LEARNING PLAN

Course Learning Content Teaching-Learning Activities

Outcome Assessment
Classroom T.A. Clinical T.A.

Given various classroom and actual community settings with minimal supervision, the Level III students shall:

CLO#1: recall the ❖ BSN core competencies Class Orientation 2 Learner’s feedback
different core hours
competencies of the ❖ CDU-CN Core Values
nursing curriculum and
the different qualities of ❖ Conceptual framework and Basic recall Pre-Entry Examination
a professional CDU-CN Course Instructional Design
nurse as it relates to
❖ Basic competencies for
Community Health
Nursing II: Care of Community Health Nursing 1
Population group and
community as client.

Concept 1: Concepts and Strategies: Community and Population Groups

Facilitator: Davis Don Mcleroy Gaviola, PhD.NSc, RN, SMRIN

Statement of Purpose: Introduce learners on the shifting yet encompassing practice from family-oriented community nursing practice to population-focused, community oriented
nursing care.

Mastery: 75% of the Post Quiz

REFERENCES
1. Famorca, Z., Neis, M., & McEwen, M. (2013). Nursing Care of the Community. Canada: Elsevier.
2. Stanhope , M., & Lancaster, J. (2012). Public Health Nursing: Population-Centered Care in the Community. USA: Elsivier.
3. Scutchfield, D., & Keck, W. (2009). Principles of Public Health Practice. Clifton Park, New York, USA: Delmar Cengage Learning.
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

3. Bravo, L., Roque, V. G., Brett, J., Dizon, R., & L'Azou, M. (2014). Epidemiology of Dengue in the Philippines (2000-2011): A Systematic Literature Review. PLOS
Neglected Tropical Diseses, 1-11.
4. Gaviola, D. G. (2019). A Case Study on Schistosomiasis in Region VIII, Philippines Imploring the Felt-Needs Philosophy of Caring through a Public Health
Approach. Mandaue, Cebu, VII.
5. Kron, M., Walker, E., Hernandez, L., Torres, E., & Libranda-Ramirez, B. (2000). Lymphatic Filariasis in the Philippines. Parasitology today.
6. Arambullo, III, P., Beran, G., & Escudero, S. (1972). Eradication of Rabies in the Philippines. HMSA Health Reports, 87-92.
7. Lopez, A., Aldaba, J., Roque, V., Tandoc, III, A., Sy, A., Espino, F., . . . Fox, K. (2015). Epidemiology of Japanese Encephalitis in the Philippines: A Systematic
Review. PLOS Neglected Tropical Diseases.
8. Bellew, B., Antonio, M., Limpin, M., Alzona, L., Trinidad, F., Dorotheo, U., . . . Alday, J. (2013). ADdressing the Tobacco Epidemic in the Philippines: Progress since
ratification of the WHO FCTC. Public Health Action.
9. Oberst, R., Schultz, G., Laughlin, L., Sy, N., Santos, M., & Casimiro, C. (1988). Epidemiological Study of Malaria in Palawan. Philippine Journal of Microbial
Infectious Diseases.
10. Jimeno, C., Kho, S., Matawaran, B., Duante, C., & Jasul, G. (2015). PRevalence of Diabetes Milletus and Pre Diabetes in the Philippines: A Sub-Study of the 7th
National Nutrition and Health Survey (2008). Philippine JOurnal od Internal Medicine.

