Adpcn resource manual

Document for public consultation of the Republic of the Philippines OFFICE PRESIDENT COMMISSION ON HIGHER EDUCATION CHED MEMORANDUM ORDER (CMO) No. Series 2009 SUBJEC SUBJECT: T: POLICI POLICIES ES AND AND STA STANDARDS NDARDS FOR FOR BACHEL BACHELOR OR SCIENCE IN NURSING (BSN) PROGRAM In accordance with the relevant provisions of the
Republic Act (RA) No. 7722, otherwise known as the Higher Education Act of 1994 and in accordance with the Higher Education Act 1994 and under the Higher Education Act 1994 and under the Higher Education Act 1994 and under the Higher Education Act of 1994 and under the Higher Education Act 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under
the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the
Higher Education Act of 1994 and under the Higher Education Act of 19994 and under the Higher Education Act of 1994 and under the Higher Education Act of 1994 and under the Higher Education Act of , 2009 and with the aim of streamlining nursing education in the country in order to provide appropriate and quality medical services at the local level and boarding school ationa onally lly, follow the following
ING police policy ies and standa standards rds for Bache Bachelor Lor Sci e in Care (BSN) program is here to be accepted and made public by the Commission. ARTICLE I INTRODUCTION Section 1. 1. Man is a unique bio-psycho-social-cultural and spiritual being, always in constant interaction with the environment. These interactions affect individuals, families, populations and the health of society. The
nurse takes a caring role in health promotion, disease prevention, es, recovery to go to health, health, allev to alleviate the ion suffer suffering ing and, and, when speech recovery rye is not possible, in helping patients to a peaceful death. The nurse works with other members of the medical team and other sectors to achieve quality health care. In addition, the nurse works with individuals, families, groups, the
community and society to actively participate in holistic health care. In the context of Philippine Philippine society, the society, nursing education with care as a basis, joins the following core values that are vital components in the development of a professional nurse and highlighted in the BSN program: 1.1.2 Love for God Care as the core of care a Compassion b. Competence c. Trust d. Conscience e
Commitment (commitment to culture of excellence, discipline, honesty and professionalism) 1 Document for public discussion 1.3 People's Respect for the Dignity of a Person. regardless of religion, creed, colour, gender or political affiliation. 1.4 Love country .a patriotism (Civil duty, social responsibility and good governance) .b Preservation and enrichment of the environment and cultural heritage Strong
humanitarian and deep education in the humanities with a transdisciplinary approach, strengthens this faith. The BSN program, therefore, aims to train a nurse who, upon completion of the program, demonstrates the beginning of professional competence and will continue to take responsibility for professional development and uses findin ings gs in prac practi tice ce profes essi sion on. Foll follow ovin ing g
are key areas of the area s responsibility for which the nurse must demonstrate competence: 1. 2. 3. 4. 5. 6. 7. 8. 9. Safe and quality care care Manag anagem emen entt resou esourc rce es and envir nviron onme ment nt Health Education Legal re liability Ethico-moral responsibility Pers Person onal al and pro profess fessio ion nal devel eve evelope men nt quality study. Communication 11. Article II
AUTHORITY TO OPERATE Section 2. 2. All private higher education institutions (PHEIs) intending to offer a Bachelor of Science in Nursing must first obtain appropriate powers from the Commission in accordance with existing rules and regulations. Public universities and colleges (SUCs) and local colleges and universities (LCUs) must adhere strictly to the provisions of this policy and standards. The BSN
program should be offered by HEIs with strong humanities education, offering at least six (6) undergraduate programs, preferably in a university setting. In the case of colleges and universities with fewer than six (6) undergraduate program proposals, the Memorandum of Agreement (MOA) should be introduced between and among the higher educat er educat er educat atio n instit it ut utio ions ns with strict
ng libe libe libera rall arts educ atio BS Mathematics Mathematics, AB Psychology, BS Biology, AB, BS Engineering, BS Engineering 2 Document for public consultation ARTICLE III PROGRAM COSSY Section 3. 3. Degree name. Name. The name of the degree should be a Bachelor of Science in Nursing (BSN). To ensure the quality of a nursing graduate, a degree is awarded at the end of at least a four-
year BSN program offered by a college or university duly recognized by the Higher Education Commission. Section 4. The description of the program. BSN is a four-year program consisting of general education and a vocational course ses. s. Profes essi sion onal al cour course s begi to start in elhi firstt year ear and and thre ad thread s thro throug ugh h the development of competencies up to the fourth
level of the year. The BSN program provides intensive, practiced nursing work that will improve clinical skills from the first year of the level to provide the basic clinical competencies required for aspiring nursing practitioners. 4.1 Goal: The BSN programme aims to create a fully functioning nurse who is able to perform her competencies within each of the key areas of responsibility listed in Section 5 of Article
IV. 4.2 Speci Specific career fic/ P s/Prof rofess ions /O s/Occu ccupat pation ions. s. Gradua Graduates tes this program to progra, as a starting nurse practitioner can continue the following career paths, but is not limited to: a. Clinical care b. Health Care Care c. Private Nursing Responsibilities d. Professional Health Care e. School School School f. Military Nursing g. Health Education h. Research i.
Enterprise a. b. c. d. e. g. h. i. j. k. 4.3 Allied programs. The BSN BSN program is allied to the following health related programs: Medicine Dentistry Optometry Physical Physics al Therap Therapy / u / Occupa upatio tional nal Therap Therapy y Pharmacy Public Health Medic edic al Techn echnol ology y Radi Radiology ogy ogy ogy oich Speech ARTICLE IV Graduates of bachelor's sciences in nursing should
be able to apply analytical and critical thinking in the practice of care. The nurse must be competent in the following key areas of responsibility with their respective basic competency standards and indicators: Key Areas of Responsibility A. Safe and quality medical services Basic Competence Basic Competence 1: Demonstrates the knowledge base of health/disease status of individual/group Core
Competencies 2. Provides informed decision-making in the care of individuals /groups, taking into account their beliefs and values - Indicators determine the needs of patients in the field of health / groups explain the health of patients /groups - Identifies the problem associated with the problem - Analysis of the data collected - Selected appropriate actions - Action monitors, Taken by Core Competency 3:
Promoting Patient Safety and Comfort and Privacy - Identifies Priority Needs of Patients - Analyzes Patient Needs - Core Competency 5: Provides Continuity of Care Performs Age Safety Measures in All Aspects of Patient Care Performs Age Comfort Measures in All Aspects of Patient Care Performs Age Care Measures to ensure confidentiality in all aspects of patient care - Determines appropriate patient
care, which will be provided Links identified problems to the relevant persons / institutions establish means of continuous care for the patient 4 Document : Core Competency 7: Uses patient care as a basis for patient care 7.1 Performs a comprehensive and systematic assessment of patient care. Office of ment Resources and Environment Getting Consent Completes appropriate form of assessment No. 7.2
Formulates plan - care in collaboration with patients and other members of health - Team 7.3 Implements Planned Care for Patients to Achieve Certain Results Meets 1 0 Gold Rules in Drug Administration and Therapeutic Therapy - Basic Competence 1: - Organizes workload to facilitate patient care - Core Competency 2: Uses resources to support patient care - Core Competency 3: Customer Information
Maintains Privacy and Privacy Identifies Health Needs Includes Patient and His Family in Care Planning States Expected Nursing Intervention Results Develops a Comprehensive Patient Care Plan accomplishes a patient with a center discharge plan explained by the intervention of patients and his family before conducting their nursing intervention, which is a safe and convenient Act in accordance with the
health of the clients and needs to perform the activities of nurses effectively and in a timely manner. Tasks or Activities to Be Performed Plans for Tasks or Activities Based on Priorities Completing Appointment at Time Identifies Resources Needed to Deliver Patient Care Control Use Supply and Equipment Check Proper Function5 Document for Public Consultation Provides Operation Resources Basic
Competence 4: Checks for the Proper Operation of Equipment : Assesses Patient and Family Training Needs - Basic Competence 2: Develops a Health Education Plan based on the assessed and expected needs of Corenc Competey 3 : Develops educational materials for health education - - - - Basic Competencies 4: Implements a health education plan - and ing equipment that classifies faulty equipment to
the appropriate unit Establishes a mechanism to ensure the proper functioning of equipment that determines tasks and procedures that can be safely assigned to other team members. Checks the competence of personnel prior to delegation tasks Oversees the proper disposal of waste Adheres to policies, procedures and protocols on infection prevention and control determines the steps to be followed in the
event of a fire, earthquake and other emergencies. Receiving learning information through interviews, monitoring and verification Determines the relevant information Completes the evaluation of records appropriately determines the priority needs of the student's views regarding: social, cultural, political, economic, educational and religious factors. Includes patient, family, significant other and other resources
Formulates a comprehensive health education plan with the following components: Goals, Content, Time allocation, Resource Training Training and Assessment Options Provides Feedback to Complete Plan Provides a Favorable Learning Situation in terms of The Time and Place Considers The Customer and Family Readiness Used appropriate Strategy 6 Document for Public Consultation : Assesses the
results of Health Education - D. Legal Responsibility Basic Competence 1 : - Maintains practices under the Nursing Act and other relevant legislation, including contracts - E. Ethical-Moral Responsibility Basic Competence 2: Adheres to organizational policies and procedures by local local National - Basic Competence 3: Documents Provided to Patients: Basic Competence 1: Respects the Rights of
Individuals/Groups - Basic Competence 2: Takes Responsibility and Responsibility for Your Own Decision, and Touch, Facial Expressions and Gestures Customer And Family Responses to Medical Education Uses Assessment Options Documents Care Results Review Plan Medical Education, When it is necessary to comply with legal requirements in the practice of care Keeps the current professional
licensing acts in accordance with the terms of the employment contract and other rules and regulations Complies with the required continuing vocational education confirms the information provided by the doctor for informed consent Safe disclaimer for the refusal of treatment or the verification procedure , the mission of the institution where one belongs to the Acts in accordance with the established standards
of conduct of the institution/organization Uses appropriate patient care records and reports. Performs accurate documentation on all matters relating to patient care in accordance with standards of care practice. Patient care is in line with the Patient's Bill of Rights: (i.e. Confidentiality Information, Confidentiality, etc.) Meets the requirements of nurses' accountability, as stipulated in the job description Justifies
the basis for care 7 Document for Public Action Consultation F. Personal and Professional Competence for Development Basic Competence 3: Adheres to National and International Code of Ethics for Nurses Core Competency 1: Identifies Your Own Training Needs - Basic Competence 2: Continuing Continuing Education The quality of Basic Competence 6: Performs a function in accordance with
professional standards - Basic Competencies 1: , weaknesses, Restrictions Defines Personal and Professional Goals and Aspirations Participates in Formal and Formal Education Applied Information For Better Care Actively Participating in Professional, Social, Civil and Religious Activities Supports Membership in Professional Organizations Support Activities Related to Care and Health Issues Demonstrates
Good Manners and Correct Behavior at All Times Dresses properly Demonstrates congruence of words and actions Behaves appropriately at all times listens to suggestions and attempts to make new strategies Standards of Practice sets achievable goals to improve nursing knowledge and skills by explaining the current practice of nursing patients when situations require for it Demonstrate knowledge 8
Document for public advice Improvement Data Fees to improve quality - - - Essential competencies 2: Participation in nursing audits and rounds of patient signs day-to-day Reports the necessary elements at the bedside to improve patient stay in the patient's feedback as well as the state unit and patient's current reactions Share with the team of current information about the specific condition of the patients
Encourage the patient to talk about what is relevant to his condition Documents and records of all care and actions performs daily patient checks of records / makes relevant patient information during rounds through testimony and exchange with other documents observed variance in regards to patient care and submits to the relevant group within 24 hours identifies the actual and potential deviations in patient
care reports Actual and Potential Dispersion for Patient Care Submits to the relevant groups within 24 hours gives appropriate suggestions for corrective and preventive measures Communicate and discusses with the relevant groups. Gives an objective and accurate account of what was noted, not an interpretation of the event. Opportunity to Define Research9 Document for Public Consulting H. Study Data
Collection using Various Methodologies - Basic Competencies 2: Recommends Action to Implement Basic Competencies 3: Distribution of Research Results Of The Records Of the Office of Basic Competence 1: Supports Accurate and Updated Patient Care Documentation Key Competencies 2: Patient Care Results Records Basic Competencies 3: Distributed Legal Imperatives in Accounting - In a State of
The Problem, Concerning Patient Care and Community Health Identify appropriate research methods for a particular patient/community problem combines quantitative and qualitative nursing design through a simple explanation on the phenomena observed By analyzing data collected based on the analysis of the data collected, recommends practical solutions suitable for able to talk about the results of the
findings for colleagues/patients/family and other Endeavors publish the study Send research results to their own institutions and other endeavors as it is appropriate to use the findings in studies in the provision of patient care to individuals/groups/communities use evidence support for nursing business. Completes updated patient care documentation. Uses ex. Kardex recording system or Hospital Information
System (HIS) - confidential and confidentiality of patient records. Supports an organized system of patient filing and record keeping in a designated location. It refrains from publishing records and other information without proper authority. Creates trust and trust listens carefully to the customer's requests and requests spends time with the client to facilitate the conversation that allows the client to express
Basic Competence 1: Collaboration and TeamWork Basic Competence 2: Identifies verbal and non-verbal signals Basic competence 3: Uses formal and informal channels Basic competencies 4: Responds to the needs of individuals, Family, Group and Community - Basic Competencies 5: Used appropriate information technology to facilitate communication - Basic Competencies 1: Establishes cooperative
relationships with colleagues and other members of the health team - interprets and checks the body language and facial facials of the client, uses accessible visual tools. Competence 2 : - Collaborates care plan with other members of the health team - provides confidence through therapeutic, sensory, warm and comforting words of encouragement, Readily smiles Uses phone, mobile phone, email and
internet, and computer science identifies significant others, so that follow-up care can be obtained by Secure Holding or emergency service numbers promotes decision-making regarding patient needs and problems Involved actively in patient care management, Including Audit Recommends Appropriate Intervention to Improve Patient Care Respecting the Role of Other Members of the Health Team Maintains
Good Interpersonal Relationships with Patients, Colleagues and Other Members of the Health Team Referred patients to allied partners of the Health Team Acting as a Communication/Patient Advocate Prepares Accurate Documentation for Effective Communication Services 11 Document for Public Consultation ARTICLE V CURRICULUM Section 6. Curriculum. Higher education institutions offering a
Bachelor of Science degree in Nursing should comply with the standard curriculum embodied in this CMO, provided that programmatic innovations are subject to pre-examination by the Commission. Section 7. Level goals. The student is given the opportunity to be exposed to different levels of health care (health promotion, disease prevention, risk reduction, treatment and recovery) with different groups of
clients (individual, family and community) in different settings (hospital, community). These opportunities should be provided in the graduated experience to ensure that the competencies behind the course, the level and for the entire program are developed. Before The student brings the competence of a professional nurse closer as he assumes various roles and responsibilities. At each annual level, the
following goals must be achieved: 7.1 At the end of the first year, students must acquire an understanding and understanding of themselves as individuals and as a member of the family, community and the world with a focus on the personal, social and professional values of responsibility, rights and awareness of the physical, social and cultural environment. In particular, the student should: a. develop a
deeper understanding of himself and multifactorial measurements of a person that can affect health and well-being; To recognize your responsibility to improve the quality of life, not only for yourself but also for others; Develop a deeper awareness of his/her rights, responsibilities and responsibilities to God, country and the world; Demonstrated the initial skills of using the care process in caring for a healthy
person; e. explain the theoretical basis of care with four meta-paradigms as a guide to his/her care practices; To apply the scientific method to its activities where possible; g. Absorb the values that nurses cherish, such as teamwork, respect, love for God, honesty, and caring; To discuss a competency-based BSN program; and, i. demonstrate critical thinking skills in dealing with oneself and others. 7.2 At the
end of the second year, the student should get a holistic view of the person as a bio-psychoculture, which focuses on the concept of health and disease, as it relates to the care of the mother and child in different settings. 12 Public consultation document Specifically, the student must: i.e. describe the system of care and the role of the nurse in it; Demonstrate the ethical and moral, legal responsibility to care
for an individual family and community; c. Demonstrate the initial skills in ensuring an independent and collaborative role in nursing; Relate the stages of growth and development in customer care; Demonstrated initial skills in healthy and therapeutic nutrition in a variety of client cases; Explain the dynamics of the disease caused by microbes and parasites and the environment; h. To absorb the core values
that are cherished by nurses, such as love for God, country and people, care; Develop a plan that will focus on improving health and reducing risk to customers; and j. use the high-risk mother and child care process in the family. 7.3 At the end of the third year, taking into account the actual clients/situation with various physiological and psychosocial changes, the student should be able to demonstrate
competence in the following key areas of responsibility, such as safe and quality care, communication, cooperation and teamwork, health education, legal responsibility, ethical and moral personal and professional development, quality improvement, research, resource and environmental management, and record management. In particular, the student should: a. b. c. d. e. f. use the process of caring for clients
throughout life with problems in oxygenation, fluid and electrolyte balance, metabolism and endocrine functioning, inflammatory and immunological reactions, coordination of perception and non-adaptive behaviors; Apply a research process to address nursing/health problems to improve the quality of care; Integrating the role of culture and history in care; Apply good governance principles to effective delivery
of quality health care; e. to uphold the core values that cherish sisterly professions such as love for God, country and people, care and bioethical principles in customer care; apply the theory of patient care in the management of customer care for case study; and discuss the role of the economy in its impact on health and disease; 7.4 At the end of Year 4, given the actual client/situation the student should be
able to demonstrate competence in all key areas of responsibility, such as Safe and 13 Document for Public Consulting quality care, communication, cooperation and collaboration, health education, legal responsibility, ethical and moral responsibility, personal and professional development, quality improvement, research, resource management and environment, and record management. In particular, the
student must: a. to use the process of patient care in the care of clients throughout life with problems of cellular aberration and acute biological crisis, natural disasters/emergencies; b. Apply the theory of patient care in the conduct of customer care for case study; c. To uphold the core values that nurses hold dear, such as love for God, country, people and care, as well as bioethical principles and legal
aspects of customer care; and d. demonstrate leadership and management skills in caring for a group of clients in the community and in hospitals using research results. Section 8. Curriculum A. Sketch Total Units of General Education (GE) Courses: 90 Units Language and Human Language Courses 1 x 2 (Communication Skills) English 3 (Speech and Communication) Filipino 1 and 2 Human Philosophy
Human Logic and Critical Thinking Mathematics, Natural Sciences - Information Technology Mathematics (Algebra College) Biostatistics General Chemistry 3/2 Biochemistry 3/2 Physics 2/1 Medical Informatics 2/1 Anatomy of Medical Sciences - Physiology 3/2 Microbiology World Civilization - Literature - Health Economics with Taxation - Bioethics of Land Reform, Rizal Units 21 6 3 3 3 3 3 3 3 5 5 3 3 3 9 5 5 5
4 15 3 3 3 3 3 3 3 3 3 3 1 1 4 Document for consultations of philippine history by the Philippine government and Physical Education - NSTP PE 1 to 4 National Service Curriculum 1 2 3 3 14 8 6 B. Sketches and units of professional courses 115 units Theoretical funds in nursing 3 Health Assessment (2/1) 3 Health Public Care (3/2) 5 Nutrition and Diet therapy (3/2) 1) 4 Teaching Health Strategy Education 3
Pharmacology 3 Nursing Research I (2/1) 3 Nursing Study II 2 Competence Assessment I 3 Competence Assessment II 3 Electal II 2 NCM 100 - Basic Nursing Practices (3/2) 5 NCM 101 Mother Care, Child and Family (4/4) 8 NCM 102 Maternal Care, Child, family and population of atrisk group or with problems (5/6 ) 11 NCM 103 Care clients with problems in oxygenation , Liquid and Electrolyte Balance,
Metabolism and Endocrine (8/6) 14 NCM 104 Care Clients with Problems in Inflammatory and Immunological Response, Perception and Coordination (5/4) 9 NCM 105 Customer Care with Maladaptive Behavior Patterns 6 (4/2) NCM 106 Care Clients With Problems in Cellular Aberrations, Acute Behavioral Crisis 6 (4/2) NCM 106 Care Clients With Problems in Cellular Aberrations, Acute Biological Crisis,
Acute Including Emergency and Disaster Care 11 (6/5 ) NCM 107 Nursing Leadership and Management (4/3) 7 Intensive Care Practice (8) 8 Related Learning Experience Grand Total Number of Units 205 15 Document for Public Consultation at end B.S. Nursing Program, Total Related Learning Experiences: Laboratory Skills/Clinics are: Courses Skills Laboratory Health Assessment Community Health Care
Management 100 Nursing Guide 101 Nursing Guide 102 Nursing Care Office 103 Nursing 104 Nursing Management 105 0 1 1 1 1 5 1 5 1 3 0 2 2 2 2 2 3 0 3 0 8 9.5 33.5 43 RLE Units RLE Contact Clock (1 credit unit No.51 hours) 51 102 102 204 306 306 204 102 255 153 408 2,193 hours At the end of the B.S. Nursing Program, The total number of laboratory units/ hours looks like this: Courses General
Chemistry Anatomy - Physiology Biochemistry Physics Microbiology - Parasitology Nutrition with Diet Therapy Nurses Informatics Nurses Research 1 Nursing Study 2 TOTAL Laboratory Units 2 2 2 1 1 1 1 1 1 1 1 1 1 12units Laboratory Clock 1 Unit Laboratory 54 Hours 108 108 108 54 54 54 54 54 54 648 Hours 16 Document for Public Consultation Section 9. Program study BACHELOR SCIENCE IN
NURSING Prototype 4-year school day first year First year Course Code Course Title English 1 Communication Skills I Filipino 1 Sining ng Pakikipagtalastasan Chem 1 General Chemistry (Organic and Inorganic) TFN Theoretical Funds in Care Mathematics 1 College Algebra Psych General Psychology PE 1 NTP 1 National Training Program Total Lec Lab 3 30 SL 0 0 3 3 3 3 2 2 23 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 Lec Lab Units C 0 0 3 3 0 0 0 0 0 0 0 0 5 3 3 3 3 3 25 Second Semester Course Code English 2 Filipino 2 Ana 2 Ana NCM 100 Chem 2 PE 2 NSTP 2 Course Name Skills II Panitikang Philippine Anatomy and Physiology Basics Nursing Practices Biochemistry Physicality 2 National Service Training Program Total 3 3 3 3 2 2 23 0 0 2 0 0 0 2 RLE SL 0 0 0 0 0 0 0 0 0 0 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 0 5 2 3
25 SUMMER Course Code Physics Logic HA Lec Laboratory Course Physics and Critical Thinking Health Score 2 3 2 7 1 0 0LE SL 0 0 1 Units C 0 0 0 0 0 0 3 3 3 3 9 17 Document for Public Consulting SECOND YEAR First Semester Course Code NCM 101 CHN Micro/Para Philo PE 3 , Children's and Public Health Nurses Microbiology and Parasitology Philosophy Human Human Physical Education 3 Total
Lec Lab RLE SL 1 3 0.5 1.5 0 0 0 0 0 0 0 1.5 Units 4.5 Units 4 3 3 3 2 15 0 0 1 0 1 Le RLE LE CL 5 0 0 1 5 11 3 3 3 3 3 2 16 1 0 0 0 0 0 0 0 0 0 0 0 0 0 5 4 3 3 23 Lec Lab 8 5 5 5 5 4 3 2 222 Second Semester Course Code NCM 102 NuDiet Pharma Socio/AntHRO 4 Course Name Of a Child' Mother, Child, The child, Child, Child Family and Population Group at Risk or With Nutrition And Dietary Therapy
Pharmacology Sociology with Anthropology of Physical Education 4 SUMMER Course Code StratHealth NI English 3 RLE Units Course Title Course Teaching Strategies in Healthcare Care Informatics Information Total 3 3 8 0 1 0 1 SL 0 0 0 0 0 0 0 C 0 0 0 0 3 3 3 9 18 Document for Public Consultation THIRD YEAR First Semester Course Code NCM 103 Biostat Healthcare Eco Humanities Rizal Course Of
Care for Clients with Problems in Oxygenation, Fluid and Electrolyte Balance, Metabolism and Endocrine Biostatistics Health Economy with Taxation and Land Reform Humanitarian Sciences (World Civilization and Literature) Life, Work and Letters Rizal Total Lec Lab RLE SL C Units 8 0 1 5 3 3 3 0 0 0 0 3 3 3 3 0 0 0 3 3 3 20 0 0 0 0 0 0 0 0 0 0 3 3 3 00 0 0 3 3 0 0 0 0 3 3 20 0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 3 26 Lec
Lab 5 0 1 3 4 0 0 0 2 6 3 3 2 17 0 1 1 0 0 0 1 0 0 0 5 3 3 3 3 24 Second Semester Course Code NCM 104 NCM 105 Filchist Bioethics Nres 1 Course Name Care Clients With Problems in Inflammatory and Immunological Response , Perception and Coordination Of Customer Care with Maladaptive Behavior Patterns of Philippine History Bioethics Nursing Study 1 Total RLE SL C Units 19 Document for Public
