COLLEGE OF NURSING

Carlatan, San Fernando City, La Union

PHILOSOPHY
We believe in student centered approach to education and management.

We believe in achieving a lot with limited resources by knowing what other institutions are doing, adopting or improving and using that can be applied to the
College.

We believe that a strong continuing faculty and staff development program in the college is a vital component of the total effort to attain the main goal of the
College.

We believe in the stability and strength as a base for achieving quality education, relevant to national means and development of the total person.

We believe above all that giving honor and glory to God in everything we do, is most important in all official activities of the college.

VISION
We envision Lorma Colleges as an educational institution with a global perspective emphasizing quality, Christian values, and leadership skills relevant to national
development.

MISSION
To empower students for service anywhere in the world through Christian-inspired, quality-driven, and service-oriented education and training.

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 INSTITUTIONAL GRADUATE ATTRIBUTES INSTITUTIONAL OUTCOMES
GOD FEARING LO1 Internalize the Christian values
LO2 Model the Christian values in their personal and professional lives.
DECISION MAKER, CRITICAL AND CREATIVE LO3 Generate ideas and insights utilizing appropriate judgment in decision making.
THINKER LO4 Utilize higher order thinking skills in decision making towards innovation and creating new
technologies
LO5 Apply innovative methods and new technologies to solve different problems and making
decisions effectively
EFFECTIVE COMMUNICATOR LO6 Communicate effectively ideas or knowledge through listening, speaking, reading, writing using
culturally appropriate language.
SERVICE-DRIVEN CITIZEN LO7 Imbibe the service-orientedness to oneself, to oneself, to one’s profession and towards the
community.
REFLECTIVE LIFE LONG LEARNER LO8 Commitment to continuously upgrade one’s education through readings, seminars and trainings
COMPETENT PROFESSIONAL LO9 Perform exceptional knowledge, skills and right attitude in accomplishing duties and
responsibilities beyond acceptable standards.

NURSING PROGRAM OUTCOMES INSTITUTIONAL VISION MISSION PHILOSOPHY

After 3 – 5years, the graduate will: OUTCOMES
1 exemplify Christian values, legal and ethico-moral principles in serving LO1; LO2; LO7 ✔ ✔ ✔
individual clientele in various cross-cultural settings.
2 execute professional and social competence in the field of specialization in LO6; LO9 ✔ ✔ ✔
accordance to national and international nursing standards.
3 develop a high level of comprehension for decision making and critical LO3; LO4; LO5; LO8 ✔ ✔ ✔
thinking through continuous educational advancement necessary for
personal and professional empowerment.

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 COURSE SYLLABUS

1. COURSE CODE : NCM 107

2. COURSE TITLE : Care of Mother, Child and Adolescent ( Well Clients)

3. COURSE DESCRIPTION : This course deals with concepts, principles, theories and techniques in the nursing care of individuals and

families during childbearing and childbearing years toward health promotion, disease prevention, restoration
and maintenance, and rehabilitation. The learners are expected to provide safe, appropriate and holistic
nursing care to clients utilizing the nursing process.

4. COURSE CREDIT : THEORY: 4 UNITS ( 72 HOURS); RLE : Skills lab – 2 units ( 102 hours); Clinical – 3 units ( 153 hours)

5. PLACEMENT : Second Year, First Semester

6. PREREQUISITES : NCM 101, NCM 102, NCM 103 :

LEVEL 2 OUTCOMES NURSING PROGRAM OUTCOMES

At the end of the second year, given a normal and high-risk mother and newborn, child, family, population 1 2 3
group and community in any health care setting, the learners demonstrate safe, appropriate and holistic care
utilizing the nursing process
1 Apply knowledge of principles and concepts of relevant sciences in maternal and child nursing and community ✔ ✔ ✔
health nursing.
2 Utilize the nursing process in providing safe, humane, appropriate and holistic care to client. ✔ ✔
3 Demonstrate skills in actual delivery and newborn care. ✔ ✔
4 Integrate research findings in the delivery of nursing services ✔ ✔
5 Apply ethico-legal and moral principles as applied in personal and professional scenario ✔ ✔ ✔
6 Communicate effectively in writing, speaking, and presenting using culturally appropriate language. ✔ ✔ ✔
7 Work effectively with a group and multicultural teams and value the importance of physical activities ✔ ✔
through contact sports to develop sportsmanship.
8 Display behaviour of an independent learner who is critical, creative and focused ✔ ✔ ✔

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 9 Comply with the concepts of Pharmacology by observing the 10 rights of drug administration to ensure ✔ ✔ ✔
safe and proper use of drugs.

