HEALTH CARE I

CONCEPT : HEALTH AND ILLNESS

ENTRY COMPETENCY : Knowledge on philosophy of man with background on sociology, anthropology, psychology and the natural sciences.
TERMINAL COMPETENCY : After participating actively in varied teaching-learning designed for this concept, the second year AHSE student will be able to gain the
AKS to specific concepts of health and illness.

INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION

COMPETENCIES ACTIVITIES NEEDED STRATEGIES
By participating in a structured
preliminary activity, the students
will be:
 Acquainted with each other
 Oriented to the course  Creative  Name Chain Copy of instructions 1 hr.
introduction of self for activity
 Orientation to the  Participate discussion 30
course Copy of course outline min.
Module I. Health and Illness

Guided by the questions provided by PRESENTATION STRATEGIES:

the instructor, the students will be
able to:

 recall concepts learned about A. Concept of Man 3. Link the students to the 1 hr. 0. Divide the class into small groups. 9
man as an individual and as a A Review assignment given last meeting. & 1. Have students interview people of all hrs.
member of a family. 1. Man as a biological a. In a pre-activity 30 ages within the institution regarding their
psychological min. perception on:
being (The Boat is sinking), instruct the a. Man
 describe man’s needs based on students to do the following: b. Family
Maslow’s Hierarchy of Needs a. Form a big circle c. Group
Model. 2. Maslow’s b. Group yourselves according d. Community
 identify the two general Hierarchy of Needs to the number of e. Health
classification of rights of man. individuals called out by f. Illness
 list down specific rights of man. the teacher: “The boat is g. Ways to Maintain a Healthy Status
sinking, group yourselves or ways to prevent one’s self from
into _____ teacher specifies illness.
a number: 6, 12, 20, 15)
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
c. Regroup yourselves as
often as the institution from 3. Ask students to present their output to
the teacher has given. class.
d. The last grouping made 4. Allow students to draw out
shall be the student’s group insights/learnings based on the group
for the workshop. activity.
2. Ask the students to bring out 5. Give a general comment on the
the materials you asked them presentation. Point out strengths and
to bring. opportunities for improvement.
3. Instruct students to brainstorm
on the ideas and thoughts
which come to their mind
when the word MAN is
mentioned.
4. Using those ideas and Colored magazines,
thoughts, ask each group to manila paper, paste,
come up with a collage on coloring pens or other
man. Give them 20 minutes art materials, masking
for this. tape
5. Ask each group to draw lots
for the order of the
presentation.
6. Instruct students to listen
carefully to each presenter and
note down comments,
observations and questions.

PROCESSING:
1. After the presentations, ask the
students the following
questions:
a. What observations did
you make in the
presentations?
b. What insights, learnings
can you draw from the
activity/presentation?
2. Organize the answers of the
students on the board.
 INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

 Man as a bio-psycho- 3. Give input of MAN: basic

socio-spiritual being concept, needs, rights.
 Needs of Man
 Basic Rights of an 4. Give a general comment on
individual the presentation, pointing out
 Rights of Child strengths and opportunities for
 Rights of Health Care improvement.
Providers
5. Give an assignment:
a. Read on the concept
Levels of Clientele
b. What is family? When
can you say that it is a
family?

6. Provide a list of reference

materials.

Module I. Health and Illness

PRESENTATION STRATEGIES
B. Levels of Clientele
Given a set of situations and a. Link the students to the Pcs. of rolled paper 3 Post - Test
questions, the student will be able assignment given last with names of animals. hrs.
to: meeting. Write a statement
b. Then divide the class into Copy of instruction of commitment to
1. describe the four levels of small groups. First, ask them their respective
clientele; to pick out a piece of rolled family.
2. differentiate between the paper from the container.
traditional and broader Instruct them to look for their
types of families; group mates.
3. describe the family client c. Lead them in the activity,
according to structure; “Picture Frame.” Give each
4. describe the stages of group a copy of instructions
family growth and and to prepare.
development; d. After 15 minutes, ask each
group to act out the situation
(related to the levels of
clientele) they were given.
 INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
5. list down the developmental 5. After the last group has
tasks expected of the family in presented, instruct the class to
each stage of the family cycle. go back to their seats for the
6. contrast the different family processing.
health tasks according to
Araceli Maglaya. PROCESSING STRATEGIES:
 Levels of Clientele 1. Begin by asking the students
a. Individual the following questions:
- definition a. What did you observe in
b. Family each of the presentation?
- definition b. Describe the
- types actors/actresses in the role
- structure play. What role did they
- stages of growth & play?
development c. Why do you say so?
- family health tasks 2. Write on the board answers Quiz
- gender sensitivity given by the students for each
as they relate to question.
family 3. Proceed to give your input
c. Group Ask them for insights and
- definition learning.
4. Give an assignment:
a. Read on the topic
HEALTH: definition,
dimensions, levels of
prevention.
b. Reflect on the following
questions and write your
answers on your notebook:
Are you healthy or do you just
appear healthy? Why do you say
so?
What influences determine your
personal health and well-being?
Why do you need optimal well-
being and not just average health?
Should you give higher priority
and value to health in your
lifestyle? What can you do to
attain optimal well-being?
 INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

Module I. Health and Illness PRESENTATION STRATEGIES: 3 Song composition:

 Health (based on 1. Link the students to the hrs. “A Jingle for
C. Health and Illness selected models) assignment on Health given Health”
last meeting.
1. define health; - Needs fulfillment Quiz
2. explain the dimension of Model PRE-ACTIVITY: Pcs. of square-shaped
health/wellness; Grouping Game: “Find the Color” colored paper
3. describe the levels of - Role
prevention; Performance 1. Prepare pieces of small
4. explain the roles of the Model square-shaped colored papers
individual and family in before class. Put these in a
promoting and maintaining - High Level small box.
health and preventing Wellness 2. Instruct the students to pick
disease; Model out one piece each.
3. At a given signal, ask the
Given opportunity for group - World Health students to look for the
planning, the student will be able to: Organization classmates who hold the paper
of the same color. They shall
5. develop a plan/program on how - Electic Model form one group. Ask them to
to promote and maintain health. select a group leader and a
 Dimensions of Health raportuer.
- Physical
Dimension PROCESSING STRATEGIES:
- Intellectual 1. Instruct the students to share
Dimension with their group mates their
- Emotional answers to the assignment
Dimension questions given last meeting.
- Cultural
Dimension Give them 20 minutes for the
- Environmental sharing.
Dimension
- Spiritual 2. After the small group sharing,
Dimension ask the raporteur from each
group to share the group’s
output.
3. Note down salient points from
the sharing.
4. Usher them to the next
activity.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