Consultation FOURTH YEAR First Semester Course Code NCM 107 Nres 2 Choice 1 Course Name Care Customers with Problems in Cellular Aberrations, Acute Biological Crisis, Acute Biological Crisis, Including Emergency and Disaster Nurse Competence Assessment 1 Nursing Leadership and Nursing Research Management 2 Selective Course 1 Total Lec Lab RLE SL C Units 6 0 2 3 3 4 0 2 15 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 6 6 3 7 2 2 25 Lec Lab 0 3 3 0 0 0 0 0 0 0 Second Semester Course Code INP CA 2 PhilHist Selective 2 Course Name Intensive Care Practice Competence Assessment 2 Philippine Government and Constitution Elected Course 2 Total RLE SL 0 0 0 0 0 0 0 0 0 8 Units 8 3 3 2 16 SL - Skills Lab C - CLINICs ARTICLE VI OTHER SECTION 10. Administration 10.1 College is run by the
dean on a full-time job Following qualifications: S.S. χ. Philippine citizen; Registered nurse in the Philippines with a current and valid PRC ID; Master's degree in Nursing (MAN, MN, MSN) from a college or university duly recognized by the Higher Education Commission; 20 Public Consultation Document, has at least one (1) year of clinical practice and a total of at least five (5) years of teaching, administrative
and supervisory experience in nursing education; - must be physically and mentally healthy; - must have a good moral character; Has no other teaching assignments or administrative functions in other public/private institutions or higher education institutions; Member of a good position of an accredited professional organization of nurses; The question is: when appointed, he must be an active member of the
Association of Deans of the Philippine College of Nursing (ADPCN); and, as intended, he/she must have a properly notarized employment contract with at least one (1) academic year, renewable annually. The contract must include an academic title. 10.2 The Dean must perform the following functions and responsibilities: a. Prepares short-term and long-term plans; b. Initiates curriculum development
programs; c. Plans a rational teaching, academic and non-academic workload; Leading in faculty and staff development programmes; Human, financial and physical management; f. Manages student development programs; Department/college operations management; h. manages the development and use of educational materials; Pursuit of personal and professional development; Collaboration with health
services, affiliated institutions and other scientific units in training programmes; k. Monitors the proper implementation of programs; l. Initiates research and community projects/programs; Sets internal and external connections; n. Getting recognition/accreditation of the nursing program; and the acting evaluates the results of the nursing program. 10.3 The dean must have a training load so as not to exceed a
total of six (6) units of lectures per semester. Section 11. Faculty qualifications/requirements: 11.1 Faculty must have academic training corresponding to his/her teaching assignment. In addition to being a Filipino citizen and having a good moral character, the following qualifications must be respected: For teachers teaching professional courses: 21 Document for public consultation of a registered nurse in the
Philippines with a current/valid ID PRC; b. Master's degree in nursing (MAN, MN, MSN), education or other related medical and medical sciences provided by a college or university, duly Higher Education Commission; c. must have at least one (1) year of clinical practice, a member of a good status of an accredited professional care organization; a. For teachers, teaching other courses: e. f. f. f. other related
medical and medical sciences, as stated in section 4-C of this CMO for those who teach science courses; holder of at least a master's degree in specialization for teachers while teaching general education and must teach only courses in his field of specialization; 11.2 In the event of vacancies at an educational institution, a similar or higher qualification is replaced or replaced during the school year. 11.3 a.
rank. b. The following conditions of employment must be respected: teachers' salaries must be commensurate with their/her academic teacher teaching professional courses and for their experience in the classroom and in related classrooms (RLEs). 11.4 Once appointed, the teacher must have a properly notarized employment contract for at least one (1) academic year, annually renewable indicating the
academic rank in accordance with his academic training and clinical expertise. Recognized titles are: instructor, assistant professor, assistant professor and professor. 11.5 For the initial operation of the BSN program with two (2) sections no more than 50 students per section, a minimum of four (4) qualified teachers, teaching professional and medical courses, two (2) of which must be holders of at least a
master's degree in nursing, must be occupied. 11.6 The Nursing College is due to have an updated five-year faculty development program (FDP). FDP consists of written activities and programs to develop the Faculty of Intellectual, Personal and Professional, as well as Moral and Spiritual Growth. The program can be in the form of: postgraduate b. scholarships and research grants c. in operation and a
continuous curriculum d. Clinical skills enhancement on an official basis for at least two weeks a. 22 Document for public consulting in year 11.7. Training load. The teaching load of teachers should be as follows: a. Full-time teachers can carry a combined RLE and training load of no more than thirty-six (36) units per semester, which includes counseling hours and other activities related to RLE training,
research and expansion services. One hour of RLE supervision is equivalent to one (1) specific loan. b. Nurses who work in public and private institutions who serve as part-time faculty or clinical instructor must obtain permission from the employer and may be given a maximum training load of nine (9) units, provided they provide services after hours. In addition, the Chief Nurse/Training
Coordinator/Head/Nurse should not perform any administrative or clinical oversight functions at any nursing school. c. A part-time faculty in other places may carry a teaching no more than 9 units in all the schools in which he/she teaches. 11.8 The Nursing College should have a faculty manual containing information and policy on all issues to the faculty. 11.9 In the institutions where the courses are held, a
clinical focus on policies, standards, guidelines and course expectations is required. Similarly, nurses from affiliating institutions working as mentors or clinical instructors should be focused on the BSN training program and waiting course. Section 12. Library 12.1. Policy. Library services provide the educational and research needs of staff and students, making it one of the most important service units in higher
education. It is for this reason that the administrations of the institution should pay special attention to libraries, maintaining it with a broad and modern collection, qualified personnel, communication and communication portals. 12.2 Library staff. The chief librarian must: (a) be a registered librarian; b) to be a master's degree in library science; and, c) to provide appropriate training. The library must be staffed by
one full-time registered librarian for every 1,000 students and a ratio of 1 librarian to 2 staff/clerks. 12.3. Library funds. Library funds must meet existing library requirements. The curriculum should have five (5) books on a professional subject in a ratio of one (1) volume to fifteen (15) students enrolled in the program. The titles of the books should be a recent publication published within the last five (5) years.
Higher Education Institution (HEI) is advised to maintain periodicals and other unprintable 23 documents for public consultation materials relevant to the nursing program to assist teachers and students in their academic work. CD-PLMs can complement the library's book collection, but should not be seen as a replacement for the same. a. The opening of the new BSN program must have at least 3,000
collections of books, 30% of which must consist of professional books. Ten percent (10%) from the general professional collection of books should be from the collection of Filipiniana. b. The BS Nursing Library Collection doubles the book collection listed at 12.3.a. 12.4. Logs. To open the new BS Nursing Program, HEI must have a regular and updated subscription of at least seven (7) professional foreign
nursing journals and at least two (2) local journals in the following areas: a. Mother and Child Care b. General Sorority d. Psychiatric Nursing e. Psychiatric Nursing Management/Leadership F. Child Care g. Surgical Care for Recognition of BS Nursing Care, Care Should Be Regularly Treated by BSs Nursing. The number of copies of these journals should be increased depending on the number of students. In
addition to the main collection of books, a major periodic collection of current and relevant titles (local and foreign) should also be provided. the number of periodicals based on registration is as follows: Enrollment is less Students from 1,000 to 3,000 Over 3,000 No. 50 75 100 12.5. A regular sifting program should be carried out to keep the collection up to date and relevant for the last five (5) years. The
archive collection should not be more than 30% of the total collection. 12.6. Print of the library collection. For identification purposes, a library collection, including general education books, professional books, reference materials, magazines, and similar other collections, must be stamped on behalf of the college/university and the campus where the institution is located. 12.7. Internet access. Internet access is
encouraged but should not replace book funds. 24 Public consultation document 12.8. Space requirements. Below are the minimum requirements for the library: a. At least 126 square meters or about two (2) classes should be required for the library. b. At any given time, the library space must accommodate at least five per cent (5 per cent) of the library. total enrolments. c. It should include collections,
shelving, warehouses, a reading room and office space or a staff room. Objects should be attractive and designed to ensure safety and improve operational efficiency and efficiency. In addition, further expansion should be envisaged. 12.9. Finance. All library fees should be used exclusively for library operations and purchases of collections, furniture and fixtures, equipment and equipment, maintenance and
staff promotion. 12.10. School libraries should participate in inter-agency activities and cooperation programmes that encourage resource sharing. 12.11. Availability. The library should be accessible to all and should be open to meet the needs of users even after class. Users include faculty members, students and staff of the institution. Section 13. Facilities and equipment 13.1. Laboratory requirements:
Laboratories must meet existing requirements specified in RA 6541, the National Building Code of the Philippines and Presidential Decree 856 of the Philippine Sanitation Code. The list of necessary and recommended equipment is listed in each requirement course. The identification system for laboratory equipment, materials and models should be followed. 13.2. Class requirements: b. a. For a regular
lecture class, the class size must have a maximum of 50 students. For a science lab class, the class size must have a maximum of 25 students For special lectures, a class size of more than 45 students may be allowed as long as the necessary conditions are provided. c. The classroom area should have at least 7 meters x 9 meters or 63 square meters. 25 Public Consultation Document 13.3. Nursing
Laboratory: Nursing Laboratory should be well-lit and it's ventilated. Its showroom and training space for the return of the demonstration must have an area of at least 8 m x 14m. or 112 sq.m. Teh Teh The training laboratory simulates key areas in hospitals and is equipped with basic tools, equipment and supplies to assist in the development of competencies in the conduct of care procedures. In particular, the
nursing laboratory should have: a demonstration hall in the style of an amphitheatre, which can accommodate no more than 50 students at the same time as the toilet and running water; c. The bed-to-practicing student ratio is 1:2 or an area of practice to demonstrate return, where there is one (1) bed for two (2) students at any given time; At least two (2) doors that will serve as an entrance and exit; e. At least
one (1) fire extinguisher placed outside the door in each scientific laboratory/laboratory for working with nurses. The fire extinguisher must have a recharge record and expiration date attached to the unit; f. Main demonstration models, namely: 1. Birthing model 2. Newborn model 3. Adult bisexual model with the following devices for: 3.1 basic life support 3.2. care for tracheostomy 3.2. Colostomy care 3.3
catheterization 3.4 enema 3.5. parenteral/intravenous (IV) g. Equipment 1. Electrocardiogram (ECG) monitoring demonstration 2. The suction machine h. The ratio of demonstration models to practising students is 1:10 to facilitate learning. 13.4. Clinical Tools and Resources: Related Learning Experience (RLEs) is a learning opportunity designed to develop the competencies of students using processes in
different health situations. They can be obtained from, but not limited to lying in clinics, schools, industrial institutions, communities, outpatient clinics and general hospitals and specialized hospitals. Base hospital. The Basic Hospital is a medical institution used by a higher education institution with a nursing program, offering as a source of basic or primary related educational experience. The hospital may be
independent, owned or managed by an institution or used by the institution in accordance with an effective and duly notarized 26 document on an agreement to consult between an institution and a basic hospital, which clearly spells out the responsibilities of each party. The basic hospital of the nursing school must meet the following requirements: a. Has ongoing DOH-Bureau accreditation for licensing and
regulation as a Level IV hospital (Third Care/Training/Training Hospital). However, level iii hospitals (secondary care hospitals) can be considered provided that the hospital can provide the following: a.1 adequate burden on the number of students enrolled under Article VII, section 15-f. a.2 adequate conditions for teaching and learning needs of students. b. Has a minimum capacity of 100 beds with general
services and a minimum bed occupancy of 80 (80%); c. Should be accessible and located within the region where the nursing school is located. Sixty percent (60 percent) of the The total capacity of the basic hospital beds should be used for RLEs students. There must be a master rotation plan with a timetable/area of all schools that use the hospital to train students. The affiliated hospital is a medical
institution used by a higher education institution in specialized areas for additional clinical training of students such as mental, orthopedics and infectious diseases. The accession agreement is used as a legal instrument to show the terms of the links between the parties involved. Parties to the accession treaty must provide and maintain conditions conducive to achieving the objectives of learning. The school
of nurses and the hospital agency must establish effective coordination and cooperation. Open communication should exist among medical staff and school staff. Cross-regional affiliations are not allowed unless special areas can be found in the region. The basic hospital/s, hospital/s and community health/ies, used by students for RLEs, or held in urban or rural communities, should have the following
facilities: 27 Document for public counseling a. classroom for conference b. library c. comfort room d. lounge f. lounge f. provision locker should be made for adequate physical facilities, supplies and equipment for effective care of patients and training of students. The care service should be provided by an appointed training coordinator and the necessary staff consisting of qualified professional and non-
professional staff. Teachers and nursing staff of an affiliated agency must work together to plan, implement and evaluate relevant student learning experiences. There should be a sufficient number of patients who differ in age, gender, level/acuteness and types of diseases desired for learning and learning from different levels of study. 13.5. Virtual Care Skills Laboratory: Higher education institutions are
encouraged to put a virtual skills laboratory in addition to relevant learning experience prior to actual experience. ARTICLE VII INSTRUCTION STANDARDS Section 14. The standard of learning. The institution should maintain a high level of training using appropriate and updated course training programmes/references and training methods/strategies taking into account key areas of responsibility (Safe and
quality health care, health care, health education, communication, collaboration and teamwork, Legal Responsibility, Ethical Responsibility, Personal and Professional Development, Research, Improvement of quality, Record management and management of resources and environment) that contribute to the quality of nursing education. The following should be strictly observed: a. professional subjects of
nursing with appropriate RLEs must be strictly observed, respected, taking into account the preliminary requirements, consistency, continuity and integration requirements. The completion credit is based on the implementation of the training requirements. Assessment for professional courses should be based on course credit (i.e. lecture units and RLE units). 28 Public consultation document c. The ratio of
teachers to students in the science lab class is 1:25, while the regular class is 1:50. The institution must provide a systematic and ongoing plan to assess a student's performance through a marking system that is consistent and consistent for the purposes. a system of academic assessment should be established and implemented to monitor and assess the performance of students and teachers. e. Regular
academic audits of academic resources, such as curricula, textbooks, modules, audiovisual materials and others such as software. The academic records of teachers should be properly stored and maintained in the nursing college. Section 15. Related Learning Experience (RLEs) is carefully selected to develop competencies using the care process in different health situations. The following conditions must
be observed: a. Related Learning Experiences (Clinicals) is offered simultaneously or immediately after the lecture. Classes in the classroom and RLE must meet the course's objectives. b. The Faculty, teaching a lecture, must monitor students in their RLE. In the case of team training, there should be close coordination and cooperation between the teacher and the clinical faculty. RLE requirements must
comply with China's policies and guidelines. d. A documented RLE rotation plan showing the distribution of student and teacher supervision in each clinical area of the basic hospital and branch facilities should be provided. e. Faculty compensation should be based on the calculation that one (1) hour of RLE is equivalent to one (1) hour of lecture. f. The effectiveness and effectiveness of relevant learning
experience should be taken into account: f.1 The quality of supervision of clinical instructors and the learning process f.2 The readiness and ability of the student f.3 the quality of educational resources as in institutions, and in communities f.4 Adequate number and variety of clients f.5 Using appropriate feedback mechanism f.6 Adequate number of qualified medical staff and other staff f.7 The quality of patient
care services f.8 Compliance with the required e-5 ( 51) hours to 29 document for public consultation in one (1) The RLE f.9 student-to-client ratio depends on the student's goals and abilities. Student-to-client ratio should be: Level II IV 1st Semester 1:1 1:2-3 1:5 2nd Semester 1:2 1:3-4 1:6 Teacher-to-student ratio should be: Level II III IV 1st Semester 1:8 1:10-12 1:12-15 2nd Semester 1:8 1:10-12 1:12-15
Section 16. Recognition and Government recognition, increasing student numbers should be subject to a proportional increase in resources in both the classroom and the clinical field subject to CHED approval. To do this, CHED's regional offices must strictly monitor compliance. b. Nursing schools that have been in place for five (5) years are encouraged to be accredited under the programme. ARTICLE VIII
RESEARCH REQUIREMENTS Administration should encourage and support research among its students and faculty and promote the use of research results to guide and improve care practices, education management and other aspects of the nursing program. All students must complete the research project during their studies. The research results of the faculty and publications are taken into account in
the promotions of the faculty and the academic rating. Strict ethics in research must be observed. 30 Public Consultation Document There is an adequate budget allocated for research and publication. A functional research committee or office should support research and publications. ARTICLE IX ADMISSION, SELECTION AND RETENTION OF STUDENTS School should have well-defined policies of
admission, selection, promotion and retention, published and known to students and reflected in the Student Handbook. In addition, the college must administer an entrance exam for incoming freshmen covering the following areas: a. b. c. d. d. d. English Science Mathematics Inductive Reasoning The number of students enrolled in the College of Nursing should be based on the following: a. a. qualified
faculty b. teaching/learning resources c. Basic hospital/affiliated facilities resources based on: - clientele - staffing - convenience The student is allowed to enroll in the course after having satisfactorily completed all the necessary courses. The student is allowed to carry only the usual semester load. However, the academic workload for graduates should be guided by the relevant CHED issues. Second
coursers must strictly adhere to regular RLE rotation and class schedules. The special BS care program provided in CMO No. 9 s. 2004 is no longer allowed. ARTICLE X RESIDENCY REQUIREMENTS Typically, a graduation candidate must take the last school year level in college. A student must be evaluated according to criteria or 31 document for a public consultation assessment system required for a
college to determine qualifications in all professional courses. ARTICLE XI SANCTIONS Non-compliance with the provisions of this CMO should, after due process of due process, compel the Commission to revoke the government's permission/recognition or to refuse the granting of powers implementation of the nursing programme. Gradual abandonment of the care program is averaging below 30% over a
three-year period in the Philippines The licence review, since 2013, is carried out by CHED in accordance with the following guidelines: 1. Official results of the inspection of the nurse's license from the Occupational Regulatory Commission's Care Board should be the basis for phasing out care programs. 2. Percentage results of the exam/s taken during the year should be average annual. 3. The calculation
of 30% only includes the ratings of the test subjects who passed the nurse's licensing exam for the first time. The Commission is to carry out two (2) monitoring activities over a three-year period. A conference with school officials should be made to identify areas for improvement. Failure to fail in the course of monitoring activities should be limited to the issuance of the Phase-out Waiver Order. ARTICLE XII
TRANSITORY PROVISION Higher education institutions that have received permission or recognition for the BS Nursing proposal are required to fully meet all the requirements required by the CMO within three (3) years of implementation. ARTICLE XIII SEPARABILITY AND REPEALING CLAUSE 32 Public Consultation Document Any provision of this order that may subsequently be invalidated does not
affect the remaining provisions. All issues, rules and regulations of CHED or parts of them, contrary to the provisions of this CIO, are now canceled. ARTICLE XIV EFFECTIVITY CLAUSE Higher Education Institutions (HEIs), which have decided to continue the implementation of CMO No. 30 s. 2001 during the academic year 2008-2009 will allow its students to complete the BSN curriculum in accordance with
CMO No. 30 s. 2001 while those VUI who have decided to implement CMO No. 5 s. 2008 during the 2008-2009 academic year allow their students to graduate under this new expanded CMO. This KIO will come into force from 2009-2010, fifteen (15) days after its publication in the Official Gazette or in the national circulation newspaper. EMMANUEL Y. ANGELES Chairman of Kaesong City, Philippines
Martha , 2009 Appendix A COURSE SPECIFICATIONS 33 Document for Public Consultation Course Title Course Description : Course Credit Contacts Watch / Sem Pre-requisite Accommodation Course Goals: Course Essential THEORETICAL FOUNDATIONS In NURSING This course deals with meta-concept perso rson, health, health, environment and care In addition, it includes non-feeding theories such
as the theory It presents how these concepts and theories serve as a guide for nursing practice. In addition, it considers health as a multifactorial phenomenon and the necessary basic competencies that a nurse should develop. 3 Units 54 Hours of Lecture : Psychology : 1st year, 1st Semester At the end of the course and given simulated conditions/situations, the student will be able to 1. differentiate the
views given by various theorists of human care, health, the environment and 2. Describe different theories of not nursing as applied to care 3. use selected care theories and non-feeding theories in customer care 4. Demonstrate individual competencies in accordance with eleven key areas of responsibility related to care: I. Review 1. Definition of concept, theory, principle 2. Theory 3 features. Components of
Theory 4. The goals of care theory 5. The care paradigm of the .II different views on a person, Health, Environment and Care Various Care Theorists Florence Nightingale Ernestine Weidenbach Virginia Henderson Fay Glenn Abdella Jean Watson Dorothea Orem Myra Estrin MaryRo Rogers Dorothy Johnson Callista Roy Betty Imogen King Hildegarde Perplau
Idja Fitzpatrick Ann Boykin and Savina Savina Shawnhoff Different views of non-feeding Theories: 1. Systemic Theory 2. Theory of Change 3. Theory of development IV. Health as a multifactorial phenomenon V. Interconnected relationship relationships ips factors affecting health VI Improving quality, including core values VII. A competent approach to the BSN VIII curriculum. Basic Competencies of
Competence within 11 Key Areas of Responsibility Course Title Course Description : Course Credit Hours Contact / Sem Pre-Mandatory Placement Course Goals: : ANATOMY AND PHYSIOLOGY This cours course electronic transaction with a person in terms of its adaptability adapter ion ion, c, rack rack tura rall frame frames work rk, with emph emphas asis is on physio ilog-vilogy y regu regula latio tions
n'adap adaptiv e mechan mechanism ism, integr integrate ates s lectur lecture e with Labour laboratory Tori y experi experience, which provides exercise and essentials. 3 unit lectures, 2 units of laboratory 54 lect lectur ure e hou hours rs, 108 108 laboratory laboratory hou hours rs : : No 1st year, 2nd semester At the end of the course and taking into account specific situations / conditions, the student should
be able to: 1. describe anatomical structures and physiological mechanisms/processes/systemic mechanisms/processes/systems involved in the following physiological concepts: 1.1 locomotive 1.2 fluid transport 1.3 gas exchange 1.4 fluid and electrolyte, acid/base dynamics 1.5 food metabolism 1.6 chemical regulation 1.7 neural regulation 1.8 sensory consumption 1.9 Protection 1.10 Awareness and
Response to The Environment 1.11 Reproduction 35 Document for Public Advice 2. use basic anatomical facts and physiological concepts and principles in the care of sick individuals Course Sketch : I. Anatomy A. Definition 1. Study types a. Systematic anatomy b. Regional anatomy C. Surface anatomy B. Definition 2. Types of research: a. According to the body, b. According to the levels of the body within
the body C. Structural and functional organization 1. Seven Structural Levels A. Chemical b. Organic c. Tissue d. Tissue e. Organ f. Organ System G. Organism D. Characteristics of Life 1. Organization 2. Metabolism 3. Responsibility Response 4. Height 5. Development 6. Reproduction of E. Homeostasis 1. Negative Feedback 2. Positive reviews F. Terminology and Body Plan 1. Directed conditions 2.
