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4) Communicates effectively skills orally and in writing ) Engages in setf-directed lifelong learning f) Assumes leadership and management role 9) Promotes the use of health systems approach in the delivery of health care h) Participates in the conduct of researches i) Acts as a social advocate / mobilizer 6.3 Specific to BSN @) Apply knowledge of physical, social, natural and health sciences, and humanities in the practice of nursing b) Provide safe, appropriate and holistic care to individuals, families, population group and community utilizing nursing process ©) Apply guidelines and principles of evidence-based practice in the delivery of care 4) Practice nursing in accordance with existing laws, legal, ethical and moral principles ) Communicate effectively in speaking, writing and presenting using culturally-appropriate language ) Document to include reporting up-to-date client care accurately and comprehensively 9) Work effectively in collaboration with inter-, intra- and mutti- disciplinary and multi-cultural teams h) Practice beginning management and leadership skills in the delivery of client care using a systems approach i) Conduct research with an experienced researcher i) Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in particular k) Demonstrate responsible citizenship and pride of being a Filipino 1) Apply techno-intelligent care systems and processes in health care delivery m) Adopt the nursing core values in the practice of the profession 1) Apply entrepreneurial skills in the delivery of nursing care 6.4 Common to a Horizontal Type as defined in CMO No. 46 s. 2012 ‘CHED's horizontal typology is based on the functional differentiation of HEIs vis-a-vis their service to the nation. Each type is distinguished on the basis of @ transparent set of distinguishing features and measurable indicators relevant to national development goals. In particular, HEIs may be differentiated functionally along, 1) the qualifications’ and corresponding competencies of their graduates; 2) the nature of the degree programs offered: 3) the Qualifications of faculty members; 4) the types of available learning resources and support structures available; and 5) the nature of linkages and community outreach activities. (CMO 48, s. 2012, Article V, Section 21-22) Professional Institutions contribute to nation building by providing ‘educational experiences to develop technical knowledge and skills, at the graduate and undergraduate levels, which lead to professional practice, e.g., Engineering, Medicine, Law, IT, Management, Teacher Education, Maritime Education). Professional institutions develop adults who will have the technical and practical know-how to staff the various professional sectors that are required to sustain the economic and social development of the country and the rest of Page 5 of 64the world, as well as to contribute to innovation in their respective areas, Colleges contribute to nation building by providing educational experiences to develop adults who have the thinking, problem solving, decision-making, communication, technical, and social skills to participate in various types of employment, development activities and public discourses, particularly in response to the needs of the communities they serve. Universities contribute to nation building by providing highly specialized educational experiences to train experts in the various technical and disciplinal areas and by emphasizing the development of new knowledge and skills through research and development. The focus on developing new knowledge is emphasized from the basic post-secondary (ie., baccalaureate) academic programs through the doctoral programs; thus, @ research orientation is emphasized in the Bachelor, Master's and doctoral degree programs. Universities contribute to nation building by producing experts, knowledge, and technological innovations that can be resources for long-term development processes in a globalized context Graduates of State Universities and Colleges must, in addition, have the competencies to support “national, regional and local development plans." (RA 7722), ‘An HEI, at its option, may adopt mission-related program outcomes ‘that are not included in the minimum set. To distinguish among HEIs according to horizontal typology types, HEIs are encouraged to develop Bachelor of Science in Nursing curricula that provide enhancements in selected program outcomes, such as but not limited to: Horizontal Typology Types PROGRAM OUTCOMES Professional | Colleg | University Institution e 1. Apply knowledge of physical, social, natural and health sciences, and + + + humanities in the practice of nursing [2 Provide safe, appropriate and holistic care to individuals, families, population groups and community utilizing nursing process. 3. Apply guidelines and principles of evidence-based practice in the + + + delivery of care. 4 Practice nursing in accordance with ‘existing laws, legal, ethical and moral + + + |__ principles. | 5. Communicate effectively in speaking writing and presenting using + + + culturally-appropriate language. 