NRG 106 – FUNDAMENTALS OF NURSING PRACTICE BACHELOR OF SCIENCE IN

SYLLABUS FOR THE SECOND SEMESTER NURSING

S.Y. 2020-2021

Course Number: NRG 106 Instructor: LEONARDO C. MATUNDING., RN, MN

Course Credit: 3 Units Lecture, 2 Units RLE Contacts: Email: scorpiomat01@gmail.com
Placement: 1st Year; 2nd Semester Mobile No.: 09282163031
Prerequisite: NRG 103: Anatomy and Physiology Facebook : odranoel sallinac gnidnutam
Co-requisite NRG 105: Health Assessment Section: BSN-11B, 11E , 11H 11K
Classroom Google Classroom Consultation
Class Schedule: MON-TUE; 7:30AM to 9:00AM Hours: WED; 9:00AM – 10:00AM
MON-TUE; 1:00PM to 2:30PM Venue: Virtual; Appointment must be set first prior to
THU-FRI; 7:30AM to 9:00AM consultation; Send a private message or an email to set an
THU-FRI; 1:00PM to 2:30PM appointment

RLE Schedule: MON-TUE; 9:00AM to 12:00NN

Attributes of a DDC Graduate

A DDC graduate is a healthcare professional who is dedicated, driven and competent.
 Dedicated. Passionate about one’s work. Devoted to one’s duty
 Driven. Motivated to excel. Willing to work beyond the call of duty.
 Competent. Capable. Performs as expected.

Course Description:
This course introduces classic nursing principles that underpin future clinical practice of nursing as an art, science and profession. It
provides an introduction to the scope of human needs as a holistic being comprised of bio- psycho- socio- and spiritual dimensions, the
utilization of nursing process as a systematic approach in meeting those needs and the role of the professional nurse in assisting individuals
towards optimal health through health promotion, health maintenance and illness prevention. Clinical laboratories are utilized in the
application of fundamental concepts, principles of nursing and communication skills that are employed in providing basic client care.

Course Objectives
At the end of the course, given simulated situations in selected hospital or community settings, the students are expected to be capable of
exemplifying the following:
1. Demonstrate responsibility for own behavior and growth as an adult learner and a professional while applying theories and
principles from applied science and interpersonal processes to nurse-client interactions;
2. Apply the nursing process at a beginning level of skill to interpret and manage human responses of clients to their actual or
potential health problems;
3. Utilize evidence-based information derived from course related research findings in the application of fundamental nursing care;
4. Demonstrate professional standards of moral, ethical, and legal conduct;
5. Use effective communication in writing, speaking, and presenting using culturally-appropriate language to effectively establish
good communication;
6. Complete with confidence proper documentation and reports on client care;
7. Demonstrate knowledge on independence and interdependence of nurses as a member of the healthcare team;
8. Synthesize concepts of leadership, management, change and communication in relation to the role of the professional nurse,
nurse leader and nurse manager;
9. Demonstrate a commitment to professional growth and improvement, valuing life-long learning and the betterment of the
profession;
10. Advocate the core values of the Philippine nursing profession by observing culture-specific, gender-sensitive client care;
11. Demonstrate knowledge both technical and in the application of informatics to enhance, deliver, communicate, integrate and
coordinate patient care; and,
12. Advocate the nursing core values in the practice of nursing care.

Course Outline and Timetable

WEEK 1 I. Introduction to Fundamentals in Nursing Nursing Process

Jan 4-5, 2021 A. Orientation to the Course How to make an NCP
B. What is Nursing? How to write Nurses’ Notes (FDAR)
C. Overview of Nursing as an Art, Science and Profession Therapeutic Communication
How to do referral/handover/
II. Evolution of Nursing endorsement using ISBAR
A. Historical perspectives in nursing Housekeeping
i. World
ii. Philippines
 iii. Contemporary Nursing

WEEK 2 III. Nursing as an Art

Jan 11-12, 2021 A. What makes Nursing as an Art
B. Caring as an Integral Component of Nursing
C. Carper’s Four Patterns of Knowing
i. Empirical Knowing: The Science of Nursing
ii. Personal Knowing: The Therapeutic Use of Self
iii. Ethical Knowing: The Moral Component
iv. Aesthetic Knowing: The Art of Nursing
D. Caring Encounters
i. Knowing the Client
ii. Nursing Presence
iii. Empowering the Client
iv. Compassion
v. Competence
E. Maintaining Caring Practice
i. Caring for Self
ii. Reflection on Practice

WEEK 3 - 4 IV. Nursing as a Science

Jan 18-19, 2021 A. Role of Nursing Theories
Jan 25-26, 2021 B. Metaparadigm of Nursing
C. Overview of Selected Nursing Theories
i. Environmental Theory
ii. Hildegard Peplau
iii. Dorothea Orem
iv. Madeleine Leininger
v. Sr. Callista Roy
vi. Jean Watson
D. Evidence-Based Practice
E. Nursing Research