Planes/sections 3. Body Regions 4. Body Cavity 5. Serous membranes II. Cells, tissues, tissues, glands and membranes of membraneS A. Cells 1. Cell structure and function 2. Whole Cell Activity 36 Document for Public Discussion B. Tissue 1. Basic Tissue Types a. Epithelial Tissue b. Connective Tissue C. Muscle Tissue d. Nervous Tissue e Membranes F. Inflammation G. Tissue Repair C. Life Chemistry
1. Basic Chemistry 2. Chemical reactions 3. Acids and Base 4. Water 5.Organic Molecules III. Respiratory System A. Anatomy of the Respiratory System 1. Nose and nasal cavities 2. Farinx 3. Larinx 4. Tracheia 5. Bronchi and smaller air passages 6. Light 5. Pleural cavities B. Ventilation and Light Volumes 1. Phases of ventilation 2. Ventilation mechanisms 3. Lung collapse 4. The pulmonary volumes and
capacity of C. Gas Exchange D. O2 and CO2 are transported in the blood E. Modification of ventilation IV. Cardiovascular System A. Heart 1. Blood vessels and blood circulation a. Structure and function b. Blood vessels pulmonary circulation c. Blood vessels of systemic circulation d. Circulation physiology of circulation E. Control of blood vessels f. Blood pressure regulation B. Blood 1. Function 2. Blood
composition a. Plasma b. Cellular Content 37 Document for public consultations c. WBC or Leukocytes d. Platelets or platelets 3. Preventing blood loss B. Lymphatic system and immunity 1. Features 2. Lymphatic vessels 3. Lymphatic organs 4. Immunity VI. Digestive System 1. Activities in the digestive system 2. Stems or layers of the digestive tract 3. Organs and functions of the digestive system 4.
Movements and secretions in the digestive system 5. Metabolism VII. Endocrine System 1. Hormones 2. Endocrine glands and their hormones 3. Other hormones VIII. Urinary system and liquid balance 1. Structure and function 2. Kidneys 3. Ureters 4. Bladder 5. Urethra IX. Fluids and electrolytes 1. Body Fluid Part 2. The composition of the liquid in the body is fluid bitch 3. Exchange between body fluid
Parts 4. Regulation of extracellular fluid Composition 5. Acid-basic balance regulation 6. Changes in the X. Integumentary System 1 buffering mechanism. Skin structure 2. Accessories of the skin structure XI. Nervous system 1. Separation of the nervous system 2. Nerve system cells 3. Central nervous system 4. Peripheral nervous system 5. Autonomic System XII. Special feelings 1. The main group 2.
General feeling 3. Special Sensibilities XIII. Skeleton System 1. Key components 2. Connective tissue 3. The overall feature of the bone is 38 Document for public consultation 4. General classification of bone anatomy XIV. Muscle system 1. Characteristics of skeletal muscle 2. Smooth muscle anatomy 3. Anatomy of skeletal muscles XV. Reproductive system 1. Male Reproductive System a. Part b. Male
Reproduction Physiology 2. Female reproductive system a. Parts 3. Physiology of Female Reproduction Laboratory : Supplies and Equipment Anatomical Models, Video Charts and CD DISKY Saved Samples and Slides Reflex Hammer Sfigmomanometer Stetoscope Course Microscope Course Title : Course Credit Contacts Watch / Sem Mandatory Placement Course Goals: : NCM 100 - FUNDAMENTALS It
deals with the concept of man as a holistic being It includes discussion of the various roles of the nurse, emphasizing health promotion, health maintenance, and disease prevention through the care process. It includes the basic care skills required in caring for individual customers. 3units lectures, 2units RLE 54 hours lecture, 102 RLE hours : General Chemistry, Theoretical Basics of Care Anatomy and
Physiology, Biochemistry : 1st year, 2nd semester At the end of the course and taking into account actual or simulated situations /conditions, the student will be able to: 1. Use the care process in holistic customer care to promote and maintain the health of 1.1 Customer Assessment with his/her health status and risk factors affecting health 1.2 Determine the actual health status/risk of a nursing diagnosis 1.3
Plan with the client of relevant activities to promote and maintain health 1.4 Implementation with the client of appropriate interventions to promote and maintain health 1.5 Assessment with clients of the results of a healthy 39 Document for public consultation 39 Document. provide a well-organized recording and reporting system 3. observe bioethical principles and basic values (love for God, care, country of
love and people) 4. to communicate effectively with clients, health team members and others at work related to patient care and health 5. Respect bioethical concepts/principles and core values and standards of customer care; and, Sketch Course : I. Nursing as a profession A. Profession 1. Definition 2. Criteria B. Care 1. Definition 2. Features 3. Focus: Human Answers 4. Personal and professional qualities
of Nurse C. History of Nursing 1. In the world 2. In the Philippines (includes the history of his own school of nurses ) D. Development of modern care E. Growth of professionalism 1. Occupation a. Specialized Education b. Knowledge Authority c. Ethics d. 2. Carpers Four Models Knowing a. Nursing Science b. Nursing Ethics c. Nursing Esthetics d. Personal Knowledge F. Review of Occupational Nursing
Practice 1. The level of professionalism according to Benner (Newcomer, Beginner, Competent, Experienced, Expert) 2. Roles and responsibilities of a professional nurse 3. The scope of nursing practice on the basis of RA 9173 4. Review of the Code of Ethics for Nurses/Philippine Bill of Rights/Legal Aspects 5. Professional/legal and moral accountability/responsibility G. Different fields in nursing 1.
Institutional Care (Medical Hospital Staff) 2. Public Health Care (School of Nurses/Industrial Nurses/Public Health Care) 3. Independent care practice 4. Education 5. Care in Other Areas 40 Document for Public Consulting H. Communication Skills 1. Effective Communication 2. Therapeutic Communication Goals 3. Communication components 4. Criteria for effective oral communication 5. Guidelines for
active and effective listening 6. Guidelines for using touch 7. Consideration of development in communication 8. Communicating with people who are a. Physically challenged b. Cognitively challenged c. Aggressive 9. General Guidelines for Trans-Cultural Therapeutic Communication I. The Care Process 1. Score 2. Diagnosis of nursing (as concept and process) 3. Planning (long-term, short-term, priority
setting, goal-setting) 4. Intervention (joint, independent care activities) 5. Assessment (formal, cumulative) 6. Documentation of the care plan /reporting J. Health and Illness: 1. Recall concepts learned about a person as an individual and as a member of family 2. Determine your health. Health and illness 3. Explain the size of wellness 4. Discuss the Health Disease Continuum 5. List the stages of recovery and
illness 6. Describe three levels of prevention K. Levels of care 1. Health Propaganda 2. Disease prevention 3. Medical care 4. Therapeutic 5. Rehabilitation L. Basic Interventions to Maintain 1. Healthy Lifestyle, 2. Oxygenation 3. Fluid and electrolyte balance 4. Nutrition 5. Elimination 6. Temperature regulation 7. Mobility and exercise 8. Hygiene and Comfort, 9. Safety, Security and Privacy 10.Psychosocial
and Spiritual Problems 41 Document for Public Consultation M. Meeting Needs Related to Death and Dying/Grief and Grief 1. The concept of death and death/woe and sorrow 2. Caring for terminally ill patients and their families. 3. Posthumous Aid II. Care as Art. 1. Definition of art 2. Why is breastfeeding art? 3. Concepts related to the art of care 4. Self-awareness/concept (Who am I?) 5. Self Enhancement
(How can I become a better person?) 6. Care : Integral care component 7. Care - Customer Relationship 8. Therapeutic Communication 9. Nurse Focus III. Health and 1. Recall the concepts learned about the person as a person and as a member of the family 2. Determine your health. Health and illness 3. Explain Explain wellness 4. Discuss the Health Disease Continuum 5. List the stages of recovery and
illness 6. Describe the three levels of the RLE Prevention Guide Provide an opportunity to demonstrate the different care procedures learned. Give the opportunity to care for a real customer. : Laboratory materials and equipment stationery such as hospital uniforms and Logbook equipment such as surgical instruments, hospital equipment such as bedding, urinal, surgical beds, stethoscope, non-mercurial
device BP, etc. luminaries such as diagram racks, medicine and treatment card racks of audio visual equipment such as dummy, video, video, Wheelchair, stretcher, etc. Hospital Linens Course Title Course : : HEALTH ASSESSMENT Course deals with concepts, principles and methods of history 42 Document for public consultation Description Course Credit Contact Watch / Sem Premise Placement Course
Goals: : Course: : Taking using various tools, physical examination (from head to toe), psychosocial assessment and interpretation of laboratory results to arrive in nursing diagnosis throughout the life of the client 2 lecture units, 1 block RLE 36 hours lecture, 51 RLE hours All subjects of the first semester of the 1st year, Summer At the end of the course and given the simulated and actual conditions
/situations, the student will be able to: 1. differentiate normal from abnormal evaluation results; 2. Use concepts, principles, methods and appropriate assessment tools when assessing an individual customer with different age groups and development; And, 3. respect bioethical concepts/principles and core values and standards of customer care. I. Review of the Nursing Process II. Health History Guidelines
A. Interview 1. Goal 2. Structure 3. Guidelines for Effective Interview III. Health History A. Personal Profile 1. The main complaint of this disease is 2. Past health stories 3. Current medications 4. Personal Habits and Models of Life 5. Psychosocial History a. Assessment of the mental state of children and adult adolescents B. Functional score 1. Adults 2. Physical Activities of Daily Life (PADC) 3. Instrumental
Activities of Daily Life (IADL) C. Functional Assessment Tests 1. Newborns - Apgar Scoring System 2. Infants and children - MMDST 3. Adults a. Katz Independence Index in ADL b. Bartel Index 43 Document for Public Consultation D. Review systems (symptoms) E. Assessment during pregnancy (e.g. LMP, EDC) F. Pediatric supplements to health history A. (e.g. head circumference, weight, height,
immunization) G. Geriatric supplement to health history (e.g. i mmunization, current prescription drugs, more counters, ADL, social support, etc.) III. Physical Examination A. Preparing guidelines B. PE guidelines C. Methods in 1. Inspection 2. Auscultation 3. Shock 4. Palpation D. Continuation of assessment 1. Pain 2. Fever Fever Pediatric Adaptation 1. General Guidelines 2. Specific Age Groups F. Geriatric
Adaptation 1. General Guidelines 2. Changes G. Cultural considerations 1. PE Sequence (adult/pedia/geriatric adaptation) a. Review b. Integument c. Head d. Neck e. Back F. Front Truck G. Abdomen h. Muscle System i. Neurological System J. Genitourinary System H. Clinical Warning I. Documentation of findings of J. Patient and Family Education - Home Health Training Laboratory Diagnostic Tests
(regular laboratory exams) V. Appropriate nursing Diagnostics Score Form Patient Shape Chart Ophthalmoscope Watch from the second side of the Otoscope Sphygmomanometer flashlight or spotlight Stethoscope 44 Document for public language consulting developer Ruler Title Course Description Course Credit Watch Contact / Sem Premise Placement Course Goals: : : : : : : Gloves and lubricant Vaginal
speculum and equipment for cytological bacteriological research Reflex hammer paper and pencil COMMUNITY HEALTH NURSING This course covers concepts and principles in providing basic care in terms of health promotion, maintaining health and preventing human disease, family, community level and special population groups. It includes a study of the Philippine health care system and the global
context of public health. It describes what community/public health care is in the context of the Philippine health care system and community development. 3 units of lecture; 2 units RLE (.5 Skills Lab; 1.5 Clinicals) 54 hours of lectures; 102 RLE hours NCM 100, Theoretical Basics of Care, Health Assessment 2nd Year, 1st Semester At the End of course, the student will be able to: 1. Apply the concepts and
principles of primary health care in the context of public health care 2. Assess the health of individuals/family/group/population based on the environmental, political and economic situation. Identify health needs for individuals/family/group/population/community using standard tools and methodologies. 4. Ensure good documentation and accuracy of the recording and reporting system 5. Observe bioethical
principles and basic values (love for God, country and people, and care) Course: I. Alma-Ata Declaration II. Health Promotion/ Disease Prevention/ Health Care 1. Concepts, definitions and principles 2. Ottawa and Bangkok Health Promotion Charter 3. Prevention Levels 4.Theories promote health (e.g., Pender's Health Theory, Bandura Self-Efficacy Theory, Health Faith Model, Green's Prolong-Progoyle
model) 5. Approaches to Health Promotion (e.g. National Approach to Healthy Lifestyles) 45 Public Consultation Document III. Public Health 1. 2. History/Early Public Health Events 3. Modern Public Health 4. The main functions of public health 5. Public health care Public health economics IV. Philippine public health system 1. Current health situation 2. Health Delivery System a. Department of Health B. Local
Health Systems and Transfer of Health Care C. Levels of Health Care/Institutions (Public and Private) 3. DoH Public Health Programs a. Family Health Program 1. Women's Health: Caring for maternal care/safe motherhood - Family Planning - Violence against Women and Children 2. Children's Health: - Feeding infants in infants and adolescents - Basic neonatal care - Newborn screening - Advanced
Immunization Program - Prevention of Childhood Trauma and Disability - Adolescent and Youth Health 3. Oral health 4. Men's Health 5. Elderly Care b. Noncommunicable Disease Prevention and Control Programs (Diabetes, Cardiovascular Diseases, Cancer, Chronic Obstructive Pulmonary Disease) c. Drug Addiction/Substance Abuse Control d. Mental Health Program e. Prevention of Blindness F.
Infectious Diseases Program 1. National Tuberculosis Programme 2. Leprosy control program 3. Schistosomiasis control program 4. Filiaraza 5. Malaria Program 46 Public Consultation Document Rabies Program 7. Dengue 8. STD and AIDS Control Program g. Environmental Health Principles of Environmental Health Water Sanitation Sanitation Food Waste Management Insects and Vermin Control
Industrial Hygiene Sanitation Public Places Emergency Sanitation Schools h. Occupational Health - Principles of Occupational Health - Working People, including Small Communities and Homes - Principles of Environmental Toxicology - Intervention, Interventions/Approaches 4. DoH Strategies and Approaches. Ensuring quality /Sentrong Sigla b. Healthy Lifestyle c. Integrated Children's Diseases
Management (IMCI) d. Reproductive Health (RH) e. Primary Health Care (PHC) - Concept - Key Elements - Key Elements - Health Indicators - Major Health Problems - Health Prospects - National Health Targets - Concepts and Definitions 47 Document for Public Consultation 2. Principles of Community/Public Health Care 3. Customers Care a. Family Concepts Principles family care Typology Care
Intervention Care Raleigh / Responsibilities b. Community Concepts/Definitions. Type of Community Factors Influencing Community Health Community Diagnostics Community Care Activities Community Organizations to Promote Health and Maintain C. Population/Vulnerable/Risk Guidelines Assessment Typology Intervention Care VI. Public Health Nurse 1. Roles/functions 2. Competences / Skills a. Health
Care Process b. Epidemiology Identification Identification Use of Epidemiology Epidemiology Triad Concepts on: -Multiple cause-and-effect disease-immunity: herd, etc. Selected Approaches to Epidemiology - Study - Descriptive: Rates, Accounts - Analytical: Case Control, Research, Cohorts, Morbidity, Prevalence - Experimental (Short) - Steps in Epidemiological Investigation - Nurse's Functions in
Epidemiology Health Advocacy/Education - Individual, Groups, Family and Community - Home Care - Foundation-Based - Public, Private, Workplace VII Specialized fields in community/public health nurses 48 Document for Public Consultation 1. School health care 2. Professional Health Care 3. Community Mental Health Nurse VIII. Community Development 1.
