LABOR AND DELIVERY

I. Intrapartum Care
A. Extends from the beginning of contractions that cause cervical dilatation to the first 1
to 4 hours after delivery of the newborn and placenta.
B. Refers to the medical and nursing care given to the pregnant woman during labor
and delivery.
C. Admitting the laboring mother.
1. Personal Data
2. Baseline Data
3. Obstetrical Data
4. Physical Exams
5. Pelvic Exam

II. Essential knowledge of the Intrapartum Process

A. Theories of the onset labor
1. Uterine Stretch Theory – any hallow organ once stretched to its maximum
potential will always contract and expel its content.
2. Prostaglandin Theory – due to stimulation of “arachidonic acid” a substance
prostaglandin is produced that causes contraction of the uterus thus initiating
labor.
3. Progesterone Deprivation – sudden drop of progesterone near delivery
stimulates labor.
4. Theory of Aging Placenta – as the placenta begins to degenerate by 36 weeks,
the body perceives it as a foreign body hence makes his own defense to expel it
by contraction of uterus.
5. Oxytocin Stimulation Theory – the production of posterior pituitary gland of this
substance will cause uterine contractions.

B. 4 P’s of Labor
1. Passenger (fetus)
a. Fetal Head: Largest part of the newborns body – representing ¼ of newborns
length.
b. Bones:
 Sphenoid
 Ethmoid
 Temporal
 Frontal Sinciput
 Occipital or Occiput
 Parietal
c. Suture Lines
 Sagittal – connect 2 parietal bones
 Coronal – connects parietal and frontal bones
 Lambdoidal – connects parietal and occipital bones
  Molding – the overlapping of sutures of the skull to permit passage

d. Fontanels: 2 are palpable

 Anterior Fontanel (Bregma)
 Diamond in shape, 3x4 cm in size.
 Closes at 12-18 months
 Posterior Fontanel (Lambda)
 Triangular in shape, 1x1 cm in size.
 Closes at 2-3 months

e. Important measurements of fetal head

 2. Passageway (Vagina and Pelvis)
a.) 4 Main Pelvic Types
 Gynecoid
 Anthropoid
 Android
 Platypelloid
3. Power – the forces acting to expel the fetus and placenta
a. Involuntary contractions
b. Voluntary bearing down efforts.
c. Characteristics: wave like.
d. Timing: frequency, duration, intensity.
4. Psyche and Person – psychological stress exists when mother is fighting the
labor experience.
a. Cultural interpretation
b. Preparation
c. Past experience
d. Support System

III. Normal Labor and Delivery

A. Pre-eminent Signs of Labor
1. Lightening – settling of presenting part into the pelvic brim. Occurs 2 weeks prior
to delivery in primi.
a. Signs and Symptoms:
 Shooting pain radiating to the legs
 Urinary frequency
b. Engagement
2. Braxton Hicks Contractions – painless or irregular contractions
3. Increased activity of the mother
a. Also known as the “nesting instinct”, cause by hormone epinephrine.
 b. Nursing Intervention: let the mother save her energy as fatigue can affect
the type of analgesia needed.
4. Ripening of the cervix – “butter softness” of the cervix
5. Decrease in weight – 1.5 – 3.0 lbs prior to labor
6. Bloody show – pinkish vaginal discharge (leukorrhea, operculum, and blood
combined)
7. Rupture of the membranes
a. Nursing intervention: Check FHT
b. Check temperature every 2 hours because mother is more prone to
infection after membrane ruptures.

B. Difference between true labor and false labor

STAGES OF LABOR AND DELIVERY

Definitions
A. Stage 1: from onset of labor until full dilation of cervix
a. Latent Phase: from 0-4 cm
b. Active Phase: 4-8 cm
c. Transition Phase: 8-10 cm
B. Stage 2: from full dilation of cervix to birth of baby (“Fetal Stage”)
C. Stage 3: from birth of baby to expulsion of placenta (“Placental Stage”)
D. Stage 4: from period of delivery until uterus remains firm on its own (“Recovery Stage”)
I. Stage 1
Latent “Preparatory Phase”

The latent stage starts at the onset of regularly perceived uterine contractions and ends when
rapid cervical dilation begins. This is also called the “preparatory phase”.
Contractions Duration of Cervical Dilation Duration
Contractions
Mild and short 20 to 40 seconds 0-3 cm Nullipara: 6
hoursMultipara: 4.5
5-30 mins hours
Nursing Considerations
 Woman with a “non-ripe” cervix will have a longer than usual latent phase
 Analgesia given too early during this period may prolong this phase
 Woman who is psychologically prepared for labor only have minimal discomfort
 Best time to reinforce health teachings
 Assist woman to cope with contractions.
 Help in concentrating on breathing techniques.