7. COURSE OUTCOMES AND RELATIONSHIP TO LEVEL OUTCOMES

Course Outcomes Level Outcomes

At the end of the course, given actual or simulated situations/conditions involving the client (normal pregnant woman, 1 2 3 4 5 6 7 8 9
mother, and/or newborn baby, children and the family), the students will be able to:
1. reflect on the current Maternal and Child Health situation I I D D D D D D D
2. apply knowledge of normal anatomy and physiology and assessment techniques in caring for clients. D D D D D D D D D
3. describe the growth and development of a fetus by gestation week D D D D D D D D D
4. assess fetal growth and development through maternal and pregnancy landmarks. I P P D D D D D D
5. provide appropriate client education and health maintenance and family based care efficiently utilize available I P P P P D D D D
resources in the care of pregnant clients to achieve outcomes
6. assess the health status of client in labor I P P P P P P P P
7. describe the common theories explaining the onset of labor and the role of passenger, passage, and powers of I D D D D D D D D
labor
8. assess a family in labor, identifying the woman’s readiness, stage and progression. I I P P D D P P D
9. formulate nursing diagnoses related to the physiologic and psychological aspects of labor and birth. I D D D D D D D D
10. establish expected outcomes to meet the needs of a family throughout the labor process. D D D D D D D D D
11. plan nursing interventions to meet the needs and promote optimal outcomes for a woman and her family during I P P D D P P D D
labor and birth
12. implement nursing care for family during labor such as teaching about the stages of labor I P P P P D P D P
13. identify areas related to labor and birth that could benefit from additional nursing research or application of I P P P D D D P P
evidenced based practice.
14. integrate knowledge of nursing care in labor with nursing process to achieve quality maternal and child health I D D D D D D D D
nursing acre.
15. describe the psychological and physiologic changes that occur in a postpartal woman. I D D D D D D D D
16. identify national health goals related to the postpartal period that nurses can help the nation achieve. I D D D D D D D D
17. use critical thinking to analyze ways that postpartum nursing care can be more family centered. I P P P P P P P P
18. assess a woman and her family for physiologic and psychological changes after birth. I P P P P D D D D
19. formulate nursing diagnoses related to physiologic and psychological transitions of the postpartal period. D D D D D D D D D

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 20. identify expected outcomes for a postpartal woman and family related to changes during this period. I P P P P P P P P
21. plan nursing care such as measures to aid uterine involution or encourage bonding. I P P P P P P P P
22. implement nursing care to aid the progression of physiologic and psychologic transitions occurring in a postpartal I P P P D D D P P
woman and family such as teaching about breastfeeding.
23. identify areas related to care of the postpartal family that could benefit from additional nursing research or I P P P D D P P D
application of evidence based practice.
24. integrate knowledge of the physiologic and psychological changes of the postpartal period with the nursing I P P P D D D P P
process to achieve quality maternal and child health nursing care.
25. conduct comprehensive newborn assessment I P P P P P P P P
26. describe the normal characteristics of a term newborn. I D D D D D D D D
27. assess newborn for normal growth and development I D D D D D D D D
28. identify expected outcomes for a newborn and family during the first 4 weeks of life. I D D D D D D D D
29. plan nursing care of a normal newborn such as instructing parents on how to take care of their newborn I P P P P D D D P
30. identify areas related to newborn assessment and care that could benefit from additional nursing research or I D D D D D D D D
application of evidence -based practice.

31. integrate knowledge of newborn care and development and immediate care needs with the nursing process to I D D D D D D D D
achieve quality maternal and child health nursing care.
32. Describe the stages of growth and development according various theorists I D D D D D D D D
33. Apply evidence-based nursing practices in the care of mother and child I D D D D D D D D
34. Practice maternal and child nursing in accordance with existing laws, legal, ethical and moral principles I D D D D D D D D
35. Communicate effectively in speaking, writing and presenting using culturally appropriate language with children I D D D D D D D D
and families
36. Discuss researchable problems in maternal and child care I D D D D D D D D
37. Apply enterpreneural skills in maternal and child care I D D D D D D D D

● Legend: I – Introduced; P – Perform with supervision; D – Demonstrated

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8. COURSE COVERAGE

Week Day CLASSROOM Learning Resources Teaching-Learning Stategies Assessment Course

Topics Tasks Outcomes
LECTURE RLE
1 1& I. Framework for Maternal and Pilliterri, Adele ( 2010), (synchronous) via CO1
2 Child Health Nursing Maternal and Child GCR Assign students to
Health Nursing: Care of Interactive research the
A. Goals and Philosophies of
the Childbearing and the Discussion current situation of
Maternal and Child Health Nursing
Childbearing Family 6th (asynchronous) maternal and child Reading assign
B. Maternal and Child Health Goals edition. Reading in the Philippines.
and Standards Assignment on: Paper and
Unit 1: Maternal and
1. Maternal Journal analysis- pencil test
Child Health Nursing
and child with the inclusion of ( testmoz)
Practice health goals theories related to
Chapter 1: A Framework and MCN
of Maternal and Child standards
Health Nursing Nursing. 2. Theories
Pp. 3-18 Related to
C. Theories Related to Maternal MCN
and Child Nursing

2 1 D. Roles and Responsibilities of a Asynchronous Reading assign C01

Maternal Child Nurse

https://www.un.org/devel ( asynchronus)
opment
https://youtu.be/5_h
E. WHO’s 17 Sustainable LuEui6ww Paper and pencil
Development Goals test
https://youtu.be/xub
K4T9Nc8A