CLO#2: review concepts
of a community as to its
definition, characteristics,
classification and
components
CLO#3: describe a
healthy community
CLO#4: explain the
factors that affect the
health of a community:
● Healthy Community
● Types of communities
● Characteristics of a Healthy
Community
● Components of a community
● Conditions in the community
affecting Health
● Characteristics of the
population
● Location of the community
● Social systems within the
community: Political;
Socio-economic; Heredity;
-Read books and literatures prior
to the start of the module
Book: Community Health
Nursing by McEwen, Neis &
Famorca 2013)
Journal/ Literatures: Journals
on public and community health
that are ISI and/or Scopus
Indexed (e.g. Elsevier, NCBI,
etc)
4 hrs -Learner feedback through
In-class participation
(discussion posting via blogs,
comments, etc)
-Table differentiation on
experiential learning from
population-focused approach in
the community exposure and
within the practiced-focused
setting on a specific need
delivered as class participation
- Group Dynamics Group
evaluation on a public health
program based on
epidemiologic literatures from
that covers the 1.Three

Course Learning Content
Outcome
CLO#5: discuss the Environment; Behavior;
effects of a healthy HCDS
community to
individuals, family, ● Community-Oriented
population groups, and Nursing Practice
the community at large
● Philosophy of Public health
and its community-oriented
approach
CLO#6: discuss
-“ What we, as a society,
community-oriented
do collectively to assure
Nursing Practice and
the conditions in which
differentiate it sub
components people can be health”
(IOM, 1988, p.1 as cited in
Williams, 2012)
● Population-Focused
CLO#7: review and recall
Practice vs.
the present healthcare
Practice-Focused care on
architecture of the
Individuals
Philippines
● Community-Oriented
perspective
● Review on the present public
CLO#8: explain the health agenda
Public health Foundation ● Healthcare structure of the
Pillars Philippines
● The Public Health
Foundations Pillars
A. 1. Assessment
CLO#9:Evaluate public 2. Policy Development
health programs based 3. Assurance
LEARNING PLAN
Teaching-Learning Activities
Classroom
*Pre-recorded facilitator’s
presentation and Face to
Face Discussion
*Pre-recorded facilitator’s
presentation and Face to
Face Discussion
- Review of the Philippine
public health programs
assigned per group
*Presentation of sample
Situation/Case Analysis that
will direct learners in grasping
the concepts of the discussion
Assessment
T.A. Clinical T.A.
foundation pillars: Assessment,
Policy Development,
Assurance; 2.Service delivery
concentration: Health
protection, Health promotion
and Disease Prevention;
3.Assessment and analysis;
4.Public health intervention
wheel; 5.Research and
evaluation .
(Distinguish within the
evaluation of public health
programs are the service
delivery concertation)
-Discussion Forum on a case
* performance evaluation
through quiz
* Group evaluation on a
public health program based
on epidemiologic literatures
from that covers the 1.Three
foundation pillars:
Assessment, Policy
Development, Assurance;
2.Service delivery
concentration: Health
protection, Health promotion
and Disease Prevention;
3.Assessment and analysis;
4.Public health intervention
wheel; 5.Research and
evaluation .

Course Learning Content
Outcome
on the Public Health B. Essential Services in Public
foundation pillars Health that Nurses Participate
under the Foundation Pillars
CLO#10: describe each
component of the 1. Assessment
foundation pillars a. Monitor the health status
to identify community health
problems
b. Diagnose and investigate
CLO#11: examine such health problems and hazards in
the community
programs for evaluation
and improvement o Community as
Client: Assessment
and Analysis
o Community
Assessment
- Population Needs
Assessment
1.3 . ONPRIME Model
2. Policy Development
a. Inform, educate and
empower people about health
issues.
b. Mobilize community
partnership to identify and
solve health problems
c. Develop policies and
plans that support individuals
and community health efforts.
3. Assurance
LEARNING PLAN
Teaching-Learning Activities
Classroom
*Pre-recorded facilitator’s
presentation and Face to
Face Discussion
*Presentation of sample
Situation/Case Analysis that
will direct learners in grasping
the concepts of the discussion
Assessment
T.A. Clinical T.A.
(Distinguish within the
evaluation of public health
programs are the service
delivery concertation)
-Output is submitted as
offline activity
-Discussion Forum on a case
* Performance evolution via
quiz
* Group evaluation on a
public health program based
on epidemiologic literatures
from that covers the 1.Three
foundation pillars:
Assessment, Policy
Development, Assurance;
2.Service delivery
concentration: Health
protection, Health promotion
and Disease Prevention;
3.Assessment and analysis;
4.Public health intervention
wheel; 5.Research and
evaluation .
(Distinguish within the
evaluation of public health
programs are the service
delivery concertation)
-Output is submitted as
offline activity