Active Phase
During the active phase, cervical dilatation occurs more rapidly and contractions grow stronger.
Contractions Duration of Cervical Dilation Duration
Contractions
Stronger, longer and 40 to 60 seconds 4 to 7 cm Nullipara: 3
causes true every 3 to 5 minutes hoursMultipara: 2
discomfort hours
Nursing Considerations: 
 It is an exciting time because a woman realizes something dramatic is happening
 Administration of analgesic at this point has little effect on the progress of labor
 Show and spontaneous rupture of membranes occur during this time
Transition Phase
During this phase, the contractions reach their peak intensity, cervix to maximum dilatation and
to full effacement.
Contractions Duration of Cervical Dilation Duration
Contractions
At peak intensity 60 to 90 seconds 8 to 10 cm Until full cervical
every 2-3 minutes dilation
Nursing Considerations:
 If membranes have not previously ruptured or been ruptured by amniotomy, they will
rupture as a rule at full dilation.
 Both full dilation and cervical effacement have occurred at this stage
 Woman may have intense discomfort and may be accompanied by nausea and
vomiting.
 Woman may experience a feeling of loss of control, anxiety, panic or irritability.
 Her focus is on the entirety of delivering her baby.
 This stage ends at 10 cm of dilatation and feels a new sensation (i.e., irresistible urge
to push).
II. Second Stage

The second stage starts from full dilatation and cervical effacement to birth of the infant;
with uncomplicated birth, this stage takes about 1 hour. Contractions change to an
overwhelming, uncontrollable urge to push or bear down with each contraction as if to move her
bowels.
 Patient may experience nausea and vomiting at this point.
 Effacement is shortening and thinning of the cervical canal. Normally, the canal is
approximately 1 to 2 cm long.
  Dilatation refers to the enlargement or widening of the cervical canal from an opening a
few millimeters wide to one large enough (approximately 10 cm) to permit passage of a
fetus
 The circle enlarges from the size of a dime, then a quarter, then a half-dollar. This is
called crowning.
The fetal head touches the internal side of the perineum; the perineum begins to bulge and
appears tense. The anus may become everted and stool may be expelled.
As the fetal head pushes against the perineum, the vaginal introitus opens and the fetal scalp
appears at the opening to the vagina. At first, it appears slit-like then becomes oval and then
circular. This is called crowning.
All of her energy and her thoughts are being directed towards giving birth. As she pushes, using
her abdominal muscles to aid the involuntary uterine contractions, the fetus is pushed out of the
birth canal.

III. Stage 3
A. Care of the Baby
 Clear airway of mucus
 Observe frequently and use APGAR scoring to determine respiratory effort and
physical status
 Keep thermoregulated
 Assess for visible abnormalities
 Administer antibiotic ophthalmic medication into each eyes to prevent ophthalmia
neonatorum

B. Assist with the delivery of placenta

 Placenta is delivered about 3-10 minutes after the delivery of the baby
 Signs of Placental Separation
 Fundus become globular and firm again, rising high to the level of the umbilicus
(Calkin’s sign) – earliest sign of placental separation
 Lengthening of the cord
 Sudden gush of blood from the vagina
 Types of Placental Delivery
 Shultz: from center to edges and presents the fetal surface which is shiny
 Duncan: from edges to center and presents the maternal surface which is red
beefy and dirty
  Nursing Interventions
 Do not hurry the expulsion of the placenta by forcefully pulling out the
cord or doing vigorous fundal push as this can cause Uterine Inversion.
Just watch for the signs of placental separation
 Tract the cord slowly, winding it around the clamp until placenta
spontaneously comes out, rotating it slowly so that no membranes are left
inside the uterus, a method called Brandt Andrews maneuver.
(mechanical manipulation of the placenta)
 Inspect for completeness of cotyledons (15-28)

C. Palpate the uterus to determine degree of contraction. If relaxed, boggy, or non-

contacted, first action is to massage, gently and properly. An ice cap over the abdomen
will also help contract the uterus.