WEEK 5 - 6 V. Nursing as a profession

Feb 1-2, 2021 A. Criteria of a Profession
Feb 8-9, 2021 i. Profession vs. Job
ii. Criteria:
a. Specialized Education
b. Body of Knowledge
c. Service Orientation
d. Code of Ethics
e. Autonomy
f. Professional Organization
B. Level of Proficiency of Nurses according to Benner
C. Different Fields in Nursing
i. Institutional nursing (hospital staff nursing)
ii. Community health nursing (school nursing /industrial
nursing/public health nursing)
iii. Independent nursing practice
iv. Nursing in education
v. Nursing in other fields

WEEK 7 VI. Ethico-Legal Aspects of Nursing Asepsis

Feb 15-16, 2021 A. Legal Aspects in the Practice of Nursing Medical Handwashing
i. Philippine Nursing Law Open Gloving
WEEK 8 ii. Regulation of Nursing in the Philippines Vital Signs (Blood pressure,
Feb 22-23, 2021 iii. Scope of Practice Temperature, Heart rate, Respiratory
iv. Informed Consent rate, oxygen saturation, temperature)
WEEK 9 v. Death and Related Issues
Mar 1-2, 2021 B. Related Laws affecting the Practice of Nursing
C. Legal Aspects in the Practice of Nursing
vi. Philippine Nursing Law
vii. Regulation of Nursing in the Philippines
viii. Scope of Practice
ix. Informed Consent
x. Death and Related Issues
D. Related Laws affecting the Practice of Nursing
WEEK 10 Safety and Mobility
Mar 8-9, 2021 VII. Health Care Delivery System Body Mechanics and Transfer
A. Types of Health Care Services Techniques
WEEK 11 1. Primary Prevention: Health Promotion and Illness  Assisting the Client to Move up in
Mar 15-16, 2021 Prevention Bed
2. Secondary Prevention: Diagnosis and Treatment  Turning the Client to Lateral or
3. Tertiary Prevention: Rehabilitation, Health Prone Position in Bed
Restoration, and Palliative Care  Logrolling the Client
B. Frameworks for Care / Nursing Modalities  Assisting the Client to Sit on the
1. Managed Care Side of the Bed (Dangling)
2. Case Management  Transferring the Client from Bed
3. Patient-Focused Care to Chair/Wheelchair
4. Differentiated Practice  Transferring the Client from Bed
5. Functional Method to Stretcher
6. Team Nursing
7. Primary Nursing
C. Electronic Health Records and Information Technology

WEEK 12- 15 Bed Making

Mar 22-23, 2021 VIII. Health, Wellness and Illness  Unoccupied Bed
Apr 5-6, 2021 D. Definition of Health, Wellness, Well-being and Illness  Occupied Bed
Apr 12-13, 2021 E. Factors affecting Health, Health Belief and Status  Obstetric Bed
Apr 19-20, 2021 F. Health Promotion  General Anesthetic Bed / Post-
G. Levels of Prevention op Bed
i. Primary Prevention
ii. Secondary Prevention Hygiene and Comfort
iii. Tertiary Prevention Complete Bed Bath
H. Levels of Care Tepid Sponge Bath
i. Level I - Ward based care Shampoo in Bed
ii. Level II - High dependency unit (HDU) care Oral Care
iii. Level III - Intensive care Perineal Care
Foot and Toenail care
IX. Interactive Processes in Nursing Back Massage
I. Nursing Process
i. Use of Critical-thinking and Clinical Reasoning
ii. Assessment
1. Types
2. Data Collection
a. Types of Data
b. Sources of Data
c. Methods of Data Collection
3. Data Organization
4. Data Validation
5. Documentation
iii. Diagnosis
1. Nursing Diagnosis vs. Medical Diagnosis
2. NANDA Nursing Diagnosis
3. Components of a Nursing Diagnosis
a. The Two-part Statement (PE)
b. The Three-part Statement (PES)
4. Types of Nursing Diagnoses
a. Actual Diagnosis
b. Risk Diagnosis
c. Wellness Diagnosis
d. Syndrome Diagnosis
5. The Diagnostic Process
iv. Planning
1. Types of Planning
a. Initial Planning
 b. On-going Planning
c. Discharge Planning
2. Goal-Setting and Prioritization
3. Formulation of Objectives
4. Nursing Care Plan
5. The Planning Process
v. Intervention
1. Types
a. Independent Nursing Intervention
b. Dependent Nursing Intervention
c. Collaborative Nursing Intervention
2. Prioritization
vi. Evaluation
1. Process of Evaluating Client Responses
2. Evaluating the Quality of Nursing Care