6
 II. Reproductive and Sexual Health Pilliterri, Adele ( 2014), Interactive Assign students in CO2
2 A. Concept of Unitive and Maternal and Child discussion the OPD/ Health
Procreative Health (synchronous) Centers to assess
Health Nursing: Care of
the Childbearing and the and give health
Childbearing Family 8th Review of teachings to
B. Female/Male Reproductive edition.Vol 1 Reproductive pregnant client
System System
Unit 2: The Nursing Role
(synchronus) Recitation
3 1 in Preparing Families for
GCR/zoom (GCR)
Childbearing and
● Menstrual cycle
Childbearing. Pp. 77-84
Strip .
Sequence(mens Strip sequence/
trual cycle) diagram
(asynchronous) (individual) GCR

Paper and
pencil(testmoz)

2 C. Human Sexuality Pilliterri, Adele, Flagg, Interactive Recitation C02

JoAnne Silbert, ( 2014), discussion (GCR/Zoom)
Maternal and Child (Synchronous)G
Health Nursing: Care of CR/zoom
the Childbearing and the
Childbearing Family 8th Experiential
Learning Paper and
edition
pencil
Unit 2: The Nursing Role
test(testmoz)
in Preparing Families for
Childbearing and
Childbearing. P. 96-99

Unit 2: The Nursing Role

D. Responsible Parenthood
in Preparing Families for
Childbearing and (asynchronous) Prepare a teaching
Childbearing.pp. 101-125 Written assignment: plan for an Written

7
 1. Describe three adolescent who is assignment( GC
physiologic pregnant and has R)
functions that expressed a desire
suppress to learn about
ovulation when contraceptives. The Teaching
“the pill” is used plan should plan(GCR)
as a method of address safer sex
contraception. and a suitable
2. Describe how method of
the “minipill” reproductive life
differs from the planning
traditional oral
contraceptive
3. Discuss the use
of IUD’s,
spermicides and Construct a
condoms by diagram to illustrate
adolescents as how a couple may
methods of use the woman’s Diagram/drawing(
reproductive life body metabolic Ms word via GCR)
planning temperature as an
indicator to predict -
ovulation.

Create a teaching
plan to be used in a
group setting for
teenage girls.
Describe how Teaching
conception takes plan(GCR)
place using the sequel
approach from the
point of ovulation
4 III. Evidenced-based Practice (asynchronus) Journal C030, C033
in Maternal and Child Journal reading Reaction/Re

8
 Health and reflection flection
1-2 IV. Care of the Mother and the Pilliterri, Adele; Flagg, synchronous Perform assessments C03
Fetus during the Perinatal JoAnne Silbert, ( 2014), Lecture on three pregnant
Period viaGCR/Zoom
Maternal and Child women in the first,
A. Perinatal Care discussion on:
1. Care of the Mother Health Nursing: Care of second and third
the Childbearing and the a. Fertilization trimesters. Record
a. Assessment
● Antenatal visit Childbearing Family 8th b. Implantation findings from your Concept
● Birthing Plan c. Signs and mapping(chang
edition. Vol 1 interviews that
b. Nursing Diagnosis symptoms of es in
Unit 3: The Nursing Role describe the
c. Planning and pregnancy pregnancy)GCR
5 1-2 Intervention
in Caring for Families - Physiologic psychological tasks of /Zoom
d. Evaluation During Normal changes accepting the
e. Documentation Pregnancy, Birth, the pregnancy, accepting Paper and
postpartum and Newborn https://youtu.be the baby and pencil (testmoz)
Fetus /Xoh_elhMQVc preparing for
Chapter 11: Nursing parenthood. Record
Care Related to - Emotional findings also from
Assessment of a changes your interview the
Pregnant Client. Pp. 226- - Phycological physiological changes
254 changes and emotional
Chapter10: Nursing Care changes Computation of
d. Prenatal visit EDD via GCR
Related to Psychological
- AOG/EDD
and Physiologic Changes
in Pregnancy. Pp. 201- https://youtu.
221 be/N0iqVBX
Chapter12: Nursing Care 5F9s
to promote fetal and Case
maternal Health. Pp. - Frequencu of analysis( discomfo
256- 278 visit rts)
Chapter 13: The Nursing - Health
Role in Promoting promotion
Nutritional Health During - Discomforts of
Pregnancy. Pp. 283- 305 pregnancy and
management
- Birth plan Teaching plan/

9
 Chapter 14: Preparing a brochure
Family for Childbirth and
parenting.pp. 307-324 Asynchronous Paper and
Sample pencil
computation of (rtestmoz)
AOG/EDD

computation
6 1 2. Care of the Fetus Pilliterri, Adele ; Flagg. synchronous .Assign students in CO4
● Assessment JoAnne Silbert, ( 2014), Lecture OPD to assess a Recitation
● Development and Discussion on:
Maternal and Child pregnant client .
Functions of the a. Milestone of
placenta and Health Nursing: Care of
the Childbearing and the growth and
Fetal membranes
Childbearing Family 8th development
b. Embryonic
edition Vol. 1
parts
Unit 3: The Nursing Role
in Caring for Families asynchronous Drawing(fetal
During Normal c. Fetal circulation) and an
Pregnancy, Birth, the circulation explanation
postpartum and Newborn
Fetus Group Graphic:
Use colourful
Chapter 9: Nursing Care markers to draw
During Normal a diagram of Paper and pencil
Pregnancy and Care of fetal circulation.
the Developing Fetus. Name all
Pp. 173-199 anatomical
structures of
fetal circulation
and discuss
their functions in
class