D. Check the vital signs especially BP

E. Administer medications as ordered:

 Methylergonovine Maleate (Methergine) – ergotrate derivatives
- Prevents or controls excessive bleeding after delivery
- If BP is high, never give Methergine because it may lead to hypertension
- Administer IM or IV
 Oxytocin
- Maintains uterine contraction post-delivery to prevent hemorrhage
- Administer via piggy-back
 Oxytocins are not given before placental delivery because placental
entrapment may occur unless it is used to induce labor

F. Inspect the perineum for lacerations

G. Assist the physician in doing episiorrhapy (repair of episiotomy or lacerations)

 In vaginal episiorrhapy, packing is done to maintain suture line, thus preventing
futher bleeding
 Vaginal packs have to be removed 24-48 hours because it becomes medium for
bacterial growth which may lead to puerperal sepsis.

IV. Stage 4:
A. Monitor vital signs. Blood pressure and pulse rate maybe slightly increased from
excitement and effort of delivery but normalizes within one hour
B. Immediately after delivery, it is palpable between umbilicus and symphysis pubis; two
hours after delivery, the fundus is at the same height with umbilicus
C. Palpate fundus every 15 minutes for firmness and height in relation to umbilicus; if
relaxed and dextroverted
  Check for bladder distention; determine voiding pattern; a full bladder can lead to
uterine atony leading hemorrhage

D. Monitor mother as body gradually regains homeostasis

 Lochia – post-partum vaginal discharge, containing blood, mucus, and placental
tissue.
 Should be moderate in amount
 Types:
1. Rubra (reddish): 1-3 days postpartum
2. Serosa (brownish): 4-10 days
3. Alba (whitish): 10-14 days can be up to weeks to 2 months
 Lochial discharge typically continues for 4 to 6 weeks after childbirth
 Observe perineum for: (R-E-E-D-A)
 Redness
 Edema
 Ecchymosis
 Discharges
 Approximation

E. Make mother comfortable

 Do perineal care and apply sanitary napkin snugly to prevent its moving forward
from the anus to the vagina
 Soiled napkin should be removed from front to back
 Position the newly-delivered mother Flat on Bed to prevent dizziness due to
decreased oxygen supply resulting from a change in intraabdominal pressure
 The newly-delivered mother may suddenly complain of chills due to rapid
decrease of pressure, fatigue, or cold temperature in the delivery room (Provide
additional blankets)
 May give initial nourishment progressing to a regular diet as ordered
 Clear liquid diet – flavored gelatin, tea, ginger ale, Gatorade, cool aid
 Full liquid diet (or general liquids) – milk, ice cream, soup, vanilla
pudding
 Soft diet
 Regular diet (DAT)
 Allow mother to sleep and regain energy

F. Promote maternal-infant bonding

 The original mother-infant bond is the wellspring for all the infant’s subsequent
attachments and is the formative relationship in the course which the child
develops a sense of himself
 The strength and character of this attachment will influence the quality of all
future bonds to other individuals
  There is a sensitive period in the first hours of life during which it is necessary
that the mother and father have close contact with their neonate for later
development to be optimal.
G. Adhere to Rooming-in concept as stated per hospital protocols
 Strict – baby stays with mom the whole time
 Partial – baby stays with the mother in the morning and stays in the nursery at
night

NURSING CARE OF POSTPARTAL FAMILY

 Postpartal period or puerperium

 Puer – child
 Parere – to bring forth

Nursing Process Overview

For a Postpartal Woman and Family

* Assessment

During the puerperium, assessment of a woman is accomplished by health interview,

physical examination, and analysis of laboratory data. It is important to ensure that physical
changes, such as uterine involution, are occurring by evaluating uterine size and consistency
and lochia flow amount.

Assessment of a woman’s psychological adjustment begins with her reaction at birth

(Was she disappointed or happy with the appearance of her baby? Is she glad to be through
with the pregnancy or still longing to be back in it?) and continues with every contact made with
the family during and after a hospital stay. Assess the extent and quality of the woman’s
interaction with her child (Does she hold the infant and talk to him or her?), her overall mood
(Do you observe her crying? Does she have long periods of staring into space or not talking?),
and her ability to begin infant care. Observe also for self-care. A woman who feels good about
herself, even though she is exhausted from childbirth, usually will try to maintain her
appearance. On the other hand, if she is depressed, she probably has little energy to do things
such as comb her hair or worry about her appearance.