 Purposes of Health CREATIVE PRESENTATION:

- Health Promotion 1. Bring out the sets of metacards Metacards, masking

- Health containing sub-concepts of tape, pentel pens
Maintenance health the teacher, before hand,
has prepared.
 Levels of Prevention 2. Give a set each to each group.
3. Instruct them to share ideas
- Primary Level about the sub-concept
- Secondary Level presented in the set of
- Tertiary Level metacards. Then they think of
how to creatively present their
 Roles in health group output. (30 minutes)
promotion and 4. Call them to a plenary session
maintenance Give each small group 10
- Care provider minutes to present and explain
- Health Counselor their group output to the larger
- Health Educator group.
Etc. 5. Ask the other students to listen
carefully to each presentation.
Meanwhile, the teacher notes
on the board critical points,
ideas shared.
6. After the presentations, the
teacher gives the input and
synthesis.
7. Give an assignment:
a. Read on the factors affecting
health
b. Gather the following
information from any
secondary source of data or
interview appropriate persons:
b.1 Health situation
concerning individuals
and families
b.2 Available health
resources.
8. Provide reference materials
 HEALTH CARE I

CONCEPT : HEALTH AS A MULTIFACTORIAL PHENOMENON

ENTRY COMPETENCY : Concepts on Health and Illness, Sociology, Psychology, Health Economics
TERMINAL COMPETENCY : After participating actively in varied teaching-learning designed for this concept, the second year ASHE student will be able to explain the
interlinking relationship of the factors affecting health.

INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION

COMPETENCIES ACTIVITIES NEEDED STRATEGIES

Given a family situation and a set of
questions, the student will be able
to:
1. Identify the factors affecting
health;
2. Explain the interlinking
relationships between these
factors and health at the micro
and macro-level.
 Health Situation PRESENTATION STRATEGIES:
- Micro-level 1. Link the student to the
- Macro-level assignment given last meeting.
 Factors Affecting 2. The teacher announces that the
Health class will be told a story about
the family of Juan de la Cruz. In
A. Political the meantime, the teacher
- Decision makers brings out the copy of the story
in health “Ang Pamilya ni Juan de la
- Health policies, Cruz”.
laws & regulations
- Empowerment 3. Divide the class into three
according to the following
B. Socio-economic grouping. Ask them also to
- Economic demonstrate the emotion
- Culture appropriate to the expression
- Habits/practices chosen.
- Mores
- Ethnic customs 4. Then ask each group to identify
an expression (a word or 2)
commonly uttered by the family
member they are identified with
in the grouping. Ask them also
to demonstrate the emotion
appropriate to the expression
chosen.
3 1. Divide the class into 5 groups. 9 Quiz
hrs. 2. Assign each group to gather from hrs.
designated offices, internet, books.
Emphasize proper documentation of data
gathered.
Group I existing natural resources available in
the Phil. (flora and fauna)
Group II. Phil. Total population. # of OCW,
available job position in the Phil., Annual
revenues of OCW.
Group III. Budget for the year (education,
health, military, infrastructure, etc.)
Group IV. Phil. Health Situation, Bill,
Presidential Decrees, Laws, regulations
pertaining to health (How did it come about?
How did these Bills come into existence?
Copy, of Juan’s de la
Cruz story Group V. Health related Practices/Beliefs of
Individuals & Families
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

C. Heredity 5. Inform the students

- genetic that a story about Juan de la 3. After data gathering, lead them to a
Endowment Cruz’ family will be read. discussion of the data gathered.
Several times in the story, the
D. Levels of Health words, NANAY, TATAY, 4. Identify with them the meaning of these
Care ANAK, will be mentioned the data. What is the implication of the data
- Promotive corresponding group shall say to the Philippine condition?
- Preventive aloud (and with full emotion)
- Curative the expression they have 5. Relate these data to the macro-level
- Rehabilitative chosen. situation of the Phil. In terms of how it
affects the health of the people in
E. Environment 6. Emphasize the general.
importance of attentive and
active listening and teamwork 6. Evoke from them their feelings while
during the story telling activity. they were conductive the activity.

7. Begin to read the

story.

8. After the story has

been read, ask the class to
describe the family. (Expected
answer is – it is a happy,
healthy family). Emphasize the
importance of attentive and
active listening and teamwork
during the story telling activity. metacards, kraft
manila paper,
9. Begin to read the masking tape,
story. pentel pen

10. After the story has

been read, ask the class to
describe the family. (Expected
answer is – it is happy, healthy
family).
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

PROCESSING STRATEGIES:

1. Then lead the class

into the game “Game of Why”.
In this game, each group shall
trace why the family is
described as healthy. This
activity shall be done in small
groups.
2. Give the following
instructions to each group.
a. Answer the question
“WHY IS JUAN DE LA
CRUZ FAMILY A HAPPY
AND HEALTHY
FAMILY?”
b. The group shall again ask
“why” to the answer given.
The game of asking WHY to
each if the answers given
shall continue until all
answers to each WHY has
been exhausted.
c. Answers to each WHY
question shall be written on
the strips of cartolina called
metacards.
d. Ask them to post the
metacards on the kraft paper.
Arrows may be used to show
relationships among the
answers given.
e. Inform the class about
certain guidelines in the use
of the metacards:
 one idea, one card
 each letter in the card shall
measure 1 ½ - 2 inches tall.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

 Observe proper spacing in

between letters and words
 Use blue or black ink only
f. Ask each group to select a
facilitator and a raporteur.