Concepts and definitions 2. Historical Perspectives 3. Ethical Principles a. Approaches, i.e. (Economic Community Development (CED), Community Participation Research (CBPR) b. Strategies/Methodology c. Tools 4. Community Needs Assessment/Community Diagnostics a. Definition b. Steps c. Data Collection d. Collation and Analysis e. Diagnostic Formulation f. Priority Review Of Type Integrated
Awareness of Problem-Oriented Subsystems h. Data collection methods conduct surveys using the existing data source of epidemiological study Observations IX. Organization for Health Promotion 1. Justification for Community Health Organization 2. Justification for Health Organization 3. Methodology/Tools a. Community Diagnostics b. Planning Cycle Steps in Program Planning - Situational Analysis -
Target - Objective Setting - Strategy - Activity Settings - Development Of The Health Assessment Plan 1. 49 Document for Public Consultation Recognizing Barriers/Limitations and Finding Solutions c. Monitoring and Assessment Program Monitoring and Evaluation Of The Monitoring and Evaluation Of Directions assessment of the steps to evaluate the XI programme.
Working with groups to develop communities 1. Definition of community development 2. Group Development Stages 3. Measures to promote group growth: a. Orientation, structure, direction b. Process, Negotiation and Conflict Resolution Understanding of the nature of the approach to conflict resolution Creating new ways to help members c. Awareness of the consequences of behavior d. Applying new
learning 4. Network, Collaboration and Partnership a. How to create a network for community development b. Key ingredients in partnership c. Opportunities needed for partnership Guide for RLE To provide the ability to practice bag technique and other care procedures Provide for actual care groups with a focus on health promotion and disease prevention Equipment and materials (they may be in
the laboratory nursing skills and in the community) Course Title Course Description CHN Bag complete with appropriate equipment and supplies : : PARASITOLOGY This course is designed to assist students in learning important microorganisms and parasites. He explains the physiology and pathogenic properties of bacteria, fungi and viruses as an introduction to the causal link between diseases, their
biology, the infections they cause, the response to these infections and their way of transmitting, preventing, treating and caring for patients. 50 Document for Public Advice Course Credit Contacts Watch / Sem Premise Placement Course Goals : Course: Laboratory Experience to provide sample collection, processing and processing samples to isolate and identify microorganisms and parasites involved in
infectious processes. 3 lecture units, 1 unit of laboratory 54 hours of lecture, 54 laboratory hours : General Chemistry, Anatomy and Physiology : 2nd year, 1st semester At the end of the course and taking into account simulated /actual situations / conditions, the student will be able to: 1. apply the concepts and principles of microbiology and parasitology in the care of people. Use of principles and methods to
collect, process samples and identify microorganisms and parasites involved in infectious processes. I. Microbiology 1. The organisms that make up the microbial world and the development of microbiology 2. Microorganisms 3. Microbiology Department 4. Microbiology value 5. Practical application of microbiology 6. The Evolution of Microbiology 7. Basic laboratory equipment and procedures in the study of
bacteria II. Microbial control 1. Methods to control pathogens 2. Surgical and Medical Asepsis 3. Antimicrobials in Therapy III. Infection and resistance of the host 1. Infection and bacterial intrusion 2. Receiving response to infection a. Non-specific host resistance b. Specific resistance of host c. Vaccine in the elimination of IV disease. Pathogens and parasitic helminths 1. Normal human microbial flora and
pathogens pathogenic to humans 2. The simplest and helminths of human disease B. Microbial diseases of various organ system 1. Skin and eyes 2. Nervous system 3. Cardiovascular system 4. Respiratory system 5. Digestive System 6. Urinary and Reproductive System 51 Document for Public Consultation Course Course Course Description: : Course Credit Contact Watch / Sem Premise Placement
Course Goals: : : Outline Course : NCM 101-CARE MATER, CHILD AND FAMILY Principles and Methods of Care for Normal Mothers, Infants, Children and Family and Application of Principles and Concepts on Family and Family Health Care. 4 units of lecture, 4units RLE No 1unit Skills Laboratory /3units Clinical 72 hours lecture, 204 RLE hours : FNP 1, Health Assessment, Anatomy and Physiology,
Microbiology : 2nd year, 1st semester At the end of the course, given actual or simulated situations/conditions involving the client (normal pregnant woman, mother, and/ or newborn child, child and newborn child The student will be able to: 1. Use the care process in holistic care of the client to promote and maintain health. 1.1 Assess with the client his/her health status and risk factors affecting health 1.2
Identify wellness /risk group nursing diagnosis 1.3 Plan with the client of appropriate measures to promote health and maintain health 1.4 Exercise with the client appropriate measures to promote health and maintain health in accordance with the relevant principles and methods 1.5 Assessment with the client progress of their health condition and the results of care. Provide a well-organized system of
registration and reporting 3. Observe bioethical principles and core values (love for God, care, country of love and people) 4. Communicate effectively with clients, medical team members, and others at work related to the care and health of I. Family and Family Health 1. Concepts/ Family Definition 2. Family structure and function 3. Universal characteristics of families 4. Healthy Family Characteristics 5.
Family stages and tasks 6. Levels of prevention in family health II. Family health care process 1. Definition of family care and family care 2. Principles of Family Care Process 3.Steps of the Family Health Care Process 4. Initial assessment/data base for family care practices 5. Family structure/characteristics/dynamics 6. Social, economic and cultural factors 7. The health status of each family member 52
Public Consultation Document 8. Values and Practices to Promote Health III. Data collection methods 1. Assessing the health of each family member 2. Surveillance 3. Interview 4. Review of records/reports and laboratory results 5. Home Wednesday score 6. Tools used in family assessment: genogram, ecocard, initial database, family assessment guide IV. The mystery of nursing problems in family nursing
practice 1. Level 1 Assessment: Identification of Health Threats, Predictable Crisis, Health Deficit and Health Capacity/State nd 2. 2 Level Assessment: Determining a family's ability to perform family health tasks for each health risk, health deficit, predictable crisis or health potential V. Statement on family health problems and causes/facts VI. Criteria for prioritizing 1. Planning a. Determining and importance of
a family care plan b. Purpose and objective staging 2. Implementation VII. The categories of care activities in the practice of family care include: 1. A person becomes: Methods / Processes 2. Competency training 3. Motivation-support for chang3e/lifestyle VIII behavior change. Health and intervention strategies category 1. Prevention 2.Lecce 3. Rehabilitation 4. Fasilitative 5. Promoting 6. Direct IX. Score 1.
The qualifying and quantitative data for the assessment is 2. Methods and sources Data 3. Steps in assessment 4. Assessment criteria 5. Assessment in family care practice Entries in family health care practices 1. Value and uses 2. Types of reports on 11 records. Maternal and Child Health 1.Procreative Health a. Definition and Theories Related to Childbearing b. Human Reproduction c. Risk Factors That
Lead to Genetic Disorders 53 Document for Public Counseling d. General Tests to Identify Genetic Anomalies e. Using the care process in the prevention of genetic changes and in the care of clients seeking services before the 12th year. Antepartum/ Pregnancy 1. Anatomy and Physiology of the Male and Female Reproductive System 2. Menstrual Cycle Physiology 3. The process of conception is 4. Fetal
circulation 5. Fetal developmental vesities 6. EDC 7. Common teratogenes and their effects are 8. Health history: past, present, potential, biographical data, menstrual history, current pregnancy (EDD, AOG, gravid, para), previous pregnancies and outcomes (TPAL score), gynecological history, medical history, nutritional status 9. Normal changes during pregnancy a. Local and systematic physical changes
including vital signs, review systems b. Emotional changes including anger during pregnancy c. Leopold maneuver 10. Dangerous signs of pregnancy 11. Normal Diagnostic/Laboratory Results and Deviations Pregnancy Test Urine Blood Test (CBC) ultrasound 12. Appropriate diagnoses of nurses 13. Meeting the needs and discomfort of pregnant mothers 14. Prenatal Exercise 15. Preparing for work and
delivery XIII. Intra-party (Labour process and delivery) 1. Factors influencing the labor and delivery process - passenger, pass, power (primary and secondary) and placenta 2. Functional representation relationships part 3. Theories of the beginning of childbirth 4. Common signs of labor 5. Stages of delivery and delivery 6. The common inconvenience of a woman during childbirth and childbirth is 7.
Dangerous signs during childbirth and delivery 8. Appropriate nurses' diagnoses 9. Caring for customers experiencing the labors and delivery process 10. Physical and Psychological Training Of the Client: Explaining the Procedure, Providing Informed Consent, Ensuring Safety, Comfort and Privacy (Correct Positioning, Draping, Constant Feedback, Therapeutic Sensory 54 Document for Public Consultation
11. Monitoring the delivery of the workforce 12. Mechanisms of overcoming in the partner and family of a woman the stresses of pregnancy, childbirth and puerperium 14. Preparation of the working and maternity room 15. Training of medical staff XIV. PostPartu 1. Definition 2. Specific body changes on the mother 3. Psychological changes on the mother 4. Phases Puerperium Taking In Taking Hold Letting
Go 5. Monitoring of vital signs, uterine involution, number and lochs, emotional responses drug therapy, episiotomy of healing 6. Possible complications during postpartum postpartum: bleeding 7. Appropriate nursing diagnoses 8. Care for mothers during the postpartum a. Security measures: restrictions in movement, protection from falls, provision of adequate clothing, care for wounds, for example.
episiotomy b. Measures of comfort: exercises, the onset of lactation, the relief of such discomforts as breast thickening and nipple ulcers, hygienic measures, maintaining adequate nutrition c. Measures to prevent complications: ensuring adequate uterine contraction to prevent bleeding, adequate monitoring, early ambulation, prompt referral to complications d. Support for psychosocial adaptation of the
mother e. Health training of the mother, the mother' health. Health beliefs and practices of different cultures during pregnancy, l childbirth, puerperium 10. Current trends in maternity and child protection 11. Family Planning a. Natural Methods - Standard Days Method (SDM) with cycle beads, billing method, syspto-thermal method, amenorrhea lactation method (LAM) b. Artificial methods - use of hormones,
intrauterine devices, barrier methods, tubal dressing, vasectomy XV. Newborn A. Profile of a Newborn 55 Document for Public Consultation 1. Physiological function - APPEARANCE APGAR score, Ballard score, systems review, anthropometric measurements (weight, head, chest, abdominal circumference, length, other appropriate measures) 2. Signs of life, patent airways 3. Behavioral Assessment
and Other Important Information 4. Newborn Screening B. Newborn Care. 1. Breathing establishment 2. Maintaining patent airways 3. Water/oil bath, bath, diaper change, 4. Eye Prevention 5. Cord care 6. Vitamin K Administration 7. Temperature regulation 8. Sensory stimulation (audio-itimi) 9. Vestibular stimulation 10. Breastfeeding 11. Burping 12. Elimination 13. Cuddle C. The concept of growth and
development is one. Definition 2. Principles of Growth and Development (GD) 3. The main factors influencing GD 4. Basics GD Age Periods Methods of Learning GD-cross-section, longitudinal patterns GD Individual differences 6. Biological growth and development 7. Development of mental function and personal development 8.Theories: - psychosexual - moral - psychosocial - relational - cognitive -
behavior 9. The development of self-esteem - body image, self-esteem 10. The development of sexuality D. Baby and family 1. Definition of terms 2. Growth - development of child-biological-proportional changes, maturation of systems, developmental epochs - thin engine, language, psychosocial development, cognitive 56 Document for the development of public consultations, social
development, development of social image, temperament 3. We deal with problems associated with normal growth and development, such as anxiety about separation, teething, etc. 4. Health promotion in infancy 5. Prevention of injuries E. Toddler and family 1. Definition 2. and the development of the baby - biological, developing developing psychosocial, cognitive, social, spiritual, sexuality and body image
development 3. We are coping with the problems associated with normal growth and development 4. Promoting health during toddler 5. Prevention of Injuries F. Preschooler and Family 1. Definition of terms 2. Growth - development - biological, milestone development, psychosocial, cognitive, social and moral development 3. We are coping with the problems associated with normal growth and development
4. Promoting Health 5. Prevention of injuries G. Schoolboy and family 1. Definition of terms 2. Growth - development - biological, psychosocial, cognitive, moral, spiritual, social and self-affirming development 3. We are coping with the problems associated with normal growth and development 4. Health promotion during school age 5. Prevention of Injuries H. Teen and Family 1. Definition of terms 2. Growth
and development - biological, psychosocial, cognitive, moral, spiritual and social development 3. Promoting health in adolescence I. Adulthood 1. Early adulthood a. Theories, physiological, cognitive, moral and psychosocial effects of development b. Care effects 2. Average Adult Life a. Physical, Cognitive, Moral and Psychosocial 57 Document for Public Consultation Guide to Development RLE b. Care
Effects 3. Late AdultHood a. Points of view on aging b. Theories of aging c. Biological, sociological, psychological changes d. The needs of the elderly e. The consequences of care provide actual experience in the hospital and communities to ensure that competencies develop in the following: basic hospital, affiliating centers delivery kit, delivery desk, functional model of childbirth, pelvic model, newborn with
placenta, weight weight weight for infants, doppler apparatus, fetoscope, intermediate crotch tray, tray for breast care, health care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care,
breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast
care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast care, breast Baby layette, cord sauce tray, oil bath tray, ophthalmic ointment, vitamin K, injection, baby bath, feeding bottle, graft tray, MMDST kit and guide.
Visual manuals on family planning methods, breastfeeding, growth schedules, immunization schedules, development guidelines, video on the actual delivery course Title Course Description : NCM 102-CARE OF MOTHER, CHILD, FAMILY AND POPULATION GROUP AT-RISK OR WITH PROBLEMS : This course focuses on the concept of disorders and pre-existing health problems of pregnant women and
pathological changes during the intraparto and postpartum periods. This course further addresses the common problems that arise in infancy before adolescence. : 5 lecture units, 6 units RLE No. 1unit Skills Laboratory /5units Clinical courses Credit contact hours / : Sem 90 hours of lecture, 306 hours RLE : NCM 101 Suitable : 2nd year, 2nd semester Placement course at the end of the course, taking into
account actual or simulated situations 58 For Public Advice Goals: Sketch course/conditions involving an individual client (mother, newborn child, children) and families at risk/with the problem, the student will be able to: 1. Use the care process in holistic client care to promote and maintain health in the community and in the hospital setting. 1.1 Assess with the client his/her health status and risk factors
affecting health 1.2 Determine the actual/risk of a nursing diagnosis 1.3 Customer Appropriate Intervention Plan for identified problems 1.4 Implementation with the client appropriate intervention for identified problems 1.5 Assessment with the customer progressing their condition and results of care. Provide a well-organized system of registration and reporting 3. Observe bioethical principles and core values
(love for God, care, country of love and people) 4. Link effectively with customers, medical team members and others in work situations related to care and health : I. Mother A. High Risk Prenatal Client a. Determining Clients Risk 1. Risk Factor Assessment 2. Screening procedures 3. Diagnostic tests and laboratory examinations b. Pre-state conditions such as rheumatic heart disease, diabetes mellitus,
substance abuse, HIV/AIDS, Rh Sensitization, Anemia c. Gestational condition such as Hyperemesis Gravidarum, Ectopic Pregnancy, Gestational trophroastic disease (H-mole), Placenta Previa, Constio Placentana, Premature Membrane Rupture, Pregnancy-Induced Hypertension B. High-risk Factors: (may occur at any time during childbirth in a client who has been otherwise healthy throughout pregnancy,
may be associated with stress/stressor; adaptive process): - passenger or fetus - passage path or pelvic bones and other pelvic structures - uterine 59 1. 2. 3. - placenta - customer psyche or psychological state Passenger problems A. Fetal malposition Types of fetal malposition Care Medical Management b. fetal Malpresentation 1)Vertex malpresentation a). Eyebrow presentation b) face
presentation in) sincipital presentation 2) Breech presentation a) types b) maternal risks in) vaginal develops shutter d) external/podalic version 3) Shoulder presentation a) Connection presentation. 4) Customer care with malpresentation c. Fetal Disaster 1). Causes 2) Signs/Symptoms 3) Care Intervention d. Umbilical Cord Prolapse 1) Cause 2) Factors Contributing to 3) Assessment and Nursing Diagnoses
4) Nursing Activities. 3. Problems with passage a. Abnormal size or shape of pelvis b. Cephalopelvic disproportion c. Shoulder Dystocia d. Customer care with pass problems 4. Problems with powers a. Dystocia or difficult labor hypertensive dysfunction of the uterus hypotonic dysfunction of the uterus abnormal progress in the rings of tipping labor Preterm birth c. Labor sediment and birth d. uterine prolapse
e. rupture of the uterus 5. Placental problems a. Implantation in the lower segment of the uterus b. Premature detachment of the placenta 6. Problems with The Psyche Factors 60 Document for Public Consultation a. Failure to carry down properly b. Fear/Anxiety C. Care for high-risk postpartum client 1. Postpartum hemorrhage A. Early postpartum hemorrhage b. Late postpartum hemorrhage subinvolution 2.
