NCM 116 Syllabus

BUTUAN DOCTORS’ COLLEGE
J.C. AQUINO AVENUE, BUTUAN CITY

Department of Nursing
Tel. No.(085)342-85-72; Fax No. (085)225-36-16
E-mail: butuandoc@yahoo.com
BDCN – NCM 116

Revised 2021
Course Title : Care of Clients with Problems in Nutrition & GI Metabolism and Endocrine, Perception & Coordination (Acute & Chronic)
Course Code : NCM 116
Course Description : This course deals with the principles and techniques of nursing care management of sick clients across lifespan with emphasis on the adult and the older
person, population group in any setting with problems in nutrition & GI metabolism and endocrine, perception & coordination (Acute & Chronic)
Course Credit : Lecture: 5 units (90 hours); RLE Skills Lab: 1 unit (51 hours); RLE Clinical: 3 units (153 hours)
Independent Study : 40 – 61 hours
Placement : Third Year, Second Semester
Pre-requisites : NCM 111, NCM 112, NCM 113, NCM 114 and their pre-requisites and co-requisites
Co-requisites : Nursing Research 2 (NCM 115), Care of Clients w/ Maladaptive Patterns of Behavior (NCM 117), Logic and Critical Thinking (MC 4)
Program Outcomes :
1. Apply knowledge of physical, social, natural and health sciences, and humanities in the practice of Nursing.
2. Provide safe, appropriate and holistic care to individuals, families, population group, and community utilizing nursing process.
3. Apply guidelines and principles of evidence-based practice in the delivery of care.
4. Practice nursing in accordance with existing laws, legal, ethical and moral principles.
5. Communicate effectively in speaking, writing and presenting using culturally-appropriate language.
6. Document to include reporting up-to-date client care accurately and comprehensively.
7. Work effectively in collaboration with inter-, intra-, and multi-disciplinary and multi-cultural teams.
8. Practice beginning management and leadership skills in the delivery of client care using a systems approach.
9. Conduct research with an experienced researcher.
10. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in particular.
11. Demonstrate responsible citizenship and pride of being a Filipino.
12. Apply techno-intelligent care systems and processes in health care delivery.
13. Adopt the nursing core values in the practice of the profession.
14. Apply entrepreneurial skills in the delivery of nursing care.
Level Outcomes : At the end of the third year, given individuals, families, population groups, and communities with physiologic and psychosocial health problems and
maladaptive patterns of behavior in varied health care settings, the learners demonstrate safe, appropriate and holistic care utilizing the nursing process
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BDCN – NCM 116

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and applying research and evidence-based practice.
Course Outcomes : Given actual clients with alterations/problems in nutrition & GI metabolism and endocrine, perception & coordination (Acute & Chronic) in any health care
setting across the lifespan, the level III students will be able to:
1. Apply knowledge of physical, social, natural and health sciences, and humanities in the nursing care of clients with problems in nutrition and gastrointestinal, metabolism and
endocrine, perception and coordination.
2. Utilize the nursing process in the interdisciplinary care of clients with problems in nutrition and gastrointestinal, metabolism and endocrine, perception and coordination,
across the lifespan in any health care setting that empowers the clients and promotes safe quality care.
3. Apply guidelines and principles of evidence-based nursing practice in the delivery of care to clients with problems in nutrition and gastrointestinal, metabolism and endocrine,
perception and coordination across the lifespan in any health care setting.
4. Practice nursing care of clients with problems in nutrition and gastrointestinal, metabolism and endocrine, perception and coordination across the lifespan in any health care
setting, in accordance with existing laws, legal, ethical and moral principles.
5. Communicate effectively in speaking, writing and presenting using culturally-appropriate language.
6. Accurately and comprehensively record and report, in an up-to-date manner, the care of clients with problems in nutrition and gastrointestinal, metabolism and endocrine,
perception and coordination across the lifespan in any health care setting, the results/outcome and client’s response.
7. Work effectively in collaboration with inter-, intra-, and multi-disciplinary and multi-cultural teams in delivering nursing care to clients with problems in nutrition and
gastrointestinal, metabolism and endocrine, perception and coordination across the lifespan in any health care setting.
8. Perform beginning management and leadership skills in the delivery of nursing care to clients with problems in nutrition and gastrointestinal, metabolism and endocrine,
perception and coordination, using a systems approach.
9. Create a Patient Analytical Report (PAR) on clients with problems in nutrition and gastrointestinal, metabolism and endocrine, perception and coordination.
10. Uphold personal and professional growth and development by engaging in lifelong learning with a passion to keep current with national and global developments in general,
in nursing, in health development, and in the care of clients with problems in nutrition and gastrointestinal, metabolism and endocrine, perception and coordination.
11. Exhibit responsible citizenship and pride of being a Filipino.
12. Apply techno-intelligent care systems and processes in the health care delivery to clients with problems in nutrition and gastrointestinal, metabolism and endocrine,
perception and coordination across the lifespan in any health care setting.
13. Implement the nursing core values in the practice of the profession, specifically in the care of clients with problems in nutrition and gastrointestinal, metabolism and
endocrine, perception and coordination across the lifespan in any health care setting.
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BDCN – NCM 116

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Learning Strategies
Learning Outcomes Content/Topic Related Learning Experience Assessment
Classroom TA TA
(SL, Hospital and Community
Given actual clients with problems in A. CARE OF CLIENTS W/ PROBLEMS IN NUTRITION
nutrition and GI metabolism across the & GI METABOLISM RLE
lifespan in any health care setting, the level Skills
III student will: I. Review on the anatomy & physiology of the  Assign students to review Lab:  Online quiz
gastrointestinal system. previously learned concepts and 30 51  Rubric on oral
Integrate relevant principles of social,
II. Risk factors among clients that contribute to the do advanced reading on any min hrs exam
physical, natural, and health sciences and
development of problems in Nutrition and unlearned topic. Check learning
humanities in the nursing care of clients
metabolism. E.g. obesity through an online oral exam.
with problems in nutrition & GI
metabolism.
Ensure a working relationship with the  RLE Clinical: (Blended learning as
client and/or support system based on III. The Nurse-Client Relationship in the care of reflected on instructors’ Plan of
trust, respect, and decision-making using clients with problems in nutrition & GI Activities)  Performance
appropriate communication/interpersonal metabolism. o Establishing the nurse-client evaluation.
techniques/strategies. relationship.
IV. Significant subjective data from the client  RLE Clinical: (Blended learning as
Assess with the client (individual, family, history related to problems in Nutrition and reflected on instructors’ Plan of RLE  Online quiz
population group, and/or community), metabolism Activities) Clinic
one’s health status/competence. 1. Chief complaints  Live, synchronous online lecture. o Nursing rounds al:
2. Relevant information, to include eleven  Video clip presentation (online). o Assessment of pt’s health history, 153
functional patterns 1.5 including chief complaints. hrs  Performance
2.1 Health Perception management pattern hrs o Vital signs monitoring evaluation.
2.2 Nutritional/metabolic pattern o Head to toe assessment
2.3 Elimination pattern o Lab request processing
2.4 Activity/exercise patterns o Actual nursing care of clients
2.5 Cognitive/perceptual pattern before, during, and after
2.6 Sleep-rest pattern undergoing diagnostic tests.
2.7 Self perception –self concept pattern o Obtaining and referring lab results.
2.8 Role relationship pattern o Interviewing students regarding
2.9 Sexuality-reproductive pattern the analysis of the assessment data
2.10 Coping-stress tolerance pattern obtained.
2.11 Value-belief pattern
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Learning Strategies
Learning Outcomes Content/Topic Related Learning Experience (SL, Assessment
Classroom TA TA
Hospital and Community
V. Principles and techniques of physica