6. Document to include reporting up-to- date client care accurately and + + + |__ comprehensively. ‘ Page 6 of 637. Work effectively in collaboration with | ] inter-, intra- and multi-disciplinary and + + Ps multi-cultural teams 8 Practice beginning management and | leadership skils in the delivery of client care using a systems. | | approach, 8. Conduct research with an | experienced researcher. + + 4 oa 10. Engage in lifelong learning with a T | 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 | systems and processes in health + + + care delivery 13. Adopt the nursing core values in the practice of the profession. 14. Apply entrepreneurial skills in the | delivery of nursing care. Legend: + Basic competency ++ Advanced competency 6.5. BSN Level Outcomes ‘These are outcomes expected to be achieved at the end of the specific year level. The level outcomes are as follows: First year: At the end of the first year, given simulated situations in selected settings, the learners demonstrate basic nursing skills in rendering safe and appropriate care utilizing the nursing process. Second year: At the end of the 2nd year, given a normal and high risk mother and newborn, child, family, communities and population groups in any health care setting, the learners demonstrate safe, appropriate and holistic care utilizing the nursing process. Thitd_year: At the end of the third year, given individuals, families, Population groups, and communities with physiologic and psychosocial health problems and maladaptive patterns of behavior in varied health care settings, the learners demonstrate safe, appropriate and holistic care utilizing the nursing process and applying research and evidence- based practice, Fourth year: At the end of the fourth year, given groups of clients (individuals, families, population groups, and communities) with health problems and special needs, the learners demonstrate safe, appropriate and holistic care utilizing the nursing process and can assume first level entry positions in any field of nursing, Page 7 of 64‘Section 7. Performance Indicators Performance indicators are competencies that the learners have to develop to achieve a specific program outcome. [__ Program Outcomes Performance Indicators T. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing a. Integrate relevant principles of social, physical, natural and health sciences and humanities in a given health and nursing situation. b. Apply appropriate nursing concepts and actions holistically and comprehensively. 2 Perform safe, appropriate, and holistic care to individuals, families, Population groups, and ‘community utilizing nursing process. @ Assess with the client (individual, family, population group, and/or community), one’s health status/competence. », Formulate with the client a plan of care to address the health conditions, needs, problems and issues based on priorities c. Implement safe and quailty interventions with the client to address the health needs, problems and issues, 4, Provide health education using selected planning ‘models to targeted clientele (individuals, family, population group or community) . Evaluate with the client the health status/ competence ‘and /or process/expected outcomes of nurse-client working relationship. Institute appropriate corrective actions to prevent ‘or minimize harm arising from adverse effects 3. Apply guidelines and principles of evidence- based practice in the delivery of care. '@. Provide appropriate evidence based nursing care using 2 participatory approach based on * variety of theories and standards relevant to health and healing research clinical practice lent preferences client and staff safety customer care standards 4. Practice nursing in accordance with existing laws, legal, ethical, and moral principles, @ Adhere to ethico-legal considerations wien providing safe. quaity and professional nursing care. ®. Apply ethical reasoning and decision making process to address situations of ethical distress and moral dilemma. «©. Adhere to established norms of conduct based on the Philippine Nursing Law and other legal, regulatory and institutional requirements relevant to safe nursing practice 4, Protect clients rights based on “Patients Bil of Rights | and Obligations.” €. Implement strategies/policies related to Informed consent as it applies in mulliple contexts 5. Communicate effectively in speaking, writing and presenting using culturaly-appropriate language. 