Udan, J. (2011).
4. Philosophy Theoretical foundations of
5. Conceptual Model nursing. First Edition. Ermita,
6. Science Manila: Educational
7. Knowledge Publishing House. Pages 1-15
8. Phenomenon
9. Concepts Smith, M. & Parker, M.
(2015). Nursing theories and
nursing practice. United

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 Time Intended Learning Learning Content Teaching-Learning Activities Assessment Learning Resources
Allotment Outcomes
References Equipment

States of America: F.A. Davis

Company. Pages 3-19

Week 2 Students identify the B. Purposes of Nursing Octaviano, E.F. & Balita, C.E. LCD Projector
purposes of nursing Theory in: Discussion Paper and pencil test (2008). Theoretical Laptop
1 hour theory. 1. Education foundations of nursing: The
2. Research Question and answer Philippine perspective.
CLO 1 3. Clinical Practice Philippines: Ultimate
Learning Experiences. Pages
17-21

Week 2 Students discuss the C. Four Ways of Knowing Discussion Octaviano, E.F. & Balita, C.E. LCD Projector
four ways of knowing. 1. Empirical Paper and pencil test (2008). Theoretical Laptop
2 hours 2. Ethical foundations of nursing: The
CLO 1 3. Esthetics Question and Answer Philippine perspective.
4. Personal Philippines: Ultimate
Learning Experiences. Pages
29-33

Students trace the D. History of Nightingale Octaviano, E.F. & Balita, C.E. LCD Projector
history of nursing Era Discussion Graded Discussion (2008). Theoretical Laptop
Week 3 theory. 1. Rationalism foundations of nursing: The
2. Empiricism Philippine perspective.
3 hours Students discuss the 3. Science and Question and Answer Paper and Pencil Test Philippines: Ultimate
importance of Theory in the Learning Experiences. Pages
Nightingale’s life in the Early 20th Century Video Clip showing the Life of 37-45
development of nursing 4. Science and Florence Nightingale
theories. Theory in the Late Movie Review (with rubric) Smith, M. & Parker, M.
20th Century (2015). Nursing theories and
CLO 1 nursing practice. United
States of America: F.A. Davis
Company. Pages 37-54

E. Theory
Students discuss the 1. Components
Week 4 components in the 2. Characteristics Discussion Graded Discussion LCD Projector

3
 Time Intended Learning Learning Content Teaching-Learning Activities Assessment Learning Resources
Allotment Outcomes
References Equipment

analysis and evaluation 3. Analysis and Octaviano, E.F. & Balita, C.E. Laptop
of nursing theories. Evaluation (2008). Theoretical
3 hours  Clarity Question and Answer Paper and Pencil Test foundations of nursing: The
CLO 1 (semantic and Philippine perspective.
structural) Philippines: Ultimate
 Simplicity Learning Experiences. Pages
 Generality 52-54
 Empirical
applicability
 Derivable
consequences

Students identify the F. Categories

Week 5 different categories of 1. According to
nursing theories. Scope/Range Discussion Graded Discussion Octaviano, E.F. & Balita, C.E. LCD Projector
a) Middle Range (2008). Theoretical Laptop
3 hours CLO 1 Theories foundations of nursing: The
b) Grand Philippine perspective.
Theories Question and Answer Paper and Pencil Test Philippines: Ultimate
2. According to Learning Experiences. Pages
Purpose 49-52
a) Descriptive
Theories
b) Explanatory
Theories
c) Predictive
Theories
d) Prescriptive
Theories

Week 6 Students discuss the G. Interdependence of Discussion Paper and pencil test Octaviano, E.F. & Balita, C.E. LCD Projector
interdependence of Theory to Research (2008). Theoretical Laptop
2 hours theory to research. Group Reporting Group Report foundations of nursing: The
H. Significance of Theory (refer to rubrics) Philippine perspective.
Students discuss the for Nursing as a Profession Philippines: Ultimate
significance of theory to Learning Experiences. Pages
nursing as a profession. 57-60

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 Time Intended Learning Learning Content Teaching-Learning Activities Assessment Learning Resources
Allotment Outcomes
References Equipment