3. Distribute the
metacards, kraft paper, pentel
pens, and masking tape to the
groups.

4. Give the signal to

the groups. Give 20 minutes for
the game. The group may clap
their hands to signal that they
are through with the activity.

5. Then instruct each

group to post their output on the
board. Signal the class to go
back to their proper places for
the plenary presentation.

6. Give the necessary

input after.

7. Give a assignment

a. Read on the topic “The

Philippine Health Care
Delivery System.”

b. Define the following

terms: Health Care;
Health Care Delivery
System; referral system.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

c. Gather information about:

 health programs
of the Department of
Health (DOH)

 Organizational
Structure of DOH
from the primary level
of the tertiary level

 Vision-Mission-
Objectives of the DOH
Read on the topic “The
Philippine Health Care
Delivery System.”
Vision-Mission-
Objectives of the DOH

8. Provide reference materials

 HEALTH CARE I

CONCEPT : THE PHILIPPINE HEALTH CARE DELIVERY SYSTEM

ENTRY COMPETENCY : Concepts on Health and Illness: Health as a Multifactorial Phenomenon
TERMINAL COMPETENCY : After comprehending the extent of the Philippine Health Situation, the student well as his/her responsibilities in the provision of health
services.

INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION

COMPETENCIES ACTIVITIES NEEDED STRATEGIES

Given a structured learning The Philippine Health Presentation Strategies (definition - metacards, pentel 4 1. Divide the class into 5 groups. 9
experiences, the student will be able Care Delivery System of terms) pen, masking tape, hrs. 2. Each group is given an agency to hrs.
to: canvass, art materials interview.
 Definition of terms 1. Link the
1. define related - health care students to the assignment Group I – Health Center
terms (health care, health care - health care given last meeting. Group II – City Health Office/Rural Health
delivery system, referral, health delivery 2. Relate the Unit
plan); system previous concept (concept 2) Group III – Secondary Health Care Facility
- referral to this concept. Stress that the Group IV – Tertiary Health Care Facility
2. describe the health - health plan Philippines looks into and Group V – Non-Govt. Org.
care delivery system of the exerts efforts towards the
Philippines according to its  Nature or promotion and maintenance 3. Ask each group to do the following
nature, vision- mission, Characteristics of health and prevention of activities:
components;  Components illness through an effective
- Vision- health delivery system – the 1. Proceed to the
3. discuss thrusts and Mission Health Care Delivery system. health agency/ organization assigned
programs of the Department of - Policies and 3. Proceed to to them.
Health Guidelines ask them to write on their 2. Gather data
- Structure and notebook 3 words that come through interview, records review
Functions to their mind upon hearing and/or observation.
- Services and the words: health care, health 3. Prepare a written
Programs care delivery system. report
- Policy, thrusts, 4. Then 4. Discuss report
strategies instruct them to find a partner with Faculty in charge.
and share (within 5 minutes)
what they have written, note
similarities and differences in
their answers. After the
sharing, ask them to write in
metacards the words that they
have shared.
INTERMEDIATE CONTENT TEACHING-LEARNING
COMPETENCIES ACTIVITIES
Remind them of the basic
principles: one idea, one card.
5. Then instruct them to post these
cards on the board.
Processing Strategies:
1. Begin by calling the attention of
the class of the metacards on
the board. Instruct them to note
again, similarities and
differences of words
remembered when the terms
health care & health care
delivery system are mentioned.
Ask students to explain the
words/terms they have written.
2. Ask volunteers to put together
the cards bearing the same
words to stay behind the larger
group.
3. Being the SLE by asking the
students their experiences with
painting, their favorite
paintings. Ask them further
why.
4. Ask them to name some
materials needed to be able to
paint.
5. Tell them to imagine that a very
big canvass is hanging in the
middle of the room ready o be
used.
6. Ask the students to think of
activities, resources necessary
to maintain the health of
families. Instruct them to paint
these on the canvass, one after
the other and at what point
where they should be placed.
7. Inform them not to repeat ideas
MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
NEEDED STRATEGIES
Guide Questions for the interview:
1. What is the vision-mission
of the institution/ organization?
2. What are its objectives?
3. What are the existing
strategies in order to meet the
institution’s goals and objectives?
4. What are the functions of
the people in your agency/ organization?
What is the ratio of service provider to
population served?
5. What are the institution’s
strengths and weaknesses?
6. In what ways do servants
(health workers or officers) of the
institution / organization demonstrate
care towards their clientele?
7. What does care mean to
care recipients and care providers.
Processing Strategies:
1. Call each group to a plenary
discussion.
2. Let them relate their experiences as
regards interviewing and data
gathered.
3. Take note of their responses.
4. Point out areas to strengthen in data
gathering and provide appropriate
positive feedback.
 already shared/painted by their
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
Classmates.
8. End the activity
when all the students would
have painted their ideas on
canvass.

Processing Strategies:
1. Begin the processing by
asking the volunteers to post
on the board the result of the
Creative Painting-Activity.
2. Ask the students the
following questions:
a. How did you feel during
the activity?
b. What observations,
comments can you make
on the painting posted on
the board?
c. How can you relate the
activity and the result of
the painting to the
concept of health care
delivery system?
d. What learning and insight
can you draw from the
activity?
e. Provide input where
necessary.
f. Give3 the synthesis.
g. Give an assignment
a. Read on the topic
Primary Health Care –
its definition,
principles, strategies,
services and activities.
b. Reflect on your ADL.
What principles of
PHC are reflected in
these activities?