WEEK 16 - 17 A. Communication Medication Administration

Apr 26-27, 2021 vii. Communication Process  Principles
May 3-4, 2021 viii. Modes of Communication  Drug preparations
ix. Factors Influencing Communication Process  Routes of administration
 Oral, Otic, Ophthalmic,
x. Therapeutic Communication Transdermal and Inhalation
 Medication Orders
 Computation
xi. Barriers to Communication

xii. The Helping Relationship

xiii. SBAR Communication

B. Chart Documentation and Reporting

xiv. Purposes of the Chart
xv. Chart vs. Kardex
xvi. Documentation Systems
1. Source-oriented Medical Record
a. Narrative Charting
2. Problem-oriented Medical Record
a. SOAP / SOAPIE / SOAPIER
3. PIE Documentation
4. Focus Charting
a. FDAR
5. Charting by Exception
6. Computerized Documentation
7. Case Management’
xvii. General Guideline for Recording
xviii. Reporting
1. Change-of-Shift Report
2. Telephone Report
3. Telephone Order
4. Nursing Rounds

xix.

WEEK 18 X. Integral Components of Client Care (Selected) Medication Administration (cont.)

May 10-11, 2021  Principles
J. Asepsis  Routes of administration
i. Definition of Terms  Preparing medications from
ii. Type of Infection ampules and vials
iii. Chain of Infection  Administration via ID, SQ, IM
iv. Infection Control and Prevention  Computation
K. Skin Integrity and Wound Care
 i. Types of Wounds Basic Occupational English for
ii. Pressure Ulcers Nurses
1. Stages * Will use OET course prep materials; To
2. Risk Assessment be offered all-throughout the semester
iii. Wound Dressing
iv. Wound Healing

XI. Management and Leadership

A. Nurse as a Leader
B. Nurse as a Manager
C. Nurse as Member of the Healthcare Team

NOTE: Listed health assessment procedures may change at any time within the semester. Any changes will be announced to the class
prior to enactment.

Required Reading (Textbook)

1. Berman, A., Snyder, S. & Frandsen G. (2016). Kozier & Erb’s fundamentals of nursing: Concepts, process, and practice (10th ed.).
Boston: Pearson Education, Inc.

Suggested Readings and References

1. Carpenito, L. J. (2014). Nursing care plans: Transitional patient & family centered care (6th ed.). Wolters Kluwer/Lippincott Williams
& Wilkins.
2. Doenges, M.E., Moorhouse, M. F. & Geissler-Murr, A. (2013). Nurse's pocket guide: Diagnoses, prioritized interventions, and
rationales (13th ed.). F. A. Davis Company
3. Marquis, B.L. & Huston, C. J. (2017). Leadership roles and management functions in nursing: Theory and application (9th ed.).
Wolters Kluwer. (362.173068/M348)
4. Occupational English Test (OET). https://www.occupationalenglishtest.org/preparation-portal/free-sample-tests/

Course Requirements:
The students enrolled in this course are required to:
1. Submit all requirements for completion of the course such as quizzes, seat works, assignments, comprehensive health assessment
report, etc.;
2. Secure a student portfolio for safekeeping of school-related records (e.g. quizzes, seat works, assignments results; remediation
action reports, etc.);
3. Participate in class during discussions and/or any outcome-based educational activities (e.g. brainstorming, small/large group
discussions, independent study, etc.); and
4. Pass all academic assessments (e.g., quizzes, seat works, assignments, comprehensive health assessment report, return
demonstrations, etc.).

Grading System:
a. Students are graded according to their class standing and the result of their long exams.
b. Components of the class standing are Assignments/ Seat Works/ Reports/ Projects, Class Participation and Attendance.
The breakdown of class standing is as follows:
Assignments, Seat Works, Reports, and Projects 70%
Class Participation 20%
Attendance 10%
100%
c. The term grade will be the sum of 2/3 of the student’s class standing and 1/3 of the percentage score of the term exam..
The breakdown for computation of term grade is as follows:
Class Standing (2/3) + Term Examination (1/3) = TERM GRADE

The Final Term Grade for this subject will be the 60% of the student’s final lecture term grade and the 40% of the RLE final term grade.
The breakdown for computation of the final term grade is as follows:
Lecture Grade (60%) + RLE Grade (40%) = Final Term Grade

The Semestral Grade will be the average of the four term grades. The computation of the semestral grade is as follows:
(Prelim Grade + Midterm Grade + Pre-Finals Grade + Finals Grade) / 4 = SEMESTRAL GRADE

Classroom Policies:
Students are expected to adhere to the following classroom policies:
a. Students must join the online sessions/meetings on time, at least 15 minutes before the scheduled period. Students will be
marked late if they logged in/joined up to 15 minutes from the scheduled time, absent if they joined the meeting more than 15
minutes the scheduled time;
b. Students must wear decent wear when presenting one’s self in online classes;
 c. Use of mobile phones or any other electronic gadgets not necessitated for the online classes is strictly prohibited during class
hours unless required by the faculty;
d. An electronic excuse slip duly signed by the RLE Supervisor or the Program Chair shall be presented for absences incurred
whether excused or unexcused;
e. Request for special quizzes must be made by the student immediately upon return to the class after excused absences are
incurred; Requests made 2 days after return to the class of the student will not be accommodated; and
f. Proper decorum must be observed at all times.