6. Reportidocument client care accurately and comprehensively ‘a. Ensure a working relationship with the client andlor support system base on trust, respect and shared decision-making using appropriate ‘communication/interpersonal techniques/strategies ‘a. Document client's responses /nursing care services| rendered and processesioutcomes of the nurse client working relationship. Ensure completeness, integrity, safety, accessibility and security of information. Page 8 of 64‘c. Adhere to protocol and principles of confidentiality in safekeeping and releasing of records and other information 7. Collaborate effectively with inter, intra-, and multi-disciplinary and multi-cultural teams, , Ensure intra-agency, inter-agency, multidisciplinary and sectoral collaboration in the delivery of health care. b. Implement strategies/approaches to enhance/support the capability of the client and care providers to Participate in decision making by the inter-professional team. . Maintain a harmonious and collegial relationship among members of the health team for effective, efficient and safe client care 4. Coordinate the tasksrfunctions of other nursing personnel (midwife, BHW and utility worker) €. Collaborate with other members of the health team in the implementation of programs and services. Apply principles of partnership and collaboration to improve delivery of health services. g. Collaborate with GOs, NGOs and other socio-civic agencies to improve health care services, support environment protection policies and strategies, and safety and security mechanisms in the community. h, Participate as a member of a quality team in implementing the appropriate quality improvement process on identified improvement opportunities 8, Practice beginning management and leadership skills using systems approach in the delivery of client care. @ Participate in the development and improvement of policies and standards regarding safe nursing practice and relevant to human resource management b. Manage resources ( human, physical, financial, time) efficiency and effectively ©. Apply management and leadership principles in providing direction to manage a community/village- based. d. Use appropriate strategies/approaches to plan community health programs and nursing service. . Supervise the implementation of the nursing component of the health services/programs. £. Ensure that all nursing personnel adhere to standards of safety, bioethical principles and evidence based nursing practice. 9. Evaluate specific components of health programs and nursing services based on parametersicriteria, hh. Maintain a positive practice environment Participate in the planning and implementation of staff development activities to enhance performance of nursing support staff j, Evaluate performance of nursing support staff using a standard evaluation tool 9. Conduct research with an experienced researcher. ‘, Participate in preparing a research proposal complying with the ethical principles in nursing research. b. Conduct a research study as a member of a research team. c. Determine if the research problems/questions, learning outcomes and /or hypotheses are clearly and logically linked to the research purpose, concepts and relationships, and propositions generated from the study framework d. Analyze if the conceptual framework the summary of _| Page 9 of 6470. Engage in ifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in particular. . Engage in advocacy activities to deal with health review of related literature, research design, and data analysis procedure are logically linked with the research purpose, problems/questions, and hypotheses Establish if the interpretation, implications, and recommendations are consistent with the results considering the limitations of the study. Analyze the research study/report for adherence to standards of writing mechanics, ethical principles and guidelines in all phases of the research study, Present the research study conducted in partnership with a research team. ‘Assume responsibilty for lifelong learning, own Personal development and maintenance of competence. Demonstrate continued competence and professional growth Engage in advocacy activities to influence health and social care service policies and access to services Model professional behavior. related concerns and adopts policies that foster the ‘growth and development of the nursing profession, 77. Demonstrate responsible citizenship | b. Customize nursing interventions based on Phil culture and pride in being a and values Filipino, Exemplify love for country in service of the Filipinos 12. Apply techno-intelligent ‘care systems and processes in health care delivery. Use appropriate technology to perform safe and efficient nursing activities Implement system of informatics to support the delivery of health care 13. Uphold the nursing core values in the practice of the profession | Demonstrate caring as the core of nursing, love God, love of country and love of people. Manifest professionalism, integrity and excellence. Project the positive professional image of a Filipino Nurse. 