CONCEPT
ENTRY COMPETENCY
TERMINAL COMPETENCY
INTERMEDIATE
COMPETENCIES
Given selected structured learning
experiences and relevant questions,
the student is expected to:
1. define Primary Health Care
(PHC);
2. state the goal of PHC;
3. explain the relation-ship of
health and development;
4. cite contributions of PHC
to national development;
5. explain the principles and
strategies of PHC;
6. discuss the basic services
in PHC;
7. identify the roles of
individuals and families in
PHC.
Support answer.
HEALTH CARE I
: PRIMARY HEALTH CARE
: Knowledge, attitude and skills acquired in Sociology, Anthropology, Psychology, economics and the concepts of Health and Illness,
Health as a Multifactorial Phenomenon, Philippine Health Care Delivery System.
: Given an actual situation in the community, the student will be able to translate the principles of Primary Health Care into doable
strategies/interventions to attain the goals of PHC.
CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
ACTIVITIES NEEDED STRATEGIES
Presentation Strategies: 20 1. Divide the class into 5 groups. 9 Song Composition:
hrs. 2. Ask each group to identify in their hrs. PHC Jingle
Primary Health Care 1. The - kraft papers, masking neighborhood practices that relate to
students to the assignment tape, scrap materials. PHC activities.
 Definition given last meeting using the 3. Ask each group to come up with an
 Principles CYBERNETIC EXERCISE. Herbal Album of the 10 Herbal plants
 Strategies and Instructions for this SLE being promoted by DOH.
activities include: 4. Ask each group to come up with a
 Basic Services decoction or ointment or liniment of
- Education for a. Post kraft papers on the wall herbal plants utilized by their
health around the room. On each community. This will have to be
- Locally of the kraft paper is prepared / cooked by them.
endemic written a question: (what
diseases is PHC? List down Processing:
control important events and 1. Call for group discussion.
- Expanded activities in the 2. Let them share their insights about
Program on development/ history of the activity.
Immunization PHC? What are the basic 3. Provide appropriate feedback.
- Maternal and health services in PHC?
Child Health b. Assign a group each to go to
- Essential drugs a paper posted on the
- Nutrition wall. Give a signal for
- Safe Water them to start answering.
and Sanitation c. After 5 minutes, again give
signal for them to transfer
to the kraft paper on their
right. The group again
writes their answer on the
 space below the answers
of the previous group.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
2. Instruct
the class to go back to their
seats for the plenary session.
3. Inform
them of the order of
presentation. Each group
shall present all the answers
written on the kraft paper
they answered last.

Processing Strategies:

1. Ask each raporteur to present

their, output. Instruct the
others to listen attentively
during the presentation.
2. After each presentation lead
the class to a discussion of
salient points presented. Give
the necessary input on the
definition, history and basic
services of PHC as needed.
3. Proceed to the next activity
called “BUILD WITH
WHAT YOU HAVE,” Ask
them to go back to their
groups during the cybernetics
exercise.
4. Instruct each group to build
(within 10 minutes) any thing
of beauty using whatever
resources available to them as
a group.
5. Staying with their own group
mates, ask a representative
from each group to share
their beautiful creation.
6. After all the presentations,
process the activity by asking
 the following questions:
a. How were you able to come
up your “creation”?
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

b. Are there roles and tasks

assumed by the members?
What are these? To what
extent did the members
assume these?

c. Where did the things you used

come from?

7. Ask the students to relate

their sharing to the
principles, strategies and
activities of PHC.

8. Give the necessary input as

needed.

9. Give the synthesis

10. Give an assignment:

a. Read on the concept

of Care qualities of Care
Providers.

b. List down
observable behaviors of
care.

11. Provide a list of reference

materials.
 HEALTH CARE I

CONCEPT : CARE ENHANCEMENT QUALITIES (Communication, Caring Behavior, Decision-Making)

ENTRY COMPETENCY : Concepts on Health and Illness, Health as a Multifactorial Phenomenon, Philippine Health Care Delivery System, Primary Health Care,
Logic, Psychology, English, Philosophy of Man.
TERMINAL COMPETENCY : After participating actively in various teaching-learning activities designed for this concept, the student will be able to demonstrate the
caring behavior in all his/her activities as manifested by effective communication accurate decision-making.

INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION

COMPETENCIES ACTIVITIES NEEDED STRATEGIES

Given selected structured learning Presentation Strategies:
experiences, the student will be able
to: Decision-making For Decision-Making:
 Definition
1. enumerate the  Steps 1. Link the class to the
sequential steps of decision-  Components assignment given last
making. meeting. Look into their
2. identify the notebooks to see whether
key factors essential to effective they have written answers to
decision making. the questions given.
2. Then inform that a game
called “Decisions” shall be
done first. Ask for 4
volunteers. Tell the
volunteers that they will act
as observers during the
activity. Give them a copy of
instructions on what to do.
3. Divide the rest of the
class into two. Assign corner
in the room where each group
will stay.
4. Give each group a copy of
instructions for the activity.
The instruction bears the role
the group shall play in the
game, the objective of the
game and activities they have
to undertake.
1 hr. 1. Ask the students to do the following Quiz
& activities:
30 a. Identify a concern which
min. needs a decision.
b. Let the students identify
their specification as they go
through the problem solving.
c. Let the students interview a
client on any topic of interest using
methods of effective
- Copy of case communication and to utilize
“Decisions” appropriate care attitude towards
client.
d. Let the students document
this.
Processing Strategies:
1. Call the students to a discussion.
2. Let the them share their experiences
3. Provide appropriate feedback
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
5. Provide each group the set - straw (string)
of materials they have to use. - white kerchief (one
Tell them to maximize the for each member)
use of these materials. - white powder used to
6. Give each group 30 pain the external
minutes to prepare, after body part.
which signal the start of the
game. Give them another 30
minutes for the game proper.
Remind the volunteers to
observe the activity.
7. End the game after 30
minutes.
8. Instruct each group to
gather the materials they have
used and to go back to their
seat.

PROCESSING STRATEGIES: Post-Test

FOR DECISION-MAKING
1. Begin the processing by
asking the students the
following question:
- What did you find
yourselves doing after
receiving the set of
instructions?
- How did you go about
deciding on how to solve
the issue at hand? What
difficulties did you
encounter?
- Would you say you have
arrived at a solution in a
logical manner? If so,
explain why? If not, what
should have been a more
logical process?
2. Ask the volunteers to
 share their observations.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

7. After this point, ask a

representative to read the
instructions given to them.
8. Ask the students to share
insights and learning’s they
can draw from the activity.
9. Provide input as
necessary.