Student Academic Integrity Policy:

The following acts are considered violations of student academic honesty and are therefore meted with appropriate sanctions:
1.Cheating – the fraudulent or dishonest presentation of work or presentation of others’ work as one’s own. It includes using or
attempting to use unauthorized materials, information, or study aids in any academic exercise.
2.Plagiarism – the act of taking the words, ideas, data, illustrations, or statements of another person or source and presenting them as
one’s own. Including but not limited to:
 Submitting another author’s published or unpublished work, in whole, in part, or in paraphrase, as one’s own work, without fully
or properly crediting the other with footnotes, citations, or other bibliographical reference.
 Submitting as one’s own original work any material, including data, tables, graphs, charts, or other visual material obtained from
any source, without acknowledgment and citation of the source.
 Submitting as one’s own original work material produced through unacknowledged collaboration with others, unless such
collaboration is permitted by instructor.
3.Collusion – assistance or an attempt to assist another student in an act of academic dishonesty. This can include, but is not limited to:
 Doing work for another student,
 Designing or producing a project for another student; willfully providing answers during an exam, test, or quiz;
 Calling a student on a mobile phone while taking an exam and providing or requesting information.
4.Inappropriate proxy – the misinterpretation of one’s own or another’s identity for academic purposes. Students must attend their own
classes in the LMS and be the one taking all quizzes and examinations. Those impersonated and impersonators will be suspended or
dismissed from the College.

Penalties for Violation of Academic Integrity Policy:

Penalties for an academic offense include one or more of the following:
a. Resubmission of the work in question;
b. Submission of additional work for the course in which the offense occurred;
c. A lowered grade or loss of credit for the work found to be in violation of the integrity code;
d. A failing grade of 5.00 or denial of credit for the course in which the offense occurred;
e. Dismissal (for a specified term or permanently) from the College.

Penalties (a) to (c) are levied by the Program Chair after hearing the case and with the concurrence of the RLE Supervisor(s) and the
mentor bringing the charge. Penalties (d) to (e) are levied by the College Dean and the Program Chair after hearing the case with the
concurrence of the duly constituted Student Disciplinary Committee of the Program. Cases will be treated in accordance with the policies
and procedures set by the College for major and minor infractions.

RLE Lab Policies:

1. See RLE Guidelines

Learning Plan

Methodology
Learning Outcomes Topic Resources Assessment
Theory RLE

At the end of the learning Introduction to Online Lecture Online Lecture PowerPoint Slides Oral Recitation
experience, the students will be Fundamentals in and and
able to: Nursing Practice Interactive Interactive Two-way Rubrics for
Discussion Discussion teleconferencing reflective journaling
1. Define Fundamentals in Overview of application (e.g.,
Nursing as a concept; Nursing as an Art, Small group RLE Guidelines Zoom)
2. Share insights on what Science and discussion via Orientation
makes Nursing an Art, Profession Google Meet Google Classroom
Science and Profession; or Zoom break
3. Express expectations Leveling of out rooms NRG 106 Course
towards the course; Expectations Syllabus
4. Demonstrate characteristics Reflective
reflective of the school’s Orientation to Course journaling DDC Student
VMG, core values and the Requirements Handbook
program’s philosophy and
objectives Discussion of
intended learning
outcomes
At the end of the learning Evolution of Online Lecture - PowerPoint Slides Rubrics for timelines
experience, the students will be Nursing and
able to: Interactive Two-way Rubrics for
- Worldwide Discussion teleconferencing
Reflective Journal
1. Trace the evolution of perspective application (e.g.,
nursing in the world and in Film Showing: Zoom)
the Philippines; - Philippine Evolution of Online Quiz
2. Discuss historical factors perspective Nursing Video: Evolution of
and nursing leaders, female Nursing
and male, who influenced - Contemporary Timelines
the development of Nursing Timelines form
nursing; Reflective
3. Describe how the definition Journal
of nursing has evolved
since Florence Nightingale;
4. Discuss the position of
nurses in the contemporary
time

At the end of the learning Nursing as an Art Online Lecture - PowerPoint Slides Online Quiz
experience, the students will be and
able to: Caring as an Interactive Two-way Rubrics: Reflective
Integral Discussion teleconferencing
Journaling
1. Share insights on what Component of application (e.g.,
makes nursing an art; Nursing Independent Zoom)
2. Discuss the meaning and Learning
importance of caring in Carper’s Four Ways
nursing; of Knowing Reflection
3. Analyze the importance and Journaling
relationship of the different Caring Encounters
types of knowledge in
nursing; Maintaining Caring
4. Describe how nurses Practice
demonstrate caring in
practice;
5. Evaluate the importance of
self-care for the
professional nurse;
6. Identify the value of
reflective practice in
nursing.