10
 https://youtu.be/
EIfCa0OUbPA
2 PRELIM EXAM

7 1 B. Intrapartal Period Pilliterri, Adele, Flagg, Advanced Monitor a woman Assignment C06, C07,
JoAnne Silbert ( 2014), reading on the through the entire C08, C09,
1. Theories of Labor
Maternal and Child different labor process. Note C010, C011,
Health Nursing: Care of theories of the methods used by C012, C013,
the Childbearing and the labor, the woman and the C014
Childbearing Family 8th preliminary health care team to
signs of labor
edition. Vol 1 maintain a maximum
(asynchronus)
Unit 3: The Nursing Role state of comfort during
2 2. Assessment (synchronous) Recitation
in Caring for Families Interactive the first and second
8
- 4 P’s of Labor During Normal discussion stages of labor.
Pregnancy, Birth, the 1. Theories of
- Maternal and fetal
postpartum and Newborn labor Chart the progression
responses
Fetus 2. Preliminary of a woman in the Verbal
3. Nursing Diagnosis Chapter 12: Nursing signs of labor active phases of labor Feedback
1-2
Care to Promote Fetus 3. Characteristi on commercial graph
4. Planning and Intervention
and Maternal Health. Pp. cs of true vs forms or using the Drawing
278- 280 false labor square-ruled graph
4. 4 P’s paper. Note if the Partograph
Chapter13: The Nursing a. Passenger progression appears
b. Power Paper and
Role in Promoting normal or abnormal by
c. Passage pencil
Nutritional Health During comparison with the
d. psyche
Pregnancy. Pp. 283- 298 chart presented.
Chapter14: Preparing a Objective Structured
Family for Childbirth and Clinical Exam
Parenting. Pp. 307-394
Chapter 15: Nursing
Care of a Family During Experiential Verbal feedback
Labor and Birth. Pp. 326 Learning
- 394

11
 (asynchronus) Case analysis of the
Case analysis 4 Ps

9 1 5. Early Essential and Pilliterri, Adele , Flagg, Interactive Assigned students in Verbal feedback CO10, CO11,
Newborn Care ( EENC) JoAnne Silbert, ( 2014), discussion the delivery room CO12, CO13,
Maternal and Child observing the CO14
Health Nursing: Care of (synchronous) protocols of EINC
the Childbearing and the
Childbearing Family 8th Problem based Case analysis
6. Evaluation learning
edition. Vol 1
7. Documentation Paper and
pencil test

2 C. Postpartum Pilliterri, Adele ; Flagg, Interactive Assign student to a Recitation CO15, CO16
JoAnne Silbert,( 2014), discussion post partal client and CO20, CO21,
1. Mother
10 Maternal and Child (synchronous) perform safe and CO22, CO23,
● Assessment
1-2 Health Nursing: Care of - Phases of quality nursing care Verbal CO24
- BUBBLEHE
the Childbearing and the postpartum utilizing the nursing feedback/sharing
- Physiologic changes
Childbearing Family 8th - Assessment process at bedside Paper and
- Psychological changes
● Nursing Diagnosis pencil
edition. Vol 1
● Planning and Intervention asynchronous
Unit 3: The Nursing Role
● Evaluation - Psychological assignment
in Caring for Families changes
● Documentation
During Normal Instruct students to
Pregnancy, Birth, the prepare a teaching
postpartum and Newborn Synchronous plan based from the Teaching plan
Fetus - Physiologic postpartum
Chapter 17: Nursing changes assessment
Care of a Postpartal
Family. Pp. 396-423

(asynchronus) Case analysis

12
 Case analysis

11 1-2 2. Immediate Care of the Pilliterri, Adele, Flagg, Lecture Assign student in the Recitation CO17, CO18,
Newborn JoAnne Silbert, ( 2014), (synchronous) OB ward. Let her/him CO19
● Assessment - Assessment
Maternal and Child identify a mother who CO25, CO26,
- APGAR - APGAR Paper and
Health Nursing: Care of has just given birth to CO27.
- Ballard scoring - Ballard scoring pencil
- Silverman Andersen the Childbearing and the her first child. CO28,CO29,
Childbearing Family 8th - Silverman C030, C031
- characteristics andersen
● Nursing Diagnosis edition. Vol 1 Formulate a teaching
- Reflexes Video clip
● Planning and Unit 3: The Nursing Role plan that will focus on
(https://youtu.b
Intervention in Caring for Families immediate care needs
● Evaluation
e/rHYk1sYsge
During Normal 0) for the newborn in the
● Documentation
Pregnancy, Birth, the Questioning home environment.
postpartum and Newborn Discuss this computation
Fetus information with the
(asynchronous) mother and include
Chapter 18: Nursing - Sample the father of the child
Care of a Family with a computation of if he is available.
Newborn. Pp. 425-460 APGAR, Identify a newborn
Chapter 19: Nutritional https://youtu.be who is more than 24
Needs of a Newborn. Pp. /cQKaTCMFjw hours old. Perform the Video clip with
c Brazelton Neonatal questions to
463-485
Behavioral answer
- Ballard Assessment and
https://youtu.be present your findings.
/pRy15YO6hU