PRESENTATION STRATEGIES:

3. explain the four elements
of the communication process.
4. state the importance of
effective communication in the
field of health.
5. differentiate between
verbal and non-verbal
communication.
6. identify the 5 guidelines to
effective communication.
FOR COMMUNICATION
- a variety of foods for 3
Communication 1. Inform the class that the the number of students. hrs.
next activity is another SLE
- definition called “Monk’s Meal”. Ask
- kinds of for another 6 volunteers.
communications 2. Divide the class into small
- elements of effective groups of 15 members each.
communication After grouping them, instruct
- recording and them to leave the room for a
reporting while.
3. Ask the volunteers to help
the teacher prepare some food
on the table.
4. After the preparation,
instruct the groups to line up
in the corridor. Give them
the following instructions:
a. Enter the room
quietly. Gather
yourselves around the
table assigned to you.
b. Start the food at
the sound of a whistle.
You are not allowed to
communicate with your
groupmates in any way,
especially verbally. You
 may offer food but you
may not ask.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
5. After the groups have
gathered around the table,
give the signal to start.
6. Remind the volunteers to
observes. Let them note
down observations on their
notebooks.
7. After 10 minutes, end the
activity. Ask the class to help
clean the tables.
8. Instruct the class to go
back to their seats.

PROCESSING STRATEGIES:

FOR COMMUNICATION

1. Ask the students the

following questions:
a. How did you feel
during the activity?
b. Did everybody
get equal sharing of
everything during the
Monk’s Meal?
c. What were the
barriers to achieving the
objective of equal
sharing? What
facilitated it?

2. Ask the observes to share

the following:
a. How did you feel
during the activity?
b. What
observations did you
make?
c. Were there
attempts to break any of
the rules of
 INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

the activity?
d. Did everyone get
an equal sharing of the
food served?

3. Provide input and synthesis.

PRESENTATIONS
STRATEGIES:
Caring 1 Post-Test
FOR CARING hr.
7. Identify the 10 carative element
 Reflection Paper
8. demonstrate caring behavior
1. Ask the students to recall
while relating with others both
the Monk’s Meal activity.
in school and at home.
Discuss with them answers to
9. Analyze caring behavior and
the following questions:
attitude of people.
a. What essential
caring behaviors did the
members demonstrate, if
any?
b. What essential
caring behaviors were
missed?

2. Note down answers to

above questions:

PROCESSING STRATEGIES:

1. Give a brief introduction

on the next activity, Spot and
Changes”.
2. Ask the students to find a
partner from among their
classmates. Ask them to stand
facing each other.
3. Give each pair 10 seconds
to get familiar with their
 physical appearance.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

4. Then instruct them to turn

about. They must now be
facing opposite directions
their backs turned against
each other.
5. Tell them to make some
changes in their physical self.
6. At the count of 15, ask
them to face each other again.
Allow them to spot any
differences / changes made.
7. Repeat instruction
numbers 4-6 times.
8. End the activity by asking
them to return to their seats.
9. Ask them to answer the
following questions.

a. Was it easy to
spot the changes?
Difficult? Why?
b. What
implications and
inferences can you make
from the activity?
c. Relate these to
nature and characteristics
of caring behaviors?

10. Provide input and

synthesis.

11. Give assignment about

the topic Health Care
Process.

12. Provide a list of reference

materials.

CONCEPT
ENTRY COMPETENCY
TERMINAL COMPETENCY
INTERMEDIATE
COMPETENCIES
Given relevant questions and
simulated cases, the student will be
able to:
1. describe the health care
process in terms of its
definition, principles and steps;
2. discuss the steps,
components, tools/methods in
health assessment;
3. identify the level of health
of a specific individual is in;
Given a set of assessment data, the
student will be able to:
4. formulate
(S.M.A.R.T.) objectives for
care.
5. Identify specific strategies
and activities for health care;
Return – demonstrate basic
procedures necessary for the
promotion and maintenance of
health and prevention of illness;
HEALTH CARE I
: THE HEALTH CARE PROCESS AS APPLIED TO INDIVIDUAL AND FAMILY
: Concepts 1-5 of Health Care I; Psychology
: 1. Given an individual client in any setting, the student will be able to apply beginning AKS to provide him/her the appropriate health
care utilizing accurately the steps of the health care process.
2. Given a family client in any setting, the student will be able to apply the beginning AKS to provide competent family health care
utilizing accurately the Family Health Care Process.
CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
ACTIVITIES NEEDED STRATEGIES
PRESENTATION STRATEGIES:
Health Care Process
FOR TOPIC ON ASSESSMENT
Basic Concepts Quiz
- Definition 1. Link the students to the 1
- Principles assignment given last meeting. hr.
- Steps In an evocative discussion,
a. Assessment discuss the meanings of related
b. Planning terms: process, health care,
c. Intervention health care process. Discuss
d. Evaluaiton with the students guidelines and
principles in the health care
process.
2. Proceed with the next
activity. Tell them that you will
lead them in a game called
“Story Building with a Ball”.
Ask the students to form a
circle. Ball
3. Bring out the ball you have
prepared before class. Inform
them that the class shall tell a
story about an individual. Tell
that each of the class members
will have the chance to
participate in the building of
the story. A ball shall be tossed
to a class member;
 INTERMEDIATE
COMPETENCIES
6. Demonstrate appreciation of the
health care process as a tool in
the care of the individual client.
CONTENT TEACHING-LEARNING ACTIVITES MATERIALS T.A. PRACTICUM T.A. EVALUATION
NEEDED ACTIVITES STRATEGIES
anybody who takes hold of the ball
shall continue to build the story.
4. Tell them that since you are holding the
ball, you will start the story. Being by
saying “In a house near St. Paul
University, there lives Julie, an
employee at a government agency
nearby. She is a new neighbor and you
want to know more about her. You
approached her and….(the story teller
pauses and passes the ball to a class
member)
5. The student receives the ball and
continues the story. She may share two
or three lines. Then she pauses and
passes the ball to another classmate.
She also receives the ball and continues
the story.
6. Inform the students to return the ball to
you (teacher) after every two students
have continued the story to ensure
direction of the story (i.e., based on the
concept to be discussed). Conduct the
activity not more than fifteen minutes
to maintain students’ interest.
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITES T.A. EVALUATION
COMPETENCIES ACTIVITES NEEDED STRATEGIES