14. Apply entrepreneurial | @ skills in the delivery of nursing care Identify opportunities for entrepreneurial nursing practice. Apply strategic interventions to address health- related concerns of individuals, families, communities ‘and population groups to any health care setting. Based on the standards of the Philippine Qualifications Framework (POF), graduates of the BS Nursing program are expected to achieve a specific level of knowledge, skills and values, application and degree of independence. Knowledge, Skills Level | ___and Values Degree of Application Independence 6 [Broad and coherent | Professional/creative work | Independent and /or knowledge and skills on | in a specialized area of | in teams of related basic clinical nursing | clinical nursing practice, | field with minimal practice and research for | research and/or further | supervision. professional, creative | study. work and lifelong learning. Page 10 of 64 ee i «3To provide for progressive advancement of program outcomes for Nursing, the BS in Nursing curriculum is distinguished from curricula for post-baccalaureate, as well as, the doctoral and post-doctoral degrees, based on the guidelines of the Philippine Qualifications Framework (POF). (Please see Appendix A). To ensure comparability with other ASEAN countries, the ASEAN Qualifications Reference Framework (AQRF) is likewise utilized ARTICLE V CURRICULUM Section 8. Curriculum Description Higher education institutions offering the Nursing program should design the curriculum that will effectively develop the expected program outcomes and institutional outcomes appropriate to HEI’s horizontal typology. Higher education institutions offering BS Nursing may exercise flexibility in their curricular offering, but should ensure that the minimum requirements are met. Program innovations shall be subject to prior review by the Commission. Further, the curriculum to be implemented should be aligned with the insttution’s vision, mission and goals. ‘The Commission provides the following sample curriculum, Section 9. Sample Curriculum 9.4 Curriculum Components Readings in Philippine History/Mga Babasahin hinggls@—=—=~=~*~dSCS*«S: Kasaysayan ng Pilipinas ( Philippine History, Governance & Constitution integrated) -36_units __ ~ | 24 Units | Understanding the Self/Pang-unawa sa Saril 3 ‘The Contemporary Worid/Ang Kasalukuyang Daiadig 3 Mathematics in the Modern World/Matematika sa Makabagong 3 Daigdig (Biostatistics integrated ) _ Purposive Communication/Malayuning Komunikasyon (Technical 3 Writing integrated ) ‘Art Appreciation/Pagpapahalaga sa Sining 3 Science, Technology and Society/Agham, Teknolohiya at Lipunan 3 Ethics/Etka 3 [[b) Elective Courses (Choose only 3 — 3 units People and the Earth's Ecosystems Living in the IT Era Philippine Popular Culture* 3 3 The Entrepreneurial Mind 3 3 zy Religion, Religious Experiences and Spirtualiy= Note: * Electives recommended will be institutional choice Ul, Other Courses... Physical Education a National Service Training Program (NSTP) 1 and 2 6] Page 11 of 63 ete eSIll. Major Courses 2 units lecture, 2 units lab) NCM 105 - Nutrition and Diet Therapy (2 units lecture, + unit la NCM 106 - Pharmacolog} Biochemistry (3 units lecture, 2 units lab) 5 Logie and Critical Thinkin 3 ‘Anatomy & Physiology (3 units lecture, 2 units lab) 5 Microbiology & Parasitology (3 units lecture, 1 unit lab) 4 IV. Professional Courses . its NCM 100 - Theoretical Foundations in Nursing 3 NCM 101 - Health Assessment (3 units lecture, 2 units lab) 5] NCM 102 - Health Education 3 NCM 103 — Fundamentals of Nursing Practice (3 units lecture, 2 5 units fab) NCM 104 - Community Health Nursing I: Individual and Family as 4 Clients NCM 107 - Care of Mother, Child, Adolescent (Well Client) (4 units lecture, 5 units lab) NCM 108 - Health Care Ethics (Bioethics) and Chronic) (6 units lecture, 6 units lab} NCM 110 - Nursing Informatics NCM 109 - Care of Mother and Child at-risk or With Problems (Acute | _ NCM 111 - Nursing Research | (2 units lecture, 1 unit lab) NCM 112 Care of Clients with Problems in Oxygenation, Fluid & Electrolyte, Infectious, Inflammatory and Immunologic Response, Cellular Aberration, Acute and Chronic (8 units lecture, 6 units tab) NCM 113 - Community Health Nursing II: Population Groups and Community as Clients (2 units lecture, 1 unit lab) [ NCM 114 - Care of the Older Person (2 units lecture, 1 unit lab) NCM 115 - Nursing Research Il (RLE 2) NCM 116 - Care of Clients with Problems in Nutrition and GI Metabolism and Endocrine, Perception and Coordination, Acute and Chronic (5 units lecture, 4 units lab) NCM 117 - Care of nts with Maladaptive Patterns of Behavior, Acute and Chronic (4 units lecture, 4 units lab NCM 118 - Nursing Care of Clients with Life Threatening Conditions/acutely ill/multi-organ problems/high acuity and emergency situations, Acute and Chronic (4 units lecture, 6 units lab) NGM 119 - Nursing Leadership and Management (4 units lecture, 3 units lab) _| NCM 120 - Decent Work Employment and Transcultural Nursing NCM 121 - Disaster Nursing (2 units lecture, 1 units lab) NCM 122 - Intensive Nursing Practicum (Hospital and Community settings) (8 clinical lab) Page 12 of 63 oe,‘SUMMARY | GENERAL EDUCATION COURSES A. Core Courses B. Elective Courses C. Life and Works of Rizal ll, PE and NSTP 18 2 Ill MAJOR COURSES IV, PROFESSIONAL COURSES TOTAL NO. OF UNITS 36 units 24 units 9 units 3 units 14 units 17 units 125 units 192 units ‘At the end of the B. S. Nursing program, the total number of related learning experiencas, skills laboratory/ciinical are recommended for the following: i No, of Hours) msconaet | eres Courses Suits | cuineal | (1ereatunit | bearing Lap | (Lereditunit | (26-30% of Total RLE hours) NCW101 - Health Assesement Z| 0 702 | “30-30 hours | NGM 103- Fundamentals of Nursing eM 103 2) 0 102 | 20-90 hours NICM 104 Community Health Nursing’ | 7 | 7 Toa 20-30 hours NCM 107 - Care of Mother, Child Adolescent (Well Client) —_ 23 258 Br 7eheas NCM 109 - Care of Mother and Child at- risk or With Problems 1] 06 | S161 hows NICM 171 - Nursing Research | a 70-15 hours NCM 112 Care of Clients with Problems in Oxygenation, Fluid & Electrolyte, Infectious, Inflammatory and 1 | 5 308 | 61-91 hours Immunologic Response, Cellular Aberration, Acute and Chronic NCM 113 Community Health Nursing 0 [ Si 70-18 hours _| NCM 114 - Care of the Older Person oft 51 0-15 hours NCM 115 - Nursing Research fl 2 [9 102_| 20-30 hours NCM 116 - Care of Clients with Problems in Nutrition and GI Metabolism and 1] 3 204 | 40-61 hours Endocrine, Perception and Coordination | NCM 117 - Gare of Clients with Maladaptive Pattems of Behavior 1 | 3 208 || “4081 hours NCM 118 - Nursing Care of Clients with Life Threatening Conditions/acutely ilymult-organ problemsihigh acuity and 23 255 | 51-76 hours emergency situations, Acute and Chronic. | NCM 119 - Nursing Leadership and Net 0 | 3 | 153 | 90-46 hours [NICM 121 - Disaster Nursing I 0 Bi 70-75 hours NCM 122 - Intensive Nursing Practicum (Hospital and Community settings) o 8 08 81122 hows | 36 te) 2703 Total 53 RLEUnits | fine | 540-810 hours ‘At the end of the B. S. Nursing program, the total number of laboratory units/hours is recommended for the following courses: gee 3 ress; Sy Page 13 of 63T Laboratory Hours Courses | Laboratory Units. (unit lab = | 51 hours) Biochemist | ‘Anatomy & Physiolog 102 Microbiology & Parasitology 54 Nutrition with Diet Therap 54 Nursing Informatics (Compu 51 357 hours Section 10. Program of Study The sample program of study with the recommended sequence of courses is given in Appendix B. Institution may modify the curriculum to suit their particular requirement and thrusts. Section 11. Sample Curriculum Map 14.1 Curriculum Map of the Program Outcomes, ‘A curriculum map is the mapping of the program outcomes to the basic ‘and major courses of the BSN curriculum. This is prepared by making a grid with the outcomes occupying @ row and the courses occupying a column (or the other way around). The idea is to check the outcomes to which each course contributes. A curriculum map be developed to validate if there is a match between desired outcomes (competencies) and the content of programs. This will give the stakeholders a holistic perspective to see how the desired outcomes will be developed in the academic program. By making this map, the institution and the department concerned could redesign, add, or remove courses to develop the desired competencies. (Refer to Appendix C for the sample curriculum map of program outcomes) ‘The legend to be used for determining the extent by which the program outcome and nursing core competencies are achieved as follows: | Introduce the concepts/principles P - Practice with supervision D- Demonstrate across different clinical settings with minimal supervision 14.2 Curriculum Map of Program Outcomes and Performance Indicators A competency map is mapping of the program outcomes to the different competencies as specified in the 2012 National Nursing Core Competency Standards (NNCCS) and the basic and major courses of the BSN curriculum to guide the development of the instructional design. Refer to Appendix D for Sample Curriculum Map of Program Outcomes and the Performance Indicators. 11.3 Program Outcomes, Course Outcomes and Learning Outcomes To ensure that the program outcomes are achieved in the appropriate courses as identified in the curriculum map and the competency map, an alignment matrix must be done. This will guide the identification of appropriate course outcomes and leaming outcomes for a specific course. (Sample alignment matrix is provided under Appendix €). Page 14 of 631.4 15 Instructional Design The process in the development of an instructional design to attain learning outcomes can be found in Appendix F. Standard of Instruction The institution must maintain a high standard of instruction utilizing appropriate and updated course syllabifreferences and instructional methods, strategies taking into consideration the following: a. Professional nursing subjects should be offered with the corresponding RLEs on pre-requisites, sequencing, continuity and integration requirements, b. Credit for the completion of the course shall be based on the fulfilment of curricular requirements. The grades on professional courses shall be based on the course credit . The ratio of faculty to student in science laboratory class is 1:20 while regular classroom is 1:40 with a range of 1:20-40. The institution shall provide for a systematic and continuing plan of evaluation of the student’s progress through marking system that is consistent and congruent with set learning outcomes. d. A system of academic evaluation shall be instituted and implemented for monitoring and evaluating students and teacher performance. @. There shall be a regular academic audit on instructional resources Such as syllabi, textbooks, modules, audiovisual materials and others such as software. f. Academic records of faculty members must be properly kept and maintained in the College of Nursing. 