1 hour PRELIMINARY EXAMINATION

Week 7 Students discuss the I. Nursing Octaviano, E.F. & Balita, C.E. LCD Projector
theoretical works in the Theories/Theorists (2008). Theoretical Laptop
3 hours aspect of the four meta 1. Needs / Problem- Discussion Graded Discussion foundations of nursing: The
paradigms. Oriented Philippine perspective.
a) Florence Philippines: Ultimate
CLO 1 Nightingale Question and Answer Paper and Pencil Test Learning Experiences. Pages
CLO 3 63-72
b) Fay Abdellah
c) Virginia Reporting Report Output (with rubric) Quiambao-Udan, J. (2011). LCD Projector
Week 8 Students discuss the Henderson Theoretical foundations of Laptop
theoretical works in the d) Dorothea nursing. First Edition. Ermita,
3 hours aspect of the four meta Orem Film Showing Reflection Paper (with Manila: Educational
paradigms. e) Lydia Hall Rubric) Publishing House. Pages 55-
f) Jean Watson 75
CLO 1
CLO 3 Smith, M. & Parker, M.
(2015). Nursing theories and
nursing practice. United
States of America: F.A. Davis
Company. Pages 37-86

Week 9 Students discuss the J. Nursing Octaviano, E.F. & Balita, C.E. LCD Projector
theoretical works in the Theories/Theorists (2008). Theoretical Laptop
3 hours aspect of the four meta 2. Systems Oriented Discussion Graded Discussion foundations of nursing: The
paradigms. a) Dorothy Philippine perspective.
Johnson Question and Answer Paper and Pencil Test Philippines: Ultimate
CLO 1 b) Sr. Callista Roy Learning Experiences. Pages
CLO 3 c) Betty Neuman Reporting Report Output (with rubric) 101-135
d) Martha Levine
e) Madeleine Film Showing Reflection Paper (with Smith, M. & Parker, M.
Lehninger Rubric) (2015). Nursing theories and
nursing practice. United

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 Time Intended Learning Learning Content Teaching-Learning Activities Assessment Learning Resources
Allotment Outcomes
References Equipment

States of America: F.A. Davis

Company. Pages 89-132

Week 10 Students discuss the K. Nursing Octaviano, E.F. & Balita, C.E. LCD Projector
theoretical works in the Theories/Theorists (2008). Theoretical Laptop
3 hours aspect of the four meta 3. Interaction Discussion Graded Discussion foundations of nursing: The
paradigms. Oriented Philippine perspective.
a) Hildegard Question and Answer Paper and Pencil Test Philippines: Ultimate
CLO 1 Peplau Learning Experiences. Pages
CLO 3 b) Ida Jean Reporting Report Output (with rubric) 77-97
Orlando

c) Ernestine Quiambao-Udan, J. (2011).

Week 11 Wiedenbach Film Showing Reflection Paper (with Theoretical foundations of
d) Imogene King Rubric) nursing. First Edition. Ermita,
3 hours e) Paterson & Manila: Educational
Zderad Publishing House. Pages
f) Erichson,
Tomlin & Smith, M. & Parker, M.
Swain (2015). Nursing theories and
g) Boykin & nursing practice. United
Schoenhofer States of America: F.A. Davis
Company. Pages

Week 12 Students discuss the L. Nursing Octaviano, E.F. & Balita, C.E. LCD Projector
theoretical works in the Theories/Theorists Discussion Graded Discussion (2008). Theoretical Laptop
2 hours aspect of the four meta 4. Energy Field foundations of nursing: The
paradigms. Theories Question and Answer Paper and Pencil Test Philippine perspective.
a) Martha Rogers Philippines: Ultimate
CLO 1 b) Rosemary Reporting Report Output (with rubric) Learning Experiences. Pages
CLO 3 Parse 139-172
c) Newman
Film Showing Reflection Paper (with Smith, M. & Parker, M.
Rubric) (2015). Nursing theories and
nursing practice. United
States of America: F.A. Davis
Company. Pages 237-279
1 hour MIDTERM EXAMINATION

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 Time Intended Learning Learning Content Teaching-Learning Activities Assessment Learning Resources
Allotment Outcomes
References Equipment

Week 13 Students discuss M. Local Conceptual

emerging local Models Discussion Graded Discussion Octaviano, E.F. & Balita, C.E. LCD Projector
conceptual models. 1. Sr. Carol (2008). Theoretical Laptop
Agravante Question and Answer Paper and Pencil Test foundations of nursing: The
3 hours CLO 1 2. Carmelita Philippine perspective.
CLO 3 Divinagracia Journal Reading on selected Reflection Paper Output Philippines: Ultimate
3. Letty Kuan local nursing theories. (with Rubrics) Learning Experiences. Pages
4. Carmencita 175-191
Abaquin
5. Cecilia Laurante