*Nursing Diagnosis

Nursing diagnoses during the postpartal period usually are concerned either with a
family’s inability to accept and bond with a new child or with physiologic considerations.
Examples might include:

• Health-seeking behaviors related to care of newborn

• Risk for impaired parenting related to disappointment in the sex of the child

• Fear related to lack of preparation for child care

 • Risk for deficient fluid volume related to postpartal hemorrhage

*Outcome Identification and Planning

Be certain that outcomes established during this time are realistic in light of a woman’s
changed life pattern. Most postpartal families remain in the hospital for a relatively short time,
only 48 to 72 hours. The postpartum stay in an alternative birth center can be as short as 4
hours. That means outcomes must be devised that can be accomplished and evaluated during
this short period of client contact. If an outcome cannot be evaluated within this short timeframe,
follow-up home care or ambulatory visits may be necessary. When planning care in the
postpartal period, try to arrange procedures to allow optimal time for family infant–interaction
and yet provide adequate time for a woman to rest, to prevent exhaustion. Prevention of
exhaustion can improve coping ability and plans for self-care. After adequate instruction, a
woman should be prepared to monitor her own health after she returns home. Planning should
also include ample time for health teaching. An important part of teaching related to care of the
newborn is preparation for the unexpected and the need for flexibility, because parents do not
yet know what their new life will be like (whether their child will sleep deeply or fitfully at night,
whether their child will become hungry at long or short intervals) or how tired they will become
after being awakened frequently during the night.

*Implementation

All interventions in the postpartal period should be family centered, to enhance family
functioning and bonding. Interventions also should be geared toward increasing a woman’s self-
esteem and allowing her to view herself as a new mother and her new infant as part of her
family. Teaching new mothers is important, but it is also important to explore what they already
know about child care and what they think would be a sensible solution to a problem. Giving
advice only solves an immediate problem; helping a woman learn good problem-solving
technique improves her ability to handle the many challenges that will arise with childrearing.

*Outcome Evaluation

If a woman fails to make an adequate adjustment to her new life changes, she may have
difficulty integrating an infant into the family. This could affect a child’s mental health, self-
esteem, and ability to form a sense of trust. Evaluation in the postpartal period involves being
certain not only that a woman and her baby are safe but also that the woman knows how to
maintain her own health. Such follow-up evaluation can be done by telephone, during home
visits, or during postpartal and well-child assessments.
Examples of expected outcomes include:
• Parents spontaneously make at least one positive comment about their child’s
characteristics before hospital discharge.
• Client states that she believes she will be able to manage newborn care with
the support of her significant other.
• Client’s lochial flow is no more than one saturated perineal pad (50 mL) every 3
hours. • Client states she is tired but feels able to manage her newborn and
family care.
 Psychological Changes of the Postpartal Period

I. Phases of the pueperium

A. Taking in-phase

 It is a time of reflection
 Woman is passive during 2-3 day period
 She prefer the nurse to minister her because of physical discomfort of after pains,
hemorrhoids and partly from her uncertainty in caring for her newborn and from
exhaustion that follows childbirth
 Usually a woman wants to talk about her pregnancy.

B. Taking-Hold Phase
 Woman begin to initiate actions and decision and become independent
 Last from 3rd to 10th day postpartum
 Woman begins to take strong interest on how to take care of her child and sometimes
she may feel insecurities about her ability to take care of her own child
 Mothers needs praise for the things she does on supporting her baby to give her more
confidence
 This phase must not be rush or prevent because this is the most difficult phase of
motherhood.
C. Letting-Go Phase
 Woman redefines her new role
 Last for 10 days to 6 weeks postpartum
 She gives up her old role of being childless or the mother of only one or two
 This process requires some grief work and readjustment because It is extended and
continuous.

Development of Parental Love and Positive Family Relationship

Claiming or Bonding - Mother begins to express more warmth and touch to her child

 She begins to play with her child and become more comfortable

En Face position - Mother is directly looking at her newborn’s face with direct eye contact

- Fathers can be observed staring at the newborn for long interval

Engrossment – it is term how actively the parents are bonding with the newborn

Rooming-In

 Infants stays in the room with her mother to become more acquianted and to feel more
confident about her ability to care for the newborn

2 Types of Rooming-IN

Complete – infant stays with mother for 24 hours

Partial – infant stats with the mother for such time and return to a central nursery
Sibling Visitation

 Siblings get the feeling of separation if a mother is gives birth to a new child they feel
their mother cares for the new child and not them.
 Taking the sibling to the hospital is helpful for the sibling to see her mother and the
newborn reduces the feeling that their mother cares more about the newborn than them.

Maternal Concerns and Feelings in the Postpartal Period

Abandonment

 Women can get jealous about her own baby and feel abandonment because people only
talk about the newborn and as if she was less important
 Examination of competitive feelings for both mother and father involve some
compromise in favor of baby’s interest and should start during the start of pregnancy or
early in postpartal period.