13
 4
- silverman Video clip
andersen
- Brazelton
Neonatal
behavioral Reaction paper
assessmengt
(https://youtu.b
e/tqc8gKuXs3s
12 1 3. Health Education on Write a teaching plan Health teachings CO17, CO18,
Postpartum and Newborn Care that could be used to CO19
prepare new parents CO25, CO26,
Kozier and Erbs. for the emotional and CO27.
Fundamentals of asynchronous physiologic changes CO28,CO29,
Nursing. Practice . 8th occurring after C030, C031
4. Discharged planning childbirth Sample
edition. Vol 1
discharged plan
2 MIDTERM EXAM

13 1-2 V. Growth and Development Pilliterri, Adele; Flagg, (synchronous) Assess two infants recitation CO32
A. Parameters of Growth JoAnne Silbert, ( 2014), :parameters of of same
and development growth and chronologic age but
Maternal and Child
B. Theoretical development one born at term
Approaches to the Health Nursing: Care of
the Childbearing and the and one born 2-3
Growth and
Development of Childbearing Family 8th asynchronous months
Children Theories of prematurely.
edition. Vol I
1. Psychosexual Growth and
theory Development Make an
2. Cogntive theory Unit 5: The Nursing Role assessment of the
3. Psychosocial in Health Promotion for developmental
theory Childbearing Family (asynchronous/ behaviours that are
4. Moral theory Chapter 28: Principles of synchronous) seen in the
5. Spiritualtheory Growth and Group activity: adjusted Group
6. Interpersonal
Development.pp. 755- Divide students chronologic age presentation
theory
777 into 6 and groups for these
assign a theory infants.
to be presented

14
 in class Comparatively
evaluate the infant’s
performances.

What principles of
growth and
development
should be
researched for this
exercise?
C. Nursing Process for Pilliterri, Adele; Flagg, Lecture Choose a stage of CO32
14 1-2 Promotion of Normal JoAnne Silbert, ( 2014), discussion childhood and
Growth and (synchronous) Paper and
Maternal and Child interview a parent with
Development pencil test
Health Nursing: Care of a child in that age
the Childbearing and the range. Attempt to
Childbearing Family 8th identify the type of
edition. Vol I temperament
Unit 3: The Nursing Role reactivity pattern
15 1-2 in Caring for Families manifested by the
During Normal child in each of the
Pregnancy, Birth, the nine categories and
postpartum and Newborn evidence that the
Fetus parent has or has not,
Chapter 29: Nursing met the
Care of a Family with an (asynchronous) developmental tasks
1. The family with an infant pp. 778-808 of parenting for the
Infant Chapter 30: Nursing care Video clip child’s developmental Reaction paper
of a family with a toddler. https://youtu.be/ stage.
Pp. 810-831 rX01wVc2BR0 Paper and
2. The Family with a pencil
Toddler Chapter 31: Nursing
https://youtu.be/
Care of a Family with a Fm8-ImJly1M
Preschool child. Pp. 832-
851 synchronous
3. The Family with a Chapter 32: Nursing
Pre- schoolers https://youtu.be/N4V

15
 Care of a family with a Ouoe9w5s
school-age child. Pp.
855- 883
4. The family with a https://youtu.be/
School-aged child Chapter 33: Nursing
Care of a family with an maYmWPsnqm
adolescent. Pp. 885-911 s

5. The Family with an

Adolescent https://youtu.be/
● Assessment PzyXGUCngoU
● Nursing
Diagnosis
● Planning and
Intervention
● Evaluation
● Documentation

16 1-2 VI. Scope and Standards WHO Standards of Group Activity☹ Group C034
A. Scope and Standards Maternal and Neonatal asynchronous) presentation
of Maternal and Child
care(2007)
https://apps.who.int Group students
Pilliterri, Adele; Flagg, into 10 groups
Joanne Silbert, ( 2014), and assign each Let the students
B. Legal Considerations group a topic to
Maternal and Child observe the practices
of Maternal-Child share including
Health Nursing: Care of in the OB ward, DR
Practice an issue related
C. Ethico-moral the Childbearing and the to the topic to be among health care Documentation/
Considerations of Childbearing Family 8th analyze. staff. What are the Reflection
Maternal-Child edition. Vol I issues /concerns in
Practice Unit 1: Maternal and (asynchronous) the area? How did Case analysis
Child Health Nursing Case analysis they manage it? Is
Practice there a time where the
Chapter 1: Maternal and rights of the client has
Child Health Nursing been violated?
Practice. Pp. 19-20

D. Ethical and Social

16
 Issues in Peri-natal
Nursing
E. Contraception
F. Advances in Genetics
and Genetic
Technology
G. Alternatives Methods
of Birth
H. Common Reproductive
Issues
I. Reproductive Health
Bi; and other existing
DOH Programs on
Maternal and Child
Care
VII. Patient’s Bill of Rights and Bill of the Magna Carta of C034
Obligations Patient's Rights and
Obligations Act of 2017.
https://www.aseanlip.co
m/philippines/general/legi
slation/bill
17 1 VIII. Communications and Pilliterri, Adele; Flagg, Interactive Assigned students in Process C035
Teaching with Children and Joanne Silbert, ( 2014), discussion the DR, OB, Pedia Recording
Families (synchronus/
Maternal and Child and let them conduct
Health Nursing: Care of asynchronus) an interview and
the Childbearing and the record.
Childbearing Family 8th
edition. Vol I
Unit 5: The Nursing Role
in Health Promotion for
Childbearing Family
Chapter 35:
Communication and
Teaching with Children
and Families. Pp. 963-
986