examination in newborn, children, adults, and
deviations from normal:
1. Gastrointestinal Function – IPPA
1.1 Inspection – color, texture of skin,
mucous membrane,
1.2 growth patterns, scars, masses
1.3 Ausculation – bowel sounds, bruits
1.4 Palpation – focus on GIT for presence of
masses, ascites, rebound tenderness,
distention
1.5 Percussion – liver span, masses, Ascites
VI. Results and implications of diagnostic/laboratory
examinations of clients with reference to
problems in:
1. Gastrointestinal function
1.1 Non-invasive: ultrasound of the
abdomen, stool culture
1.2 Invasive: to include: barium
swallow, esophagoscopy,
biopsy, cytology examination,
gastric secretion analysis,
endoscopy (gastroscopy,
duodenoscopy),
proctosigmoidoscopy and
rectal examination
VII. Nursing diagnoses taxonomy pertinent to  Homework: Formulate nursing  RLE Clinical: (Blended learning as  Rubric on NCP
Formulate with the client a plan of care to problems/ alteration in Gastrointestinal function diagnoses and nursing care plans. 1.5 reflected on instructors’ Plan of formulation/
address the health conditions, needs, 1. Alteration in nutrition less than body (output to be submitted online) hrs Activities) Conference
o NCP Conference
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problems and issues based on priorities. 2. requirement
3. Alteration in nutrition more than body reqmnt.
4. Alteration in oral mucous membrane integrity
5. Alteration in comfort: epigastric pain/abdominal
pain
6. Fluid volume deficit
VIII. Pathophysiologic Mechanisms:
Apply appropriate nursing concepts and 1. Disturbances in ingestion – problems in buccal  Content focus (online)  Online quiz
actions holistically and comprehensively. cavity and esophagus o Multi-media presentation then  RLE Clinical: (Blended learning as  Rubric on ward
2. Disturbances in digestion – peptic acid disease, ask students to summarize, reflected on instructors’ Plan of class
gastritis and gastric cancer explain, or apply learned 1 Activities)  Rubric on content
3. Disturbances in absorption – malnutrition, knowledge. Give feedback. hr o Ward class focus
malabsorption syndrome and inflammatory
bowel conditions
4. Disturbances in elimination – bowel obstruction,
hemorrhoids, diarrhea and constipation
 RLE Clinical: (Blended learning as
Apply appropriate and evidence-based IX. Principles of Various Modalities of Management  Live Synchronous Online reflected on instructors’ Plan of  Online quiz
nursing interventions for physiologic and 1. Health promotive Discussion and Powerpoint 1 Activities)
o Performing holistic, safe, and
related psychosocial needs of 2. Disease preventive presentation hr
quality independent and dependent
patients/clients to preserve physiologic 3. Curative and restorative nursing care to patients with
 Performance
integrity and prevent complications of problems in nutrition & GI evaluation
problems in nutrition & GI metabolism. metabolism, in accordance with
agency policy and with careful
utilization of the nursing process.
X. Principles of management  RLE Clinical: (Blended learning as
Implement safe and quality interventions 1. Disturbances in ingestion  Live Synchronous Online reflected on instructors’ Plan of
with the client to address the health needs, 1.1 Determination and management of cause Discussion and Powerpoint Activities)  Online quiz
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o Rendering appropriate nursing
problems, and issues. 1.2 Hydration presentation hrs  Performance
care to clients before, during,
1.3 Drug therapy Evaluation
and after undergoing
1.4 Dietary management management/ treatment of
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1.5 Supportive management problems in nutrition & GI
1.6 Prevention of infection metabolism.
1.7 Prevention of complication
1.8 Prevention of psychosocial Problems
1.9 Rehabilitation
2. Disturbances in digestion
2.1 Determination and management of cause
2.2 Hydration
2.3 Drug therapy
2.4 Dietary management
2.5 Supportive management
2.6 Prevention of infection
2.9 Rehabilitation
3. Disturbances in absorption
3.2 Hydration
3.3 Drug therapy
3.9 Rehabilitation
4. Disturbances in elimination
4.2 Hydration
4.3 Drug therapy
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4.9 Rehabilitation
5. Disturbances in hepatic, biliary and pancreatic
functions
5.2 Hydration
5.3 Drug therapy
5.9 Rehabilitation
Implements strategies related to the safe XI. Pharmacologic actions, therapeutic uses, side  RLE Clinical: (Blended learning as
preparation and administration of effects, indications, contraindications, and  Assign students to review reflected on instructors’ Plan of  Online quiz
medications based on institutional policies nursing responsibilities: previous learning on the 30 Activities)  Rubric on oral
and protocol. 1. Gastrointestinal, hepato-biliary and pancreatic common drugs for problems in min o Drug Study (Oral) drug study.
function nutrition & GI metabolism (self- o Administration of prescribed  Performance
1.1 Antiemetics directed learning). Validate medications, in accordance evaluation.
1.2 Anticoagulant learning through an online Q & A with agency policies and
1.3 Hematinics agents game. observing the 11 rights in
1.4 Laxatives and stool softeners giving medications.
1.5 Antipruritus
1.6 Vitamin supplement
1.7 Antacids
1.8 Antihyperlipidemics
1.9 Antispasmodics
1.10 Antidiarrheal
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Learning Strategies
Classroom TA TA
Apply appropriate and evidence-based XII. Purpose, indications, nursing responsibilities for
nursing interventions for physiologic and the following surgical and special procedures:  RLE Clinical: (Blended Learning as
related psychosocial needs of Surgical procedures – gastrostomy, gastrectomy,  Online Simulation / role play reflected on instructors’ Plan of  Performance
patients/clients to preserve physiologic colostomy, hemorrhoidectomy, gastrointestinal Activities) evaluation
integrity and prevent complications of bypass, ileostomy o Render appropriate nursing  Rubric on
problems in nutrition and GI metabolism. 1. Special procedures – parenteral care to clients before, during, simulation/role
hyperalimentation; feeding per nasogastric, and after undergoing the play
jejunostomy, gastrostomy tubes; colostomy care various surgical and special  Online quiz
and irrigation, dietary planning for common GT procedures for problems/
and endocrine problems; administering alterations in nutrition and GI
medications via NGT, J tube, G tube; hot sitz bath metabolism.
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XIII. Safe & comprehensive perioperative nursing care
hrs  RLE Skills Laboratory:  Rubric on Return
1. Assessment and care during the perioperative
o Online Lecture Demonstration Demonstration
period
& Return Demonstration on:
2. Techniques in assisting the surgical team during
 NGT Feeding
the operation
 Cleansing Enema
3. Principles of safety, comfort and privacy during
 Colostomy Care
the perioperative period
 Performance
4. Nursing responsibilities during the perioperative
 RLE Clinical: (Blended Learning as Evaluation
period
reflected on instructors’ Plan of
1.1 Preoperative - physical, psychological,
Activities)
spiritual preparation
1.2 Intraoperative – circulating nurse functions,
quality independent and
scrub nurse functions
dependent nursing care to
1.3 Postoperative – airway, breathing, circulation
patients with nutrition & GI
priorities.
metabolism, in accordance
1.4 Meeting the physical, psychological and
with agency policy and with
spiritual needs of the client.
careful utilization of the
nursing process.
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Learning Strategies
Classroom TA TA
Ensure intra-agency, inter-agency,  RLE Clinical: (Blended Learning as
multidisciplinary and sectoral collaboration XIV. Referrals, collaboration and Teamwork in the reflected on instructors’ Plan of  Online quiz
in the delivery of health care. care of clients with problems in nutrition & GI  Online Simulation / role play Role- Activities)
Implement strategies/approaches to metabolism. play 1 o Collaborate with all the members  Performance
enhance/support the capability of the client hr of the health team and/or other evaluation
and care providers to participate in decision agencies related to the client’s care
making by the inter-professional team. and overall needs.  Rubric on
o Facilitate client and care providers’ simulation/role-
Maintain a harmonious and collegial conference. play
relationship among members of the health o Courtesy call to all agency
team for effective, efficient and safe client personnel.
care. o Nursing endorsement and referral  Performance
Coordinate the tasks/functions of other o Appropriately refer/ collaborate evaluation
nursing personnel. with all the members of the health
Collaborate with other members of the team.
health team in the implementation of o Critiquing referral, collaboration,
programs and services. and teamwork activities of the
agency.
Apply principles of partnership and o Identify GOs and NGOs to improve
collaboration to improve delivery of health health care services, support  Rubric on
services. environment protection policies critiquing
Collaborate with GOs and NGOs and other and strategies, and safety and
socio-civic agencies to improve health care security mechanisms in the
services, support environment protection community  Performance
policies and strategies, and safety and evaluation
security mechanisms in the community.
Provide appropriate evidence-based nursing  RLE Clinical: (Blended Learning as
care to clients with problems in nutrition & XV. Evidence-based nursing care to clients with  Online critiquing research reflected on instructors’ Plan of  Rubric on
GI metabolism across the lifespan in any problems nutrition & metabolism across the studies on evidence-based 1 Activities) critiquing.
health care setting, using a participatory lifespan in any health care setting nursing care to hr o Online critiquing research studies
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Learning Strategies
Classroom TA TA
approach based on: variety of theories and  clients with problems in o On evidence-based nursing  Rubric on
standards relevant to health and healing, nutrition & metabolism. care to clients with problems critiquing research
Research, Clinical practice, Client in nutrition & metabolism. studies
preferences, Client and staff safety, o Bedside clinic  Rubric on bedside
Customer care standards. clinic
Use appropriate technology to perform safe
and efficient nursing activities. XVI. Utilization of informatics and modern technology  RLE Clinical:  Performance
in the care of clients with problems in nutrition & o utilization of the agency’s evaluation
Implement system of informatics to support
metabolism. modern technology and
the delivery of health care.
informatics
o Continuous monitoring
Institute appropriate corrective actions to XVII. Prevention and Management of complications  Live, synchronous online lecture. 30 progress of client’s condition  Online quiz
prevent or minimize harm arising from min to assess and manage  Performance
adverse effects. possible side-effects and/or evaluation
complications.
Apply ethical reasoning and decision making XVIII. Steps/pointers in decision making and  Written reflections
process to address situations of ethical prioritization with client/s having problems in  Online Case analysis o Modeling on modeled skills
distress and moral dilemma. nutrition & GI metabolism. and behavior.
1.5
 Rubric on case
hr
Adhere to ethico-legal considerations when analysis
providing safe, quality and professional XIX. Principles, concepts and applications of bioethics
nursing care. in the care of clients. o Case analysis
Adhere to established norms of conduct
based on the Philippine Nursing Law and X X. Republic Act No. 9173 – “Philippine Nursing Act
other legal, regulatory and institutional of 2002”
requirements relevant to safe nursing XXI. Republic Act No. 7164 - “The Philippine Nursing o Self-directed learning (reading  Reading session
practice. Act of 1991” sessions) output.
XXII. Senate Bill No. 1402 – “Magna Carta of Patient’s
Protect clients rights based on “Patient’s Bill Rights and Obligations Act of 2017”
of Rights and Obligations”. XXIII. Senate Bill No. 151 – “Magna Carta of Patient’s
Rights and Obligations of 2013”
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Learning Strategies
Classroom TA TA
Implement strategies/policies related to
Informed consent as it applies in multiple XXIV. The informed consent o Securing informed consent  Performance
contexts. evaluation
 RLE Clinical: (Blended learning as
Apply management and leadership XXV. Beginning management skills in health facilities reflected on instructors’ Plan of
principles in providing direction to manage  Small group discussion (live, Activities)  Online quiz
a community/village based health facility, synchronous online meeting) o Leading and managing the
component of a health program or nursing o Group students into 5 health programs and nursing  Rubric on small
service. members/group and have them service in the community/ group discussion.
choose a leader, a transcriber, village-based facilities
Participate in the development and XXVI. Policies and standards regarding safe nursing and a reporter. Allow the group o Online Round-table discussion
improvement of policies and standards practice and relevant to human resource to review, recall, and discuss the 1.5  Students discuss and share
regarding safe nursing practice and relevant management. basic tools in nutrition among hr ideas on suggesting
to human resource management. themselves. After the strategies for the  Rubric on round
discussion, let the group present development/improvement table discussion
and share the summary of what of policies and standards
they have discussed. Give regarding safe nursing
Manage resources (human, physical, XXVII. Efficient and effective management of feedback. practice & relevant to human
financial, time) efficiently and effectively. resources. resource management
o Students assess their selves  Rubric on concept
Use appropriate strategies/approaches to and instructor gives feedback mapping
XXVIII. Planning community health programs and
plan community health programs and
nursing service related to care of clients with
nursing service. o Mapping of community health
problems in nutrition & GI metabolism.
programs and nursing service  Performance
Supervise the implementation of the
plans. evaluation
nursing component of the health XXIX. Leading and Supervising
services/programs.
o Demonstrating leadership
Ensure that all nursing personnel adhere to skills.
standards of safety, bioethical principles
and evidence based nursing practice.
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Learning Strategies
Classroom TA TA
Evaluate specific components of health XXX. Evaluation of health programs and nursing o Critiquing of the agency’s
programs and nursing services based on services related to the care of clients with health programs and nursing  Rubric on
parameters/criteria. problems in nutrition & GI metabolism. services related to the care of critiquing
clients with problems in
nutrition & GI metabolsim.
Participate in the planning and
implementation of staff development  Rubric on
activities to enhance performance of XXXI. Quality Assurance in the delivery of care to  Online Facilitated synchronous facilitated
nursing support staff. clients with problems in nutrition & GI discussion (Organize students into synchronous
metabolism. small groups of about 3-5 discussion
Participate as a member of a quality team in
students/group. Provide a set of 30 o Critiquing of the agency’s
implementing the appropriate quality
questions to the group. The min quality assurance program.  Rubric on
improvement process on identified
instructor facilitates student critiquing
improvement opportunities.
sharing of response)
Maintain a positive practice environment.
Evaluate performance of nursing support
staff using a standard evaluation tool.
 Online quiz
Provide health education using selected XXXII. Appropriate discharge plan including health  Live, synchronous online lecture. 30 o Ward class  Rubric on ward
planning models to selected clientele education. min o Discharge planning class.
(individuals, family, population group, or o Health teaching sessions  Performance
community). evaluation
Evaluate with the client the health status/
competence and/or process/expected XXXIII. Developing outcome criteria for clients with  Critiquing care outcomes 30 o Evaluating outcome of care  Rubric on
outcomes of nurse-client working problems in nutrition & GI metabolism. min evaluating
relationship. outcome of care
Document client’s responses/nursing care
services rendered and processes/outcomes 30  Rubric on sample
of the nurse client working relationship. XXXIV. Accurate recording and documentation  Writing of sample charting min o Chart review charting making
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Learning Strategies
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Ensure completeness, integrity, safety,
accessibility, and security information. o Accurately document all  Performance
observations of, referrals, evaluation
Adhere to protocol and principles of
and all interventions done to
confidentiality in safekeeping and releasing
the clients.
of records and other information.
Participate in preparing a Patient Analytical
Report (PAR) on clients with problems in
nutrition & GI metabolism.
Design a Patient Analytical Report (PAR) on
clients with problems in nutrition & GI
metabolism, as a member of a team.
 Rubric on
Evaluate the rationale of conducting a o Conducting an online Patient conducting PAR.
Patient Analytical Report (PAR). XXXV. Patient Analytical Report (PAR) (student’s analytical Report (PAR) of
actual client) actual clients
Determine if the steps in conducting a
Patient Analytical Report (PAR) are correctly
and chronologically performed.
Analyze if the references, data gathering
tool, data gathering procedure, and data
analysis procedure are logically linked with
the case of the client.
Establish if the interpretation, implications,
interventions and recommendations are
consistent with the results considering the
limitations of the Patient analytical Report .
Present the created Patient Analytical  Rubric on PAR
Report (PAR) on clients with problems in o PAR presentation (online) presentation.
nutrition & GI metabolism.
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Learning Strategies
Classroom TA TA
 RLE Clinical:
Exemplify love for country in service of the o Attend flag ceremony and flag
Filipinos. retreat ceremony of the  Knowledge
agency. evaluation
Customize nursing interventions based on
XXXVI. The Filipino nurse in the care of clients with  Live, synchronous online lecture. 30 o Provide nursing interventions o Concept
Phil culture and values.
problems in nutrition & GI metabolism. min which respect Filipino culture examination
& values. o Evaluation
Demonstrate caring as the core of nursing,
o Uphold the nursing profession examination
love of God, love of country, and love of
and love of God and country  Skills/
people.
through the provision of performance
Manifest professionalism, integrity, and tender, loving care. evaluation
excellence. o Possess and display efficient,  Attitude/ behavior
effective and excellent evaluation.
Project the positive professional image of a
knowledge, skills, and
Filipino nurse.
attitude related to nursing.
Assume responsibility for lifelong learning,
own personal development and XXXVII. Updates and trends in care of clients w/  Reflective journaling on care of  RLE Clinical:  Rubric for
maintenance of competence. problems in nutrition & GI metabolism. clients w/ problems in nutrition & o Reflective journaling reflective journals
GI metabolism, output to be
Demonstrate continued competence and
submitted online. o Participate in webinars, online  Portfolio of
professional growth.
trainings, and online seminar/training
Engage in advocacy activities to influence advocacy activities. certificates
health and social care service policies and
access to services.
Model professional behavior.
Engage in advocacy activities to deal with
health-related concerns and adopt policies
that foster the growth and development of
the nursing profession.
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Given actual clients with problems in B. CARE OF PATIENTS WITH PROBLEMS IN
endocrine function across the lifespan in ENDOCRINE FUNCTION
any health care setting, the level III student  Assign students to review
will: I. Review on the anatomy & physiology of the previously learned concepts and
endocrine system. do advanced reading on any 30  Online Oral exam
II. Risk factors among clients that contribute to the unlearned topic. Check learning min or online quiz
development of problems in endocrine function through an online oral exam or an
1. hypo or hyper-functioning online quiz.
with problems in endocrine function.
Ensure a working relationship with the  RLE Clinical: (Blended learning as
trust, respect, and decision-making using clients with problems in endocrine function. Activities)  Performance
appropriate communication/interpersonal o Establishing the nurse-client evaluation.
IV. Significant subjective data from the client history o Nursing rounds
Assess with the client (individual, family, related to problems in endocrine function. o Assessment of pt’s health  Rubric on small
population group, and/or community), 1. Chief complaints  Small group discussion (live, history, including chief group discussion.
one’s health status/competence. 2. Relevant information, to include eleven synchronous online meeting) complaints.  Online quiz
functional patterns o Group students into 5 o Vital signs monitoring
2.1 Health Perception management pattern members/group and have them 1.5 o Head to toe assessment
2.2 Nutritional/metabolic pattern choose a leader, a transcriber, hrs o Lab request processing
2.3 Elimination pattern and a reporter. Allow the group o Actual nursing care of clients  Performance
2.4 Activity/exercise patterns to review, recall, and discuss the before, during, and after evaluation.
2.5 Cognitive/perceptual pattern basic tools in nutrition among undergoing diagnostic tests.
2.6 Sleep-rest pattern themselves. After the o Obtaining and referring lab
2.7 Self perception –self concept pattern discussion, let the group results.
2.8 Role relationship pattern present and share the summary o Interviewing students
2.9 Sexuality-reproductive pattern of what they have discussed. regarding the analysis of the
2.10 Coping-stress tolerance pattern Give feedback. assessment data obtained.
2.11 Value-belief pattern
l
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V. Principles and techniques of physical
examination in newborn, children, adults,
deviations from normal:
1. Inspection – color, texture of skin, mucous
membrane, growth patterns, obesity
2. Auscultation – bruit, heart sounds, breath
sounds
3. Palpation – organ - thyroid enlargement,
masses, edema
4. Percussion – fluid, edema
5. Others – weight, delayed healing of wounds
VI. Results and implications of diagnostic/laboratory
examinations of clients with reference to
problems in endocrine function.
1. Screening: glucose tolerance test
1.1 Non-invasive: e.g. GI x-ray, ultrasound
abdomen, Radio-active iodine assay (RAI),
protein bound iodine (PBI), thyroid scan,
free thyroxin level, basal metabolic rate
(BMR), thyroxin stimulating hormone
(TSH) test, OGTT (Glucose tolerance test)
urinalysis (glycosuria, ketonuria)
1.2 Invasive: e.g. percutaneous transhepatic
cholangiogram, liver function test , serum
thyroxine and triiodothyronine test, Iodine
131 uptake, blood sugar tests ( fasting
blood sugar (FBS), random blood sugar
(RBS), glycosylated hemoglogin (Hgb),
two-hour post prandial blood glucose,
endocrine assay
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VII. Nursing diagnoses taxonomy pertinent to  Rubric on NCP
Formulate with the client a plan of care to problems/ alteration in endocrine function.  Homework: Formulate nursing 1  RLE Clinical: (Blended learning as formulation/
address the health conditions, needs, 1. Alterations in nutrition less than body diagnoses and nursing care plans. hr reflected on instructors’ Plan of Conference
problems and issues based on priorities. requirement (output to be submitted online) Activities)
2. Fluid volume deficit
3. Activity intolerance o NCP Conference
VIII. Pathophysiologic Mechanisms:
Apply appropriate nursing concepts and 1. Alterations in endocrine function  Content focus (online)  Online quiz
actions holistically and comprehensively. 1.1 Hypo- and Hyperfunction of the o Multi-media presentation then o Ward class  Rubric on ward
pituitary gland ask students to summarize, class
1.2 Hypo- and Hyperfunction of the explain, or apply learned  Rubric on content
hypothalamus knowledge. Give feedback. focus
1.3 Hypo- and Hyperfunction of the
thyroid gland
1
hr
parathyroid gland
adrenal gland
gonads
1.7 Problems in glucose
metabolism – hypoglycemia
and hyperglycemia (IDM, NIDDM)
Apply appropriate and evidence-based IX. Principles of Various Modalities of Management quality independent and  Online quiz
nursing interventions for physiologic and 1. Health promotive  Live, synchronous online lecture. 30 dependent nursing care to
related psychosocial needs of 2. Disease preventive min patients with problems in
patients/clients to preserve physiologic 3. Curative and restorative endocrine function, in  Performance
integrity and prevent complications of accordance with agency policy evaluation
problems in endocrine function. and with careful utilization of
the nursing process.
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Implement safe and quality interventions X. Principles of management  RLE Clinical: (Blended learning as
with the client to address the health needs, 1. Disturbances in endocrine hypo-function  Live, synchronous online lecture. 4 reflected on instructors’ Plan of  Online quiz
problems, and issues. 1.1 Determination and management of cause hrs Activities)
1.2 Drug therapy – diuretics, electrolytes o Rendering appropriate nursing
1.3 Dietary restriction – sodium care to clients before, during,  Performance
1.4 Supportive management and after undergoing valuation
1.5 Prevention of infection management/ treatment of
