Theoretical Foundation in Nursing

Course Syllabus

Course Name Theoretical Foundation in Nursing

Course Description This 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
a guide to nursing practice. It further deals with health as a multi factorial phenomenon
and the necessary core competencies that the nurse need to develop.
Course Credit 3 units
Contact Hours/Semester 54 lecture hours
Placement 1st year, 1st semester
Program Outcome 1. Apply knowledge of physical, social, natural and health sciences and humanities in the
practice of nursing.
2. Perform safe, appropriate and holistic care to individuals, families, population groups and
communities utilizing nursing process.
3. Apply guidelines and principles of evidence-based practice in the delivery of care in any
setting.
4. Practice nursing in accordance with existing laws, legal, ethical and moral principles.
5. Communicate effectively in writing, speaking and presenting using culturally-appropriate
language.
6. Document and report on client care accurately and comprehensively.
7. Work effectively in teams, in collaboration with other
8. Practice beginning management and leadership skills in the delivery of client care.
9. Participates in preparing a research proposal complying with the ethical principles in nursing
research.
10. Engage in lifelong learning with a passion to keep current with national and global
developments in general, and nursing and health developments in particular.
11. Demonstrate responsible citizenship and pride of being a Filipino.
12. Apply techno-intelligent care system and processes in healthcare delivery.
13. Adopt the nursing care values in the delivery of nursing care.
14. Apply entrepreneurial skills in the delivery of nursing care.
15. Demonstrate the core values of FEU (Fortitude, Excellence and Uprightness) in the delivery
of client’s care.
Course Objectives At the end of the course and given simulated conditions/situations, the student will be
able to:
1. Differentiate views given by various nursing theorists on person, health,
environment and nursing
2. Describe the various non-nursing theories as applied to nursing
3. Demonstrate national nursing core competency standard
4. Explain the theory as proposed by different nursing theorist as applied to
nursing practice
5. Analyze multi-factorial situations affecting health

Intermediate Competencies Content Teaching Learning No. of Evaluation

Activities Hours
1. Orientation Leveling Expectations Interactive 1.5 hour
a. Course Expectations Discussion
b. Student-Centered Learning
Negotiations
2. Orientation 2 FEU Vision, Mission Interactive 1.5 hours
Presentation of negotiated syllabus Discussion
Assessment
Rubric
Election of Officers
I. Overview I. Overview Paper and Pencil
Test
3. Given pertinent information, A. Definition of: Jigsaw Puzzle 3.0 hours
the students shall define related 1. Concept
terminologies: 1.1 concrete
1.2 abstract
2. Theory
3. Principle
4. Phenomenon
5. Science
6. Knowledge
6.1 personal
 6.2 empirical
6.3 ethical
6.4 aesthetic
7. Metaparadigm
7.1 person
7.2 health
7.3 environment
7.4 nursing

4. Identify and explain the A. Components of a theory Head Number 3.0 Group Activity
different components of a c.1 purpose together Rubric
theory c.2 concepts
c.3 definitions Group Activity
c.4 theoretical statements Given concepts, the
c.5 structure student should be
c.6 assumptions able to develop
conceptual model
proposition
5. Discuss the importance of A. Purposes of Nursing theory to: Brainstorming 1.5 hours Paper and Pencil
using Theory with emphasis on d.1 education Test
Nursing Practice d.2 research
d.3 clinical practice

II. Given a simulated situation, A. Health as a Multifactorial Situational Analysis 1.5 hours Situational Analysis
the student will be able to: Phenomenon Rubric
1. Identify the concept of “Agent-Host-Environment triad”
Health as a multi-factorial
phenomenon
2. List down factors affecting
ones health