17
 IX. Nursing Care Planning: https://www.med.mun.ca/ Assign students at Interprofessional
Interprofessional Care getdoc/98de1b66-2411- OB, Pedia ward, Care map
Maps
47e2-bd26- Delivery Room and
7cc94eed1c7b/Interprofe NICU and formulate
ssional-Care-Planning an Interprofessional
Care map
2 X. Related Studies on https://journals.lww.com/ (asynchronous) Assign students at Sample C030, C036
Maternal and Child Nursing mcnjournal/pages/default Group Assign: OB, Pedia ward, Research
.aspx Identify a Delivery Room and Studies on
researchable NICU and conduct a Maternal and
problem in Maternal research on the gap of Child Nursing
and Child care knowledge based on gap in
based on gap in knowledge
knowledge
18 1 XI. Filipino Culture, Values Pilliterri, Adele; Flagg, asynchronous Verbal
and Practices in Relation to Joanne Silbert, ( 2014), Assign: Filipino feedback/sharin
Maternal and Child Care Culture, values and g
Maternal and Child
Health Nursing: Care of practices in Relation
the Childbearing and the to Maternal and Written
Childbearing Family 8th Child Care Interview a patient. assignment
Paper and
edition. Vol I a. What are their
pencil
Unit 1: Maternal and myths and
A. Nursing Care Planning Child Health Nursing practices during
to Respect Cultural Practice pregnancy? Compilation of
Diversity Chapter 2: Diversity and Myths and
Maternal Child Nursing. Journal reading on beliefs related
Pp. 23-37 the Myths and to pregnancy of
practices of selected cultural
B. Myths and Beliefs
related to Pregnancy Filipinos during groups
1. Birth Practices of pregnancy
Selected Cultural
Groups

Reflection

18
 journal
XII. Maternal and Child Care Leap of faith: Pinay Read a sample Reaction paper C037
Enterpreneurial finds success in story of
Opportunities Enterpreneurial
entrepreneurship.
https://news.abs- opportunities
cbn.com/business/05/2
1/16/leap-of-faith-
pinay-finds-success-in-
entrepreneurship

2 FINAL EXAM

9. TEXTBOOK : Pilliteri, Adele ; Flagg, Joanne Silbert (2014). Maternal and Child Health Nursing Care of the Childbearing and Childbearing Family, 8 th Edition
10. SUGGESTED READINGS AND REFERENCES: Pilliteri, Adele, (2010). Maternal and Child Health Nursing Care of the Childbearing and Childbearing Family, 6 th
Edition
: Pilliteri, Adele, (2010). Maternal and Child Health Nursing Care of the Childbearing and Childbearing Family, 7 th
Edition
:Kozier & Erbs. Fundamentals of Nursing Concepts, Process and Practice. 8th Edition. Vol 1
: Wong’s Nursing Care of infants and children, 8th edition
: Clinical Practice Pocket Guide: Newborn Care until First Week of life, WHO 2009
: https://www.un.org/development
: WHO Standards of Maternal and Neonatal care(2007)https://apps.who.int
:Bill of the Magna Carta of Patient's Rights and Obligations Act of 2017.
:https://www.aseanlip.com/philippines/general/legislation/bill
:https://news.abs-cbn.com/business/05/21/16/leap-of-faith-pinay-finds-success-in-entrepreneurship
:https://journals.lww.com/mcnjournal/pages/default.aspx

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11. COURSE EVALUATION

COURSE REQUIREMENT Total COURSE REQUIREMENT Total

(Lecture Component) Weight (RLE Component) Weight
(%) (%)
A. Term Grade (i.e. Prelim, Midterm, Final) A. Term Grade (i.e. Prelim, Midterm, Final)
1. Class Standing 66.67% 1. Rotation Grades 80%
● Attendance (5%) (2/3) Rotation grade is computed with the following:
Note: 1) 100% for complete attendance, decrement of 1% for ● Competencies (50%)
every 1 day unexcused absent. 2) 3 accumulated late, disregard Note: Competency Grade= (total score) / (total # of items) = ______ X 50 = ______ / 5 =
the number of minutes, is equivalent to 1 day absent. ______ + 50 = _______ %
● Recitation and Other Assessment Tasks (15%) ● Requirements (50%)
Note: 1) For recitation, 5 standard points will be given to each ✔ Related Journalsand other Assessment Tasks (20%)
student, increment of 1 for every correct answer made (10 points ✔ Quizzes & Case Study (30%)
maximum). 2) For other assessment tasks, a standard rubric or ● (If with Major Exam, 20% will be added to the 80% of Competencies and Requirements)
pointing system will be followed as agreed upon the nursing ● Average Rotation Grade = Rotation Grade 1 + Rotation Grade 2 + Rotation Grade
faculty. 3….Rotation Grade n / 3 (# of Rotation Grades)
● Quizzes (46.67%)
T. Formula = Total Score X 60% + 40%
Total # of Items
2. Term Examination 33.33% 2. Term Examination 20%
(1/3)
TOTAL 100% TOTAL 100%
B. Final Final Grade B. Final Final Grade
1. Preliminary Grade 30% o Preliminary Grade 30%
o Midterm Grade 30% 2. Midterm Grade 30%
o Final Grade 40% 3. Final Grade +OSCE/OSWE 40%
Comprehensive Exam 20% 100%