1.6 Prevention of complication problems in endocrine
1.7 Prevention of psychosocial problems function.
1.8 Rehabilitation
2. Disturbances in endocrine hyperfunction
1.2 Drug therapy – diuretics, electrolytes
1.3 Dietary restriction – sodium
1.7 Prevention of psychosocial problems
1.8 Rehabilitation
Implements strategies related to the safe XI. Pharmacologic actions, therapeutic uses, side
preparation and administration of effects, indications, contraindications, and  Assign students to review o Drug Study (Oral)  Online quiz
medications based on institutional policies nursing responsibilities: previous learning on the 30 o Administration of prescribed  Rubric on oral
and protocol. 1. Corticosteroids common drugs for problems in min medications, in accordance drug study.
2. Alpha-adrenergic blocking agents endocrine function (self-directed with agency policies and  Performance
3. Alpha-adrenergic blocking agents learning). Validate learning observing the 11 rights in evaluation.
4. Beta-adrenergic blocking agents through an online Q & A game. giving medications.
5. Tyrosine inhibitors
6. Dopamine receptor antagonists
7. Glucocorticoids
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8. Parathyroid hormone agents
9. Thyroid hormone agents
10. Insulin
11. Oral hypoglycemic agents
12. Perioperative care
13. Preoperative – pre-operative medications
14. Intraoperative – anaesthetic agents –general,
spinal, blocks
15. Postoperative – analgesics, opioids,
antipyretics, antibiotics
Apply appropriate and evidence-based XII. Purpose, indications, nursing responsibilities for
nursing interventions for physiologic and the following surgical and special procedures:  RLE Clinical: (Blended learning as
related psychosocial needs of 1. Surgical procedures  Small group discussion via online. reflected on instructors’ Plan of  Performance
patients/clients to preserve physiologic 1.1 Thyroidectomy o Group students into 4-5 Activities) evaluation
integrity and prevent complications of 1.2 Parathyroidectomy members/group and have them o Render appropriate nursing  Rubric on Small
problems in endocrine function. 2. Special procedures choose a leader, a transcriber, care to clients before, during, Group Discussion
2.1 monitoring of blood glucose levels and a reporter. Allow the group and after undergoing the
2.2 maintenance of blood glucose to review, recall, and discuss the various surgical and special  Online quiz
– diet, exercise, drugs health assessment of clients procedures for problems/
with problems fluid, electrolyte, alterations in endocrine
XIII. Safe & comprehensive perioperative nursing care
and acid-base balance among function.  Performance
1. Assessment and care during the
themselves. After the 4 Evaluation
perioperative period
discussion, let the group present hrs o Performing holistic, safe, and
2. Techniques in assisting the surgical team
and share the summary of what quality independent and
during the operation
they have discussed via online. dependent nursing care to
3. Principles of safety, comfort and privacy
Give feedback. patients with problems in
during the perioperative period
endocrine function, in
4. Nursing responsibilities during the
accordance with agency policy
and with careful utilization of
3.1 Preoperative - physical, psychological,
the nursing process.
spiritual preparation
3.2 Intraoperative – circulating nurse
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functions, scrub nurse functions
3.3 Postoperative – airway, breathing,
circulation priorities.
3.4 Meeting the physical, psychological and
Spiritual needs of the client.
multidisciplinary and sectoral collaboration XIV. Referrals, collaboration and Teamwork in the reflected on instructors’ Plan of  Performance
in the delivery of health care. care of clients with problems in endocrine  Role-play (online) Activities) evaluation
function 1 o Collaborate with all the
Implement strategies/approaches to
hr members of the health team  Rubric on role-play
enhance/support the capability of the client and/or other agencies related to
and care providers to participate in decision the client’s care and overall
making by the inter-professional team. needs.
 Performance
Maintain a harmonious and collegial o Facilitate client and care
evaluation
relationship among members of the health providers’ conference.
team for effective, efficient and safe client o Courtesy call to all agency
care. personnel.
o Nursing endorsement and
Coordinate the tasks/functions of other referral
nursing personnel. o Appropriately refer/ collaborate
Collaborate with other members of the with all the members of the
health team in the implementation of health team.  Rubric on
programs and services. o Critiquing referral, critiquing
collaboration, and teamwork
Apply principles of partnership and activities of the agency.
collaboration to improve delivery of health o Identify GOs and NGOs to  Performance
services. improve health care services, evaluation
Collaborate with GOs and NGOs and other support environment
protection policies and
socio-civic agencies to improve health care
strategies, and safety and
services, support environment protection
security mechanisms in the
policies and strategies, and safety and
community
security mechanisms in the community.
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care to clients with problems in endocrine XV. Evidence-based nursing care to clients with  Critiquing research studies on reflected on instructors’ Plan of  Rubric on
function across the lifespan in any health problems in endocrine function across the evidence-based nursing care to 1 Activities) critiquing research
care setting, using a participatory approach lifespan in any health care setting clients with problems in hr o Critiquing research studies on studies
based on: variety of theories and standards endocrine function. evidence-based nursing care  Rubric on bedside
relevant to health and healing, Research, to clients with problems in clinic
Clinical practice, Client preferences, Client endocrine function.
and staff safety, Customer care standards. o Bedside clinic
and efficient nursing activities. XVI. Utilization of informatics and modern technology o utilization of the agency’s  Performance
in the care of clients with problems in endocrine modern technology and evaluation
function. informatics
Institute appropriate corrective actions to XVII. Prevention and Management of complications  Online Synchronous Lecture 30 progress of client’s condition  Online quiz
prevent or minimize harm arising from discussion min to assess and manage  Direct questioning
adverse effects. possible side-effects and/or
complications.
Apply ethical reasoning and decision making XVIII. Steps/pointers in decision making and  Flow-chart making (online)  Rubric on flow
process to address situations of ethical prioritization with client/s having problems in o Group students into 3. Allow o Modeling chart-making
distress and moral dilemma. endocrine function. them to choose a leader, a  Written reflections
1
transcriber, and a reporter. on modeled skills
hr
Adhere to ethico-legal considerations when XIX. Principles, concepts and applications of bioethics Let them make a flow chart o Case analysis and behavior.
providing safe, quality and professional in the care of clients. to be presented in class.  Rubric on case
nursing care. analysis
Adhere to established norms of conduct X X. Republic Act No. 9173 – “Philippine Nursing Act
based on the Philippine Nursing Law and of 2002”
other legal, regulatory and institutional XXI. Republic Act No. 8191 - “National Diabetes Act  Self-directed learning (home- o Self-directed learning (home-
requirements relevant to safe nursing of 1996." reading session) reading session)  Home-reading
practice. XXII. Republic Act No. 8172 – “An Act for Salt session output.
Iodization Nationwide (ASIN).”
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XXIII. Republic Act No. 10786 - "National Thyroid
Cancer Awareness Week Act".
Protect clients rights based on “Patient’s Bill XXIV. Senate Bill No. 1402 – “Magna Carta of
of Rights and Obligations”. Patient’s Rights and Obligations Act of 2017”
Informed consent as it applies in multiple XXV. The informed consent o Securing informed consent  Performance
Apply management and leadership  RLE Clinical: (Blended Learning as
principles in providing direction to manage XXVI. Beginning management skills in health facilities  Online Jigsaw Collaborative reflected on instructors’ Plan of
a community/village based health facility, Information Sharing (A topic is Activities)  Online quiz
component of a health program or nursing separated by each section. Organize o Leading and managing the
service. students into small groups of about health programs and nursing  Rubric on Jigsaw
3-5 students/group and each one is service in the community/ Collaborative info
Participate in the development and XXVII. Policies and standards regarding safe nursing provided with one of the smaller village-based facilities sharing.
improvement of policies and standards practice and relevant to human resource parts of information. Students work
o Round-table discussion
regarding safe nursing practice and relevant management. together to understand the
1  Students discuss and share  Rubric on round
to human resource management. information they are provided with.
hr ideas on suggesting table discussion
They also discuss and rehearse how
to share this knowledge with others strategies for the
Manage resources (human, physical, XXVIII. Efficient and effective management of
who do not have the information. development/improvement
financial, time) efficiently and effectively. resources.
Then, new groups are formed, each of policies and standards
being made up of a single student regarding safe nursing  Active
Use appropriate strategies/approaches to
XXIX. Planning community health programs and from each of the original groups. In practice & relevant to human participation
nursing service related to care of clients with these new groups, each 'expert' resource management
nursing service.
problems in endocrine function. student shares their knowledge with o Students assess their selves  Rubric on concept
Supervise the implementation of the the rest of the group who may ask and instructor gives feedback mapping
nursing component of the health questions to clarify meaning. The o Mapping of community health
services/programs. instructor asks groups to provide programs and nursing service
XXX. Leading and Supervising their own summary to help solidify plans.  Performance
Ensure that all nursing personnel adhere to understandings) o Demonstrating leadership evaluation
standards of safety, bioethical principles
skills.
and evidence based nursing practice.
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Evaluate specific components of health XXXI. Evaluation of health programs and nursing o Critiquing of the agency’s
programs and nursing services based on services related to the care of clients with health programs and nursing  Rubric on
parameters/criteria. problems in endocrine function. services related to the care of critiquing
clients with problems in
endocrine function.
activities to enhance performance of XXXII. Quality Assurance in the delivery of care to  Online Facilitated synchronous facilitated
nursing support staff. clients with problems in endocrine function. discussion (Organize students into synchronous
small groups of about 3-5 discussion
questions to the group. The min quality assurance program.  Rubric on
 Online quiz
Provide health education using selected XXXIII. Appropriate discharge plan including health  Online Synchronous Lecture 30 o Ward class  Rubric on ward
planning models to selected clientele education. discussion min o Discharge planning class.
Evaluate with the client the health status/  Rubric on
competence and/or process/expected XXXIV. Developing outcome criteria for clients with  Critiquing care outcomes 30 o Evaluating outcome of care critiquing &
outcomes of nurse-client working problems in endocrine function. min evaluating
relationship. outcome of care
services rendered and processes/outcomes 30  Rubric on sample
of the nurse client working relationship. XXXV. Accurate recording and documentation  Writing of sample charting min o Chart review charting making
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accessibility, and security information. o Accurately document all
observations of, referrals,  Performance
Adhere to protocol and principles of
and all interventions done to evaluation
confidentiality in safekeeping and releasing
the clients.
of records and other information.
endocrine function.
clients with problems in endocrine function,
as a member of a team.
 Rubric on
Evaluate the rationale of conducting a o Conducting an online Patient conducting PAR.
Patient Analytical Report (PAR). XXXVI. Patient Analytical Report (PAR) (student’s analytical Report (PAR) of
actual client) actual clients
Present the created Patient Analytical  Rubric on PAR
Report (PAR) on clients with problems in o Online PAR presentation presentation.
endocrine function.
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 RLE Clinical:
Exemplify love for country in service of the o Attend flag ceremony and flag
Filipinos. retreat ceremony of the  Online quiz
agency.  Knowledge
XXXVII. The Filipino nurse in the care of clients with  Online Synchronous Lecture 30 o Provide nursing interventions evaluation
problems in endocrine function. discussion min which respect Filipino culture o Concept
& values. examination
Demonstrate caring as the core of nursing,
o Uphold the nursing profession o Evaluation
love of God, love of country, and love of
and love of God and country examination
people.
through the provision of  Skills/
Manifest professionalism, integrity, and tender, loving care. performance
excellence. o Possess and display efficient, evaluation
effective and excellent  Attitude/ behavior
Project the positive professional image of a
knowledge, skills, and evaluation.
Filipino nurse.
attitude related to nursing.
own personal development and XXXVIII. Updates and trends in care of clients w/  Reflective journaling on care of o Reflective journaling  Rubric for
maintenance of competence. problems in endocrine function. clients w/ problems in endocrine reflective journals
funcrtion. o Participate in webinars, online
Demonstrate continued competence and
trainings, and online  Portfolio of
professional growth.
advocacy activities. seminar/training
Engage in advocacy activities to influence certificates
health and social care service policies and
access to services.
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Given actual clients with problems in C. CARE OF PATIENTS WITH PROBLEMS IN
perception & coordination across the PERCEPTION & COORDINATION
lifespan in any health care setting, the level  Assign students to review
III student will: I. Review on the anatomy & physiology of the previously learned concepts and  Online oral exam
neuromuscular system. do advanced reading on any 30 or online quiz
II. Risk factors assessment and screening unlearned topic. Check learning min
procedures among clients that contribute to the through an online oral exam or an
development of problems in perception and online quiz.
with problems in perception & coordination
coordination.
Ensure a working relationship with the  RLE Clinical: (Blended Learning as
trust, respect, and decision-making using clients with problems in perception & Activities)  Performance
appropriate communication/interpersonal coordination. o Establishing the nurse-client evaluation.
IV. Significant subjective data from client – relevant o Nursing rounds
Assess with the client (individual, family, information based on chief complaints,functional o Assessment of pt’s health  Rubric on small
population group, and/or community), patterns, including psychosocial and behavioral  Small group discussion via online. history, including chief group discussion.
one’s health status/competence. assessment. o Group students into 4-5 complaints.
V. Principles and techniques of physical members/group and have them o Vital signs monitoring  Online quiz
examination in newborn, Children & adults and choose a leader, a transcriber, 2 o Head to toe assessment
deviations from normal in perception and and a reporter. Allow the group hrs o Lab request processing
Coordination. to review, recall, and discuss the o Actual nursing care of clients
1. Neurologic Assessment health assessment of clients before, during, and after  Performance
a. Inspection: loss of consciousness (LOC), with problems fluid, electrolyte, undergoing diagnostic tests. evaluation.
hearing, sight , papillary changes, gait, and acid-base balance among o Obtaining and referring lab
posture, ADL, muscle strength, themselves. After the results.
discharge discussion, let the group o Interviewing students
b. Palpation: tenderness, muscle strength present and share the summary regarding the analysis of the
c. Percussion: reflexes of what they have discussed via assessment data obtained.
2. Visual and auditory assessment online. Give feedback.
a. Inspection: hearing, sight , papillary
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b. changes, discharge, bleeding
c. Palpation: pain, tenderness, presence of  RLE Skills Laboratory:  Return
mass/lesions o Online Lecture Demonstration demonstration
3. Locomotion Assessment & Return Demonstration on: (rubric needed)
a. Inspection: posture and gait, ADL,  NVS & GCS Monitoring
swelling, atrophy, deformity, muscle
strength, discharge.
b. Palpation: deviation/limitation in range
of motion (ROM), tenderness, deformity
of joints, muscle size and strength
crepitation on movement of joints
presence of subcutaneous nodules
c. Palpation: turgor, tenderness, masses,
body temperature, tenderness
VI. Results and implications of diagnostic/
laboratory examinations of clients w/ reference
to problems in Perception and Coordination.
1. Neural regulation
a. Non-invasive diagnostic procedures:
Skull x-ray, electroencephalogram
(EEG), magnetic resonance imaging
(MRI), ultrasound
b. Invasive diagnostic procedures: cerebral
angiography, lumbar puncture, CT scan
ventriculogram
2. Visual Auditory
visual acuity, visual field testing,
ophthalmoscopy, slit lamp,audiometry
b. Invasive diagnostic procedures: CT scan,
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electronystagmography, ear culture,
sensitivity
3. Locomotion
electromyogram (EMG)
b. Invasive diagnostic procedures: biopsy,
cerebrospinal & synovial fluid
determination, serum calcium,
phosphorus, alkaline phosphatase
determination
VII. Nursing Diagnoses taxonomy pertinent to
Formulate with the client a plan of care to problems/ alteration in Perception and 2
address the health conditions, needs, Coordination  Homework: Formulate nursing hrs  RLE Clinical:  Rubric on NCP
problems and issues based on priorities. 1. Neural regulation diagnoses and nursing care plans. o NCP Conference formulation/
a. Altered cerebral tissue perfusion Outputs to be critiqued in class Conference
b. Impaired verbal communication via online.
c. Impaired swallowing
d. Potential for injury
e. Activity intolerance
f. Ineffective individual coping
g. Knowledge deficit
2. Visual and auditory perception
a. Alteration in sensory perception:
visual/auditory
b. Potential for infection
c. Self esteem disturbance
d. Potential for injury
e. Knowledge deficit
3. Locomotion
a. Alteration in comfort: pain/pruritus
b. Knowledge deficit
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c. Impaired physical mobility
d. Disturbance in self-concept
e. Altered nutrition
VIII. Pathophysiologic mechanisms of Alterations in
Apply appropriate nursing concepts and perception and coordination
actions holistically and comprehensively. 1. Neural regulation  Online Synchronous Lecture  RLE Clinical: (Blended Learning as  Online quiz
a. Motor disturbances discussion reflected on instructors’ Plan of  Rubric on ward
b. Seizures Activities) class
c. Sensory deviations  Content focus (online)  Rubric on content
d. Head ache ad pain o Multi-media presentation then o Ward class focus
e. Altered state of consciousness ask students to summarize,
2. Visual and Auditory explain, or apply learned
a. Disturbances in visual perception: knowledge. Give feedback.
blindness, inflammatory disturbances:
neoplastic disturbances, traumatic
interferences with visual perception,
absence of visual perception, congenital 5
and neonatal visual disturbances, hrs
b. Disturbances in auditory perception:
deafness/hearing loss, inflammatory /
infection, trauma, meniere’s syndrome,
degenerative changes, disturbances of
hearing, obstructive problems
3. Locomotion
a. Infections/Inflammatory disorders
b. Abnormalities in the curvature of the
spine
c. Degenerative disorders
d. Traumatic injuries
e. Congenital disorders
f. Bone tumors
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Apply appropriate and evidence-based IX. Principles of Management for altered Perception
nursing interventions for physiologic and and Coordination  RLE Clinical: (Blended Learning as
related psychosocial needs of 1. Neural regulation  Online Synchronous Lecture 12 reflected on instructors’ Plan of  Online quiz
patients/clients to preserve physiologic a. Determination and management of discussion hrs Activities)
integrity and prevent complications of cause o Performing holistic, safe, and
problems in perception & coordination. b. Airway patency quality independent and  Performance
c. Oxygen therapy dependent nursing care to evaluation
Implement safe and quality interventions d. Adequate ventilation patients with problems in
with the client to address the health needs, e. Drug therapy perception & coordination, in
problems, and issues. f. Hydration accordance with agency policy
g. Removal of secretion and with careful utilization of
h. Prevention of infection the nursing process.
i. Psychosocial interventions o Rendering appropriate nursing
j. Seizure precaution care to clients before, during,
k. Increased ICP precaution and after undergoing
l. Prevention of complications management/ treatment of
m. Rehabilitation problems in perception &
2. Visual and auditory perception coordination.
a. Determination and management of
cause
b. Drug therapy
c. Supportive management for
visual/auditory impaired
d. Prevention of infection
e. Psychosocial interventions
f. Prevention of complication
g. Rehabilitation
3. Locomotion
a. Determination and management of
cause
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b. Drug therapy
c. Supportive management: immobility  RLE Skills Laboratory:  Rubric on return
precaution o Online Lecture Demonstration demonstration
d. Removal of secretion & Return Demonstration on:
e. Prevention of infection  Crutch Walking
f. Prevention of complications
g. Rehabilitation
Implements strategies related to the safe X. Pharmacologic actions, therapeutic use, side
preparation and administration of effects, indications, contraindication, and nursing  Assign students to review  RLE Clinical: (Blended Learning as  Online quiz
medications based on institutional policies responsibilities for perception and coordination previous learning on the 30 reflected on instructors’ Plan of  Rubric on oral
and protocol. 1. Neural regulation common drugs for problems in min Activities) drug study.
a. Anti-convulsants perception & coordination (self- o Drug Study (Oral)  Performance
b. Osmotic diuretics directed learning). Validate o Administration of prescribed evaluation.
c. Corticosteroid learning through an online Q & A medications, in accordance
d. Antibiotics game. with agency policies and
e. Antipyretics observing the 11 rights in
f. Anti-inflammatory agents giving medications.
2. Visual and auditory perception
a. Miotic agents
b. Corticosteroids
c. Mydriatic agents
d. Antibiotics
3. Locomotion
a. Antibiotics
b. Anti-inflammatory agents
c. Corticosteroids
Apply appropriate and evidence-based XI. Purpose, indications, nursing responsibilities for  Small group discussion via online.  Rubric on small
nursing interventions for physiologic and the following surgical and special procedures in o Group students into 4-5 o Render appropriate nursing group discussion
related psychosocial needs of perception and coordination members/group and have them care to clients before, during,  Performance
patients/clients to preserve physiologic 1. Neural regulation choose a leader, a transcriber, and after undergoing the evaluation
integrity and prevent complications of a. Surgical procedures: craniotomy, and a reporter. Allow the group
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problems in perception & coordination. cranioplasty, ventriculo-peritoneal shunt to review, recall, and discuss  Online quiz
b. Special procedures: ICP monitoring, the health assessment of various surgical and special
seizure precaution clients with problems fluid, procedures for problems/
2. Visual and Auditory perception electrolyte, and acid-base 12 alterations in perception &  Performance
a. Surgical procedures: iridectomy, balance among themselves. hrs coordination. Evaluation
cataract procedures, enucleation, After the discussion, let the
keratoplasty, mastoidectomy, group present and share the
tympanoplasty, myringotomy, summary of what they have  RLE Clinical: (Blended Learning as
fenestration. discussed via online. Give reflected on instructors’ Plan of
b. Special procedures: instillation of otic feedback. Activities)
solution, external auditory canal o Performing holistic, safe, and
irrigation, hearing aide device quality independent and
3. Locomotion dependent nursing care to
a. Surgical procedures: internal/ external  Online Simulation / role play patients with problems in
fixation, amputation, bone resection, perception & coordination, in  Rubric on the
open reduction, tenorrhaphy, spinal accordance with agency Simulation/ role
fusion policy and with careful play
b. Special procedures: application of casts, utilization of the nursing
tractions, braces, crutch walking process.
XII. Safe & comprehensive perioperative nursing care
1. Assessment and care during the
2. Techniques in assisting the surgical team
during the operation
3. Principles of safety, comfort and privacy
during the perioperative period
4. Nursing responsibilities during the
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Learning Strategies
Classroom TA TA