Post-apartheid puerperal infection a. Endometritis b. Early infection c. UTI 3. Thromboembolic Disorders 4. Postparticus Mental Disorder D. Care of couples with infertility problems 1. Causes of infertility in males and women 2. Diagnostic tests 3. Nursing Interventions II. Child care A. Caring for a high-risk newborn until maturity 1. Problems associated with maturity a. Prematurity b. Postmaturence 2. Problems
associated with gestational weight a. Small for gestational age (SGA) b. Large for gestational age (LGA) 3.Acute conditions of newborns, such as: a. Respiratory Distress Syndrome b. Aspiration Syndrome Meconium c. Hyperbilirubinemia Syndrome d. Sudden Death Syndrome (SDS) B. Common health problems that develop in infancy Example: Inocheception, Inability to thrive, Sudden Infant Death
Syndrome, Colic, Trisomy 21, Cleft Sky, Emperor's Disease Hydrocephalus, Otitis Media, Meningitis, Febrile Seizures, Autism/ADHD C. Health Problems Common in Toddlers Example: Burns, Poisoning, Child Abuse, Cerebral Palsy D. Health Problems Common in Preschool Example: Leukemia Wilma tumor (nephroblastoma), asthma, urinary tract infection (UTI), Rheumatic arthritis, scabies, pediculosis,
Impetio 61 Document for public consulting F. Health problems Common in Adolescents Example : Scoliosis, bone tumors, accidents (trauma/trauma), STDs, Amenorrhea, Dysmenorea, Obesity, Anorexia Nervosa, Substance Abuse, Suicide III. Family A. Family with health problems 1. Assessing the ability of the family to perform health tasks a. Primary assessment b. Secondary assessment 2. Determining
family health a. Determining categories of family health problems related to health deficits, as well as health threats, predictable crisis/stress- Improved health promotion opportunities 3. Identify risk factors, predisposing factors that contribute to the strengthening of factors 4. Criteria for Prioritizing Family Health Problems: Nature Problem Size Problem Modifiability of the Preventative Capacity Problem
Salience 5. Social Health Determinants B. Planning Individual and Family Care 1. Concepts, principles, stages and components in family health planning 2. Programs and services For primary and secondary prevention of infectious and noncommunicable diseases a. Examples of DOH programs: DOH: Tuberculosis Program - Direct Observed Short Treatment Course (NTP-DOTS) Comprehensive Child
Disease Management (IMCI) Diarrhea Disease Control (CDD) 3. Determining the purpose of a priori ty problem care 4. Options for choosing nursing activities: a. Applicable, appropriate and available to the home community settings b. Promotes customer safety, comfort and hygiene c. Standards of care and interventions designed to address acute and chronic diseases 5. The principles of cooperation and
advocacy, which are to be considered in the 62 document for public consultation to ensure continuity of care C. Implementation of individual and family care care 1. Component of Care for Acute and Chronic Disease a. Promoting Health b. Prevention of Disease C. Restorative Care e. Rehabilitation 2. Bio-behavioral interventions and holistic care for individuals with
particular problems in oxygenation, fluid and electrolyte balance, metabolic and endocrine function 3. Strategies in meeting family health problems a. Promoting behavioural change b. Creating a supportive environment to a healthy lifestyle 4. Principles of Behavior Change 5. Referral system 6. Concept - Principles of Cooperation and Advocacy D. Assessment of Progress and Care Outcomes 1. Methods and
tools in assessing the effectiveness of family health interventions 2. Estimates sources 3. Alternative Strategies - Approaches to Specific Problems - Goals E. Providing Well-Organized and Accurate Documentation - Reporting 1. Standard format 2. The legal principles associated with documentation provide an opportunity for the actual clinical experience of the hospital and the community to provide
qualifications. A guide to RLE Equipment and materials they can be found in the nursing skills lab, basic hospital, affiliating centers Course Title Baby Model for Resuscitation, Video on Resuscitation, Rubber Light bulb, pediatric suction catheter, suction apparatus, IV kit (microdrip), breastfeeding tube : NUTRITION AND DIET THERAPY This course deals with the study of food in relation to health. It covers
nutrients and other substances and their effects, as well as the interaction and balance between health and disease and the process by which the body swallows, digests, absorbs, transports, uses and releases food. It will also focus on the therapeutic and food services aspects of delivering nutrition services in hospitals and other 63 Document for public consultation course Credit : Contact Watch / : sem
Premise : Accommodation Course Goals: Course Sketch of Medical Institutions. 3 lecture units, 1 unit laboratory 54 hours of lecture, 54 laboratory hours of General Chemistry, Biochemistry, Anatomy and Physiology, Micro-Parasitology : 2nd year, 2nd semester At the end of the course, given Situation/state, the student will be able to : 1. appropriate principles and methods to help customers in maintaining
health health nutrition knowledge of dietary therapy in helping customers in need of dietary modifications : A. Introduction to Nutrition 1. Definition of terms 2. Nutrition 3. Nutrient classification B. Basic tools in nutrition 1. FNRI and USDA Food Guide Pyramid 2. 10 NGF 3. RDA or RENI 4. FEL 5. Food Labeling C. Six Essential Nutrients 1. Carbohydrates a. Features b. Disadvantages/Toxicity c. Food Services
2. Protein a. Features b. Disadvantages/Toxicity c. Food Services 3. Fats and Water a. Features b. Disadvantages / Toxicity c. Food Services 4. Vitamins and Minerals a. Features b. Disadvantages/Toxicity c. Food Services D. Dietary Calculations 1. Body mass index and classification 2. Preferably Body Weight (DRW) Definition 3. Total Energy Demand (TER) and TER 4 distribution. Application to the Food
Exchange List (FEL) - Sample Menu E. Lifelong Nutrition 64 Document for Public Discussion 1. Pregnancy a. Stages b. Food problems and intervention c. Recommended diet 2. Lactation a. Common nutrition problems and intervention b. Recommended diet 3. Infant a. Nutrition Problems and Intervention b. Factors affecting nutrition c. Guidelines in feeding d. Recommended diet 4. Preschoolers and
Schoolchildren A. Food Problems and Activities b. Guidelines in Feeding c. Recommended Diet 5. Teenagers a. Food Problems and Intervention b. Recommended Diet 6. Adulthood a. Nutritional problems and interventions b. Recommended Diet F. Diet Therapy 1. General Diet Regular / Full Diet High Fiber Vegetarian Diet Therapeutic Diet 2. Диеты изменены в последовательность Clear Liquid Full Liquid
Cold Liquid / ТЗ диета Мягкая мягкая мягкая мягкая мягкая bland Остатки ограниченного низкого волокна 3. Diets modified as part of Low Calorie High Calorie High Calorie Low-Fat Low-Fat Low-Cholesterol Low-Cholesterol Low-Carb 65 Document for Public Consulting Low Salt/Sodium Limited Low Potassium Low Purin/Purin Limited 4.Tube Feeding as
well. Enteral Feeding Types Indications - Contradictions for the use of complications and problems b. Types enteral Formula Intact Hydrolyzed Modular c. Nutrition Administration Continuous drip combination Bolos Combination d. Parenteral Feeding Indications - Contraindications to the use of complications - Problems G. Dietary management of some general medical conditions, including calculations and
drugs, as well as their justification for : Scale weight, food pyramid/charts, IEC diet materials, osteorizer, demonstration table, calorie counter course Title Course Description : Course Credit Contact Contact Watch / Hours / Watch /Sem Premise Accommodation Course Goals : PHARMACOLOGY This course cour se deals with pharhar Maco codi dyna mics, s, phar pharmak
mac okin Special attention is paid to how the drug works to anticipate the foreseeable Giving the drug for the patient have a pair of paramou mountain nt impo import rtan ance ce sinc with e nurs nursin ing g resp resp resp resp resp resp resp resp resp respon onsi sibi lithium ies scl include ude e administering drugs, assessing the effects of the drug, interfering to make the drug more tolerant, and providing
teaching about drugs and drug regime. 3 units lecture 54 hours lecture : Mathematics 1, 1, Ge General Ch Chemist istry, p, Anatomy y Ph Physiology, gy, NC NCM 10 102nd : 2 years, 2 semesters At the end of the course and given the appropriate actual or simulated : situation / conditions, the student will be able to: 1. application to apply mecek herth and and prin principl ciples ciples pha pharmac rmaco
logy for ens ensureure e safe and use of 2 drugs. expl explai ain n acti action on, ther therap apeu tic c use, use, prepa para rati tion on,, dosage dosag, e, regime mode of introduction of selected drugs and medicinal plants 66 Document for public advice 3. : A course of outlines of state precautions that will be observed in the administration of individual drugs 4. discuss the role and and responsibi
responsibility of cast nurse nurses in pharmacology at A. Introduction in nurse pharmacology 1.Introduction to Drugs a. Drugs and Body B. Toxic Effects of The Drug C. Patient Care d. Dosage calculations 2. Chemotherapy agents a. Anti-infective agents b. Antibiotics c. Antiviral agents d. Antifungal agents, such as antiprotozoal agents f. Antihelmintic agents g. Antineoplastic agents 3. Drugs acting on the
immune system a. Anti-inflammatory drugs b. Immune modulators c. Vaccines and Sulfur 4. Drugs acting on CNS and PNS a. Anxiolytic and hypnotic agents b. Antidepressant agents c. Psychotherapeutic d. Antiepileptic Agents e. Antiparkinsone Agents f. Mystic relaxants such as drugs and antimicural drugs h. General and Local Anesthetics i. Neuromuscular Blocking Agents 5. Drugs acting on ANS A.
Adrenergic Agents b. Adrenergic Blocking Agents c. Cholinergic Agents d. Cholinergic blocking agents 6. Drugs acting on the endocrine system a. Hypothalamic and pituitary agents b. Adrenocortical agents c. Thyroid and parathyroid agents d. Antidiabetic agents 7. Drugs acting on the cardiovascular system a. Anti-Hypertensive Drugs b. Cardiotonic Agents c. Antiarrhythmic Agents d. Antiangual Agents 67
Document for Public Consultation such as Lipid Reduction Agents F. Drugs affecting Blood Coagulation G. Drugs used to treat anemia 8. Drugs acting on the renal system a. Diuretics, such as potassium-sparing, potassium loss, osmotic diuretic, parenteral fluids (hypotonic, hypertensive, isotonic), electrolytes (sodium, potassium chloride) 9. a. Bronchodilators b. Expectorants c. Anti-party 10. Drugs acting on
the gastrointestinal system Course Title Course Description : Course Credit Contact Contact Watch / Hours / Sem Premise Placement Course Goals : Course: Teaching : TEACHING TEACHING The RELATED COURSE e course includes a discussion of ions discussing 30m concepts, ts, princ principl iples, es, theory and theory es and strategies grate gies with clinic clinical al and classr classroo oom m
teachingi teachings n. This provid provides es critic of critical thinking thinking g activitie links s for studen students ts apply conce concept pts learning ng and teac teachi hing ng and and appr apprec ecia iate te role nurse nors in the role of seagulls to teach gerra in vario different settings. Options. It also provides work experience to develop beginner skills in the design and application of the curriculum using
the care process as a basis in a related learning experience and class setting. 3 unit lecture 54 hours lecture : No : 2nd year, Summer At the end of the course , given the relevant situations / conditions, : the student will be able: 1. apply the principles, theories and strategies of health education in assisting clients to promote and maintain their health 2. deve develo lop p inst inst ruct ctio iona nall desi design gn
to meet the needs of V. Perspective learning and learning 1. Health Education Review 2. Concepts of teaching, learning, educational process in relation to the care process, historical foundations for the teaching role of nurse, 3. The role of a nurse as a health caregiver 4. Signs of effective nursing education 5. Principles of good teaching practice in bachelor's degree 6. Barrier to education and obstacles to the
study of 68 document for public consultation 7. Applying Learning Theories to Health Practice a. Principles of Learning b. Learning Theory c. Learning Types d. Learning Styles of Different Age Groups 8. Planning and conducting classes a. Designing a course outline/Syllabus b. Formulating the goals of the course c. Choosing content d. Choosing learning methods e. Choosing a tutorial/reference f.
Conducting Class B. Pupil Characteristics 1. Determinants of learning characteristics a. Learner b. Assessment of the student c. Assessment of learning needs 2. Motivation and Behavior Of Learning A. Teaching Principles b. Motivation and Behavior Change Theory 3. Literacy and Readability a. Customer Reading Level b. Literacy Assessment c. Learning Strategies for Low-Literate Patients d. Develop
Printed Educational Materials C. Teaching Strategies and Teaching and Learning Methodology 1. Traditional Teaching Strategies a. Lecture b. Discussion c. Poll d. Using audiovisual e. Interactive Lecture 2. Strategies based on the activities of a. Co-operative Learning b. Modeling c. Problem Learning Modules d. Self-Learning 3. Computer Learning Strategies a. Computer Instructions b. Internet c. Virtual
Reality 4. Distance Learning a. Interactive CLASSES TV b. Via the Internet 5. Teaching a psychomotor 69 Public Consultation Document a. Approaches to Learning Skills b. Assessment of Psychomotor Learning Skills 6. Clinical Training A. Purpose of Clinical Laboratory b. Clinical Learning Models c. Preparing for Clinical Instruction d. Clinical Laboratory 7. Evaluation and Evaluation a. Customer Learning
Assessment b. Assessment Methods c. Good Measurement Qualification d. Analysis of the Interaction Process/Process Recording Course Course: : NURSING INFORMATICS This course focuses on the use of information technology systems and data standards based on the principles and theories of medical informatics. It also addresses the use of clinical information systems in patient care management
and decision-making. A laboratory session is being held for practical use. Course Credit Contact Watch / Sem Premise Accommodation Course Goals : 2 lecture units; 1 unit laboratory sketch course : : : : : 36 hours of lectures; 54 lab hours of algebra college 2nd year, Summer At the end of the course and taking into account appropriate actual or simulated situations /conditions, the student will be able to: 1.
apply the concept, theories and principles of computer science in care and health 2. discuss issues and trends in computer science related to care and health A. Computers and Care 1. Computers and Nursing 2. Historical perspectives of care and computer 3. Electronic health record from the historical perspective of B. Computer System 1. Computer equipment 2. Computer software and systems 3. Open
source and free software 4. Data processing 5. Online: Nursing Resource 6. PDA and wireless devices 7. Evidence Inclusion: Using a computer system to support clinical solutions for medical professionals C. Issues in Computer Science 1. Medical Informatics and Health Policy 70 Document for Public Discussion 2. The role of technology in the process of using drugs 3. Health data standards 4. Electronic
Health Records Systems: U.S. Federal Initiatives and Public Private Partnership 5. Reliable quality service systems 6. Nursing Minimum DataSet Systems D. Computer Science Theory 1. Theories, models and frames 2. Advanced terminology systems 3. Implementation and modernization of clinical information systems E. Practice Application 1. Practice Application 2. Critical care applications 3. Community
Health App 4. Outpatient care systems 5. Online tools for advanced care practices 6. Information solutions for emergency preparedness and response 7. Supplier applications F. Administrative application 1. Administrative information technology applications for nurses 2. Evidence translation, clinical practice guidelines and automated implementation tools 3. Mining and knowledge data for myself G. Consumer
use of computer science 1. Consumer and patient use of computers for health 2. Consumer decision-making support H. Educational Applications 1. Education program for care at information age 2. 2. Effective distance education at any time, anywhere 3. Innovation in Telemedicine I. Research App 1. Computer use in the nurses' study 2. Computerized Information Resources J. International Perspectives 1.
Medical informatics in Canada 2. Nursing service in Europe 3. Pacific Ring 4. Nursing service in Asia 5. Computer Science Nurse in South America K. Future of Informatics 1. Future Directions Course Title : NCM 103: CARE CLIENTS WITH PROBLEM IN OXITATION, FLUID AND ELECTROLITE BALANCE, NUTRITION AND 71 Document for Public Consultation METABOLISM AND ENDOCRINE This
course focuses on the principles and methods of caring for sick clients throughout life in all conditions with changes/problems in oxygenation, fluid and electrolyte balance, nutrition and endocrine function. 8 Lecture Units, 6 RLE Units (1 Unit Skills Laboratory; 5 Units Clinical) Course Description Course Credit Contact Clock / Sem Premise Accommodation Course Course Outlines 144 Hours of Lecture and 306
Hours RLE NCM 102 3rd Year, 1st semester At the end of the course, and taking into account actual clients with problems in oxygenation, fluid and electrolyte balance, nutrition and metabolism, and endocrine function, the student should be able to: 1. use the care process in the care of individuals, families in the community and hospital setting. - assesses with the client/with his/her state of health through
interviews, physical examination, interpretation of laboratory results - determines the actual and risk of nursing diagnosis - plans of appropriate care activities with the client / with the family to identify nursing diagnosis - Implementation of the care plan with the client / with the family - evaluates the progress of his/her/their client's condition ad care results 2. Provide a well-organized and accurate documentation
system; 3. Relate to the client/s and their family and the medical team appropriately; 4. Respect bioethical concepts/principles, core values and standards of customer care; And, 5. promote the personal and professional growth of themselves and others. : I. Individual client with problems in oxygenation, fluid and electrolyte balance, nutrition and metabolism and endocrine function: A. Risk factors among clients
that contribute to the development of problems in the following: 1. Oxygen - cardiovascular risk factors (variable and immutable 2. Fluidity and electrolyte - potential factors exceeding the potential of kidney reserve, food habits, including consumption of salt, Hypertension, Infection, Diabetes 3. Nutrition and Metabolism - Risk Factors Associated with Malnutrition, Obesity 4. Endocrine Function - Risk Factors
Associated with Endocrine Hypo or Hyperfunctional B. Identifies significant subjective data from the customer's history associated with problems in oxygenation, electrolyte fluid, nutrition and metabolism and endocrine function 72 Document for public counseling 1 Main Complaints. information that includes eleven eleven eleven Patterns Health Perception Management Pattern Nutritional /Metabolic Pattern
Elimination Pattern Elimination Pattern Activity / Exercise Patterns Cognitive/Perceptive Pattern Sleep-Rest Pattern Self Perception - Self-Concept Pattern Role Relationship Pattern Sexuality-Reproductive Pattern Overcoming-Stress Tolerance Pattern Value-Faith Pattern C. Principles and Methods of Physical Examination in Newborns, Children, Adults, Deviations from Normal: 1. Perfuses b. Palpation - gas
exchange; perfusions c. Percussion - gas exchange d. Auscultation - gas exchange - cardiac sound, sound of breathing, deviation; Transport liquid 2. Balance of fluid and electrolyte a. Inspection - signs of dehydration, overhydration, b. palpation - swelling, ascites, filling of the vein of the neck, filling the vein of the hands, neuromuscular irritability, characteristic of pulse c. Percussion - abdominals in the
presence of air, liquid d. Auscultation - speed 3. Gastrointestinal functions - IPPA a. Inspections - color, skin texture, mucous membrane, growth patterns, scars, mass b. Ausculation - bowel sounds, bruits c. Palpation - emphasis on GIT for the presence of masses, ascites, rebound tenderness, clumsiness d. Shock - hepatic shell, mass, ascites 4. Metabolism and endocrine function (focus on GIT, systemic
effects of endocrine malfunction) -IPPA a. Inspection - color, skin texture, mucous membrane, growth, obesity b. Ausculation - bruit, sounds of the heart, sounds of breathing c. Palpation - organ - increase of the thyroid gland, mass, swelling d. Others - weight, delayed wound healing C. Results and consequences of diagnostic/laboratory examinations of clients with reference to problems in: 1. Oxygenation: a.
Screening procedure - peak flow counter b. Diagnostic procedures - 73 Document for public consultation Non-invasive: - Pulmonary: for example, wett microscopy, chest X-ray, lung function tests Fagerstrom smoke test - standardized degree of nicotine dependence - cardiac: ultrasound, ECG, 2-D echo, stress test, - Vascular. Invasive: - Pulmonary: bronchoscopy,
ABG, thoracentesis, pulmonary angiography - Cardiac: definition of CO, cardiac catheterization, CVP, monitoring of hemodynamics, enzyme levels, serum, cholesterol, - Angiography, - Blood: CBC, bone marrow biopsy 2. Fluid and electrolyte balance: a. Diagnostic tests - Non-invasive: electrolyte definition, reception and output, KUB-IVP, Ultrasonic invasive - biopsy, b. Weight, VS 3. Gastrointestinal function
- Non-invasive: Uzi about the abdomen, stool culture Invasive: include: barium swallow, esophagescopy, biopsy, cytological examination, analysis of gastric secretion, endoscopy (gastroscopy, duodenum statetoscopy), proctosigmoscopy, rectal examination 4. Metabolic and endocrine function - a. Screening: glucose tolerance test, for example, GI X-ray, ultrasound, radio-iod analysis (RAI), protein bound
(PBI), thyroid scans, free levels of thyroxine, basal metabolism (BMR), Tyroxine stimulating hormone (TTG) test, OGTT (glucose tolerance test) Urinenalise (glycosuria, qkinuria) Invasive: for example, percutaneous transepathic cholangiograms, liver function test, derum thyroxine and triiodotyronin test, iodine 131 absorption, blood sugar tests (fast blood sugar (FBS), random blood sugar (RBS), Glycosylated
hemogligin (Hgb), two hours of post-post prandial blood sugar Change in gas exchange - dysfunction of ventilation, violation of diffusion, violation of perfusion b. Changes in cardiac activity - problems with heart rate - 74 Document for public consultations Violation of the volume of stroke secondary pre-load change, after load, myocardiality, reduction c. Changing vascular integrity - transport network d. Oxygen
change, increase of circulating red blood cells (polycythemia) 2. Imbalance of liquid electrolyte a. Reducing volume - fluid volume deficit , excess fluid volume, shift of the third cosmic fluid b. Osmotic imbalances - hyponatremia, hypernatremia c. Problems with ion concentration - hypo- and hyperkalemia; hypo- and hypercalcemia; hypo and hyperchloremia; hypoend-hypermagnesia; hypo- and
hyperphosphatemia d. Acid and underlying imbalances - metabolic acidosis and alcalosis; respiratory acidosis and alcalosis 3. Changes in the function of GIT a. Disorders in ingestion - problems in the buccal cavity and esophagus b. Digestive disorders - peptic acid disease, gastritis, stomach cancer c. Absorption disorders - malnutrition, malabssorption syndrome, inflammatory bowel disease d. Disorders in
elimination - bowel obstruction, hemorrhoids, diarrhea, constipation 4. Changes in endocrine function a. Hypo- and Hyperfunction of the pituitary organ b. Hypo- and hyperfunction of the hypothalamus c. hypo- and hyperfunction of the thyroid organ d. Hypo- and Hyperfunction of the parathyroid organ e. Hypo- and Hyperfunction of the adrenal organ f. Hypo- and Hyperfunction of gnads gnads g. Problems in
glucose metabolism - hypoglycemia and hyperglycemia (IDM, NIDDM) E. Care diagnoses of taxonomy corresponding to problems in: 1. Ineffective breath pattern b. Ineffective respiratory tract cleaning c. Disruption of gas exchange d. Failure to maintain spontaneous ventilation, for example, Dysfunctional excommunication response f. Reduction of cardiac ejection (CO) g. Altered tissue of perfusion systemic
h. Disruption of gas exchange is associated with altered O2, the carrying capacity of blood due to reduced erythrocytes/ , tissue hypoxia, 2. Fluid and electrolyte imbalance 75 Document for public consultation a. Risk of fluid volume deficit b. Fluid volume deficit c. Fluid volume excess d. High risk for injury related to electrolyte deficiency/excess e. High risk for injury e. High risk for injury Acid/Basic Imbalance f.