Course Learning Content
Outcome
a. Enforce laws and
regulations that protect health
and ensure safety
b. Link people to needed
personal health services and
ensure the provision of health
CLO#12: Explain the
care that is otherwise
service delivery
unavailable.
concentrations for
c. Ensure a competent
community health
public health and personal
practice
health care workforce
d. Evaluate effectiveness,
accessibility and quality of
personal and population-based
health services
CLO#13: Utilize the
public health process in * 4. Serving all functions
planning for care a. Research for new
insights and innovate solutions
to health problems
CLO#14 provide ● Evaluation in the context
assessment findings of Public health
based on the analysis of ● The Philippine Healthcare
situations on issues in
Delivery System
Philippine Public Health
● Overview of Community
Organizing
● Service Delivery
Concentration
● Health Protection
● Health Promotion
LEARNING PLAN
Teaching-Learning Activities
Classroom
- File presentation of the
Universal Healthcare
*Pre-recorded facilitator’s
presentation and Face to
Face Discussion
**Presentation of sample
Situation/Case Analysis that
will direct learners in grasping
the concepts of the discussion
*Pre-recorded facilitator’s
presentation
*Presentation of sample
Situation/Case Analysis that
will direct learners in grasping
the concepts of the discussion
Assessment
T.A. Clinical T.A.
* Performance evolution via
quiz
* Group evaluation on a
public health program based
on epidemiologic literatures
from that covers the 1.Three
foundation pillars:
Assessment, Policy
Development, Assurance;
2.Service delivery
concentration: Health
protection, Health promotion
and Disease Prevention;
3.Assessment and analysis;
4.Public health intervention
wheel; 5.Research and
evaluation .
(Distinguish within the
evaluation of public health
programs are the service
delivery concertation)
-Output is submitted as
offline activity
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

CLO#15: Utilize the ● Disease Prevention * Performance evolution via

Public Health quiz
Intervention wheel and
its strategies to
determine intervening
programs

CLO#16: Utilize research

in public health for
monitoring and
evaluation

CLO#17: Explain the

importance of
Community organizing
when practicing and
working with
communities
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

Concept 2: Socio-cultural Determinants of Community Health

Facilitator: Ms. Genevive Diputado, MAN, RN

Statement of Purpose: Introduce learners on the shifting yet encompassing practice from family-oriented community nursing practice to population-focused, community oriented
nursing care.

Mastery: 75% of the Post Quiz

REFERENCES
1. Famorca, Z., Neis, M., & McEwen, M. (2013). Nursing Care of the Community. Canada: Elsevier.
2. Stanhope , M., & Lancaster, J. (2012). Public Health Nursing: Population-Centered Care in the Community. USA: Elsivier.
3. Scutchfield, D., & Keck, W. (2009). Principles of Public Health Practice. Clifton Park, New York, USA: Delmar Cengage Learning.

CLO#2: review concepts
of a community as to its
definition, characteristics,
classification and
components
CLO#3: describe a
healthy community
● The Epidemiologic Shifts
● 1st Epidemiologic Shift
● 2nd Epidemiologic Shift
● 3rd Epidemiologic Shift
● Determinants of Health and
Disease
-Read books and literatures prior
to the start of the module
Book: Community Health
Nursing by McEwen, Neis &
Famorca 2013)
6 hrs -Learner feedback through
In-class participation
- Group Dynamics
-Individual Worksheet
-30 Item Post Quiz