At the end of the learning Nursing as a Online Lecture - PowerPoint Slides Online Quiz
experience, the students will be Science and
able to: Interactive Two-way Rubrics: Reflective
Role of Nursing Discussion teleconferencing
Journaling
1. Share insights on what Theories application (e.g.,
makes nursing a science; Independent Zoom)
2. Describe the importance of Metaparadigm of Learning
theories in Nursing Practice, Nursing
Education and Research; Reflection
3. Identify the components of Overview of Journaling
the metaparadigm of Selected Nursing
nursing; Theories
4. Discuss the premise of
some selected nursing Evidence-Based
theories; Practice
5. Define evidenced-based
practice; Nursing Research
6. Analyze the relationship of
evidence-based practice
and nursing research;
7. Establish the importance of
nursing theories,
evidenced-based practice
and nursing research in
professional nursing.
At the end of the learning Nursing as a Online Lecture - PowerPoint Slides Online Quiz
experience, the students will be Profession and
able to: Interactive Two-way Rubrics: Reflective
Profession vs. Job Discussion teleconferencing
Journaling
1. Share insights on what application (e.g.,
makes nursing a profession; Criteria of a Independent Zoom)
2. Differentiate profession and Profession Learning
job;
3. Discuss the criteria of a Level of Nursing Reflection
profession; Proficiency Journaling
4. Identify nurses’ level of according to
proficiency as categorized Benner
by Benner;
5. Identify the four major Different Nursing
areas of nursing practice; Fields
6. Describe the roles of
nurses;
7. Describe the expanded
career roles of nurses and
their functions.

At the end of the learning Body Mechanics: - Use of Pre- PowerPoint Slides Performance
experience, the students will be Recorded Checklist
able to: Assisting the Client Lecture Two-way
to Move up in Bed teleconferencing Online Quiz
1. Define body mechanics and Independent application (e.g.,
its importance; Turning the Client learning Zoom) Rubrics for Class
2. Discuss the rationale of the to Lateral or Prone Participation
steps used in: Position in Bed One-to-One, Recorded Lecture
a. Moving a client up in Precepting Demo
bed; Logrolling the
b. Turning a client to the Client Lecture- Hospital Bed
lateral or prone Return
position in bed; Assisting the Client Demonstration Linens
c. Logrolling a client; to Sit on the Side
d. Assisting a client to sit of the Bed Pillow
on the side of the bed; (Dangling)
e. Transferring between Wheelchair
bed and chair; Transferring the
f. Transferring between Client from Bed to Stretcher
bed and stretcher; Chair/Wheelchair
g. Assisting a client to
ambulate. Transferring the
3. Perform the steps of: Client from Bed to
a. Moving a client up in Stretcher
bed;
b. Turning a client to the Assisting the Client
lateral or prone to Ambulate
position in bed;
c. Logrolling a client;
d. Assisting a client to sit
on the side of the bed;
e. Transferring between
bed and chair;
f. Transferring between
bed and stretcher;
g. Assisting a client to
ambulate.

At the end of the learning Ethico-Legal Online Lecture - PowerPoint Slides Rubric for Case
experience, the students will be Aspects of Nursing and analysis
able to: Interactive Two-way
Legal Aspects in Discussion teleconferencing Online Quiz
1. Discuss Philippine Nursing the Practice of application (e.g.,
Law and its provisions such Nursing in the Case analysis Zoom)
as nurses’ scope of practice Philippines
 and regulation of nursing Independent Case Scenario for
practice; Related Laws Learning Case analysis
2. Establish the roles and affecting the
responsibilities of nurses on Practice of Nursing References for
informed consent and Independent
patients’ privacy and Areas of Potential Learning
confidentiality; Liability in Nursing
3. Describe the purpose and
essential elements of Patients’ Privacy
informed consent; and Confidentiality
4. Discriminate between
negligence and professional Principles in Legal
negligence/ malpractice; Liability
5. Delineate the elements of
professional negligence. Legal
6. Compare and contrast Responsibilities of
intentional torts Nursing Students
(assault/battery, false
imprisonment, invasion of
privacy, defamation) and
unintentional torts
(professional negligence);
7. List related laws affecting
nursing practice;
8. Analyze the principles in
legal liability;
9. Discuss the legal
responsibilities of nursing
students.

At the end of the learning Medical - Use of Pre- PowerPoint Slides Online Quiz
experience, the students will be Handwashing Recorded
able to: Lecture Two-way Performance
5 Moments of Hand teleconferencing Checklist
1. Define medical Hygiene Independent application (e.g.,
handwashing and its learning Zoom)
importance; Open Gloving
2. Discuss the rationale of the Technique One-to-One, References for
steps used in medical Precepting Independent
handwashing; Learning
3. Perform the steps of Lecture-
medical handwashing; Return Sink with Running
4. Discuss the 5 moments of Demonstration Water
hand hygiene;
5. Return demonstrate the Towels
open gloving technique
while discussing the Antibacterial Soap
rationale behind of each
step.