11.6 Teaching-learning Process, This is composed of the theoretical/didactic and experiential/RLE. ‘The Related Learning Experience (RLE) is composed of Clinicals and Skills Laboratory. The RLE activities are carefully selected to develop competencies utilizing the nursing process in varying health situations. The following conditions must be observed @. Related Learning Experience (Clinical) shall be offered simultaneously or immediately after classtoom instruction. Classroom and RLE activities must be congruent with the learning outcomes of the course in terms of time and context b. Faculty in charge of classroom instruction shall supervise students in their RLE. In the case of team teaching, there should be close coordination and collaboration between ‘the lecturer and the clinical faculty. ©. 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. 4. Faculty compensation shall be based on the computation that one (1) hour RLE is equivalent to one (1) lecture hour. e. Effectiveness and efficiency of the Related Learning Experience, shall consider the following factors: Page 15 of 631. Quality of supervision of clinical instructors and teaching- learning process 2. Readiness and capacity of the learner 3. Quality of the leaming resources both in institutions and ‘communities 4, Adequate number and variety of clientele 5. Utilization of appropriate feedback mechanism 6. Adequate number of qualified nursing staff and other personnel 7. Quality of nursing care services 8. Compliance with the required equivalence of fifty one (51) to one (1) unit RLE 9. Ratio of student to clientele depends upon the learning outcome and the capacity of the students. ‘The ratio of faculty to student for RLE (Skills Laboratory) shall be: Level 1" Semester 2" Semester | L I 1:8 iL 0 4:10 | 1:10 1:40 Iv 1:10 1:10 The ratio of faculty to student for RLE (Clinicals in Hospital/Community setting) shall be: _ level | _ 1" Semester 2" Semester 1 NA, 18 i 4:10 4:10 ul 4:10 440 ——W_—_ 40 10 The ratio of student to clientele shall be Level 1 Semester 2" Semester i NA 14 i 42 12 ill 13 1:3 [ow 18 16 ‘The ratio depends upon the client group, e.g. ICU 1:1; Psych 1:1 Community-based experience 1:1; Family 1:1; Population Group per catchment area: 1-2 :1 Community (Depending on the size of the barangay) ARTICLE VI REQUIRED RESOURCES Section 12. Administration 12.1 The College shall be administered by a full-time dean with the following qualifications: a. Filipino citizen; b. Registered Nurse in the Philippines with current and valid PRC ID; c. Holder of Master's degree in Nursing conferred by a college or university duly recognized by the Commission on Higher Education; d. Has at least three (3) years experience of clinical practice and a total of at least five (5) years experience in teaching, administration and supervision in nursing education: e. Physically and mentally fit; Page 16 of 64f. Has good moral character; g. Has no other teaching assignments or administrative functions in ‘other public/private institutions or higher education institutions; h. Has a duly notarized employment contract as dean of the nursing program of at least one (1) academic year with corresponding academic rank renewable annually; i. An active member of good standing of the Association of Deans of Philippine Colleges of Nursing (ADPCN); j. Member of good standing of accredited professional nursing organization 12.2. Teaching Load. The Dean shall have a teaching load not exceeding a total of six (6) units in a semester. 12.3 The Dean shall have the following functions and responsibilities a) Administration 1. Ensures compliance to CHED policies, guidelines and standards and other relevant regulations Prepares short term and long term plans; Manages department/college office operations; Obtains recognition/accreditation of the nursing program; Evaluates the performance results of the nursing program Pursues personal and professional development b) Curriculum and Instruction 1. Initiates curriculum development programs; 2. Leads development and utilization of instructional resource 3. materials; 4. Ensures attainment of instructional standards in curriculum implementation; 5. Monitors and evaluates the proper implementation of the programs ©) Faculty: 1. Plans a rational faculty, academic and non-academic load; 2. Leads in the faculty and staff development programs, @) Resource Management: 1. Manages human, financial and physical resources; 2. Collaborates with the health services, affiliation agencies and other academic units in the implementation of instructional Programs e) Research and Extension 1. Initiates research and community extension projects/programs. ‘) Linkages 1, Forges relevant linkages with local and international HEIs and agencies. Section 13. Faculty 13.1 Faculty members shall be physically and mentally fit with good moral character. Moreover, the faculty shall have academic preparation appropriate to his/her teaching assignment. Faculty members teaching professional courses must have the following qualifications: a. Registered Nurse in the Philippines with currentivalid PRC ID s Page 17 of 63