Course Learning
Outcome
CLO#4: explain the
factors that affect the
health of a community:
CLO#5: discuss the
effects of a healthy
community to
individuals, family,
population groups, and
the community at large
CLO#6: discuss
community-oriented
Nursing Practice and
differentiate it sub
components applying the
socio-cultural
determinants within the
Filipino population group
CLO#8: explain the
Public health Foundation
Pillars, specifically on the
levels of prevention
LEARNING PLAN
Content Teaching-Learning Activities
Assessment
Classroom T.A. Clinical T.A.
o Income and Social Journal/ Literatures: Journals
status on public and community health
o Education that are ISI and/or Scopus
o Physical Indexed (e.g. Elsevier, NCBI, etc)
Environment
o Employment and
working conditions *Pre-recorded facilitator’s
o Social support presentation and Face to
networks Face Discussion
o Culture
o Genetics
o Personal Behavior
and coping skills *Presentation of sample
o Health Services Situation/Case Analysis that
o Gender will direct learners in grasping
● Focus of Public Health in the concepts of the discussion
relation to the Filipino
Population Group
o Preventing Disease
o Prolonging Life
o Promoting health
and efficiency
o Health Protection
● Health Promotion and Levels
of Prevention
o Primary Prevention
o Secondary
Prevention
o Tertiary Prevention
● Levels of Prevention
According to the clientele
o Individual
o Family
o Group or Aggregate

Course Learning Content
Outcome
CLO#9:Evaluate public o Community and
health programs based
on the Public Health
foundation pillars
CLO#10: describe each
component of the
foundation pillars
CLO#11: examine such
programs for evaluation
and improvement
LEARNING PLAN
Teaching-Learning Activities
Assessment
Classroom T.A. Clinical T.A.
Population
*Pre-recorded facilitator’s
presentation and Face to
Face Discussion
*Presentation of sample
Situation/Case Analysis that
will direct learners in grasping
the concepts of the discussion
- File presentation of the
Universal Healthcare
*Pre-recorded facilitator’s
presentation and Face to
Face Discussion
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

**Presentation of sample
Situation/Case Analysis that
will direct learners in grasping
the concepts of the discussion

CLO#12: Explain the

service delivery
concentrations for
community health
practice
*Pre-recorded facilitator’s
presentation

CLO#13: Utilize the
public health process in
planning for care
*Presentation of sample
Situation/Case Analysis that
will direct learners in grasping
the concepts of the discussion

CLO#14 provide
assessment findings
based on the analysis of
situations on issues in
Philippine Public Health
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

CLO#15: Utilize the

Public Health
Intervention wheel and
its strategies to
determine intervening
programs

CLO#16: Utilize research

in public health for
monitoring and
evaluation

CLO#17: Explain the

importance of
Community organizing
when practicing and
working with
communities
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

Concept 3: Vital Health Statistics and Epidemiology

Facilitator: Ms. Suet Rose Carrillo, MBA, RN

Statement of Purpose: Discuss with learners the different concepts, relevance and applications of vital statistics and epidemiology in the community healthcare setting

Pre-Entry Competence: 30 Post Quiz

Mastery: 75% of Post Quiz

References:

1. Famorca, Z., Neis, M., & McEwen, M. (2013). Nursing Care of the Community. Canada: Elsevier.
2. National League of Philippine Government Nurses, Inc. (2007). Public Health Nursing in the Philippines. (10th Edition). Philippines: NLPGN, Inc.
3. Nies, M. & McEwen, M. (2018). Community/Public Health Nursing: Promoting the Health Populations. (7th Edition). Canada: Elsevier
4. Clark, M. (2014). Population and Community Health Nursing. (6th Edition). USA: Pearson.
5. Scutchfield, D., & Keck, W. (2009). Principles of Public Health Practice. Clifton Park, New York, USA: Delmar Cengage Learning.
6. Stanhope , M., & Lancaster, J. (2012). Public Health Nursing: Population-Centered Care in the Community. USA: Elsevier.
7. Pan American Health Organization. (2001). Health Indicators: Building Blocks for Health Situation Analysis. Epidemiological Bulletin, 22(4), 1-4.
https://www.who.int/management/district/assessment/HealthIndicatorsBuildingBlocksHealthSituationAnalysis.pdf
8. Philippine Statistics Authority. (n.d.). Vital Statistics Primer. Retrieved July 31, 2021 from http://rsso09.psa.gov.ph/sites/default/files/Primer%20on%20Vital%20Statistics.pdf
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