Week 14 Students discuss the N. Health as a Discussion Graded Discussion Quiambao-Udan, J. (2011). LCD Projector
concept of health as a Multifactorial Phenomenon Theoretical foundations of Laptop
3 hours multi-factorial Question and Answer Paper and Pencil Test nursing. First Edition. Ermita,
phenomenon. Manila: Educational
Role Playing Role Play Output (with Publishing House. Pages 75-
CLO 2 Rubrics) 123
CLO 3

Week 15 Students discuss the O. Interlinking Discussion Graded Discussion Quiambao-Udan, J. (2011). LCD Projector
concept of health as a Relationships of Factors Theoretical foundations of Laptop
3 hours multi-factorial Affecting Health Question and Answer Paper and Pencil Test nursing. First Edition. Ermita,
phenomenon. Manila: Educational
Role Playing Role Play Output (with Publishing House. Pages 75-
CLO 2 Rubrics) 123
CLO 3

Students discuss P. Care Enhancement Discussion Graded Discussion CHED Memorandum Order LCD Projector
Week 16 selected competencies Qualities including Core No 14, series of 2009. Laptop
3 hours of the 2012 National Values Question and Answer Paper and Pencil Test Policies and Standards for
Nursing Core Bachelor of Science in
Competency Standards. Q. Competency-based Role Playing Role Play Output (with Nursing
Week 17 Approach to the BSN Rubrics)
3 hours CLO 4 Curriculum 2012 National Nursing Core
Film Showing (e.g. Ang Nars) Competency Standards

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 Time Intended Learning Learning Content Teaching-Learning Activities Assessment Learning Resources
Allotment Outcomes
References Equipment

R. 2012 National Nursing Reflection Paper (with

Week 18 Core Competency Rubrics)
2 hours Standards

1 hour FINAL EXAMINATION

TOTAL 54 Lecture Hours

HOURS

Grading Components Grading System

Class Standing ------------------------------ 60 Highest Grade ------- 95 (old) or 100 (new)
Quizzes/Long Test --------- 20 Passing Grade ------- 75
Seatwork ------------------- 10 Failing Grade--------- 74 and below
Assignments --------------- 20 Lowest Grade ------- 70
Projects -------------------- 10
Experiments -------------- Computation of Course Grade
Periodic Examination --------------------- 40 Prelim Grade + Midterm Grade + Final Grade = Average Grade (Course Grade)
Written ------------------- 3
Practical/Performance---
Total ---------------------------------------- 100%

Raw scores are transmuted, where 50% is equivalent to the passing grade of 75%

Rubrics

Poster Making

Criteria Points
3 2 1
Colors and patterns Enhance readability Support readability Detract readability
Layout Creatively enhances information Balanced, uncluttered, adequate Not balance, cluttered, no
white space adequate white space
Graphics/photos All graphics are engaging, Graphics enhance text Graphics do not enhance text
enhance text

8
 Titles and subtitles
Text, size and color
Writing
Quality of information
Grammar and spelling
Reference: https://www.cbd.int/ibd/2008/Resources/teachers/appendix3.shtml
All titles and subtitles are clear,
enhance readability
All text is clear and readable, a
few changes in size and color
enhance understanding
Well written and organize, easy to
follow
Product description is clear,
complete and concise
No grammar or spelling error
Most titles and subtitles are clear,
enhance readability
Text is clear and readable, a few
changes in size and color enhance
understanding
adequately written and organize,
clear, reasonably easy to follow
Product description is mostly clear,
could be a little more concise
One grammar or spelling error
Few or no titles and subtitles to
clarify text
Some text is clear and readable, a
few changes in size and color
enhance understanding
Poorly written and organize, easy
to follow
Product description is unclear,
incomplete and not concise
Many grammar or spelling error
Total