Disappointment

 Common feelings of the parents when they experience that their expectation from the
was not achieved
 They may felt unattractive and the feeling of inadequacy all over again
 Nurse can help by comment on child’s good points during the period of crisis and also
support them to accept the situation to cope with new circumstances
Postpartal Blues

 Feeling of overwhelming sadness, may be caused by hormonal changes particulary the

estrogen and progesterone that occurs on delivery of placenta
 This may be a response to dependence and low self-esteem caused by exhaustion,
being away from home etc.
 It is evidence by tearfulness, feeling of inadequate, mood lability, anorexia and sleep
disturbance
 This is normal but mother should have a support person to let her understand the
situation. verbalizing the feelings of the mother helps to express her emotions
 Keeping lines of communication of this stage is important because postpartal blues may
become serious and become postpartal depressions.
 LESSON OUTLINE AND TIME PLAN

Course Outline Method of Time Frame Instructional Methods of

Instruction Resources Evaluation

Introduction to class 10 minutes

Opening Prayer (10:00 -10:10)
Orientation to the class
of activities and topics

I. Singing a song 10 minutes Performing the

(insert song) (10:10 – 10:20) song

II. Community Lecture, 20 minutes Visual aids Recitation

Helpers Discussion (10:20 – 10:40)

BREAK 15 minutes
(10:40 – 10:55)

III. Proper hand Demonstration, 20 minutes Visual aids Recitation

washing Lecture (10:55 – 11:15)

Games/Activity 10 minutes
(11:15 – 11:25)

IV. Caring for our Demonstration, 20 minutes Visual aids Recitation

teeth Lecture (11:25 – 11:45)
 Summary of topics, 10 minutes
closure, closing prayer (11:45 – 11:55)

Subject: Preschool Microteaching

Topic: Community Helpers and Proper Hygiene (Hand Washing, Teeth Care)

Students/Participants: Moving Every Morning Learning Center – Kinder I Students

Time Allotment: 2 hours

Teacher: Mrs. Melinda Rodriguez

Placement/Location: Moving Every Morning Learning Center

3460 A.C Herrera Street, Tondo Manila
 Date: September 9, 2016 (Friday)

Time: 10:00 am – 12:00 nn

General Objectives:

At the end of the discussion, the Kinder I students will be able to understand the basic concepts
of different community helpers; along with acquiring knowledge with regards to importance and
performance of proper hand washing and caring for teeth.

Specific Objectives:

At the end of the discussion, the participants will be able to:

 State different community helpers and their functions and importance in the
community
 State and understand the importance of hand washing
 Discuss the possible effects of not doing proper hand washing technique
 Demonstrate proper hand washing techniques
 State and understand the importance of caring of our teeth
 Demonstrate proper brushing of teeth

CARING FOR OUR TEETH

Objectives:
- To be able to know the importance of teeth
- To understand the ways in keeping the teeth clean and healthy
- To be introduce dentist as a friendly doctor that takes care of teeth

I. Importance of teeth
A. Why do we need teeth
1. Ask students what we do with our teeth. (smiling, talking, chewing)
2. Have the students chew and smile at each other.
 3. Teeth also helps us make our food into little pieces that prevents us from
choking
4. Our teeth are important because they help us talk properly, chew our food and
give us beautiful smiles!
B. Teeth Characteristics
1. What are your teeth? Are they soft or hard? Are they strong? Our teeth are
hard and are strong.
C. Baby teeth and Permanent teeth
1. When did you get your teeth? (When you were a baby) Why do babies need
teeth? (To learn how to talk and so that they can eat solid food) How many
baby teeth do children get? (20 strong teeth)
2. When you get older, your 20 baby teeth will be replaced by 32 permanent
teeth. Your permanent teeth are bigger and stronger than your baby teeth.
They are made to last the rest of your life.

II. Keeping the teeth clean and healthy

A. Brushing teeth
1. What do you do to keep your teeth clean and healthy? (Brush teeth) Who
brushes their teeth? (Raise your hands) When do you brush your teeth? How
do you brush your teeth? What do you use? (Toothbrush, toothpaste, water)
How much toothpaste do you put in your toothbrush? (Find out and
demonstrate how much should be used – pea-sized amount) What do you do
with toothpaste on mouth? (Toothpaste is used for cleaning teeth. Don’t
swallow it)
2. Brush your teeth at least twice a day. Don’t swallow toothpaste. Keep our teeth
lean and healthy.
B. Brushing techniques
1. Ask who taught them how to brush their teeth. How do you brush your
teeth?