Facilitator’s lecture 6 hours Learners’ feedback and

CLO#20: define vital Vital Health Statistics participation during class
health statistics. · Definition of Vital discussions
Statistics
CLO#21: explain the
importance of Vital · Importance of Vital Health
Health Statistics Statistics

CLO#22: enumerate the

different sources of
Statistical Data · Sources of Statistical data for
calculation of health indicators

CLO#23: classify and

examine the types of
health indicators. Health Indicators
CLO#24: enumerate
important considerations
in the analysis and
interpretation of health
indicators
Presentation of actual case
scenarios in the Philippine
· Morbidity Indicators
setting in relation to the topic
· Mortality Indicators
· Population indicators
· Indicators for the
provision of health care
· Risk reduction indicators
· Social and economic
indicators
· Environmental indicators
· Disability indicators
· Health policy indicators
Post-lecture interactive quiz
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

· Considerations in the analysis

and interpretation of health
indicators

CLO#25: compute for

different statistical Learners’ feedback and
indicators. participation during class
Facilitator’s lecture
discussions
CLO#26: research for
Presentation of actual case
the current vital
scenarios in the Philippine
statistical health Vital Statistical Indicators Article review and reaction
setting in relation to the topic
indicators of the paper on Covid 19 pandemic
Philippines · Fertility rates (See Worksheet #2)
- Crude birth rate
- General fertility rate
Group activity: Creative
· Mortality rates Infograph making on leading
- Crude death rate causes of death based on the
- Specific mortality rate Phil. Statistics Authority (See
- Cause-of-death rate Group Dynamics #2)
- Fetal death rate
- Neonatal mortality rate
Post-lecture interactive quiz
- Infant mortality rate
- Maternal mortality rate
- Proportionate mortality
rate
Learners’ feedback and
- Swaroop’s index
participation during class
- Case fatality rate
discussions

Course Learning
Outcome
CLO#27: define
epidemiology and
explain the components
of its definition
v Epidemiology
CLO#28: explain the
practical applications of
epidemiology
· Practical Applications of
CLO#29: discuss the
role of public health
surveillance in disease
prevention
LEARNING PLAN
Content Teaching-Learning Activities
Assessment
Classroom T.A. Clinical T.A.
· Morbidity rates
- Incidence rate
- Prevalence rate
- Attack rate
Facilitator’s lecture
- Case-fatality ratio
Presentation of actual case
scenarios in the Philippine Learners’ feedback and
participation during class
setting in relation to the topic
· Study discussions
· Distribution
· Determinants
· Health-related states or
events
· Specified populations
· Application to prevention
and control
Facilitator’s lecture
Presentation of actual case
Epidemiology scenarios in relation to the topic
- Assessment of the health
status of the community or
community diagnosis
- Elucidation of the natural
history of disease
- Determination of disease
causation
- Prevention and control of
disease
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

CLO#30: describe - Monitoring and evaluation of

models of disease health interventions
causation - Provision of evidence for
policy formulation

CLO#31: compare the · Public Health Surveillance in

patterns of disease Disease Prevention: Passive
occurrence and and Active surveillance
distribution.