At the end of the learning Bed-making: - Use of Pre- PowerPoint Slides Online Quiz
experience, the students will be Recorded
able to: Unoccupied Bed Lecture Two-way Performance
teleconferencing Checklist
1. Define bed-making and its Occupied Bed Independent application (e.g.,
importance; learning Zoom)
2. Discuss the rationale of the Obstetric Bed
steps used in: One-to-One, References for
a. Unoccupied Bed; General Anesthetic Precepting Independent
b. Occupied Bed; Bed / Post-op Bed Learning
c. Obstetric Bed Lecture-
d. General Anesthetic Return Hospital Bed
Bed/Post-op Bed. Demonstration
3. Perform the steps of: Linens
a. Unoccupied Bed;
b. Occupied Bed; Pillow
c. Obstetric Bed;
d. General Anesthetic
 Bed/Post-op Bed.

At the end of the learning Health Care Lecture and - PowerPoint Slides Online Quiz
experience, the students will be Delivery System Interactive
able to: Discussion Two-way
Types of Health teleconferencing
1. Differentiate the types of Care Services Presentation application (e.g.,
healthcare services; of Electronic Zoom)
2. Identify frameworks of care Frameworks for Health
and its purpose; Care / Nursing Records and References for
3. Describe the uses of Modalities Information Independent
computers and technology Technology Learning
in nursing; Electronic Health
4. Define health informatics; Records and Independent Sample Interface of
5. Discuss the advantages of Information learning Hospital
and concerns about Technology Information System
computerized client
documentation systems; Sample Electronic
Identify computer Medication Record
applications used in client
assessment and care;
6. Analyze the implications of
technology in professional
nursing.

At the end of the learning Health, Wellness Lecture and - PowerPoint Slides Rubric for Case-
experience, the students will be and Illness Interactive based small-group
able to: Discussion Two-way discussion
Health Promotion teleconferencing
1. Identify influences on Case-based application (e.g., Online Quiz
clients’ definitions of health, Levels of small-group Zoom)
wellness, and well-being; Prevention discussion Rubric for Game
2. Differentiate health Case Scenario for
promotion from health Levels of Care Game Case-based small-
protection or illness group discussion
prevention; Independent
3. Discuss the nurse’s role in Learning Questions for Game
health promotion;
4. Differentiate the levels of References for
prevention; Independent
5. Identify patients according Learning
to required level of care.

At the end of the learning Vital Signs - Use of Pre- PowerPoint Slides Online Quiz
experience, the students will be Assessment: Recorded
able to: Lecture Two-way Performance
Temperature teleconferencing Checklist
1. Define body mechanics and Independent application (e.g.,
its importance; Pulse Rate learning Zoom)
2. Discuss the rationale of the
steps used in taking vital Cardiac Rate One-to-One, References for
signs; Precepting Independent
3. Perform the assessment of Respiratory Rate Learning
vital. Lecture-
Blood Pressure Return Chart of Normal
Demonstration Values
Oxygen Saturation
Stethoscope

Sphygmomanomete
r

Digital
Thermometer

Pulse Oximeter
 Sample Vital Signs
Monitoring Sheets

At the end of the learning Interactive Online Lecture - PowerPoint Slides Online Quiz
experience, the students will be Processes in and
able to: Nursing: Interactive Two-way Rubric for NCP
- Nursing Process Discussion teleconferencing
1. Describe the significance of application (e.g.,
developing critical thinking Use of Critical- Step by step Zoom)
abilities in order to practice thinking and NCP Making
safe, effective, and Clinical Reasoning Case Scenario for
professional nursing care; Independent NCP Making
2. Integrate strategies to Assessment learning
enhance critical thinking References for
and clinical reasoning as Diagnosis Independent
the provider of nursing Learning
care; Planning
3. Describe the phases of the Sample Nursing
nursing process; Intervention Care Plans
4. Identify major
characteristics of the Evaluation
nursing process;
5. Identify the four major Nursing Care Plan
activities associated with
the assessing phase.
6. Differentiate nursing
diagnosis and medical
diagnosis
7. Write a correct nursing
diagnosis statement
following the NANDA
Guidelines;
8. Identify the activities that
occur in the planning
phase;
9. Write SMART and prioritized
nursing goals;
10. Differentiate and prioritize
nursing interventions;
11. Explain how evaluating
relates to other phases of
the nursing process;
12. Describe five components
of the evaluation process;
13. Describe the steps involved
in reviewing and modifying
the client’s care plan;
14. Create a nursing care plan.