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 Final Final Grade 80%
Term
grade
+20% CE

Assessment Code CRITERIA/MECHANICS

Tasks
Attendance A95+1 1% decrement for 1 day unexcused absent
Definition (as per Student Handbook pg. 14):
● Excused Absences – sickness/illness supported by a Medical Certificate, death of immediate family members,
sickness or hospitalization of nearest kin or guardian, represent the college in a competition or any similar event.
● Unexcused Absences – family reunion, running for an errand, unavailable rides/traffic or any other reasons which do
not constitute an excused absence.
● Late: 1-15 minutes
● Absent: beyond 15 minutes
Note: 3 accumulated late will be considered 1 day absent. Disregard the number of minutes incurred.

Code MECHANICS
Recitation R5+1 ● 1 point – accurate answer
0.5 point -inaccurate/erroneous answer/attempted

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 Code Criteria MECHANICS

Case Analysis/ IPKAC3 3 2 1 Score

Journal Issues Presents an accurate, detailed and insightful Accurately identifies and Mischaracterizes problems
Sharing/Journal description of a variety of problems and describes some problems and/or overlooks issues.
Reading/Case opportunities. and opportunities.
Study/ Situational or Perspectives Manifests concern for equity and analyzes Presents insight into the Displays little or no social
Problem-Based Seat situations with view toward respecting perspectives of some, or sensitivity. May be
persons. Seeks to understand the positions presents limited insight into stereotyping or generalizing
Work and
of others and generally succeeds. the perspectives of many. about groups. Exhibits little
Assignment, regard for the perspective
Reaction Paper, of others.
Essay and other Knowledge Presents a balanced and critical view of Utilizes a variety of sources of Demonstrates
Creative Writings multiple sources of knowledge (personal knowledge as criteria for unchallenged dependence
experience, theory, and research, facts) to reasoning and decisions. on authority, experts, or gut
create criteria for informed judgments. instinct to the exclusion of
other sources of evidence
and better reasoning.
Actions Considers a variety of actions that address Identifies appropriate actions Perceives few or limited
the multiple issues present. addressing some of the alternative actions. Does
issues present. not address fully the
spectrum of issues raised.
Consequence Recognizes the complex, interactive nature of Identifies basic Displays limited awareness
s educational actions and decisions. Draws consequences to proposed of consequence or broader
attention to the broader social consequences actions with attention to their social outcomes of
related to schooling and education. social outcomes. decisions and actions.
TOTAL

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Criteria
Effort
● Work ethic, the time
dedicated to the project
inside and or/ out of class
Creativity/originality
● Inventiveness, expression of
ideas and imagination
portrayed in the
construction of project
Connection to maternal concept
● ability to connect the
drawing to selected term or
maternal condition concept
Rubric for drawing
4 3
The student put forth
extraordinary effort to
complete the project; used
class time extremely well
The artwork demonstrated
original personal expression
and outstanding media skills
The written connection
demonstrate a complete
understanding of the
term/concept chosen to
represent
The student put forth the effort
requires to finish the project;
used some class time
adequately
The artwork demonstrates an
expected of personal
expression
The written connection
demonstrates clear
understanding of most of the
term/concept chosen to
represent
2 1
The student put forth little effort
required to finish the project;
class time was not used well
The artwork demonstrates little
personal expression and media
skills
The written connection
demonstrates some
understanding along with some
misconceptions or irrelevant
information
The student put forth no effort or
the project was not completed’
class time was not used well
The artwork lacks evidence of
personal expression
The written connection
demonstrates very little or no
understanding of the chosen
term/concept
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Rubrics for reporting
Criteria 4 3
Preparedness Student is completely
prepared and has
obviously rehearsed
Content Shows a full
understanding of the
topics
Speaks clearly Speaks clearly and
distinctly all of the time,
and mispronounce no
words
Time limit Presentation is 4-5
minutes
Posture and eye contact Stands up straight, looks
relaxed and confident.
Establishes eye contact
with everyone in the
room during the report
Student seems pretty prepared
but might have needed a
couple more rehearsals
Shows a good understanding of
the topic
Speaks clearly and distinctly
mot of the time, but
mispronounces ne or two
words
Presentation is 3-4 minutes
long
Stands up straight and
establishes eye contact with
everyone in the room during
the presentation, but looks
somewhat hesitant
2 1
Student is somewhat
prepared, but it is clear that
rehearsal was lacking
Shows a god understanding
of parts of the topic
Speaks clearly and distinctly
most of the time, but
mispronounces several words
Presentation is 2-3 minutes
long
Sometimes stands up straight
and establishes eye contact
some of the time. Appears to
be quite nervous
Student does not seem at all
prepared to present oral report
Does not seem to understand the
topic very well
Often mumbles or cannot understood
or mispronounces several words
Presentation is less than 2 minutes
or more than 5 minutes long
Slouches and or does not look at
people during the presentation
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Rubric for Role Play
Criteria 4 3
Preparedness Student is extremely familiar
with their role and uses specific
evidence to support their
arguments
Participation Student actively participates in
simulated meeting, speaking
multiple times, adding new
information evidence each
time
Active Student demonstrates active
listening/response listening skills by providing
thoughtful responses
addressing specific aspects of
other students’ statements,
including asking questions
Etiquette Student acts as a model
meeting participant, speaking
only at appropriate times, and
showing respect to all other
participants
Student is extremely familiar
with their role, and uses some
evidence to support their
arguments
Student actively participates in
simulated meeting, speaking
more than once, adding new
information/evidence each
time
Student demonstrates active
listening skills by providing
thoughtful responses to other
students’ statement but asks
few or no questions
Student acts appropriately
during the meeting, typically
speaking at appropriate times,
and showing respect to other
participants
2 1
Student is somewhat familiar with their
role, but provides little or no evidence to
support their arguments
Student actively participates in simulated
meeting, speaking more than nce, but
repeats information each time
Student demonstrates active listening
skills by listening attentively while other
students speak but provides little or no
response to any statements
Student occasionally speaks out of turn
or interrupts another student, but shows
respect to other participants
Student is not familiar with their role and
provides no evidence to support any
statements/arguments they make
Student does not participate in simulated
meeting
Student provides no indication they are
listening t other students by speaking
while others speak or repeating what
others have already stated
Student occasionally speaks out of turn
or interrupts another student, or
otherwise shows disrespect of other
participants.
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12. CLASSROOM POLICIES