CLO#32: enumerate and

· Models of disease causation:
describe steps of
Epidemiologic triangle model;
epidemiological
Wheel model of disease
investigation Learners’ feedback and
causation
participation during class
· Patterns of disease occurrence discussions
and distribution: Sporadic;
Endemic; Epidemic; Pandemic

CLO#33: analyze the Post-lecture interactive quiz

standard operating · Outline of Plan for
procedure during a Epidemiological Investigation:
disease outbreak Establish fact of presence of
epidemic; Establish time and Facilitator’s lecture
Evaluation of Group
CLO#34: examine the space relationship of the
Dynamics and Individual
role of monitoring and disease; Relations to Presentation of actual case
evaluation in health
Worksheets
characteristics of the group of scenarios in the Philippine
interventions community; Correlation of all setting
data obtained
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

CLO#35: exemplify the

role and function of a · Basic Steps in an Outbreak
Nurse in Epidemiology. Investigation

· Monitoring and evaluation of

health interventions

- Monitoring
- Evaluation

· Function of the Epidemiology

Nurse

· Specific Role During

Epidemiological Investigations
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

1. Community Health: Facilitator:

Concepts and Strategies Ms. Suet Rose Carrillo, MBA,
CLO#36: Utilize
2. Vital Health Statistics and RN
learned knowledge,
Epidemiology
positive attitude and
appropriate skills in
providing caring care
given various
analytical situations.
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

Module 4: The Public Health Intervention Wheel

Facilitator: Ms. Geniza Fatima V. Lipura, MSN, RN

Statement of Purpose: Introduce learners on the shifting yet encompassing practice from family-oriented community nursing practice to population-focused, community oriented
nursing care.

Mastery: 75% of the Post Quiz

REFERENCES
1. Famorca, Z., Neis, M., & McEwen, M. (2013). Nursing Care of the Community. Canada: Elsevier.
2. Stanhope , M., & Lancaster, J. (2012). Public Health Nursing: Population-Centered Care in the Community. USA: Elsivier.
3. Scutchfield, D., & Keck, W. (2009). Principles of Public Health Practice. Clifton Park, New York, USA: Delmar Cengage Learning.

CLO#2: review concepts
of a community in terms
of its interventions
CLO#3: discuss the
different interventions
CLO#4: explain the
factors that affect the
health of a community:
CLO#5: discuss the
effects of a healthy
community to
● The Intervention Wheel: -Pre-Recorded Lectures and 6 hrs --Learner feedback through
Assumptions In-class participation
o Assumption 1: Defining Face-to-Face Discussions
Public Health Nursing - Group Dynamics
Practice -Groups Dynamics Activity:
o Assumption 2: Public Health -Individual Worksheet
Nursing Practice Focuses on
-Class Participation
Populations -30 Item Post Quiz
o Assumption 3: Public Health
-30 item Post Quiz
Nursing Practice Considers
the Determinants of Health
o Assumption 4: Public Health
Nursing Practice Is Guided
o by Priorities Identified
Through an Assessment of
Community Health
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

individuals, family, o Assumption 5: Public Health

population groups, and Nursing Practice
the community at large Emphasizes Prevention
o Assumption 6: Public Health
Nurses Intervene at All
CLO#6: discuss the Levels of Practice
different interventions o Assumption 7: Public Health
according to its Nursing Practice Uses the
corresponding wedges Nursing Process at All
Levels of Practice
o Assumption 8: Public Health
Nursing Practice Uses a
Common Set of
Interventions Regardless of
Practice Setting
o Assumption 9: Public Health
CLO#8: apply the Nursing Practice Contributes
interventions in different to the Achievement of the 10
public health settings Essential Services
o Assumption 10: Public
Health Nursing Practice Is
Grounded in a Set of Values
and Beliefs
● Utilizing the Intervention
CLO#9:Evaluate public Wheel in Public Health
health programs based Nursing Practice and its
on the Public Health Components
interventions o Component 1: The Model Is
Population Based
o Component 2: The Model
Encompasses Three Levels
of
o Practice Component 3: The
Model Identifies and Defines
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