Altered urinary tract elimination g. Violation of integrater integrity 3. The function of the gastrointestinal tract a. Changing in nutrition is less than the need for the body b. The change in nutrition is greater than the need for the body c. Changing the integrity of the mouth mucosa d. Change in comfort: epigastric pain/abdominal pain e. Fluid volume deficiency 4. Endocrine function a. Changes in nutrition are less
than the need for the body b. Fluid volume deficiency c. Intolerance of activity F. Principles of various management modalities 1. Health Promotion 2. Disease Preventive 3. Therapeutic and Restorative Management Principles G. 1. For altered pulmonary respiratory function passable oxygen therapy Adequate ventilation therapy Hydration Removal Secretation Prevention Prevention Of Complications
Prevention of Psychosocial Problems Rehabilitation 2. For The Heart Function of Hemodynamics Monitoring O2 Therapy Hydration Prevention Infection Prevention Prevention Prevention Psychosocial Problems Rehabilitation 3. Oxygen Ability to Replace Blood Component O2 Therapy with drug 76 Document for Public Counseling
Hydration Infection Prevention Prevention Prevention of Psychosocial Rehabilitation Problems 4. Determining fluid deficiency and managing the cause of hydration of blood transfusions as needed drug therapy - Electrolyte Support Management Infection Prevention Prevention Prevention psychosocial problems Rehabilitation 5. Fluid Volume Excess
Definition and Management Cause Of Drug Therapy - Diuretics, Electrolytes Dietary Restriction - Supporting Sodium Prevention Infectious Complications Prevention Rehabilitation 6. Electrolyte deficiency - hyponatreemia, hypokalemia, hypocalcemia, hypomagnesia definition and management of the cause of drug therapy - electrolysample Dietary Management Supportive Management Prevention of
Psychosocial Problems Rehabilitation 7. Electrolyte Excess Hypernatremia, Hyperkalemia, Hypercalcemia, Hypermagnesia, Definition of Hyperphosphate and Treatment Management - Electrolytative Replacement Dietary Management Support Management Prevention of Complications of Psychosocial Problems Rehabilitation 8. Metabolic Alcalosis - Basic bicarbonate of excess detection and management of
the cause of drug therapy 77 Document for public counseling Dietary Management Support management Prevention of Psychosocial Problems Rehabilitation 9. Metabolic acidosis - Basic bicarbonate deficiency Definition and Cause Drug Therapy Dietary Management Supporting Management Prevention Prevention
Prevention of Psychosocial Problems Rehabilitation 10. Respiratory Alkalossis - Carbon Acid Deficiency Identification and Management Is the Cause of Drug Therapy Dietary Management Supporting Prevention Of Complications Prevention Psychosocial Problems Rehabilitation 11. Respiratory Acid - Carbon Acid Excess Definition of the Cause of Drug Therapy Dietary Management Support Management
Prevention Of Psychosocial Problems Rehabilitation 12. Violations in the definition of admission and management cause hydration Drug Therapy Dietary Management Support office Infection Prevention Prevention Psychosocial Problems Rehabilitation 13. Disturbances in the definition of digestion and management cause hydration Drug Therapy Dietary Management Support Management 78 Document for
Public Counseling Prevention Prevention Prevention psychosocial problems Rehabilitation 14. Disorders in Absorption Identification and Management Cause Hydration Drug Therapy Dietary Administration Support Management Infection Prevention Prevention Prevention Psychosocial Problems Rehabilitation 15. Violations in the elimination of definition and management cause hydration Drug Therapy Dietary
Management Support management Infection Prevention Prevention Psychosocial Problems Rehabilitation 16. Disorders in the hepatic, biliary and pancreatic function Identifying and managing the cause of hydration of drug therapy Dietary Administration Support Management Infection Prevention Prevention Complications Prevention psychosocial problems Rehabilitation 17. Disorders in endocrine hypo-
function Identification and management of the cause of drug therapy - diuretics, electrolytes Dietary restriction - Sodium Supportive Administration Infection Prevention Prevention complications of psychosocial problems Rehabilitation 18. DIsturbances in endocrine hyperfunctional definition and management cause 79
Document for public consultation Medicinal Therapy - Diuretics, Electrolytes Dietary Restriction - Supportive Sodium Infection Prevention Prevention Prevention Prevention Rehabilitation H. Pharmacological Action, Therapeutic Use, Side Effects, Indications, Contraindications and Nurse Duties: 1. Pulmonary Broncholyar Drugs Pre-
Installation Anti-Tuscidide Antihistamines 2. Cardiovascular sympathomimetic agents of sympatholytic agents Antiantinate agents Anti-Arithmic Agents Angiotensin convert enzyme inhibitors Anti-polythematic agents Anticoagulant agents of thrombolytics Peripheral Vascular Agents 3. Blood hematist vitamin 4. Fluids a. Parenteral fluids - hypotonic, hypertensive isotonic solutions 5. Potassium potassium
sodium electrolyte Magnesium phosphate 6. Potassium-sparing potassium-losing Osmotic diuretics 7. Vitamin D Supplements 8. Gastrointestinal, Hepato-biliary and Pancreatic Function Antiemetics 80 Document for public consultation Anticoagulant Hematinics agents laxatives and stool softeners Antipruritus Vitamin supplement Antacids Antihyperidimymic Antipasmodochi Antipousty Antidiarral 9. Endocrine
function of Corticosteroids Alpha-adrenergic blocking agents Alpha-adrenergic blocking agents beta-adrenergic blocking agents tyrosine receptor inhibitors dopamine antagonists Glucocorticoid Parathyroid hormones thyroid agents insulin oral hypoglycemic agents 10. Perioperative Care Preoperative - Preoperative Drugs Intraoperative - Painkillers - General, Spinal, Block Postoperative - Analgesics, Opioids,
antipyretic, antibiotics I. Purpose, indications, duties of nurse for the following surgical and special procedures: 1. Pulmonary a. Surgical procedures - tracheostomy, thoracotomy, lung resection, lobectomy, pneumonectomy, thoracoplasty, decorating b. Special procedures - Endtrahelc/tracheal/tracheal suction Cardiac a. Surgical procedures - coronary artery
bypass, insertion of a pacemaker, valve replacement, repair of congenital abnormality, insertion of ventricular care, heart transplant b. Special procedures - laser therapy, basic life support, preliminary life support 3. Vascular a. Surgical procedures - endarterectomy, aneurysmectomy, insertion of intravascular stents b. Special procedures - the use of anti-embolic stocking 6. Blood formation organs a. Surgical
procedures - bone marrow aspiration, bone marrow 81 Document for transplantation of public consultation b. Special procedures - transfusion of blood components, reverse isolation 5. Renal dysfunction a. Basic surgical procedures - nephrectomy, nephrostomy, cystoectomy, uretterostomy, kidney transplantation, urine reamping b. Special procedures - peritoneal dialysis, hemodialysis, bladder training,
cystocles/bladder irrigation 6. Dysfunction of the gastrointestinal tract a. Surgical procedures - gastrostomy, gastroectomy, colostomy, hemorrhoidectomy, gastrointestinal bypass, ileostomy b. Special procedures - parenterial hyperalimentation; feeding on nazogastras, jejurostomy, gastrostomical tubes; colostomy care and irrigation, dietary planning for common GT and endocrine problems; Administering
drugs through NGT, J Tube, G Tube; hot bath sitz 7. Endocrine Dysfunction a. Surgical procedures - thyroidectomy, parathyroid b. Special procedures - monitoring blood glucose levels, maintaining blood glucose levels - diet, exercise, drugs J. Safe and complex perioperative care 1. Assessment and during the perioperative period 2. Methods of assisting the surgical team during Operation 3.
Principles of safety, comfort and privacy during the period of perioperation 3. Nursing Nursing during the perioperative period - Preoperative - Physical, psychological, spiritual training - Intraoperative functions of nurse, postoperative nurse functions - Respiratory tract, breathing, circulation priorities. Meeting the physical, psychological and spiritual needs of the client. K. Steps/pointers in decision-making and
prioritization with client/s problems in oxygenation, fluid and electrolyte balance, metabolic and endocrine function L. Principles, concept and application of bioethics in customer care M. Develop outcome criteria for clients with problems in oxygenation, fluid and electrolyte balance, metabolic and endocrine function N. Appropriate discharge plan, including health education O. Accurate recording and
documentation guide to RLE Provide opportunities to demonstrate procedures for oxygenation, electrolyte fluid, nutrition and endocrine functions, 82 Document for public consultation provides opportunities for actual experience in hospitals and communities to ensure competence. Equipment and materials (these materials can be found in the nursing lab, the base hospital, affiliating centers Change in
Oxygenation : Oxygen (O2) tank, O2 regulator, moisturiser, monkey wrench, O2 cannuary/catheter, O2 masks, grits, tent O2, suction catheters, suction machines, suction catheters, oxymeter, peak meter, ventilators, nebulizer, nevdorise, glass slide, BP, stethoscope, basic life support model, cardiomonitor, ECG machine cardiac board, gloves, tongue depressor, blood transfusion kit, hemoglobin test Change
in fluid electrolyte balance - Weight scale, tape measure, stethoscope, IV tube, various types of IV fluids (hypotonic, hypertensive and isotonic), peritone Dialysis kit, dialysis solution, hemodialysis machine Change in nutrition and metabolism - body weight, tape measure, BMR, body fat analyzer, atrometric measurement, special diets, nasogastric or gastrotomy feeding, enteromic care (colostomy , ileustiomy),
hot bath Sitz, Change in endocrine function - monitoring of blood glucose, definition of ketone, diet treatment calculations for diabetics, insulin injections, pain - measurement of perioperative care pain perception - preoperative care (Physical, Psychological and Spiritual Drug) Postoperative Care: (sucking apparatus, oral airways, endotrachea tube, nasogastric/gastrostom tubes, various types of dressings)
Course description Course Title : : Course Credit Contact Watch / Sem Mandatory Placement : : : BIOSTATISTICS This course is designed to meet the introductory statistical needs of students in related health disciplines. The study includes topics for collecting and presenting the various statistics used in the frequency, distribution, measurements of central trends, variability indicators, normal distribution and
hypothesis testing. 3 lecture units 54 lecture hours of Algebra College 3rd year, 1st semester 83 Document for public consultation Course Goals At the end of the course and taking into account appropriate simulated situations / : conditions, the student will be able to apply the concepts, theories and principles of biostatistics (from the collection and presentation of various statistics used in the administration of
health, frequency, distribution, measures of central trends, measures of variability, normal distribution and hypothesis testing) in nursing and medical discipline related to. Definition 2. Branches/Types of Statistics 3. Symbols used by B. Collecting statistics 1. Health Review 2. Data collection 2. Use of data C. General statistics used by the Health Administration 1. Census 2. Employment rate 3.
Mortality/morbidity rates 4. Autopsy rules 5. Duration of stay/discharge 6. Different Prices D. Presentation of Data 1. Tabular Presentation a. Table Formats b. Frequency Distribution Table c. Graphic presentation d. Presentation of data via computer E. Measures of central trends 1. Average 2. Median 3. Mode 4. Rangi/Quantiles F. Measurements of Variability 1. Range 2. Average deviation 3. Quartile
deviation 4. Difference 5. Standard deviation G. Normal distribution 1. Normal curve 2. Normal areas of the curve 3. Applying Normal Curve H. Hypothesis Testing Definition of Term Types / Types of Test Steps in Testing Hypothesis 84 Document for Public Consultation General Statistical Tests, Used I. Credibility and Reliability Testing Course Code: : Course Description : Course Credit Contacts Watch / Sem
Preliminary Placement Goals : Course: : : : : : : : : NCM 104 - CARE CLIENTS WITH PROBLEMS IN FORECAST AND IMMUNOLOGIC RESPONSE AND PERCEPTION AND PERCEPTION AND CONTION This course deals with concepts, principles and theories of human behavior and human care, the population is experiencing changes in inflammatory and inflammatory 5 units 4 Units of RLE (1unit Lab
Skills, 3 Clinical Units) 90 Hours of Lecture / 204 RLE Hours NCM 103 3rd Year 3, 2nd Semester At the end of the course, and taking into account actual clients, population group, with problems in inflammatory and immunological response and perception and coordination A student should be able to: 1. use the care process in individuals, families and hospital settings. - assesses with the client /with his/her
state of health through interviews, physical examination, interpretation of laboratory results - identifies the actual and risk groups of nursing diagnosis - plans of appropriate care activities with the client / with the family to identify nursing diagnosis - implements a care plan with the client / with the family - evaluates progress Customer status announcement care results; Provide a well-organized and accurate
documentation system; 3. Relate to the client/s and their family and the medical team appropriately; 4. Respect bioethical concepts/principles and core values and standards of customer care; And, 5. Promoting personal and professional growth of themselves and other I. Change in inflammatory and immunological response A. Assessment of risk factors and screening procedures among clients that contribute
to the development of problems in inflammatory and immunological response B. Significant subjective data from the client - relevant information based on major complaints, functional models including psychosocial and behavioral evaluation 2. Changes in perception and coordination A. Assessment of risk factors and screening procedures among clients that contribute to the development of problems in the
perception and coordination 85 Document for public consultation B. Significant subjective data from the client - relevant information based on major complaints, functional models, including psychosocial and behavioral evaluation C. Principles and methods of physical examination in newborns, children and adults and deviations from normal perception and perception 1. Inflammatory and immunological
reactions a. Inspection - color, lesions, mass b. Palpation - turgor, tenderness, mass, body temperature, tenderness 2. Neurological Assessment a. Inspection: loss of consciousness (LOC), hearing, vision, papillary changes, gait, posture, ADL, muscle strength, discharge b. Palpation: tenderness, muscle strength c. Shock: reflexes 3. Visual and auditory assessment a. Examination: hearing, vision, papillary
changes, excretions, bleeding b. Palpation: pain, tenderness, presence of mass/lesions 4. Locomotion Assessment a. Inspection: posture and gait, ADL, swelling, atrophy, deformity, deformity, muscle strength, discharge b. Palpation: deviation/limitation in range of motion (ROM), tenderness, deformity of joints, muscle size and strength, fasten on joint movement, presence of subcutaneous nodules c.
Palpation: turgor, tenderness, tenderness, mass, body temperature, tenderness D. Results and consequences of diagnostic/laboratory examinations of clients with reference to problems in: 1. Inflammatory and immunological reactions - a. Diagnostic tests - Non-inamination: urination, culture and sensitivity tests, invasive X-ray - CBC, anti-stressipisin titer, biopsy, blood chemistry, CSF, Gram staining, ELISA
Perception and coordination - a. Neural regulation of non-invasive diagnostic procedures: skull X-ray, electroencephalogram (EEG), magnetic resonance imaging (MRI), ultrasound, invasive diagnostic procedures: cerebral angiography, lumbar puncture, CT ventriculogram 86 Document for public consultation b. Visual Invasive Diagnostic Procedures: CT, Electro-ismagmography, Ear Culture,
Sensitivity C. Locomotion Non-invasive Diagnostic Procedures: Electromyogram (EMG) Invasive Diagnostic Procedures: Biopsy, cerebrosophal and synovial fluid definition, serum calcium, phosphorus, alkaline phosphate definition E. Pathophysiologic Inflammatory and Immunological Reactions a. Inflammatory Reactions b. Bacterial Conditions c. Bullish Diseases d. Infection and parasitic diseases e.
Vaccine-preventable infectious diseases f. Other - AIDS, STD 2. Immunological Reactions A. Hypersensitivity Reactions b. Immunodeficiency c. Autoimmune Disorders 3. Neural Regulation a. Interference Engine b. Seizure c. Sensory deviations d. Headache ad pain e. Altered state of consciousness 4. Visual and auditory a. Visual impairment: blindness, inflammatory disorders: neoplastic disorders, traumatic
disturbances in visual perception, lack of visual perception, congenital and neonatal visual impairment, b. Impairments in auditory perception: deafness/hearing loss, inflammatory/infection, trauma, meniere syndrome, degenerative changes, Locomotion a. Infections/inflammatory Disorders b. Anomalies in the curvature of the spine c. Degenerative Disorders d. Traumatic Trauma e. Congenital Disorders
e. 87 Document for public counseling f. Bone Tumors F. Care diagnoses taxonomism related to problems/change in perception and coordination 1. Inflammatory and Immunological Reactions a. Violation of the integrity of the skin b. Intolerance of activity c. Potential for infection d. Disorders in self-diosis e. Ineffective family copes with f. Social isolation 2. Neural Regulation a. Altered Brain Tissue Perfusion
b. Disruption of verbal communication c. Violation of swallowing d. Potential for injury, such as intolerance to activity f. Ineffective individual solution g. Knowledge deficit 3. Visual and auditory perception a. Change in sensory perception: visual/auditory b. Potential for infection C. Impaired self-esteem d. Potential for injury e. Knowledge deficit 4. Locomotion a. Change in comfort: pain/itching b. Deficit of
knowledge c. Violation of physical mobility d. Disruption in self-concept e. Altered nutrition G. Management principles for altered perception coordination 1. Inflammatory and Immunological Reactions a. Identify and Manage Cause b. Drug Therapy C. Infection Prevention d. Supportive Management e. Prevention of Complications F. Rehabilitation 2. Neural Regulation a. Identification and Management Cause
b. Air Therapy C. Oxygen Therapy d. Adequate ventilation e. Drug therapy f. Hydration g. Removal of Secretion h. Infection Prevention i. Psychosocial Intervention 88 Document for public counseling j. k. m. Precautionary capture PMS Precaution Prevention Of Rehabilitation Complications 3. Visual and auditory auditory a. Identification and Management Cause b. Drug Therapy C. Supporting Management for
Visual/Hearing Disorder d. Infection Prevention, such as Psychosocial Interventions f. Prevention of Complications g. Rehabilitation 4. Locomotion A. Definition and Management Cause b. Drug Therapy C. Supporting Management: Stillness of Precautionary Measure d. Removal of Secretion e. Prevention of Infection f. Prevention of Complications G. Rehabilitation of H. Pharmacological action, therapeutic
use, side effects, indications, counterpoints, and the duty of perception care and coordination 1. Inflammatory and Immunological Reactions a. Antibiotics b. Antibiotics b. Antifungal Agents c. Keratolytic Agents d. Anticholinergic Agents, for example, Adrenergic Agents F. Antihistamines G. Anti-inflammatory agents h. Corticosteroids i. Immunological Agents J. Vaccines 2. Neural regulation a. Anticonvulsant b.
Osmotic diuretics c. Corticosteroid d. Antibiotics e. Antipyretics F. Anti-inflammatory drugs 3. Visual and auditory perception a. Miotic agents b. Corticosteroids c. Mydriatic Agents d. Antibiotics 4. Locomotion a. Antibiotics 89 Document for Public Consulting b. Anti-inflammatory agents c. Corticosteroids I. Purpose, testimony, duties of nurses for the following surgical and special procedures in perception and
coordination 1. Inflammatory and Immunological Reactions a. Surgical procedures - disorder, incision and drainage, excision b. Special procedures - universal precaution, reverse isolation, medical asepsis/surgical asespsis 2. Neural regulation a. Surgical procedures: craniotomy, cranioplasty, ventricular-peritoneal shunt b. Special procedures: monitoring of PMS, precautionary capture 2. Visual and auditory
perception a. Surgical procedures: iridectomy, cataract procedures, enucleation, keratoplasty, mastoidectomy, thympanoplasty, myringotoma, phenestration b. Special procedures: burying of the abating solution, external irrigation of the auditory channel, hearing aid 3. Locomotion a. Surgical procedures: internal/external fixation, amputation, bone resection, open contraction, tenorrathia, spine fusion, b. Special
procedures: use of casts, weights, braces, walking crutch J. Safe and complex perioperative care 1. Evaluation of advertising care during the perioperative period 2. Methods of assisting the surgical team during Operation 3. Principles of safety, comfort and privacy during the period of perioperation 4. Nurse responsibilities during the perioperative period K. Steps /pointers in decision-making and priority with
the client / with problems in the perception of coordination, adjustment or adaptation of L. Principles, concept and application of bioethics in customer care M. Develop results criteria for clients with problems in perception of coordination and N. Appropriate discharge plan, including Health Education O. Accurate Record and Documentation Guide to RLE Provide opportunities to showcase procedures for and
immunological responses, perception and coordination of the 90 Public Consultation Document provide opportunities for the actual clinical experience of hospitals and communities to ensure the development of competencies. Equipment and materials (they can be found in nursing skills labs, base hospital, centers for care) Changes in inflammatory and immunological reactions: hand washing, insulation barrier
techniques and materials, needles and syringes for skin testing. Changes in neural regulation: flashlight/stump, tongue depressor, cotton, safety pin, reflex hammer, second hand watch. Changes in visual and auditory: ophthalmoscope, otoscope, foam light, ear irrigation device, Snellen diagram, tuning fork, hearing augmentation device. Changes in Locomotion: sand bag, tires, traction types, cast types,
orthopedic beds/appliances, Crutches, Walker Videos on Exercise, Neurological Assessment, Course Title : Course Credit Contact Watch / Sem Premise Placement Course Goals : : : : : : : : : : NCM 105- CARE CLIENTS WITH MALAAPTIVE PATTERNS Students will be willing to develop self-possessed/therapeutic interaction, the ability to apply scientific information in care and professional behavior solutions,
as they use theory and research in care and related disciplines, in the care of individuals, in the care of individuals, in the care of individuals, in the care of individuals. Related learning experiences in emergency rooms and community are provided for students to participate in individual and group strategies that promote and support mental health 4units lectures; 2units RLE (2units Clinical) 72 hours of lecture;
102 RLE Hours of General Psychology, NCM 100, NCM 103 3rd Year; 2nd semester At the end of the course the student will be able to: 1. Apply knowledge and understanding of non-adaptive behaviors in providing safe and quality care for clients. 2. Applying the initial care process in caring for individuals, families and groups to improve quality. Demonstrate critical thinking on legal and ethical moral issues
related to mental health. 4. Perform beginner leadership skills in recording management and resources in patient care practices for clients who are protected by mental disorders. Demonstrate communication skills with clients and collaboration with members of the psychiatric group. 6. Assess the role of nurses in research and health education. 91 Public Consultation Document 7. Compliance with bioethical
concepts/principles and core values and standards of customer care; And, 8. Takes action for personal and professional growth. Course Summary I. Review of Psychiatric Care (4 Hours) History of Mental Health Nurses Role - Highlights of the Mental Health Team Continuum II Mental Illness. Psychiatric practice of nursing A. Psychopathology (2 hours) a. Psychoanalytic b. Behavioral c. Interpersonal d.
Cognitive e Humanistic f. Psychobiological H. Cognitive h. Psychospiriual J. Eclectic B. General Assessment (4 hours) 1. Principles and Methods of Psychiatric Care Interview 2. Psychiatric Status Exam 3. Diagnostic examinations specific to psychiatric patients C. Building a nurse-client relationship (4 hours) 1. Therapeutic Use Self 2. Therapeutic Communication a. Characteristics b. Techniques D.