2. Proper brushing of teeth

 3. What plaque is. When you brush your teeth at night, they feel clean and
your mouth tastes good, right? Well, if you don’t brush your teeth before
going to bed, how does your mouth feel when you wake up in the
morning? (Tastes bad, smells bad, teeth feel sticky). That is because there
is something else that gets on your teeth besides the food you eat. It’s
called plaque. Can you say “plaque”? Although you can’t see it, plaque is a
sticky film that is forming on your teeth all the time. Plaque is a sticky, clear
film that forms on your teeth all the time.
4. Healthy food. Eating healthy and nutritious food will keep our teeth clean
and strong. Eat vegetables and fruits. Don’t eat t much sweets as this will
weaken you teeth.

III. Dentist
A. Role of dentist
1. Doctor who keeps our teeth clean and healthy
B. Importance of visiting dentist
2. Who visits their dentist? (To make our teeth clean and healthy)
3. The dentist is our partner in caring for our teeth.

Reference: https://www.manitobadentist.com
COMMUNITY HELPERS

Community helpers are important people whose job is to help others. Everyone who
lives in a community can be a community helper. Some examples of community helpers
are grocery store clerks, teachers, firefighters, paramedics, police officers, and bakers.
There are a lot more community helpers than this, but these are just a few examples.
But, the important thing about community helpers is they work together to create a
community.

House Painter

They are painters who know how to paint a house. They

have tools to paint a house. Building a school, maybe
drawing designs

Astronaut
They go into space. They have 4 jobs that are commander,
pilot, mission specialists and payload specialists. They wear
a spacesuit and have a helmet.
 Baker

Bakers make baked goods and they send the food to

the market where people buy the goods that the
bakers made. Most bakers work at bakeries, grocery
stores, and restaurants. Most bakers go to work
before sunrise. Another job of a baker is to keep their
bakeries clean. Bakers wear white uniforms and tall
white hats. Some bakers wear aprons to keep food
off their clothes. Most bakers wear white gloves so
when they make pastries the food does not stick to
their hands. Also, when the bakers wear their gloves
the dirt on their hands does not get on the food or
pastries.

Carpenter

Carpenters use wood to build things. They

use hand tools such as hammers and screw
drivers. They also use electronic tools such
as power drills. They also use levels to make
sure their work is straight. They work with
architects. Also, they work with contractors.
 Chef
Some chefs place their
orders. Most buy their
food at the store.
Chefs cook food for other
people and sometimes
present their food. They
experiment with new
ingredients or a new
recipe. Chefs wear a white hat
and apron and shirts and pants.

Grocer

The grocer’s job is to get food and products

that people might need to buy, be a kind man
and help the customers, and lastly get
workers to help him/her with the grocery
store.

Construction Worker

A Construction Worker helps our community by building

houses, apartments, and buildings. A Construction
worker usually wears boots, a vest, a tool belt, gloves, a
hard plastic hat, and their plans. Their equipment is a
saw, a water jug, a cord, a wheelbarrow, cones, a tool box, and a ladder.
Dentist

They use tools like a toothbrush and a

special light. Dentist wear gloves, a white
coat, a mask and magnifying glasses.
Makes sure that your teeth are healthy and
clean and shows how to properly brush our
teeth.

Doctor

A doctor takes care of people’s health by

giving checkups and helping sick or injured
patients. Before students can be doctors they
have to go to college and four years of
medical school. Some doctors work at
hospitals and do operations on people. Doctors wear a long white
coat so that they don’t get germs. When doctors do operations they wear gloves
so that no germs get into other people’s bodies.

EMT

An E.M.T.’s job is to help people that are

hurt. When they are not helping patients
they rest and eat at the station. Today
E.M.T.’s teach children how to ride bikes
and play safely. E.M.T.’s wear uniform’s
to show that they are emergency
workers. Their pants have many pockets
 to hold supplies. They wear gloves to treat a cut. The gloves help stop the
spread of germs.

Fire fighter

Fire fighters are very brave. They fight fires. They are
like heroes. They are total protectors. They wear
protective clothing. They help our community by
saving people from dangerous fires. They have
walkie-talkies to communicate with other fire fighters.
They have a big hose to put out giant fires. They
usually wear red and yellow hats and red boots.
Lastly they wear red jackets.

Teacher
Teachers’ jobs are to teach kids new
stuff like reading, writing, and spelling.
She also teaches us math and other
subjects. Teachers wear shoes, pants
and shirts. Teachers’ tools are pens,
chalk board, and books. The book helps
the teacher by telling the her what to do
with the kids today. The pens help
teachers by writing with them and
grading stuff. The chalk board helps the
teacher by writing math problems to the
kids.