3. Show linkages or A. Interlinking Relationships of Factors Concept Mapping 3.0 hours Group Activity
relationship of different factors Affecting Health/Dimension of Man Rubric
affecting one’s health a.1 physical
a.2 emotional
a.3 intellectual
a.4 social
a.5 emotional
a.6 sexual
III. Given a major listing of A. Different views of person, health, Collaborative 34 hours Case Presentation
Nursing Theories, the students environment and nursing by various Learning
will be able to: nursing theorists and their theory Oral Presentation
1. Discuss the theoretical Panel/Expert Rubric
works in the aspects of 1. Florence Nightingale
the four metaparadigm 2. Virginia Henderson Create Media Paper and Pencil
a. Person 3. Faye Glenn Abdellah Test
b. Health 4. Jean Watson Group Dynamics
c. Environment 5. Dorothea Orem Group Activity
d. Nursing 6. Martha Rogers Situational Analysis Rubric
2. List the different views 7. Dorothy Johnson
of nursing theorist 8. Callista Roy Role Play Mandala Art Rubric
based on the four 9. Betty Neuman
metaparadigm 10 Imogene King Group Report Situational Analysis
3. Explain the different 11 Hildegard Peplau Rubric
concepts utilized by a 12 Ida Jean Orlando Interactive
nursing theorist 13 Joyce Travelbee Discussion
4. Recognize the 14 Madeleine Leininger
interrelationship of 15 Nola Pender Inquiry-based
major concepts used by
each nursing theorist Project
5. Analyze and apply
specific nursing theorist Mandala Art
based on a given
simulated situations.
IV. Given a situation, the A. Core Values Group Dynamics 1.5 hours Group Activity
student will be able to:
a. Identify and develop
core values among
nursing students
b. Apply the core values
developed
c. Integrate values to daily
life situation
V. Given relevant
information, the student will be
able to:
a. Enumerate the
National Nursing Core
Competency Standard
b. Apply knowledge base
on the core
competencies discussed
c. Analyze the different
core competency a
a.1 Love of God Rubric
a.2 Caring
a.2.1 Compassion
a.2.2 Conscience
a.2.3 Competence
a.2.4 Confidence
a.2.5 Commitment
a.3 Love of People
a.3.1 Respect for the
Dignity of Each Person
Regardless of Race, Creed,
Color & Gender
a.4 Love of Country
a.4.1 Patriotism
a.4.2 Preservation and
Enrichment of the
Environmental and
Cultural Heritage
Graphic Organizer 1.5 hours Group Activity
A. National Nursing Core Competency Rubric
Standard
a.1 Beginning Nurse’s Role on
Client
Care
a.1.1 Practices in accordance
with legal principles and the code of ethics in
making personal and professional judgment.
a.1.2 Utilizes the nursing process
in the interdisciplinary care of clients that
 student needs to empowers the clients and promotes safe
developed quality care.
d. Demonstrate beginning a.1.3 Maintains complete and up
competency as to date recording and reporting system.
integrated on the three a.1.4 Establishes collaborative
relationship with colleagues and other
learning domain.
members of the team to enhance nursing and
other health care services.
a.1.5 Promotes professional
and personal growth and development.

a.2 Beginning Nurse’s Role on

Management and Leadership
a.2.1 Demonstrates management
and leadership skills to provide safe and
quality care.
a.2.2 Demonstrates
accountability for safe nursing practice.
a.2.3 Demonstrates management
and leadership skills to deliver health
programs and services effectively to
specific client groups in the community
settings
a.2.4 Manages a
community/village based health facility
/component of a health program or a nursing
service.
a.2.5 Demonstrates ability to
lead and supervise nursing support staff.
a.2.6 Utilizes appropriate
mechanisms for networking, linkage
building and referrals.

a.3 Beginning Nurse’s Role on

Research
 a.3.1 Engages in nursing or
health related research with or under the
Supervision of an experienced researcher.
a.3.2 Evaluates research
study/report utilizing guidelines in the
conduct of a written research critique.
a.3.3 Applies the research
process in improving client care in
partnership with a quality improvement
/quality assurance/nursing audit team.

References:

Tomey, Ann Meriner & Alligood, Marthe Rovile. Nursing Theories and their Work. 7th edition Mosby Co.

Kozier, Barbara et. al. Fundamentals of Nursing. 8th edition. Pearson Prentice Hall. 2008

Udan, Josie. Mastering Fundamentals of Nursing Educational Publishing House, Jade Bookstore. 2004.

Treece, Eleanor et. al. Elements of Research in Nursing. JMC Press Inc. 1986

George, Julia. Theories in Nursing: The Base for Professional Nursing Practice. Pearson Education South Asia Pte Lt. 2002

McEwen and Wills. Theoretical Basis for Nursing. Lippincott.Williams & Wilkins. 2007

Assessment Methods

Formative Assessment Summative Assessment

  Pretest  Long Quiz
 Presentation  Portfolio
 Collaborative Learning Rubric  Midterm Examination
 Group dynamics Rubric  Final Examination
 Quiz  Mandala Art
 Project

COURSE REQUIREMENTS:

QUIZZES/EXAMS
PORTFOLIO
RESEARCH PROPOSAL
REPORTING
INDIVIDUAL/GROUP WORK
GROUP DYNAMICS
INTERACTIVE DISCUSSION
VIDEO PRESENTATION
WRITING EXERCISES
DEBATE
THEORY DEVELOPMENT
GRAPHIC ORGANIZER PRESENTATION

GRADING SYSTEM:

GRADING Midterms Finals Grading System for Graduate Students

BREAKDOWN
 Written Quality Numerical
Formative Assessment
Grade Point Equivalent
- Activity/Reporting 20% 20% A 4.00 100-92
- Class Participation 10% 10% B+ 3.50 85-91
- Quizzes/Case Study 30% 30% B 3.00 78-84
- Group Dynamics 40% 40% C+ 2.50 71-77
C 2.00 64-70
Summative Assessment D+ 1.50 57-63
- Portfolio 50% 50% D 1.00 50-56
- Periodical Examination 50% 50% F 0.00 BELOW 50
Formative Assessment – 50%
Summative Assessment – 50%

Consultation Hours:

Tuesday and Friday 9:00-10:30 at Faculty Room

Saturday 7-4pm at Faculty Room