Group Reporting
Criteria Points
4 3 2 1
Body language Movements seemed fluid Made movement or gestures Very little movement or No movement or descriptive
and helped the audience that enhanced articulation description gestures gestures
visualize
Eye contact Holds attention to of entire Consistent use of direct eye Displayed minimal eye No eye contact with
audience with the use of contact with audience contact with audience audience
direct eye contact
Introduction and closure Student delivers open and Students displays clear Students clearly uses an Students does not displays
closing remarks that capture introductory or closing introductory or closing clear introductory or closing
the attention of the remarks remarks, but not both remarks
audience and set the mood
Pacing Good use of drama and Delivery is patterned but Delivery is in burst and does Delivery is either too quick
student meets apportioned does not meet apportioned not meet apportioned time or too slow to meet
time interval time interval interval apportioned time interval
Poise Student display relax, self- Makes minor mistakes, but Displays mild tension has Tension and nervousness is
confident nature about self, quickly recovers from them; trouble recovering from obvious; has trouble
with no mistakes displays little or no tension mistakes recovering from mistakes
Voice Use of fluid speech and Satisfactorily uses of Display some level of Consistently uses a
inflection maintains the inflection, but does not inflection throughout monotone voice
interest of audience consistently use fluid speech delivery
Total
Reference: https://www.cbd.int/ibd/2008/Resources/teachers/appendix3.shtml
Movie Review/Analysis
Film Review Assignment Sheet
Description: A film analysis is not a review or summary of the plot, it goes deeper into analysis and reaction.
IT MUST BE TYPED and double spaced using a 12 point, easily readable font.

9
Introduction Paragraph – 5 points
Provide basic information about the movie, and a sense of what your review will be about. Include:
_____ Brief (1-2 sentences) introduction to the movie.
_____ Title (underlined) + Director
_____ Publication Information: year released, length of movie
_____ Genre-i.e. comedy, animated, drama
_____ Movie's thesis / theme / purpose?
_____ Subtotal

Body
There are two main sections for this part. The first is an explanation of what the movie is about. The second is your opinions about the movie and how successful it is with examples used
to support your opinion.
_____ Explanation – 5 points
Give a brief summary of the plot in which you identify the main characters, describe the setting, and give a sense of the central conflict or point of the movie. Don’t give too much away.
Include what we have studied so far with examples where pertinent:
 Opening
 Plot
 Camera techniques or angles, sound, or other things you notice.

_____ Analysis and Evaluation – 5 points

In this section you analyze or critique the movie. Write about your own opinions; just be sure that you explain and support them with examples. Some questions you might want to
consider:
 How did the director achieve his or her purpose?
 Is the acting / writing / music effective, powerful, difficult, beautiful?
 What are the strengths and weakness of the movie?
 What is your overall response to the movie? Did you find it interesting, moving, and dull? Why?
 Would you recommend it to others? Why or why not?

_____ Conclusion – 5 points

Briefly conclude the review by pulling your thoughts together. You may want to say what impression the movie left you with, or emphasize what you want your reader to know about it.
Be sure to include a grade, A-F, in your review with a recap of why it earned that grade.

_____ Additional Details – 5 points

 Spelling and grammar count.
 Write in a logical and coherent manner; it should be easy to read.
 Proofread it before turning it in.
 No plagiarism!

_____ /25 TOTAL

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 Exceptional-5 Skilled-4 Proficient-3 Developing-2 Inadequate-1

Use of The text The text uses The text The text The text
Conventions/Mechanics intentionally standard demonstrates demonstrates contains
The text demonstrates uses standard English standard some accuracy multiple
standard English English conventions English in standard inaccuracies
conventions of usage and conventions of of usage and conventions of English in Standard
mechanics along with the usage and mechanics usage and conventions English
language of critique. mechanics along with mechanics and usage of conventions
along with the the language along with the mechanics. of usage and
language of of critique. language of mechanics.
critique. critique.

Substance, Style and The text The text The text The text The text
Content: presents an presents an presents a illustrates a illustrates a
The text presents a engaging, appropriate, formal, limited limited or
formal, objective tone formal, and formal, objective tone awareness of inconsistent
and uses precise objective tone objective and uses formal tone tone and
language and topic- and uses tone and uses precise and awareness of
specific vocabulary to sophisticated relevant language and awareness of topic-specific
manage the complexity language and language and topic-specific topic-specific vocabulary.
of the topic. topic-specific topic-specific vocabulary to vocabulary.
vocabulary to vocabulary to manage the
manage the manage the complexity of
complexity of complexity of the topic.
the topic. topic.
Reference: www.riversidelocalschools.com/Downloads/FILM%20REVIEW.docx
Group work
Criteria Points
4 3 2 1
Level of engagement in the Student proactively Student proactively Student proactively Student never contributes to
class contributes to the class by contributes to the class by contributes to the class by the class by offering ideas
offering ideas and asking offering ideas and asking offering ideas and asking and asking question more
question once in the class question than once in the class