Mailman

A mailman's job is to deliver important letters

and bills to people. They wear a short sleeved
 shirt and short pants in summer. In winter they wear a long jacket and long
pants and boots. They can be women too.

Mayor
Mayors make speeches to get their message out.
He/she does this so nobody gets crazy about the laws.
Mayors also represent the people of the town. He/she
sometimes has broadcasts of exiting or terrible news
speeches. Mayors sometimes wear tuxedos.

Nurse

My community worker job is helping

people when they are sick or hurt.
Nurses give papers that tell you what
kind of medicine to take. Nurses give special food for women
that are having babies.
Nurses wear uniforms called scrubs. Nurses also wears clean
comfortable shoes.

Pharmacist
They read about new medicines. They also
count pills, weigh medicines, and measure
liquid medicines. They label medicine bottles.
A pharmacist fills your prescription. They wear
a white shirt and white pants.
Plumber
Plumbers put pipes in buildings. Plumbers put sinks, toilets, and bathtubs.
Plumbers fix pipes that leak.

Police officer

They work to keep the townspeople safe. They stop fights. They
catch criminals. They wear uniforms, nametags, and a bulletproof
vest. They carry guns, handcuffs, pagers, notebooks, pens, and
telephones. They investigate crimes. They take reports. They give
speeding tickets. They put bad people in jail. Those are some things
police officers do.

Sanitation Worker

They pick up trash that is stinky and they

sometimes pick up leaves. Sanitation
workers work in all different places and
weather. They wear gloves to keep their
hands safe from sharp trash. They wear a
hard shirt to protect their stomachs.

Veterinarian

There are many different jobs of a

veterinarian and one job of a
 veterinarian is to help animals when animals are sick. Another thing a
veterinarian does is bury animals when they are dead. Sometimes veterinarians
have kennels so when the owners have to go away they take care of them in the
kennel. Here are some of the tools a veterinarian uses\wears. They use lights,
x-rays, light box, scopes, table, charts, stethoscope and a coat. That is what a
veterinarians do and wear.

Zoo keeper

Zoo keepers keep animals safe and

healthy at the zoo. They clean up the
animals’ areas. They feed the animals
and give them water. Most zoo keepers
wear uniforms. Most zoo keepers wear
protective clothing, so the animals do not
bite them.

PROPER HAND WASHING:

Washing your hands properly is one of the most important things you can do to help
prevent and control the spread of many illnesses. Good hand hygiene will reduce the
risk of things like flu, food poisoning and healthcare associated infections being passed
from person to person.
  To properly wash your hands using the superior six-step method begin by wetting
hands with water and grab either a dollop of soap or hand rub.

 Begin rubbing your palms together with your fingers closed, then together with
fingers interlaced.

Move your right palm over left dorsum with interlaced fingers and vice versa –
make sure to really rub in between your fingers.

 Then interlock your fingers and rub the back of them by turning your wrist in a
half circle motion.

 Clasp your left thumb in your right palm and rub in in a rotational motion from the
tip of your fingers to the end of the thumb, then switch hands.

 And finally scrub the inside of your right hand with your left fingers closed and the
other hand.

Hand hygiene is regarded as the most important intervention to reduce healthcare-

associated infections, but there is limited evidence on which technique is most effective.

Subject: Special Education Microteaching

Topic: Pagkain ng Almusal, Kahalagahan ng pag-inom ng tubig,

Students/Participants: Barrio Obrero Elementary School – Silahis ng Pag-asa Students

Time Allotment: 2 hours

Teacher: Mrs. Salvacion Cornes and Mrs. Eva Binuya

Placement/Location: Barrio Obrero Elementary School

3247 Narra Street, Tondo Manila
Date: September 15, 2016 (Thursday)

Time: 1:00 pm – 3:00 pm

General Objectives:

At the end of the discussion, the SpEd students will be able to understand the basic concepts of
nutritious food; along with acquiring knowledge with regards to importance eating breakfast and
drinking water.