PROCESSING STRATEGIES:
8 - Let the students practice the 24 graded return
A. Assessment FOR TOPIC ON ASSESSMENT 1 hrs. physical assessment, health history hrs. demonstration
 Definition taking, vital signs taking to a quiz
 Components 2. Begin the processing by asking the - health history form classmate.
a. Health students the following questions: BP apparatus, stethoscope,
History a. When the story begun, did you weighing scale, snellen
b. Physical expect how it would proceed chart, tape measure,
Assessment and how it would eventually percussion hammer,
- definition end? mannequin.
- techniques b. Recalling the main character of
- equipment used the story, what questions did
- vital signs you formulate in your mind to
(TPR, BP) come up with the rest of the
story?
c. What happened to the main
character? If you haven’t been
part of the group who built the
story, what information would
you need to understand the
situation?
d. What insights and learning can
you draw from the activity?

3. After all have shared, go back to the

answers, examine these and relate
them to the concept of assessment,
particularly history taking.
4. Then ask the students to stand up
and form a big circle again. Tell
them that you will engage in the
action song “Tao la Tao” as a
springboard for the topic physical
assessment. Teach them the song
 ITERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

A and then the hand movements

which will be done in the
following order:

Extend hands to the side while

clicking the thumb and middle
fingers.
Clap hands.
Extend both hands to the side
while clicking the thumb and
middle fingers.

5. Tell them that they will

describe a body part of a healthy
individual while singing the song
and doing the actions.

6. Inform them of the

direction upon which you will
proceed (counter clockwise).

7. Continue with the game

until answers have been
exhausted.

8. Proceed to give input

on physical assessment. Give
 Statement of Health synthesis.
Conditions
- Guidelines
- Prioritization of health
condition
 ITERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

PRESENTATION STRATEGIES:

FOR SETTING PRIORITIES

AND OBJECTIVES 2 - Let the students have a drill 2 Quiz
hrs. on: hrs.
1. Ask the students to reflect back - developing objectives
on the statements of health based on health diagnosis,
condition formulated in the prioritization of health
previous meeting. conditions.
- develop a plan of care
2. Then lead the class to a
discussion of the concept of
setting priorities. Brainstorm on - metacards
the criteria that could be used for - pen
priority setting. Examine and
finalize the criteria. Using the
criteria, ask the class to rate and
prioritize the list of health
conditions.

3. Then lead the class to another

SLE called “Samson, Delilah
and the Lion.” Begin by dividing
the class into two. Assign a
corner in the room for each of
them to stay. Then orient them
on the codes they have to say
and demonstrate for each of the
words Samson, Delilah, Lion.
Inform them that the objective of
the game is to win over the other
group.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
-
4. For 5 minutes, ask the groups to
decide who of the three will they
demonstrate for each round of
the game. Instruct them to
simultaneously show the action
of the person or the animal they
have thought of. The teacher
decides who shall win using the
following guide:
a. Delilah wins over Samson
b. Samson wins over Lion
c. The Lion wins over Delilah
5. Begin the game. You may end
the game after 4 rounds. Note
down who wins.

PROCESSING STRATEGIES:

1. Instruct the class to return to

their seats. Evoke from them the
answers to the following
questions:
a. What was the group’s
objective/goal in the
activity?
b. What steps did the group
make to ensure that the
objective would be met?
2. Note down answer on the board.
Then bring back their attention
to the group’s objective. Ask
them to assess the way the
objective was stated. Gather
suggestions
INTERMEDIATE CONTENT TEACHING-LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
on how to improve the objective
statement. Draw from them
criteria and guidelines for stating
objectives.
3. Proceed with the input on
measurable objectives. Give
drills as often necessary.

PRESENTATION STRATEGIES:
2 Demonstration on promoting 4 - Quiz
FOR CARE STRATEGIES hrs. hygiene and comfort measures. hrs. Graded return
(Hygiene and Comfort) demonstration
Hygiene & comfort
Measures: 1. Ask the students to recall
discussion on assessment and
- Care of the eye, ear, nose objectives for care of individual
- Oral care client. Inform them that these are
- Care of the hands & feet necessary for the topic on health
- Bath care strategies. Evoke from them
- Care of the perineum also purposes of health care.
- Massage Emphasize that the same
- Healthy home nomenclature is used to classify
environment health care interventions.
- Hot and cold applications 2. Review with them the outline on
Health Care Strategies.
3. Start with hygiene and comfort
care strategies. Bring them to the
demonstration room for the
different procedures. Then
demonstrate each of these while
they carefully observe, paying
particular attention to the
purposes of the procedure,
materials needed, steps and
general guidelines to follow.
Allow for clarification of
questions, doubts, and concerns.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

PROCESSING STRATEGIES:

1. Set up the demonstration room for

the day. Give a brief introduction on
the next activity return
“Demonstration”. Orient them on
the mechanics of the activity and
their assigned areas.
2. Ask the students to find a partner
from among their classmates.
Instruct them to perform the
procedure on each other or on the
mannequin, as deemed appropriate.
3. Give each pair 10 min. for hands-on
demonstration of each of the
procedure. Go around to check how
students are faring.
4. Then instruct them to turn about.
They must now be facing opposite
directions, their backs turned
against each other.
5. Then tell them to make some
changes in their physical self.
6. At the count of 15, ask them to face
each other again. Allow them to
spot any differences changes made.
7. Repeat instruction number 4-6 three
times.
8. End the activity by asking them to
return to their seats.
9. Ask them to answer the following
questions:
a. Was it easy to spot the changes?
Difficult? Why
b. What implications and
inferences can you make from
the activity?
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

c. Relate this to nature and - mannequin

characteristics of caring - face towel, soap,
behaviors. powder, oil,
d. Provide input and synthesis. nailcutter, pail,
dipper, basin, water,
FOR NUTRITION cotton balls,
Nutrition toothpaste,
PROCESSING STRATEGIES: toothbrush, hot/cold
Food pyramid compress
Types of diet 1. Bring back to the attention of the - Visual aid of food
Proper preparation, handling students the topics discussed last pyramid
& food storage meeting. Usher them to the next
activity called “Nutri Bingo”.
This will be used as a
springboard to the topic on 30
interventions promoting healthy min.
nutritional status.