Documentation in Psychiatric Care Practice (1 Hour) Problem-oriented recording soap Narrative Recording Process Recording E. Therapeutic Modalities (5 Hours) 1. Electroconvulsive and other somatic treatments 2. Psychopharmacology 3. Psychosocial/interpersonal therapy 4. Group therapy 5. Family therapy 6. Therapeutic Environment 7. Alternative Medicine / Therapy 92 Document for Public
Consultation F. Anxiety Concept (4 Hours) 1. Definition of Anxiety Characteristics 2. Anxiety levels are 3. Alarm levels 3.1. Physiological 3.2. Psychology 4. The ego of defense mechanisms 4.1. Four Levels of Defense G. Crisis 1.Crisis Types 1.1Faz 1.2Charic 1.3Crisis intervention III. Customer care with maladaptive behaviors throughout life (childhood, adolescents, adulthood) The care process applies to
psychiatric care practice: Evaluating the human response to different patterns of maladaptive behavior. Bio-psycho-social and behavioral data of nursing diagnosis and determining the results of planning and implementation of care intervention biological psychosocial evaluation and treatment outcomes 1. Anxiety disorder 4 hours. A. Anxiety disorders throughout life 1. Panic Disorder 2. Phobia 3. Post-
traumatic stress disorder 4. Acute Stress Disorder 5. Obsessive-compulsive disorder 6. Generalized Anxiety Disorder B. Somatoform Disorders 1. Somatization Disorder 2. Conversion Disorder 3. Hypochondriosis 4. Pain disorder 5. Dissociative Body Disorder C. Dissociative Disorders 1. Depersonalization 2. Psychogenic amnesia 3. Psychogenic 24. Dissociative Identity Disorder / Multiple Personality
Disorder 2. Psychophysiological response and sleep disorders 2 hours. 3. Personality disorders 2 hours. A. Childhood Personality Disorder o 1.Behavior Disorder 93 Document for Public Consultation 2.Opposition Defiant Behavior B. Odd/Eccentric Behavior - Paranoid Personality d. - Schizoid Personality d. - Schizotypical Personality Disorder C. Dramatic, Emotional, Unsustainable Behavior - Antisocial
Personality d. Disorder Associated With Substance 3 Hours. 1. Substance abuse 2. Substance dependence 3. Substance intoxication 4. Substance withdrawal of substance abuse: Alcohol - CNS Depressants Opioids (Drugs) Stimulants Cocaine Amphetamine Hallucinogens Marijuana Phencyclidine (PCP) Mescaline (STP, DMT, MDA) Listerine Acid Diethylamide (LSD) Addiction Care Issues 5.Mood
Disorders 1. Reactive Attachment Disorder 2. Bipolar I Disorder 3. Bipolar Disorder II 4. Cyclical Disorder 5. Dysthymic Disorder 6. Major Depressive Disorders Clients at Risk of Suicide and Self-Destructive Behavior 6. Schizophrenia and Other Psychos a. Schizophrenia A. Catatonic Type b. Paranoid Type o 94 Document for Public Counseling c. Undifferentiated Type D. Undisformed Type E. Residual Type
B. Other Psychotic Disorders a. Schizophreniform d. b. 7.Cognitive Disorders a. Fetal Alcohol Syndrome b. Attention Deficit Hyperactivity Syndrome C. Autism d. Delirium e Dementia e Alzheimer's disease e. Diffuse body disease Levi H. Korsakov disease and. Peak Disease K. Vascular and Multi-Heart Attack Dementia 8.Eating Disorders A. Pica b. Ruminimia c. Feeding Disorders d. Anorexia Nervous E.
Bulimia Nervosa 9.Abuse and Violence throughout Life. Legal issues affecting mental health care V. Future trends and issues in psychiatric care practice VI. Community Mental Health Programs Guide to RLE Course Title Course Description provide opportunities to care for actual clients in the hospital and community to ensure competencies are developed. : BIOETHICS This course is dedicated to applying
ethical and moral and legal concepts and principles to issues that affect care practices. They provide the basis for making appropriate decisions, taking into account the diverse 95 Document for Public Consultation Course Credit Watch Contact / Sem Premise Placement Course Goals : : : : : : Situations to prepare the student to provide effective, effective and safe care for the sick. In addition, the learning
experience involved provides opportunities to flesh out the commitment to care for the sick. The critical thinking process should be used in the bloc to develop intellectual capacity to conceptualize and contextualize what students know to specific ethically-moral and legal issues. 3 units lecture 54 lecture hours of logic, Philosophy of the person 3rd year, 2nd Semester At the end of the course and taking into
account the actual and appropriate simulated situations / conditions, the student will be able to: 1. explain the concept, theories and principles of bioethics in care and health; And, 2. apply appropriate bioethical principles in care and health situations, A. Definition of Terms 1. Ethics 2. Biology 3. Bioethics 4. Ethics Health 5. Professional Ethics 6. Prevalence of Bioethical Problems Abortion Euthanasia Suicide
Definition of Death and Clinical Death) In-vitro Fertilization Stem Stem Technology B. Man 1.Personality 2. Human Acts - Acts of Man A. Knowledge b. freedom c. conscience C. Types of ethical thoughts 1. Cantian 2. Roela's Ethics 3. St. Thomas Aquina 4. Ross Ethics actual/prima-facie duty fidelity debt repayment debt gratitude debt justice 96 Document for Public Debt Welfare
Duty To Improve Duty non-maleficence D. Calling a health care provider 1. Health care profession 2. Customer 3. Health care provider 4. Relationship of the Healthcare Provider and Customers EA Quality % Duty is a good health care provider for the customer, society and his profession F. Virtues, vices, and habits of the health care provider 1. Virtues 2. Vices 3. Habits a. Types of good habits b. Types of
bad habits 4. Virtues of Health Care Provider Fidelity Honesty Humility Respect Compassion Prudence Courage 5. Vices Of Health Fraud Pride Greed G. Basic Ethical Principles of Guardianship Cumulative Collaboration Double Effect Solidarity H. Basic Bioethical Principles of Human Respect and Justice Non-Maleficence I. Applying Bioethical Principles to Care patients 1. The functions of informed consent
Protective and participation 2. Patient Rights 97 Document for Public Consultation Course Title Course Description : Contact Watch/ Sem Premise Placement Course Goals : : : : : NURSING RESEARCH I Is an introductory course designed to equip nursing students with concepts, principles in research starting with a review of the main stages of the research
process. The course will include a discussion from wording to dissemination of research results, focus on developing a research challenge to select research design, planning and selecting the appropriate research tool for data collection. This course will require the student/group to submit a research proposal in the colloquium to apply knowledge and demonstrate skills and attitudes at the conceptual, project
and planning stages of the research process. 54 lecture hours biostatistics 3rd year, 2nd semester At the end of the course and taking into account the actual situation, the student will be able to: 1. to discuss the main stages of the research process; And, 2. submit a proposal for group studies based on the identified clinical/situational problem A. Introduction to the Nurses 1 study. Definition of nursing study 2.
The Importance of Nursing Research 3. The roles of nurses in the study 4. The evolution of nursing research 5. The goals of the B. Nursing Study research process in quantitative and qualifying studies 1. The main phases of the research process a. The conceptual stage of formulating and delimitation of the problem Sources of Research Problem Criteria when evaluating research Problem to identify the
problem of research b. Review of related literature Purpose Review Of the Links Category Search for relevant literature for review research c. Determining the framework and design of conceptual and theoretical framework d. Definition of important terms: concept, design, conceptual models and statistical models e. Formulating hypotheses The purpose of the study hypothesis 98 Document
for public consultation Types of hypotheses Criteria are considered in the definition of hypotheses 2. Design and Planning Phase A. Choice Research Design b. Major Research Category Design Experimental Designs of Non-Experimental Designs Of Qualifying Projects c. Characteristics of Research Designs d. Population Definition, which will examine the differences between the
general Ethical principles of the protection of study participants a. Beneficence b. Respect for human dignity c. Justice 2. Procedures for the protection of study participants a. Informed consent b. Risk/benefit assessment c. Privacy Procedures d. Summary and referrals e. Treatment of vulnerable groups f. Institutional reviews, advice and external reviews D. Steps writing a good study Offer Code Course: :
Course Description : NCM 106 - CARE CLIENTS with PROBLEM IN CELLULAR ABERRATIONS, ACUTE BIOLOGIC CRISIS, including EMERGENCY AND DISASTER NURSING This concerns the principles and methods of caring for sick clients through change / Course Credit: 6units lectures, 5units RLE (2units Skills Laboratory ; 3units Clinical) 99 Document for Public Consultation Contact Watch / : sem
Mandatory : Accommodation : Course Targets 108 Lecture Hours, 255 RLE Hours NCM 105 4th year, 1st Semester At the end of the course, and taking into account actual clients with problems in cellular aberration, acute biological crisis and emergency situation A student must be able to: 3. use the care process for individuals, families in the community and in the hospital setting. - assesses with the
client/with his/her condition/health status through interviews, physical examination, interpretation of laboratory results - identifies the actual and potential nursing diagnosis - plans of appropriate nursing activities with the client / with the family to identify nursing diagnosis - Implementation of the care plan with the client / with the family - assesses the progress of his/her/their client's condition ad care results 4.
provide a well-organized and accurate documentation system 5. Correlate with the client/s and their family and medical team, properly observe the biological concepts/principles, values and standards of customer care 5. Promote and the professional growth of yourself and the other 6. Sketch course : a. A. core I. Individual life risk factors Assessments and screening procedures among clients that promote the
development of cellular aberration - lungs, breasts, uterus, prostate, colorectal, skin B. Significant subjective data from the client - relevant information based on the main complaints, functional models, including psychosocial and behavioral evaluation C. Principles and methods of physical examination in newborns, children, adults, abnormalities: 1. Cellular aberrations a. Inspections - vessels, symmetry,
movement, nodules, discharges, masses b. Auscultation - sounds of the heart, sounds of the bowel Palpation - masses, tenderness, knots, lesions, clumsiness d. Shock - gas patterns, plane area and 100 document for public consultation. Acute biological crisis or life-threatening situation) Standard assessment of critical patients (focused history of adoption, discrimination of PE - respiratory tract, Breath
Circulation, including Hemodynamics Status) D. Results and Effects of Diagnostic/Laboratory Examinations of Clients With Reference to Problems in: 1. Cellular Aberration - a. Screening: BSE, Pap Smear, Rectal Examination, B. Non-invasive: MRI, CT, Bone Scans, Ultrasound, Thyroid Scan c. Invasive: Biopsy, Digital Rectal Examination, Cystic Examination, Acute biological crisis/multiorgan problem a. Non-
invasive: ECG, heart rhythms, b. Invasive: ABG, hemodynamic monitoring, CVP, pulmonary capillary wedge pressure (PCWP) E. Pathophysiological mechanisms: 1. Cellular aberrations. Solid Tumors - Lung Cancer, Breast Cancer, Breast Cancer, Prostate Cancer, Prostate Cancer, Prostate Cancer, Cancer Acute Biological Crisis/MultiorganIc Dysfunction System/Emergency Heart Failure Acute Myocardial
Infarction Acute Lung Failure Acute Renal Failure Stroke Increase Intracranial Pressure Metabolic Emergencies - For example, DKA/HHNK Bird Flu) Multiple Injuries F. Care Diagnosis of taxonomics related to problems/change in: 1. Cellular aberration a. Potential for Infection b. Changing Perception of Tissue c. Intolerance of Activity d. Potential for changes in diet is less than
body e. Requirement 101 Document for public consultation f. Changing integrity of the mucosa : pain /pruritus. Acute Biological Crisis / Multiorgan Insufficiency a. Disruption of gas exchange b. Inability to maintain spontaneous ventilation c. Dysfunctional weaning weaning ventilation d. Reduction of cardiac release (CO) e. Altered tissue of perfusion system f. Changes in nutrition are less than less than body,
for example, fluid deficiency volume h. Intolerance of G. G activity. Different Modalities Management 1. Health Promotion 2. Disease Preventive 3. Therapeutic 4. Restorative H. Management Principles for Modified 1. Cellular aberration a. Determining and managing cause b. Ultimate management; Surgery, chemotherapy, radiotherapy, biotherapy C. Blood component replacement d. O2 therapy E. Drug
therapy F. Hydration G. Infection prevention h. Supporting control i. Prevention of complications J. Rehabilitation 2. Acute biological crisis / multiorgan insufficiency a. Identification and management of cause b. Rescue activities: Basic life support, advanced cardiac life support, first aid measures, Fluid resuscitation c. Life maintenance activities: Air control and patient care with ventilator, administration of
parenteral fluid, including blood and blood therapy, interventions for cardiac production, pharmacological interventions for hemodynamic instability, continuous hemodynamic intervention for neural regulation, fluid and electrolyte problems, nutrition and periperative problems d. fear, depression, critical help concerns life: immobility, sleep deprivation, sensory overload, body image changes, grief, 102 Document
for public sexual counseling, spirituality e. Supporting management f. Prevention of complications of rehabilitation - rehabilitation, cardiac, cardological. , side effects, indications, contraindications, and duties of nurses: 1. Cellular aberrations a. Anti-cancer agents b. Analgesics c. Drugs d. Corticosteroids e Antibiotics f. Antipuritus, Analgesics, opioids 3. Acute Biological Crisis/Multiorgan failure a. Analgesics b.
Drugs c. Corticosteroids d. Antihypertensive for example, Vasopressors f. Antibiotics G. Parenteral Fluids J. Purpose, indications, duty of care of the following surgical and special procedures 1. Cellular aberration A. Basic surgical procedures: lobectomy, pneumonectomy. mastectomy, nephrectomy, prostatectomy, colectomy, colostomy, bone marrow transplantation, urinary diversion b. Special procedure:
brachytherapy, radiation therapy. Reverse isolation, chemotherapy, 2. Acute biological crisis / multiorgan failure a. Surgical procedure - coronary bypass surgery, angioplasty, skin vaccination, b. Special procedures - advanced life support, parenterial hyperalimentation; ventilation support, fluid resuscitation, first aid measure, including emergency wound and traumatology, IV Therapy K. Safe and
comprehensive perioperative care a. Assessment and care during the perioperative period b. Methods of assisting the surgical team during surgery c. Principles of safety, comfort and confidentiality during the perioperative period L. Steps/pointers in decision-making and prioritizing reaction, cellular deviation, acute biological 103 document for public crisis consulting / multiorgan failure, Including Emergency
Disaster Preparedness M. Principles, Concept and and Application of Bioethics Bioethics in Customer Care N. Develop exodus criteria for clients with problems in inflammatory and immunological reactions, cellular aberration, acute biological crisis/multiorgan failure, including emergency disaster preparedness crisis O. Disaster - Emergency A. Emergency Type definition of A. Emergency Type C. Goals 2.
START-Trige 3. Military Triage D. Hospital Emergency Incident Command System E. Incide Incident nt Comma Command nd Educa Educatio tion n F. Hospit Hospital al Oper Operatiations ons Plan G. Personal Personal Protective Protective Equipment H. Danger Dangerous ous Mater Materials I. Dec Decontam ntamin inat atio ion n J. Biolog Biologica Blastt Inju Injuri ries es L. Natu Natura Rall disa disa
disast sters ERS M. Stress Stress Reacti Reactions ons Post-Traumatic Stress Ss Diso Disord Rder er er Criti Critica Call Inci Incide IV Therapies - Philosophy - Historical Background IV Therapy - Standards and Competence IV Tehrapy B. Content - Overview of the anatomy and Physiology of the Vascular Peripheral and Integrarian System - Young and Electrolyte Therapy - Venipuncture Technique in Adults
and Children - Complications IV Therapy - Infection , Control - Microbiology - Demonstration Procedure - Documentation activity 104 Document for Public Advice C. Scale of Performance for IV Therapy provides opportunities to demonstrate the procedures required for the conduct. Guide to RLE Acute Biological Crisis: Provide opportunities for actual experience to provide competency in the care of
customers with acute biological crisis and those with develoed emergencies. For Natural Disasters: You can provide simulated scenarios/situations for these IV Therapy experience: - Faculty of Course Processing must have a current certificate, as IV Therapist - Provide opportunities for demonstration/return demonstrations using IV mannequin arm and one-on-one intravenous insertion Equipment and
materials these can be found in nurs nurs ing g skil skills ls lab, basic hospital, affiliation centers of cellular aberration: model breast examination, model of cervical examination, safety recommendations for chemotherapy and radiation therapy, safety barriers, for chemotherapy and spills. Acute biological crisis: cardiomonitor, ecG machine, oxymeter, ventilators, endotracha Tracheostomy tube, airway, BP
apparatus, stethoscope, oxygen tank, O2 regulator, moisturiser, monkey monkey wrenc wrenc wrenc wrench key, h, O2 tube tube, s, O2 cannu sunkula / c la/cath athete eter, r, O12 masks, boards, o2 tent, suction catheters, suction machine gloves, peak flow meter, depressor language, microscope, glass slide, one-way/two-way/tripartite water seal drainage, CVP gauge and tubes, peritoneal dialysis kit,
dialysis solution, haemodialysis (optional), incubator, Billy Light, Isolet, Model for basic and pre-life support, including equipment and materials in NCM 104 and 104 - IV hand dummy, IV injection tray, IV needle, cotton and alcohol course Title Course Description : Course our e Credi Ditt Contact Watch / Sem Pre-mandatory placement : : : : : NCM 107 - NURSING LEADERSHIP AND MANAGEMENT It cour
course se deals with applicator io-ion n. prin princi cipl ples es , theories and methods of development of nursing leaders and managers in the hospice hospital al and community community ity-bas-based ed settin setting. Gs. It also includes the ethically ethically ethical-moral/legal aspects of health care and nursing practices and nurse responsibilities for personal and professional development. 4un 4units his
lec lectu ture re, 3un 3unit his s RL RLE (3u (3uni nits ts Clini linica cal) 72 hours lectures, 153 RLE hours NCM 106 4th year, 1st semester 105 Document for public consultation Course Goals At the end of the course, given the group of clients with different : conditions, the student should be able: 1. The process to use individual care Family, population groups, hospital and community settings. 1.1 assesses
with the client/with his/her/their state of health through interviews, physical review and interpretation of laboratory findings 1.2 determines the actual and at-risk diagnosis of nursing 1.3 plans of appropriate care intervention with the client / with the family for certain nursing diagnosis 1.4 implements a care plan with the client / and the family 1.5 assesses the condition of the client and the results of the care;
Provide a well-organized and accurate system of documentation and accountability; 3. Demonstrate leadership and competence in performing their duties as a novice nurse practitioner in hospital or community setting 4. observes bioethical principles, core values and standards of care during care 5. promote personal and professional growth for yourself and others. Definition/description 2. Universal
governance principles. 3. Management Theories 4. The management process. a. Roles performed by managers in organization 5. Strategic Planning Process b. Vision/mission/philosophy/goals/core values 6. Standards of Nursing Practice B. Management Functions 1. Planning 2. Organization a. b. Staffing (choice, orientation, job description) c. Patient Classification System d. Planning e. Planning conditions
for primary care of a group of modular nursing nurses 106 Document for public consultation modified method 3. Guide/ Lead a. Leadership Theories b. Leadership Styles c. Leadership Skills Decision Management Analysis c. Reasons for Power d. Principles of Delegation e Communication f. Motivation Theory g. Time Management h. Conflict Management 4. Office a. Budgeting Types
Budgeting Costs For Patient Care Services b. Evaluation of Effectiveness/Feedback Assessment c. Staff Development d. Improving the quality/quality of nursing management audit - rounds of variance reports addressing identified problems D. Professional and personal development 1. Ethical moral aspects of care a. Code of Ethics for Nurses in the Philippines b. International Care Council (ICN) Code of
Ethics for Nurses 2. Legal aspects of care a. RA 9173 or the Nursing Act 2002 b. Legal responsibilities of nurses c. Other laws affecting the profession of nurses and nurses (e.g. Magna Carta for public health workers, The Labour Code, Room and Breastfeeding Act, Dairy Code, Senior Citizens Act, Clean Air Act, Local Government Code, Dangerous Drugs Act, etc.) Personal/Professional A. Positive Image
professional nurse Self Self-assessment of self-awareness b. Raleigh and responsibilities start nurse nurse practitioner Benner 107 Document for public consultation with Career Planning Job Search Sources Of Work Leads Development Summary - Elements - Types - Writing Cover Letter - Develop an Electronic Summary Tracking New Opportunities Fields Specialization Extended
Roles of Nurses Balancing Personal and Professional Needs e. Issues and Trends in Nursing Practice/Education Migration , ageing population, additional therapy, medical tourism, evidence-based practice, etc.) f. F. Nursing Associations - Accredited Professional Organization - Interest Groups - Specialized Organizations 4. Leadership in Community Development
a. Review and Application of Concepts, Approaches, Methodologies, Community Development Strategies, strategies and Tools discussed in NCM 100 b. Community as a community client diagnostics-definition, types, components, components, phases of Health Problem Detection, Sisterhood Priorities Settings based on selected criteria for the People's Participation Strategy Program in Essential Health
Services (Mother and Child Health, Family Planning, Health Care, Environmental Health, And government and Program Public Organization - Definition, Principles and Mechanics Principles of Leadership Training and Process Specific Programs and Projects DOH Concepts and Principles of Networks and Linking108 Document for Public Consultation Building Assessment Programs and Services Record and
Reporting System (vital statistics, notched diseases, services provided to the family and community) 5. Workshop on Leadership and Management Issues and Trends provides opportunities for actual staff/head nurse experience at the hospital to ensure competence development. The RLE Guide provides opportunities to demonstrate management and leadership roles in the community. Course
Description : : NURSING RESEARCH II This course is a continuation of Nursing Study 1, which includes data collection, analysis, interpretation, summary and conclusion and recommendations. Counselling is carried out throughout all practical activities. The course will provide the student/group with the opportunity to complete the research protection process to evaluate data collection, analyze and interpret
the results of the study, disseminate the results and make recommendations based on the results of their respective studies. Course Credit Contact Watch / Sem Premise Placement Course Goals : : : : : : : : : : : : : : : : : : 108 hours of nursing study 1 4th year, 1st semester At the end of the course and taking into account the actual situation, a group of students will have the opportunity: 1. to conduct the final
process of defense research (from data collection, analysis and interpretation of the results of the study, dissemination of the results of the study and the adoption of the relevant recommendations based on their research results). 2. submit a written study of the study group 3. criticism of the study based on the stated guidelines. 4. To comply with ethical concepts/principles and standards in A. Empirical Phase
1. Measuring and Valuing Quantitative Data a. Measuring 109 Document for Public Consultation b. Measurement Levels c. Measurement Benefits 2. Reliability a. Three important aspects of reliability (stability, internal consistency and equivalence) 3. Reality a. Three important aspects of reality (content authenticity, criterion related to reality and design) b. Sensitivity and specificity B. Analytical phase 1.