Specific Objectives:

At the end of the discussion, the participants will be able to:

 State the basic concepts of nutritious food

 State and understand the importance of eating breakfast
 Discuss the possible effects of not eating nutritious food, skipping breakfast, and
not drinking enough water
 Show pictures of healthy and unhealthy food
 Display pictures of common food for breakfast
 State and understand the importance of nutritious food

LESSON OUTLINE AND TIME PLAN

Course Outline Method of Time Frame Instructional Methods of

Instruction Resources Evaluation
Introduction to class 10 minutes
Opening Prayer
Orientation to the class
of activities and topics

I. Singing a song 10 minutes Performing the

song

II. Masustansiya at Lecture, 20 minutes Visual aids Recitation

Di- Discussion
masustansiyang
Pagkain

BREAK 15 minutes

III. Pagkain ng Lecture, 20 minutes Visual aids Recitation

Almusal Discussion

Games/Activity 10 minutes

IV. Kahalagahan ng Demonstration 20 minutes Visual aids Recitation

pag-inom ng , Lecture
tubig

Summary of topics, 10 minutes

closure, closing prayer
 Pagkain ng Almusal

 Ang almusal ang pinakamahalagang pagkain natin sa buong araw

 Kahalagahan ng pagkain ng almusal

 Para lumakas - Parang kotse na kulang sa gasolina, ang ating katawan ay
manghihina kapag wala tayong pagkain. Kailangan ng utak natin ang pagkain
para gumana. Tandaan natin na halos 10 oras nang walang laman ang ating
tiyan pagdating ng umaga. Kaya dapat lang na lagyan ng pagkain o enerhiya sa
umaga.
 Para tumalino ang bata – Ang mga batang kumakain ng almusal ay nakakakuha
ng mas mataas na grado sa eskuwelahan kumpara sa mga batang gutom. Mas
alerto, matalino, at mabilis sumagot ang mga batang busog, kumpara sa hindi
nag-almusal. Bigyan lamang ng masustansyang almusal ang mga bata tulad ng
itlog, gulay, isda, kanin, gatas, yogurt o cereals.
 Para hindi magka-ulcer – Ang mga taong madalas malipasan sa pagkain ay
maaaring magkaroon ng ulcer o pananakit ng tiyan. Para makaiwas dito,
kailangan tayong kumain ng pakonti-konti pero madalas sa isang araw. Kumain
ng 5 hanggang 6 na beses sa isang araw, pero konti lang. Mas hindi
 mahihirapan ang iyong tiyan sa pagtunaw nito at mapapanatili pang tuloy-tuloy
ang daloy ng lakas sa iyong katawan
  Hindi nakatataba ang pagkain ng almusal – May maling paniniwala na papayat
ka kapag hindi ka nag-almusal. Sa katunayan, lalo ka pang tataba kapag hindi ka
nag-almusal! Bakit po? Ang mga taong hindi nag-almusal ay mas gutom sa
tanghalian, kaya siguradong mapaparami ang kanilang makakain.

 Magbigay ng isang tula tungkol sa almusal.

“UMAGA NANAMAN”

Ako’y inaantok pagkamulat ng mata

Itlog at pandesal sa lamesa’y nakita

Ito ay aking paborito, nakakapag bigay ng talino

Sa bawat kagat, ramdam ko ang sarap nito.

Binili ako ng aking ina ng munting champorado

Ito’y nakakabusog at talagang gusto ko

Pagkain ng almusal ay talagang masaya

Hindi dapat kaligtaan tuwing umaga.

Carl Wilson A. Santos
2316 Granate St. San Andres Bukid
09363269853
carlwilson.santos0721@gmail.com

“If you don’t risk, you can’t create a future”

PERSONAL INFORMATION:
Date of Birth: December 7, 1994
Place of Birth: Philippine General Hospital, Manila
Citizenship: Filipino
Religion: Roman Catholic
Gender: Male
Mother’s Name: Carina A. Santos
Occupation: Nurse Attendant
Father’s Name: Wilfredo R. Santos
Occupation: Utility Worker
EDUCATIONAL BACKGROUND:

Tertiary
2012-Present Pamantasan ng Lungsod ng Maynila
Gen. Luna St. Intramuros, Manila
Bachelor of Science in Nursing

Secondary
2008-2012 Paco Catholic School
Paco, Manila
Primary
2001-2007 Paco Catholic School
Damong Maliit, Novaliches, Quezon City
RELATED LEARNING EXPERIENCES
Bo. Fugoso Lying-In Center Ospital ng Maynila Medical Center
Gat Andres Bonifacio Memorial Medical Center ENT
Surgery Ward ICU
Nursery OB – Gyne Ward
Pedia Ward Operating Room
Pamana Health Center
Philippine General Hospital
Psychiatric Ward
Operating Room

COMPETENCIES AND INTEREST

Computer Skills: Personal Interest:
Microsoft Word Music
Microsoft PowerPoint Movie
Basic Troubleshoot Cooking
Driving
Esports
Sports