A. Professional Decorum (pg. 15)

Student of Lorma Colleges’ College of Nursing are expected to behave properly at all times especially if in the school premises. The guidelines are as
follows:
1. Courteously knock on every door before entering any room, wait for acknowledgment then introduce self.
2. Maintain a moderate tone voice anywhere especially along the corridors, classrooms and patient’s room.
3. Greet patients, relatives, teachers, employees and peers as you meet them.
4. Friendliness is encouraged but always maintains professionalism since too much familiarity may compromise the respect for each other.
5. Confidentiality on patient’s information should be observed.
6. Practice and maintain good posture at all times.
7. Students are not allowed to go out of the hospital compound for their snacks/meals.
8. Bringing in prepared foods should only be eaten at the designated places.
9. Allowed time for snacks is 15 minutes and 30 minutes for mealtime in any given shift.
10. Students must observe humility, tactfulness and respect when dealing with others. Always observe the Code of Ethics for Nurses and practice the
Golden Rule in everyday life.
11. Students must wear the prescribed uniform at all times with dignity and respect and should be worn only in the school and hospital premises.
12. Students are not allowed to entertain visitors while on duty. Should an emergency occur where an immediate member of the family is involved,
permission from the clinical instructor must be sought first and accomplish a hospital visitation form.
13. Gambling, smoking and drinking of alcoholic beverages and drug use are strictly prohibited.
14. In case of emergency, the unit’s telephone may be used with permission from the staff and the Clinical Instructor. Otherwise, use of the unit’s
telephone is not allowed.
15. Promptness at all times, in all occasions and in any setting must be observed.
16. Students must strictly adhere to the hospital/community/school policies, rules and regulations.
17. Students should not loiter around while in school premises. These preceding guidelines professional decorum are not limited to as written. Other
guidelines for social norms and general behavior are written in the Lorma Colleges’ Student Handbook and must strictly observe.

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 B. Classroom (pg. 16)
1. The students are required to wear the prescribed college uniform in the given day.
Monday/Thursday – institutional uniform with blue slacks
Tuesday/Friday – clinical uniform (without apron for females) with black shoes
Wednesday/Saturday – clinical uniform (without apron for females) with black shoes
2. The students should strictly comply with the policies stated above, in terms of punctuality, attendance, compliance to the requirements, etc.
3. Every semester, there are three major examinations, namely Prelims, Midterms and Final Examinations.
4. Any forms of misconduct like cheating, behaviors, etc. will be subjected to disciplinary action.

NOTE: Students are advised to read the student handbook from pages 8 – 20. Any amendments to the student handbook and/or new issued policies,
rules and regulations the administration and the college deemed necessary, shall be applied automatically to the student/s currently enrolled in the
college.

Consultation Hours

Instructor Day Time

Araceli F. Surat

Course Date Date Prepared by Reviewed by Noted by Recommending Approved by Page

Title Effective Revised Approval 27of 27
NCM 107 August 2020 April 2019 Araceli F. Surat, MAN Level 2 Head Fidela R. Almodovar, MAN
Assistant Dean for Marites C. Pagdilao, MAN,MPA Pacita G. Apildao, MAN, Ed.D
Maria Lourdes G. Inaldio, MAN Academics Dean, CON Executive Director for
Academics

27
28