multidisciplinary and sectoral collaboration XIII. Referrals, collaboration and Teamwork in the reflected on instructors’ Plan of  Online quiz
in the delivery of health care. care of clients with problems in perception &  Online Role-play 1.5 Activities)
Implement strategies/approaches to coordination. hrs o Collaborate with all the  Rubric on role-play
enhance/support the capability of the client members of the health team
and care providers to participate in decision and/or other agencies related
making by the inter-professional team. to the client’s care and overall  Performance
needs. evaluation
Maintain a harmonious and collegial o Facilitate client and care
relationship among members of the health providers’ conference.
team for effective, efficient and safe client o Courtesy call to all agency
care. personnel.
Coordinate the tasks/functions of other o Nursing endorsement and
nursing personnel. referral
Collaborate with other members of the o Appropriately refer/  Rubric on
health team in the implementation of collaborate with all the critiquing
programs and services. members of the health team.
o Critiquing referral,
Apply principles of partnership and collaboration, and teamwork  Performance
collaboration to improve delivery of health activities of the agency. evaluation
services. o Identify GOs and NGOs to
Collaborate with GOs and NGOs and other improve health care services,
socio-civic agencies to improve health care support environment
services, support environment protection protection policies and
policies and strategies, and safety and strategies, and safety and
security mechanisms in the community. security mechanisms in the
community
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BDCN – NCM 116