At the end of the learning Comfort Measures - Use of Pre- PowerPoint Slides Online Quiz
experience, the students will be and Hygiene: Recorded
able to: Lecture Two-way Performance
Cleansing Bed Bath teleconferencing Checklist
1. Define body mechanics and Independent application (e.g.,
its importance; Tepid Sponge Bath learning Zoom)
2. Discuss the rationale of the Shampoo in Bed
steps used in: One-to-One, References for
a. Cleansing Bed Bath; Oral Care Precepting Independent
b. Shampoo in Bed; Learning
c. Oral Care; Foot and Toenail Lecture-
d. Foot and Toenail Care; Care Return Hospital Bed
e. Back Massage; Demonstration
f. External Douche Back Massage Linens
3. Perform steps of:
a. Cleansing Bed Bath; External Douche Pillow
b. Shampoo in Bed;
 c. Oral Care; Basin
d. Foot and Toenail Care;
e. Back Massage; Body Towels
f. External Douche
Hand towels

Toothbrush

Tooth paste

Foot scrub

Nail File

Cotton balls

Pitcher with Water

Pick-up forceps in a
aseptic solution

Working Forceps

Working Gloves

Soap suds solution

or betadine

At the end of the learning Interactive Online Lecture Occupational PowerPoint Slides Online Quiz
experience, the students will be Processes in and English for
able to: Nursing: Interactive Nurses Two-way Rubrics for Dyad
- Communication Discussion Practice Tests teleconferencing
Interview
1. Describe the components of application (e.g.,
the communication process; Communication Dyad Zoom)
2. Discuss the various aspects Process Interview OET Practice
that nurses need to Case Scenario for Activities
consider when using the Modes of Independent Dyad Interview
different forms of Communication learning
communication; References for
3. Describe factors influencing Factors Influencing Independent
the communication process; Communication Learning
4. Compare and contrast Process
therapeutic communication
techniques that facilitate Therapeutic
communication and focus Communication
on client concerns;
5. Recognize barriers to Barriers to
communication; Communication
6. Describe the four phases of
the helping relationship; The Helping
7. Discuss how nurses use Relationship
communication skills in
each phase of the nursing SBAR
process. Communication
8. Analyze why effective
communication is Occupational
imperative among health English for Nurses
professionals.

At the end of the learning Interactive Online Lecture Online Lecture PowerPoint Slides Online Quiz
experience, the students will be Processes in and and
able to: Nursing: Interactive Interactive Two-way Rubrics for
- Chart Discussion Discussion teleconferencing Charting; Filling-out
1. Discuss the purpose of the Documentation application (e.g., of Forms
chart in the healthcare and Reporting Independent Filling-out of Zoom)
delivery; learning Forms
2. Differentiate patient’s chart Purpose of Chart References for
and kardex; Charting Independent
 3. Compare and contrast Chart vs. Kardex Learning
different documentation
methods: source-oriented Documentation Sample Chart
and problem-oriented Systems Forms
medical records, PIE, focus Sample Kardex
charting, charting by Guidelines for
exception, computerized Recording Sample Nurse’s
records, and the case Charting
management model; Reporting
4. Explain how various forms
in the client record (e.g.,
critical pathways care plans,
Kardexes, flow sheets,
progress notes,
discharge/transfer forms)
are used to document steps
of the nursing process
(assessing, diagnosing,
planning, implementing,
and evaluating).
5. Discuss guidelines for
effective recording that
meet legal and ethical
standards;
6. Identify prohibited
abbreviations, acronyms,
and symbols that cannot be
used in any form of clinical
documentation;
7. Identify essential guidelines
for reporting client data.

At the end of the learning Integral Online Lecture - PowerPoint Slides Rubric for
experience, the students will be Components of and Infographic
able to: Client Care: Interactive Two-way
- Asepsis Discussion teleconferencing Online Quiz
1. Define asepsis; application (e.g.,
2. Differentiate medical and Definition of Terms Creation of Zoom)
surgical asepsis; Infographic on
3. Identify the types of Types of Infection Understanding References for
infection; Asepsis for the Independent
4. Trace the chain of infection; Chain of Infection Public Learning
5. Identify interventions to
reduce risks for infections; Infection Control Independent
6. Identify measures that and Prevention learning
break each link in the chain
of infection.

At the end of the learning Integral Online Lecture Online Lecture PowerPoint Slides Online Quiz
experience, the students will be Components of and and
able to: Client Care: Interactive Interactive Two-way Performance
- Medications Discussion Discussion teleconferencing Checklist
1. Define selected terms related application (e.g.,
to the administration of Drugs and the Independent One-to-One, Zoom)
medications; Body learning Precepting
2. Describe legal aspects of References for
administering medications; Routes of Independent Independent
3. Describe actions of drugs on Administration learning Learning
the body;
4. Describe various routes of Medication Orders Return Medications
medication administration Demonstration
and when it is most 10 Rights of
indicated; Medication
5. Identify essential parts of a Administration
medication order;
6. List examples of various
types of medication orders;
7. State the “10 rights” to
 accurate medication
administration.