2. Divide the class into 6 groups.

Assign a group name and a
space in the room where each
group may stay.

3. Orient them on certain

guidelines for the group activity.

a. You shall work as a

group.

b. Assign a group leader

who shall lead you into the
activity.

c. Answers to the game

must be discussed and agreed
upon by all members.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

4. Hand in to each group a Copy of

each of the NutriBingo cards.
Instruct them to do the
following: - Nutri-bingo cards
- Colored papers
a. Familiarize yourselves
with the NutriBingo card.
Examples of food sources for
the different mineral,
vitamins, nutrients are drawn
in the cells of the card.
b. The cards are
accompanied by colored
paper triangles. Use the
colored paper triagles. Use
the colored paper triangles, to
mark food sources for the
nutrients called out by the
teacher.
c. Listen attentively to the
statements and questions
posed by the teacher.

5. Inform the class of the pattern

they have to follow for the game.
The group who is able to make
the desired pattern first wins the
round.
- chart food pyramid 2 1. Divide the class into 5 2 Quiz
6. Begin the game. Check the - copy of types of diet, hrs. groups. hrs,
cards of winners. Run the game steps on proper 2. Let them bring cooking
for 3 rounds (4 corners, letter L, preparation, materials.
block out) handling and food 3. Ask each group to prepare
storage. in school nutritious but low cost
7. Instruct them to go back to their food.
seats. Instruct them not to
remove the marks on the cards.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

PROCESSING STRATEGIES:

1. Ask each group to look into

their cards. Ask them what
they observe in their cards. Ask
them what they observe in their
cards.
2. Ask them to relate these
observations to the topic on
nutrition. Instruct them to on
nutrition. Instruct them to share
insights and learning’s.
3. Give input and provide
synthesis after.

Exercise, Rest, & Sleep FOR TOPICS ON REST AND 1 hr.

SLEEP AN ONWARDS

1. Link the class to the

assignment given last meeting.
See to it that they have written
their assignment on their lecture
notebooks.
2. Divide them into 6 groups.
Give each group metacards
where key concepts about the
topic were written. Ask them to
study the metacards and share
among themselves ideas about
the key concepts mentioned.
Instruct them to choose a
raporteur for the plenary
session.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

PROCESSING STRATEGIES:

1. Announce the class the order

of presentations. Instruct the
reporteurs from each group to
share the result of the group’s
discussion.
2. Ask the other members of the
class to listen intently to the
presentations and to note down
questions, comments and
observations.
3. Demonstrate to the class
procedures at appropriate time.
Allow time for return
demonstration.
4. Provide input and synthesis. - Divide the class into 4 groups 1 hr.
Towards he end of the class, - Ask each group to prepare a
arrange for return demonstration 15-min. exercise.
outside class hours. - Instruct them to demonstrate
it to class.
HEALTH CARE STRATEGIES FOR
COMMON HOME AILMENTS

PRESENTATION STRATEGY: - Sugar, tbsp., salt 3 Allow the students to 3 - Quiz

glass of water Hrs. demonstrate each of these hrs. - Graded return
1. Evoke from students their - Basin w/ tap strategies to a classmate or a demonstration
experiences when they had water, towel mannequin.
diarrhea, fever, cough, wounds, - Hydrogen
bitten by a do, snake, peroxide, cotton
nosebleeding and fainting. balls, forcep,
2. Evoke from them the betadine.
measures/strategies they have
utilized.
 INTERMEDIATE
COMPETENCIES
Given a family case/situation, the
student will be able to:
1. identify initial data base
presented;
2. list down the health tasks
and functions assumed by the
family;
3. state the level of health the
family is in;
Utilizing the identified family
health status, the students will be
able to:
4. write objects for care
return-demonstrate procedures,
activities necessary for care.
Given opportunity to observe
demonstration of different strategies
and interventions for care, the
student will be able to:
5. appreciate the health care
process a took in the care of the
family.
CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
ACTIVITIES NEEDED STRATEGIES
THE HEALTH CARE PROCESS
AS APPLIED TO FAMILY
15
PRESENTATION: min
- Family Assessment using 1. Link the students to the - Copies of emotions in
the initial data base. assignment given last meeting. rolled pcs. of paper
a. definition 2. Proceed to the grouping
b. family health activity by doing the following:
tasks. a. Ask the class to
different emotions (the
number of which
commensurate to the
number of groups you need
for the activity). List these
down on the board. Ask
them to demonstration the
appropriate expression.
b. Then ask them to
display these emotions,
one after the other (instead
of the usual counting of
one, two, three, etc.)
3. Assign a place for each to
stay.
WORKSHOP:
4. Give a copy of instructions
for the activity and the case of a
healthy family to be studied by
the group.
5. Instruct them to identify
initial data base and family
health task and functions
assumed by the family
described in the case. Data shall
be written on appropriate
spaces in the
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES

assessment form given. Give

them 30 minutes for this
workshop.
6. After their work is done, ask
them to go back to their seats
for the plenary. Inform them of
the order of presentation.
7. Emphasize the importance
of active listening during the
presentation.
8. Note down on the board
salient points.
ASK students to reflect on their 1 hr. - quiz
PROCESSING TRATEGIES: respective families. Use the - drills on stating
initial data base as their basis for family health
1. After the presentations, bring assessing their families. Instruct condition
the attention of the students to them to document this.
their answers and the salient
points written on the board.
2. Lead them to a discussion that
must be included in the
assessment of the family client.
3. Give input where necessary.
1 hr.
Statement of Family Health HEALTH CARE PROCESS AS - copy of the workshop - Ask students to develop a 2 - quiz
Status/Condition APPLIED TO FAMILY (statement of students family health condition based on hrs. - drills on stating
- definition of family health condition) their assessment of their family health
families. condition.
PRESENTATION STRATEGIES:

1. Post a corrected copy of the

results of the first workshop
(initial data base and family
health task and functions)
2. Using BRAINSTORMING,
elicit form the students
guidelines in developing
statement of family health
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
condition (or family health
diagnosis)
a. inform them that
anybody from the class may
stand to state their ideas or
answers.
b. List down on the
board all their answers. Note
comments or critique may be
given.
3. Together with the students, go
over the brainstorm list.
4. Lead them to a discussion of the
meaning and examples of each
of these.
5. Give examples on how to state
family health diagnosis.
6. Provide drills for this (10-15
minutes)

WORKSHOP:
1. Instruct the class to go back to
their workshop groups.
2. Instruct them to go over the
initial data base results. Ask
them to develop statements of
family health status (family
health diagnosis) as many as
necessary.
3. After their work is done. As
them to go back to their seats
for the plenary. Inform them of
the order of presentation.
4. Emphasize the importance of
active listening during the
presentations.
5. Note down on the board salient
points.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
PROCESSING STRATEGIES

1. After the presentations,

bring the attention of the
students to their answer and the
salient points written on the
board.
2. Lead them to a discussion of
the concept of assessment and
relevant information that must
be included in the assessment of
the family client.
3. Give input where necessary.
Objective Setting
THE HEALTH CARE PROCESS
- definition AS APPLIED TO FAMILIES
- characteristics (setting objectives) 1 hr,
- guidelines
1. Post a corrected copy of the
results of the second workshop
on statement of family health
condition.
2. Using EVOCATIVE
DISCUSSION, elicit from the
students characteristics of
behavioral objectives.
a. List down on the board
the characteristics stated by
the students.
b. Ask the students
explain what each
characteristics really mean.

3. Give the necessary input on

characteristics and guidelines in
developing behavioral
objectives.
4. For 10 minutes, give exercises
on objective development.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
WORKSHOP:
5. Instruct the students to go back - copy of previous 2 - Instruct students to develop 2 - quiz
to their workshop groups. workshop hrs. a set of objectives for their hrs. - drills on formulating
Formulating 6. Instruct them to examine again own families. objectives.
Objectives of Care the statement of health status
(diagnosis) of the given family.
7. Guided for developing
behavioral objectives, ask each
group to identify appropriate
objectives for care. Give them
20 minutes for this activity.
8. Again, all the representatives
from each group to present their
output.
9. Again note down on the board
salient points.

PROCESSING STRATEGIES:

1. After the presentations, bring

the attention of the students to
their answers and the salient
points written on the board.
2. Synthesize the discussion and
activity.

THE HEALTH CARE PROCESS - blanket 30

AS APPLIED TO FAMILIES - 3 ft. bamboo stick min.
(family health care strategies and
intervention)

PRESENTATION STRATEGIES:
1. Link the students to the outputs
of the previous workshops.
Inform them that you shall now
be discussing different care
strategies and interventions.
INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
2. Begin with a structure learning
FAMILY HEALTH CARE experience called: “kumot at
STRATEGIES/ patpat”. Instruct them to
INTERVENTIONS demonstrate, one at Time (in
a. Health mime) an activity or intervention
Education that would help promote and
b. Assisting in maintain the health of an
prenatal and ante-natal individual. Ask the students to
(compute for Expected observe and guess what is being
Date of Delivery, Age demonstrated. Then ask them to
of Gestation, draw insights from the activity.
measuring abdominal Stress the importance of
height and creativity, flexibility
circumference, innovativeness in health care.
Leopold’s maneuver,
immunization, DEMONSTRATION OF
exercise, signs and PROCEDURE
symptoms of
pregnancy. 3. Proceed to demonstrate the - Tape measure, 6 1. Allow students to - quiz
different care strategies and alcohol, cotton hrs. practice on the different - graded return
interventions for the family balls, mannequin strategies using the demonstration
client across the life span. mannequin.
a. Define the 2. Provide feedback as
strategy/activity/ procedure necessary.
to be performed.
b. State the
purpose/objectives
c. Describe the materials/
equipment needed.

Explain
d. Guidelines,
precautions to observe
related to the strategy/
activity procedure.
e. Discuss the
steps/process phases
involved
f. Explain
roles/functions/
 responsibilities related to
the strategies/.activity/
procedure.

INTERMEDIATE CONTENT TEACHING LEARNING MATERIALS T.A. PRACTICUM ACTIVITIES T.A. EVALUATION
COMPETENCIES ACTIVITIES NEEDED STRATEGIES
PROCESSING STRATEGIES:
1. After the demonstration,
brief the students on the process
and guidelines for the return-
demo.
2. Signal the students to
return-demonstrate the strategy,
activity, and procedure.
3. Observe the student during
the activity.
4. Note down observation and
comments.
5. Discuss with the student
your observations, comments,
areas for improvement and
strengths.
6. After the return
demonstration, inform them of
the schedule for the graded
return demonstration given to
the family described in the case.
Give them 20 minutes for this
activity.
7. Emphasize the importance
of active listening during the
presentations.
8. Note down on the board
salient points.

PROCESSING STRATEGIES:
1. After the presentations, bring
the attention of the students to
their answer and the salient
points written on the board.
2. Lead them to a discussion of the
concept of assessment and
relevant information that must
 be included in the assessment of
the family client.
3. Give input where necessary.