Revised 2021
Learning Strategies
Classroom TA TA
care to clients with problems in perception XIV. Evidence-based nursing care to clients with  Critiquing research studies on reflected on instructors’ Plan of  Online quiz
& coordination across the lifespan in any problems in perception & coordination across evidence-based nursing care to 2 Activities)  Rubric on
health care setting, using a participatory the lifespan in any health care setting clients with problems in hr o Critiquing research studies on critiquing research
approach based on: variety of theories and perception & coordination. evidence-based nursing care studies
standards relevant to health and healing, to clients with problems in  Rubric on bedside
Research, Clinical practice, Client perception & coordination. clinic
preferences, Client and staff safety, o Bedside clinic
Customer care standards.
and efficient nursing activities. XV. Utilization of informatics and modern technology o utilization of the agency’s  Performance
in the care of clients with problems in perception modern technology and evaluation
& coordination. informatics
Institute appropriate corrective actions to XVI. Prevention and Management of complications  Online Synchronous Lecture 1.5 progress of client’s condition  Online quiz
prevent or minimize harm arising from discussion hrs to assess and manage  Performance
adverse effects. possible side-effects and/or evaluation
complications.
Apply ethical reasoning and decision making XVII. Steps/pointers in decision making and  Online quiz
process to address situations of ethical prioritization with client/s having problems in o Modeling  Written reflections
distress and moral dilemma. perception & coordination.  Online Case analysis on modeled skills
1.5
and behavior.
hr
Adhere to ethico-legal considerations when  Rubric on case
providing safe, quality and professional XVIII. Principles, concepts and applications of analysis
nursing care. bioethics in the care of clients. o Case analysis
Adhere to established norms of conduct X IX. Republic Act No. 9173 – “Philippine Nursing Act
based on the Philippine Nursing Law and of 2002”
other legal, regulatory and institutional XX. Republic Act No. 7277- “ Magna Carta for  Self-directed learning (reading o Self-directed learning (reading  Reading session
requirements relevant to safe nursing Disabled Persons." session) session) output.
practice. XXI. Republic Act No. 9442 – “An Act amending
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BDCN – NCM 116