11
 question more than once in
the class
Listening, questioning, and Respectfully listens,
discussing discusses and asks
questions and helps direct
the group in solving problem
Behavior Student almost never
displays disruptive behavior
during class discussion and
group activities
Preparation Student is almost always
prepared with the
assignment and required
class materials
Problem-solving Actively seeks and suggest
solutions to problems
Group/partner teamwork Works to complete all group
goals. Always has a positive
attitude towards the task
and work of others. All team
members contribute equally.
Performed all duties of
assigned team role.
Reference: https://www.cbd.int/ibd/2008/Resources/teachers/appendix3.shtml
CATEGORY
Content
Respectfully listens,
discusses and ask questions
Student rarely displays
disruptive behavior during
class discussion and group
activities
Student is usually prepared
with the assignment and
required class materials
Improves on solutions
suggested by other group
members
Usually helps to complete
group goals. Usually has a
positive attitude towards the
task and work of others.
Assisted team members in
the finished. Performed
nearly all duties of assigned
team role.
Reflection Paper
Class Reporting
5 4
Shows a full Shows a good
understanding understanding
of the topic. of the topic.
12
Has trouble listening with
respect, and takes over
discussion without letting
other people have a turn
Student occasionally
displays disruptive behavior
during class discussion and
group activities
Student is rarely prepared
with the assignment and
required class materials
Does not offer solutions, but
is willing to try solutions
suggested by group
members
Occasionally helps to
complete group goals.
Usually has a positive
attitude towards the task
and work of others. Assisted
team members in the
finished. Performed nearly
all duties of assigned team
role.
3 2
Shows a good Does not
understanding seem to
of parts of the understand
topic. the topic very
well.
Does not listen with respect.
Argues with teammates, and
does not consider other
ideas, blocks group from
reaching agreement
Student almost always
displays disruptive behavior
during class discussion and
group activities
Student is almost never
prepared with the
assignment and required
class materials
Does not try to solve
problems or help others to
solve problems
Does not work well with
others in completing group
goals. Usually has a positive
attitude towards the task
and work of others. Assisted
team members in the
finished. Performed nearly
all duties of assigned team
role.
Total
1
Does not
understand
or address
any topic.
 Audience Makes good use Makes fair use Makes some Makes little Makes no
Engagement of the chosen of chosen use of or any use of real use of
medium to medium to medium to medium, or any
engage the engage engage does not medium.
audience's audience audience attempt to No
attention. attention. attention. engage audience
audience engagement
attention.
Preparedness Student is Student seems Student is Student did Student
completely pretty somewhat not seem at did not
prepared and prepared but prepared, but all prepared present.
has obviously might have it is clear that to present.
rehearsed. needed a rehearsal was
couple more lacking.
rehearsals.

Reference: utminers.utep.edu/omwilliamson/engl1311/Presrubric.doc
Role Playing

Rules on Attendances

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1. An Excuse Letter duly signed by the Dean shall be required from a student who was absent before he or she is allowed to enter a class.
2. A student who incurs absences of more than twenty (20%) of the prescribed number of class hours during the school term shall fail and earn no credit for the course.
3. A student who has incurred absences of not more than twenty (20%) of the prescribed number of class hours shall be given warnings:
For a 3-unit course:
Absences in three (3) class meetings (4.5 hours) – First Warning – A Letter from the Dean is given to the student concerned.
Absences in five (5) class meetings (7.5 hours) - Second Warning – A Letter from the Dean is sent to the parent/guardian of the student concerned.
Absences in seven (7) class meetings (10.5 hours) – Last Warning – A Letter from the Dean is sent to the parent/guardian of the student concerned.
A student who has incurred absences beyond the last warning shall be deemed “Failed” in the course.

Rule on Tardiness
1. A student who comes to class fifteen (15) minutes late shall be marked absent, but will be allowed to stay in the class.
2. A student who is marked absent due tardiness shall not be given merit in any activity/quiz given during the class.

Rules on Periodic Examinations

A. Preliminary and Midterm Examinations

1. A student who has not taken either the Preliminary Examination or the Midterm Examination on the scheduled date shall be given two weeks after the regular schedule within which to
apply for and take the Special Examination. He or she shall accomplish a Special Examination Application Form before taking the Special Examination. However, if he or she fails to take
the said examination within the prescribed period of two weeks after the regular schedule, he or she is given a zero (0) mark which is non-transmutable.

B. Final Examination
1. A student who has not taken the Final Examination on the scheduled date shall be given a “grace period” of two (2) semesters or one academic year within which to comply. This rule
does not apply to students in their terminal curriculum year. If a student had not taken the Final Examination after the “grace period” of two semesters or one academic year had lapsed,
he or she will be given a failing mark.

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