Analysis of quantitative and qualifying data a. Analysis of descriptive data b. Analysis of output c. Statistical Classification d. Criteria for the choice of statistical tool C. Distribution Phase A. Report Of Studies Conclusions b. Use of research in evidence-based nurses D. Writing the Final Report on Studies (Format will be provided to students during discussion) E. Critiquing Research Reports a. Course Credit
hours: 54 Hours of Lecture : NCM 105, Nursing Studies 1 : 4th year, 1st semester At the end of the course, taking into account appropriate simulated situations related to : health promotion, disease prevention, health maintenance, risk reduction, therapeutic and rehabilitation aspects of care for mother, child and family, population and community, student will be able to apply the process of care to people,
families, groups of the population in selected places. 1.1assesses customer/s/health via data, Derived from scenarios (history, physical examination, interpretation of laboratory results) 1.2 identifies the actual and at-risk diagnosis of nursing 1.3 plans of appropriate nursing activities with the client/s and the family to identify nursing diagnosis 1.4 Implementation of the client care plan /s and family 1.5 assesses
the progress of his/her client's condition and 110 document for government advice results assistance 2. provide a well-organized and accurate documentation system 3. use bioethical concepts/principles, core values and standards of patient care in customer care 4. integrate different competencies in various key areas of responsibility to care for selected customers. Sketch course : A. Review 1. Basic
competencies within 11Key Area responsibility 2. Terminal Competencies in Nursing Management Courses (NCM 100-104) B. Clinical Care Scenarios, integrating care process, care/prevention levels in care management: 1. Healthy/at-risk/sick mother and child 2. Sick person with changes in oxygenation, fluid and electrolyte balance, metabolism and endocrine functioning, inflammatory and immunological
reactions, perception and coordination, pain including perioperative concept.. 3. Family 4. Population 5. Community 4. C. Care scenarios (integration of communication, health education, ethical-moral/legal responsibilities and research under different settings) 1. Hospital 2. House 3. Community 4. School course Title Course Description : : COMPETENCY APPRAISAL II This course deals with the application of
concepts, principles and processes, essential to the practice of care with a focus on health promotion, health care, prevention, risk reduction, therapeutic and rehabilitation aspects of care for a sick person with changes in cellular aberrations, problems of adaptation and maladaptive behavior, acute biocrisis, crisis. It includes the use of the care process and core competencies within eleven (11) key areas of
responsibility. Course Credit Contacts Watch / Sem Premise Accommodation Course Goals : : 3units lectures 90 hours lectures : Competence Score I, NCM 106, Studies 2 : 4th year, 2nd Semester At the end of the course, given the appropriate simulated situations related to : health promotion, health care, prevention, risk reduction, treatment and rehabilitation nursing patients With altera111 Document for
public consultation tions in cellular aberrations, problems of adaptation and maladaptive behavior patterns, acute biological crisis, disaster and emergency, the student will be able to: 1. apply the care process in the care of individuals, families, population in separate settings. Sketch course : Course Description Name : : 1.1 assesses the client/s/health status based on data Derived from scenarios (history,
physical examination, interpretation of laboratory findings) 1.2 identifies the actual and at-risk diagnosis of nursing 1.3 plans of appropriate nursing activities with the client / with the family to identify nursing diagnosis 1.4 implements a care plan with the client / with the client / with the family 1.5 assesses the progress of his/her/their client's condition and the results of care 2. Provide a well-organized and
accurate documentation system 3 to use bioethical concepts/principles, core values and standards of care in customer care 4. integrate different competencies in various key areas of responsibility in caring for selected customers. A. Review 1. Basic Competencies within 11Key Areas of Responsibility 2.Terminal Competence on Patient Care Management Courses (NCM 105-107) B. Nursing clinical scenarios
integrate the care process, levels of care/prevention in nursing management following: 1. Sick individual changes in cellular aberration, adaptation problems and maladaptive behavior patterns, acute biological crisis, disaster and emergencies. 1. C. Care Scenarios, Integrating Leadership and Management, 2. Resource and Environment Management, Record 3. management, collaboration and collaboration,
quality improvement, 4. Ethical-Moral/Legal Responsibility and Research in Various Conditions Hospital Home School of Community ACTION PRACTICUM Actual application of theories, principles and concepts of clinical care practices for groups of clients in different settings to refine care skills in various basic nursing services, including the community. Particular attention is paid to the integration of
numerous professional care roles as a means of enhancing critical thinking and communication 112 Document for public skills advice. Course Credit Contact Hours Placement Course Goals : : : Course Sketch : 8 units RLE 408 hours clinic (24 RLE hours per week) All professional subjects 4th year, 2nd semester 1. Apply the care process to caring for groups of clients throughout the life with different
conditions and community. 1.1 Assess the general condition and resources 1.2 To formulate a nursing diagnosis based on the data collected 1.3 Develop a care plan for individuals, family and community care. 1.4 Implementation of the care plan with appropriate interventions 1.5 Evaluation of treatment outcomes. 2. Demonstrate the competence of an aspiring nurse, nurse, researcher and supervisor. 3.
bioethical principles, core values and standards standards Care. 4. Promotes personal and professional growth. I. Appointment in clinical areas: 1. Experience of a nurse in the Ward Primary Sister Method 2. Experience as a nurse in rural health centres/health centres II. Focus of Clinical Experience A. The care process is applied in the care of individuals, groups of clients, families and community. B.
Primary elements of nursing C. Standards of care D. Interpersonal and Management Concepts and Strategies. Division 2. Personnel Development E. Evidence Practice III. Behavior: 1. Arguments 2. Workshop on Trends in Patient Care Guide for RLE Provide opportunities for actual hospital experience applying primary care and case method appointments to ensure competencies are developed. Provide
opportunities for actual experience with the community as a client. 113 Public Consultation Document for Nursing Electors: Students must choose at least two electors (Election I and Electoral II) to complete the BS care program. I make a choice in the 4th year of the 1st semester. The choice to choose from is as follows: 1. Parent-child care 2. Spiritual Care Care 3. Hospice Palliative Care Elect II is accepted
in the 4th year, 2nd semester. The choices for election II are: 1. Acute/Critical Care Care 2. High-quality health care and care 3. Care of the Chronically Sick and Elderly Person Course Name: Course Description : Course Credit Hours Contact Preliminary Placement Goals : : : : : : Course Sketches : HEASTI : PARENTY CHILDREN SESTRin Nursing Intervention /Strategies for Prevention and/or Management
of Behavioral Problems of Children Emerging From Parent and Child Relationships. 2 units 36 hours NCM 101, NCM 102 4th year, 1st semester At the end of the course, taking into account the actual scenarios/situations, the student will be able to: 1. Explain the tasks of family development as a single unit and parent; Discuss strategies to address marital problems on the basis of relevant laws; and 3. Discuss
strategies for dealing with parent-child relationships that are age-appropriate and based on appropriate laws. 1. Family as a whole - the task of family development 2. Choosing a partner - factors that influence the choice of spouse - dating and courtship 3. Roles of married couples 4. Ways of maintaining love and respect between husband and wife - marital relations - sexual adjustments - power, decision-
making and communication 5. Special problems in marital relations - extramarital relations /partnership with marriage - adultery - domestic violence 114 Document for public consultation 6. Law affecting marital relations: Family Code EO 209 7. Parents - Future Parent Development Tasks: Motherhood and Fatherhood - Mercer Theory and Rubin Theory - Behavior and Needs of Expectant Mothers - Role of
Motherhood - Role of Fatherhood - Selected Situational Crises Affecting Parenthood about their role: a. single parenthood b. birth of disabled disabled people c. Child adoption d. division/divorce e. hospitalization/death of spouse f. working mother/absent parent (s) 8. Consequences of childless marriage 9. Child abuse, including child protection laws: RA 8043 Act regulating adoption between countries, RA
8552 Act regulating adoption in the family, RA 9231 Special Protection of Children from Child Abuse, Exploitation and Discrimination - RA 9262 Act defining violence against women and their children, providing protective measures for victims 10. Baby Raising - Common Behavioral Problems of Infants - The role of a nurse in caring for a family with a healthy/sick infant 11. Parenting Toddler - Common
Behavioral Problems a. Bed Wetting b. Sucking The Thumb C. Temperament Tantrums - Preventing Accidents - The Role of a Nurse in Caring For a Family With a Healthy/Sick Baby 12. Preschooler Education - Preparing a child for school - Sexual consciousness/sex education - General behavioral problems a. sibling rivalry b. Average children's complex - the role of a nurse in the care of a family with a
healthy/sick preschooler 13. Parenting Schoolboy - General Behavioral Problems a. Under Achievement 115 Document for Public Consulting b. - Attention Deficit Hyperactivity Disorder Is a Nurse's Role in Caring for a Family With a Healthy/Sick School Course Title Course Description: : : ELECTIVE I: SPIRITUAL CARE NURSING Course is dedicated to history, philosophy, theory, principles, process, regimes
and interventions of spiritual care. Particular attention is paid to the process of spiritual formation and the role of nurses in providing spiritual care. Course Credit Contact Watch / Sem Pre-mandatory placement Course Goals: : : : 2 units of lecture : : 36 hours of lecture No year 4, 1st semester Given the relevant situations / conditions, the student will be able to: 1. Apply the principles, theories and strategies of
spiritual assistance in understanding the spiritual needs of the clients. 2. Demonstrate traits and characteristics that reflect the holistic development of the nurse. : Sketch course 1. History of Spiritual Care in Nursing 1.1 Pre-Christian Era 1.2 Christian Era 1.3. Post-formation era 2. The nature of spirituality 3. Spiritual Need 3.1 Difference between spiritual needs and psychosocial needs 3.2 Explaining spiritual
needs in terms of three dimensions 3.2.1 Physical or Biological Dimension 3.2.2 Psychosocial Dimensions 3.2.3 Spiritual Dimensions 4. As Care Today Kind of Spiritual Care 4.1 For a long time, spiritual care has been frankly religious functions and intervention is limited (at least officially) to the call of the chaplain of the hospital 4.2 1960-1970 - a growing interest in the spiritual, psychosocial and emotional
aspects of care 4.3 1971 - Nurse who served the entire person 4.3 Spiritual Care is a natural part of general care that easily fits into the care process (e.g. spiritual evaluation and care) 116 Document for public consultation 5. Concept and apps in the care of the human Spirit Virginia Henderson 5.2 Faye Abdella 5.3 Joyce Travelby 5.4 Betty Newman 5.5 Pars, Peterson and zderad 5.6 Gene Watson 6. Ethics in
Spiritual Care Care 7. The Role of a Nurse in Spiritual Care 7.1 Nurse Spirituality Understanding Of One and The Degree to which Their Spiritual Needs Are Satisfied Solving Their Spiritual Problems and Disaster 7.2 Recognizing The Nurse's Own Limitations 7.3 Mobilizing Patient's Spiritual Resources and Patient Expressed Needs 7.4 Developing a Relationship of Trust Between Nurse and Patient 7.5
Awareness and Respect for Patient Culture, social and spiritual preferences 7.6 The direction or use of team members is as important for spiritual care as it is for other aspects of care 7.7 Documenting spiritual help 8. Patient Needs Spiritual Care 8.1 Patient with Acute Disease 8.2 Chronically Ill Patient 8.3 Children and Families 8.4 Elderly Adults 8.5. Death and Sorrow 8.6 During Natural Disasters 8.7 During
Emergency 9. Personal Spiritual Development: Theological Reflection 10. Meet the Challenge 10.1 Therapeutic Use of Yourself in Meeting the Needs of the Human Spirit: The Need for Love and Kinage, Meaning and Purpose and Hope 10.2 Visits to Going Training Courses and Workshops, Regarding Spiritual Care in Care, Reading relevant literature, interacting with colleagues, communication with the
hospital chaplain 117 Document for public consultation Course Title Course Description course Credit Contact Hours Accommodation Goals : : : : : : : : : covers the process and interventions that a person in a situation of near death will have to go through to maintain quality of life until he/she leaves for eternal life. Care and comfort include physical, emotional and spiritual activities where counseling will play an
important role. 2 unit lectures 36 hours No 4th year, 1st semester At the end of the course, given the actual or simulated situations / conditions in terms of ensuring the quality of life of the person in an almost fatal situation, the student will be able to: 1. 2. 3. 4. 5. 6. Sketch course : B. 1. 2. 3. 4. 5. 6. Differentiate the stages of death and death. Assess the needs of the client and family members/caregivers to
identify and prioritize appropriate intervention by the care client/family/guardian at any stage of the life situation. Implementation with the client/family/guardian of the most relevant intervention at present, taking into account the principles and methods of the desired actions. Follow with respect bioethical and cultural beliefs and the practices of the client/family/guardian to connect effectively with
clients/family/guardian and members of the health team and others to fulfill the quality of life. Principles of palliative care: Confirms life and considers death a normal process Neither rush nor postpone death provides relief from pain and others Symptoms Integrates the Psychological, Ethical, Legal and Spiritual Aspects of Care Offers a Support System to Help Patients Live As Actively as Possible, while Death
Offers a Support System to Help Patient Families Cope During Patient's Illness and in Their Own Loss 118 Document for Public Consultation Course Title Course Description : Course Credit Hours Preliminary Placement Goals : : : : Course Outline : 1. 4. 5. 6. 7. 8. I. 1. 2. 3. 4. II. Key Components of Palliative Care Symptoms Control Effective Communication Rehabilitation Continuity Care Terminal Care
Support in Grief Education Research Nurses Role Providing Direct Care Counsel Counsel Joint Role II. Issues and Trends in Hospice Palliative Care ESTITION II: ACUTE / CRITICAL CARE NURSING This course is designed to introduce a student to care for seriously ill patients. Particular attention is paid to rapid assessment, prioritization, rapid decision-making and appropriate care activities. The course
may include cases of cardiovascular, pulmonary, renal, neurological and multi-system changes. 2units Lectures 36 Hours lectures All professional subjects 4th year, 2nd semester At the end of the course, students should be able to: 1. Using the care process in the care of patients with acute/critical condition. 2. Identify trends and issues related to the care of seriously/critically ill patients. 3. Apply decision-
making, critical thinking and independent judgment to care for patients in acute/critical condition. 4. Respect bioethical principles, core values and standards of care. Promoting personal and professional growth. 1. 2. 3. - Critical Care Assessment Characteristics of Acute Illness and Injury Care Process applied to acute/critical patients Health Assessment 119 Document for Public Consultation - Correlation of
Pathophysiology for Nursing Examination and Management 4. Trends in the management of acute and seriously ill patients 5. Psychosocial problems in acute illness (e.g. transition to role, sleep deprivation, sensory overload, impotence, altered body image) 6. Critical Thinking - Self-Solution Skills - Critical Thinking Course Title Course Description Course Credit Contact Watch/Sem. Premise Course
Objective Course Sketch ELECTIVE II: GETURIA AND NURSING This course is dedicated to concepts, principles and aspects of quality healthcare, quality standards for health care providers and the implementation of a program to improve productivity/management in the health system. 2 unit lecture 36 hours of lecture at the end of the course, and taking into account the actual management of health care
and the clinical scenario, the student will be able to: 1. implement PhilHealth quality standards. 2. Apply a productivity program using and steps to improve productivity and TMD. Using documentation-evaluation-evaluation A trend that uses the Plan-Do-Check-Act (PDCA) cycle as a framework. Choose/use the tools to improve quality. 5. Form the quality of the circles and quality of the teams. Implementation of
quality improvement measures C. Standards for health care providers 1. Patient rights and organizational ethics. Standards for patient care 3. Leadership and Management 4. Human Resources Management 5. Information Management 6. Safe Practice and Environment 7. Improving Performance D. Justification and Steps to Improve the Performance of E. TMD Steps to Implement the Program. F.
Documentation - Assessment - Action Trend. 1. Documentation - Security - Goal Sequence - Standardization - Improvement 120 Public Consultation Document 2. Assessment and Reflection and Analysis - Integrative 3. Action - Improved Performance Based on G. Plan-Do-Check-Act (PDCA) H. Performance Tools: 1. Problem Identification Tools - Affinity Chart - Brainstorming - Flowchart - Nominal Group
Technique 2. Tools to describe a problem - Panel graph - Sheet check - Force file analysis - Linear graph - Pareto Chart - Pie Chart 3. Problem Analysis Tools - Fish bone diagram - Matrix Chart - Scatter Chart Chart 4. Solution Design Tools - Priority Matrix - Process Solution Program Chart (PDPC) - Tree Chart 5. Quality Monitoring Tools - Control Chart - Histogram and Radar Chart I. Types of quality and
quality Team J. Quality Improvement Clinical Practice Guidelines - Clinical Pathways - Medical/Nurse Audit - Use Review - Complaint Analysis - Incidence and Mortality Meetings - Sentinel Events Monitoring and Clinical Privileging - Difference Of Reporting and Analysis 121 Document for Public Consultation Course who with chronic diseases and elderly people : 2units lectures : 36 hours : No : 4th year, 2nd
Semester At the end of the course, given the scenarios/situation, the student should be able to: 1. Use the process of care for patients with chronic diseases and care for an elderly person 2. Discuss special problems, issues and trends in the care of chronically ill and elderly people: III. Chronic Diseases A. Key Problem Areas experienced patients with chronic B diseases. Review of pathophysiology of
individual chronic diseases: Heart Disease, Hypertension, Chronic Obstructive Diabetes Disease, Cancer, Dementia, Stroke C. Specific Focus Assessment and Management of The Above Conditions D. Health Education in Chronic Diseases E. Behavioral Management in Chronic Diseases - Care IV. Elderly Care A. Factors That Affect the Normal Functioning of Older Persons - Demography of Aging -
Theories of Aging - Social and Economic Aspects of Aging - Aging Family Well Older Person Changes in Older Person and Their Effects on Care of Physical/Social/Social And Psychological B. Cultural Factors/Ethnicity, Such as Relationship to Senior, Health Perception C. - Chronic Disease G. Problems associated with the elderly , - Physiological Function 122 Document for Public Consultation - H.I.J. K. : -
Wellness-Support Nutrition Activity and Exercise Stress Management - Physiological Functioning Activities - Exercise Nutrition Support Respiratory Management Tissue Perfusion Control Electro And Acid-Based Balance Of Skin Management/Injury Management Physical Safety Promotion - Behavioral Management Helping Patient Education Spiritual Care - Safety Risk Reduction of Environmental
Management Activities - Bioethic Components of Care M. Community Resources for Elderly Care N. Criteria for Evaluation - Indicators for Wellness - Responses to Care O. Gerontological visions of care , Standards of Care P. Ethical aspects in the care of an elderly person z. Current trends and issues in the care of an older person R. Evidence-based activities in the care of the elderly App B GUIDELINES
FOR THE EXPERIENCE 123 Document for Public Advice Bachelor of Science (BSN) curriculum Learning is best achieved by properly selecting and organizing training in a given situation. Problems thus depend to a large extent on the willingness and ability of the faculty to organize classroom or various health situations based on well-defined goals. RLE is viewed in terms of changes in student behavior, not
just in terms of content. The Faculty must be competent in selecting an RLE that ensures continuity, consistency and integration of principles, concepts, skills and values that were previously studied in the classroom and other situations. In developing a proposed formula to determine the cost of RLE per student, considerations were given in a) Rules and Standards of Nursing Education and prescribed units
and hours for RLE in BSN curriculum, b) Faculty and competence. Consider the following: 1. Class consists of 48-50 students. Faculty-student ratio per semester and 3rd year level 1:8-10 students per group (1st semester) 1:8-12 students per group (2nd Semester) 4th year level 1:12-15 students in group 3. Related training hours, including a . . . . . 2,193 Hours Courses Assessment Health Community Health
Care Care Management 100 Nursing Office 101 Nursing Office 102 Nursing Office 102 Nursing Office 104 Nursing Office 105 Nursing Office 106 Nursing Office 107 Intensive Care Practice Total Skills Laboratory Clinical 1 0 .5 1.5 2 0 1 3 1 5 5 5 5 1 3 0 2 3 0 3 0 8 9.5 33.5 43 RLE Units RLE Contact Unit (1 Credit Unit 51 hours) 51 102 102 204 306 306 204 102 255 153 408 2193 hours 124 Document for public
consultation 5. The basis for the calculation for determining the RLE Fee: The number of hours assigned to Faculty X hourly rate - RLE Pay Hourly Rate should be specified in the Guidelines for Joining made public by the Department of Health 6. RLE hours: 1 unit 51 hours per semester 125 125

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