Revised 2021
Learning Strategies
Classroom TA TA
Republic Act No. 7277”
XXII. Republic Act No. 10524 - "An act expanding the
positions reserved for persons with disability,  RLE Clinical: (Blended Learning as
amending for the purpose Republic Act No. 7277, as reflected on instructors’ Plan of
amended, otherwise known as The Magna Carta for Activities)
Persons with Disability.”
Protect clients rights based on “Patient’s Bill
XXIII. Senate Bill No. 1402 – “Magna Carta of
of Rights and Obligations”.
Patient’s Rights and Obligations Act of 2017”
Informed consent as it applies in multiple XXIV. The informed consent o Securing informed consent  Performance
Apply management and leadership  Online Jigsaw Collaborative o Leading and managing the
principles in providing direction to manage XXV. Beginning management skills in health facilities Information Sharing (A topic is health programs and nursing
a community/village based health facility, separated by each section. service in the community/  Online quiz
component of a health program or nursing Organize students into small village-based facilities
service. groups of about 3-5 o Online Round-table discussion  Rubric on Jigsaw
students/group and each one is  Students discuss and share Collaborative info
Participate in the development and XXVI. Policies and standards regarding safe nursing
provided with one of the smaller ideas on suggesting sharing.
improvement of policies and standards practice and relevant to human resource
parts of information. Students strategies for the
regarding safe nursing practice and relevant management.
work together to understand the 1.5 development/improvement  Rubric on online
to human resource management.
information they are provided hr of policies and standards round table
with. They also discuss and regarding safe nursing discussion
Manage resources (human, physical, XXVII. Efficient and effective management of
rehearse how to share this practice & relevant to human
financial, time) efficiently and effectively. resources.
knowledge with others who do resource management
not have the information. Then, o Students assess their selves
Use appropriate strategies/approaches to
XXVIII. Planning community health programs and new groups are formed, each and instructor gives feedback  Rubric on concept
nursing service related to care of clients with being made up of a single student o Mapping of community health mapping
nursing service.
problems in perception & coordination. from each of the original groups. programs and nursing service  Performance
Supervise the implementation of the In these new groups, each 'expert' plans. evaluation
nursing component of the health student shares their knowledge o Demonstrating leadership
services/programs. XXIX. Leading and Supervising with the rest of the group who skills
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BDCN – NCM 116