At the end of the learning Medication Online Lecture Online Lecture PowerPoint Slides Online Quiz
experience, the students will be Administration and and
able to: - Oral Interactive Interactive Two-way Performance
- NGT Discussion Discussion teleconferencing Checklist
1. Discuss the rationale of the - Opthalmic application (e.g.,
steps used in medicine - Otic Independent One-to-One, Zoom)
administration through: - Vaginal learning Precepting
a. Oral - Inhaled References for
b. NGT - Partenteral Independent Independent
c. Opthalmic learning Learning
d. Otic
e. Vaginal Return Medications
f. Inhaled Demonstration
g. Parenteral
2. Identify the sites used for
the following and when is it
best used:
a. Intradermal injection
b. Subcutaneous
injection.
c. Intramuscular
injection
3. Perform the steps of
medicine administration
through:
a. Oral
b. NGT
c. Opthalmic
d. Otic
e. Vaginal
f. Inhaled
g. Parenteral

At the end of the learning Integral Online Lecture Online Lecture PowerPoint Slides Online Quiz
experience, the students will be Components of and and
able to: Client Care: Interactive Interactive Two-way Performance
- Skin Integrity Discussion Discussion teleconferencing Checklist
1. Describe factors affecting and Wound Care application (e.g.,
skin integrity; Independent One-to-One, Zoom)
2. Differentiate primary and Types of Wounds learning Precepting
secondary wound healing; References for
3. Describe the four stages of Pressure Ulcer Independent Independent
pressure ulcer learning Learning
development; Wound Dressing
4. Describe the three phases Return Wound Care
of wound healing; Wound Healing Demonstration Materials
5. Identify purposes of
commonly used wound
dressing materials and
binders;
6. Identify assessment data
pertinent to skin integrity,
pressure sites, and wounds;
7. Demonstrate essential
aspects of planning care to
maintain skin integrity and
promote wound healing.

At the end of the learning Starting and - Online Lecture PowerPoint Slides Online Quiz
experience, the students will be monitoring and
able to: Intravenous Interactive Two-way Drug Calculations
Infusion Discussion teleconferencing
1. Discuss the purpose and application (e.g., Rubrics for
importance of intravenous Discontinuing One-to-One, Zoom) Reflective Journal
fluid therapy; Intravenous Precepting
 2. Identify clinical conditions Infusion IV Therapy
requiring intravenous Independent Materials
therapy and the appropriate Intake and Output learning
fluid type for such Recording References for
conditions; Drug Independent
3. Verbalize the steps used in: Calculations Learning
a. Starting an intravenous
infusion; Reflective
b. Monitoring an Journal
intravenous infusion;
c. Changing an intravenous
container and tubing
d. Discontinuing an
intravenous infusion

At the end of the learning Integral Online Lecture - PowerPoint Slides Online Quiz
experience, the students will be Components of and
able to: Client Care: Interactive Two-way Performance
- Death and Dying Discussion teleconferencing Checklist
1. Describe types and sources application (e.g.,
of losses; Types and Sources Zoom) Rubrics for
2. Identify clinical symptoms of Loss Reflective Journal
of grief; References for
3. Discuss factors affecting a Types of Grief Independent
grief response; Responses Learning
4. List clinical signs of
impending and actual Stages of Grieving
death;
5. Describe the process of Hospice and
helping clients die with Palliative Care
dignity;
6. Describe the role of the Procedure:
nurse in working with Post-mortem Care
families or caregivers of
dying clients;
7. Demonstrate nursing care
of the body after death
while rationalizing each
step.

At the end of the learning Leadership and Online Lecture - PowerPoint Slides Online Quiz
experience, the students will be Management and
able to: Interactive Two-way Performance
Nurse as Leader Discussion teleconferencing Checklist
1. Compare and contrast application (e.g.,
leadership and Nurse as Manager Zoom) Rubrics for
management; Reflective Journal
2. Compare and contrast Nurse as Member References for
different leadership styles; of Healthcare Independent
3. Identify characteristics of Team Learning
an effective leader;
4. Compare and contrast the
levels of management;
5. Describe the four functions
of management
6. Discuss the roles and
functions of nurse
managers.
***Subject teacher must accomplish/complete the syllabus
Prepared by: Reference Verified by: Reviewed by: Approved by:

LEONARDO C. ESTELA R. DEQUITO, DM BLAISE B. NIEVE, RN, LUCILA T. LUPO, ChE, MAT,
MATUNDING RN, MN Group Head, Academic Support MAN DM
Instructor Services Program Chair Dean, CAHS

Date: ________________
Date: Nov. 23, 2020 Date: ________________ Date: Nov. 23, 2020