Revised 2021
Learning Strategies
Classroom TA TA
Ensure that all nursing personnel adhere to  RLE Clinical: (Blended Learning as
standards of safety, bioethical principles may ask questions to clarify reflected on instructors’ Plan of
and evidence based nursing practice. meaning. The instructor asks groups Activities)  Rubric on
XXX. Evaluation of health programs and nursing to provide their own summary to help o Critiquing of agency’s health critiquing
Evaluate specific components of health services related to the care of clients with solidify understandings) programs and nursing services
programs and nursing services based on problems in perception & coordination. related to the care of clients
parameters/criteria. with problems in endocrine
function.
activities to enhance performance of XXXI. Quality Assurance in the delivery of care to  Online Facilitated synchronous facilitated
nursing support staff. clients with problems in perception & discussion (Organize students into synchronous
coordination. small groups of about 3-5 discussion
questions to the group. The hr quality assurance program.  Rubric on
 Online quiz
Provide health education using selected XXXII. Appropriate discharge plan including health  Online Synchronous Lecture 30 o Ward class  Rubric on ward
planning models to selected clientele education. discussion min o Discharge planning class.
Evaluate with the client the health status/  Rubric on
competence and/or process/expected XXXIII. Developing outcome criteria for clients with  Critiquing care outcomes (online) 30 o Evaluating outcome of care critiquing
outcomes of nurse-client working problems in perception & coordination. min  Performance
relationship. evaluation
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BDCN – NCM 116

Revised 2021
Learning Strategies
Classroom TA TA
services rendered and processes/outcomes 30  RLE Clinical: (Blended Learning as  Rubric on sample
of the nurse client working relationship. XXXIV. Accurate recording and documentation  Asynchronous online activity: min reflected on instructors’ Plan of charting
Writing of sample charting, Activities)
output to be submitted online. o Chart review  Performance
accessibility, and security information.
o Accurately document all evaluation
Adhere to protocol and principles of observations of, referrals,
confidentiality in safekeeping and releasing and all interventions done to
of records and other information. the clients.
perception & coordination.
clients with problems in perception &
coordination, as a member of a team.
o Conducting online Patient  Rubric on
Evaluate the rationale of conducting a XXXV. Patient Analytical Report (PAR) (student’s analytical Report (PAR) of conducting PAR.
Patient Analytical Report (PAR). actual client) actual clients
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BDCN – NCM 116

Revised 2021
Learning Strategies
Classroom TA TA
Present the created Patient Analytical  RLE Clinical: (Blended Learning as
Report (PAR) on clients with problems in reflected on instructors’ Plan of  Rubric on PAR
perception & coordination. Activities) presentation.
o Online PAR presentation
Exemplify love for country in service of the o Attend agency’s flag ceremony  Online quiz
Filipinos. and flag retreat ceremony.  Knowledge evaluation
o Provide nursing interventions o Concept
which respect Filipino culture examination
XXXVI. The Filipino nurse in the care of clients with  Online Synchronous 30 & values. o Evaluation
Demonstrate caring as the core of nursing, problems in perception & coordination. Lecture discussion min o Uphold the nursing profession examination
love of God, love of country, and love of and love of God and country o Comprehen -sive
people. through the provision of examination
tender, loving care.  Skills/ performance
Manifest professionalism, integrity, and
o Possess and display efficient, evaluation
excellence.
effective and excellent  Attitude/ behavior
Project the positive professional image of a knowledge, skills, and attitude evaluation.
Filipino nurse. related to nursing.
own personal development and maintenance XXXVII. Updates and trends in care of clients w/  Reflective journaling on care o Reflective journaling  Rubric for reflective
of competence. problems in perception & coordination. of clients w/ problems in jornals
Demonstrate continued competence and perception & coordination. o Participate in webinars, online
professional growth. trainings, and online advocacy  Portfolio of
Engage in advocacy activities to influence activities. seminar/training
health and social care service policies and certificates
access to services.
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BDCN – NCM 116

Revised 2021
Learning Environment:
Lecture:
I. Distance Learning Sessions:
A. Synchronous and asynchronous online teaching-learning sessions utilizing various online platforms
Related Learning Experiences:

Skills Lecture Demonstration (Distance): Self-recorded video of instructor doing the lecture demo in a nursing laboratory fully equipped with needed nursing laboratory
resources. Video shall be uploaded online. Student practices the skills procedure at home
Skills Return Demonstrations (Face-to-face): Supervised practice and graded demonstration of skills by students are done in a nursing laboratory fully equipped with
needed nursing laboratory resources.
Hospital
I. Face-to-face Learning Sessions:
A. Students will be assigned in a COVID-free CHED-accredited hospital/health facility. Students will rotate in various COVID-free clinical areas to perform NCM 116
related activities supervised by a competent Clinical Instructor.
B. Simulated/virtual clinical activities in the RLE Skills Laboratory.
II. Distance Learning Sessions:
A. Synchronous and asynchronous online teaching-learning sessions utilizing various online platforms
Independent Study: Use of learner’s time spent outside of the classroom/laboratory/clinical area for self-directed learning using available resources (actual and online
Resources) equivalent to at least 40-61 hours (20-30%) of the total hours credited for the course.
Resources:
Course Syllabus Downloaded videos Supplemental materials, journals and pamphlets
Course Outline Podcasts Case studies
Lesson Log Electronic/Digital docs & spreadsheets
Laptop computer/Desktop Computer/Smartphone Online learning resources (Online books,
Wi-Fi Internet Connection websites, journals, research studies, publications)
Online learning platform/App Textbooks
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BDCN – NCM 116

Revised 2021
Digital/Mobile Apps Reference Books

Online Meeting/Video conference platform/Apps RLE procedure manual & RLE Clinical Manual
Slides in Power Point format Students’ Clinical Paraphernalia
Self-recorded videos Related machines & equipment for RLE laboratory and clinical activities
Course Requirements:
Concept Paper Exams and quizzes Essay
Group Dynamics w/ written output Online Research Active participation in live synchronous lectures
RLE procedure Return Demonstration Notebook (traditional or digital) Ward Class
Oral Exams Professional nursing portfolio Readings
Reflection papers Reporting w/ written output Simulation/Role Play
Reflective journals Self-recorded videos and/or podcasts Written Output of all the teaching-learning activities
Bedside Clinic Case study/analysis Comparative Study/Analysis
NCP Conference PAR Presentation
Grading System:
I. LECTURE GRADE (60 %)

1. Total Class Standing Grade = 80%
a. Concept/Term Examination = 40 %
b. Daily Class Standing/Quizzes = 60 %
i. Paper & pen examination – 40% 100 %
ii. Activities, Requirements, Projects - 60%
(individual- 70%; group–30%) 100%
2. Comprehensive Examination = 20%
100%
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BDCN – NCM 116

Revised 2021
II. RELATED LEARNING EXPERIENCE (RLE) GRADE (40 %)

1. Total RLE Clinical Grade = 60%
a. Clinical Grade = 70 %
b. Comprehensive Examination = 20 %
c. PAR Presentation = 10%
100 %
2. Total RLE Skills Laboratory Grade = 40%
a. RLE Skills Procedure Grade - 60% 100%
b. Comprehensive Exam - 40%
(Written-60%, Moving-40%) 100%
References:
Textbooks:
Adion, Diana R., RN, MSN, Erlinda C. Dizon, RN, MSN. (2009). Manual and Checklists on Health Care Procedures. 1st ed. Educational Publishing House 526-528 United Nations
Avenue Ermita, Manila
Black, Joyce M. and Jane H. Hawks. (2005). Medical-Surgical Nursing (Clinical Management for Positive Outcomes). vol. 1&2. Elesevier Inc. Singapore 239519
Delaune, Sue C., Patricia K. Ladner. (2006). Fundamentals of Nursing Standards and Practice. 3rd Ed. Thompson Learning Asia, Singapore 068808
De Belen, Rustico T., Donna Vivian V. de Belen. (2008). A Praxis in Community Health Nursing. C & E Publishing House, Inc 1672Quezon Avenue, South Triangle, Quezon City
Hockenberry, Marilyn J. (2005). Wong’s Essentials of Pediatric Nursing. 7th Ed. Elsevier (Singapore) Pte Ltd. 3 Killiney Road #08-01 Winsland House I Singapore 239519
Kozier, Barbara ,et al. (2017). Fundamentals of Nursing: Concepts, Process, and Practice 12th Ed.
Pilliteri, Adelle (2014). Maternal and Child Health Nursing 7th Ed. Lippincott Williams & Wilkins 530 Wallnut Street, Philadelphia PA 19106
Smeltzer, Suzanne C., Brenda G. Bare, Janice L. Hinkle, Kerry H. Cheever (2018). Brunner & Suddarth’s Textbook of Medical-Surgical Nursing 14th Ed. Wolters Kluwer Health
/ Lippincott Williams & Wilkins 530 Wallnut Street, Philadelphia PA 19106
Longworth, David L. , Carpenter, Donna O. et.al. Handbook of Infectious Diseases, The Cleveland Clinic Foundation c Springhouse Corporation.
Phillips, Nancymarie F. (2004). Berry & Kohn’s Operating Room Technique. 10th Ed. Mosby Inc.
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Tel. No.(085)342-85-72; Fax No. (085)225-36-16
BDCN – NCM 116

Revised 2021
Straight A’s in Medical Surgical Nursing (A Review Series ), Lippincot William and Wilkins c 2004
Udan, Josie Quiambao, RN, MAN, MSN. (2017). Medical – Surgical Nursing Concepts and Applications. 3rd Ed APD Educational Publishing House Unit 2401 Prestige Tower, F.
Ortigas Jr. Road, Ortigas Center, Pasig City
Untalan, Aaron “CY” T., RN, (2005). Concepts and Guidelines in COPAR. 1st ed., Educational Publishing House 526-528 United Nations Avenue, Ermita, Manila
Journals:
Online journals
Websites:
www. wikipedia.org www.meds.cwru.edu https://www.facebook.com https://www.microsoft.com
www.quia.com www.sh.lsuhsc.edu https://ph.yahoo.com
www.nursingplanet.com https://google.com https://anchor.fm
www.medscape.com https://www.apowersoft.com https://www.youtube.com
www. medi-smart.com https://meet.google.com https://classroom.google.com
www. nursing.about.com https://zoom.us https://www.messenger.com
Date Revised : June 2021 Effectivity : January 2022
Prepared by : Jennifer H. Arana, RN, MN Reviewed & Revised by : Jennifer H. Arana, RN, MN
Dean, Department of Nursing Dean, Department of Nursing
Recommending Approval: Maria Katrina M. Estacio, MD Approved by : Therese M. Estacio, MD

Executive Administrative Officer President
42

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BUTUAN DOCTORS’ COLLEGE

J.C. AQUINO AVENUE, BUTUAN CITY

BDCN – NCM 116

BDCN – NCM 116

and applying research and evidence-based practice.

BDCN – NCM 116

BDCN – NCM 116

V. Principles and techniques of physica

BDCN – NCM 116

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BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

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BDCN – NCM 116

BDCN – NCM 116

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Ensure intra-agency, inter-agency,  RLE Clinical: (Blended Learning as

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

BDCN – NCM 116

Related Learning Experiences:

BDCN – NCM 116

Digital/Mobile Apps Reference Books

I. LECTURE GRADE (60 %)

BDCN – NCM 116

II. RELATED LEARNING EXPERIENCE (RLE) GRADE (40 %)

BDCN – NCM 116

Date Revised : June 2021 Effectivity : January 2022

Recommending Approval: Maria Katrina M. Estacio, MD Approved by : Therese M. Estacio, MD

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