17 Public Health
Interventions
● Applying the Nursing
Process in Public Health
Nursing Practice
A. Applying the Process at
the Individual/Family Level
1. Community Assessment
2. Public Health Nursing
Process: Assessment of a
Family
3. Public Health Nursing
Process: Diagnosis
4. Public Health Nursing
Process: Planning (Including
Selection of Interventions)
5. Public Health Nursing
Process: Implementation
6. Public Health Nursing
Process: Evaluation
B. Applying the Public Health
Nursing Process at the
CLO#12: apply the Community Level of Practice
public health nursing Scenario
process to the different 1. Community Assessment
levels of clientelle (Public Health Nursing
Process: Assessment)
2. Community Diagnosis
(Public Health Nursing
Process: Diagnosis)
3. Community Action Plan
(Public Health Nursing
CLO#13: Utilize the Process: Planning, Including
public health process in Selection of Interventions)
planning for care 4. Community
Implementation Plan (Public
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

Health Nursing Process:

Implementation)
CLO#14 provide 5. Community Evaluation
assessment findings (Public Health Nursing
based on the analysis of Process: Evaluation)
situations on issues in C. Applying the Public Health
Philippine Public Health Nursing Process to a Systems
Level of Practice Scenario
1. Public Health Nursing
Process: Assessment
2. Public Health Nursing
Process: Diagnosis
3. Public Health Nursing
Process: Planning (Including
Selection of Interventions)
CLO#15: Utilize the 4. Public Health Nursing
Public Health Process: Implementation
Intervention wheel and 5. Public Health Nursing
its strategies to Process: Evaluation
determine intervening
programs

CLO#16: Utilize research

in public health for
monitoring and
evaluation

CLO#17: Explain the

importance of
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

Community organizing
when practicing and
working with
communities
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

Module 4: Policy Development and Enforcement

Facilitator: Ms. Suet Rose Carillo, MSN, MBA, RN

Statement of Purpose:

Mastery: 75% of the Post Quiz

REFERENCES
1. Famorca, Z., Neis, M., & McEwen, M. (2013). Nursing Care of the Community. Canada: Elsevier.
2. Stanhope , M., & Lancaster, J. (2012). Public Health Nursing: Population-Centered Care in the Community. USA: Elsivier.
3. Scutchfield, D., & Keck, W. (2009). Principles of Public Health Practice. Clifton Park, New York, USA: Delmar Cengage Learning.

CLO#2: review concepts 1. Concept of Policy -Pre-Recorded Lectures with 4 hrs -Learner feedback
on the role of law and Development process in public Limited Face-to-Face through In-class
policy development health enhancement participation

CLO#3: discuss the 2. Application of policy -Groups Dynamics Activity: - Group Dynamics
policy development development and in the public
process health activities -Individual Worksheet
-Class Participation
A. Health Promotion
CLO#4: explain the B. Health Protection
-30 item Post Quiz -30 Item Post Quiz
factors that affect the C. Disease Prevention
development and
enforcement of policies: 3. Policy Forumation Process

4. Policy Enforcement,
Monitoring and Evaluation
CLO#5: discuss the
effects of policies to
individuals, family,
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
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population groups, and 5. Philippine Public Health

the community at large policy, legal systems and the
and in the aspect of economy
health
6. Roles and functions of Nurses
in the policy development and
enforcement.

CLO#8: apply policies in

different public health
settings

CLO#9:Evaluate public
health policies and
enforcement strategies
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Course Learning Content Teaching-Learning Activities
Outcome Assessment
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CLO#12: apply the

public health nursing
process to the different
levels of clientelles in the
policy development
process

CLO#13: Utilize the

public health process in
developing polices

CLO#14 provide
assessment findings
based on the analysis of
situations on issues in
Philippine Public Health
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CLO#15: Utilize policies

in determining the
direction of
population-based
programs

CLO#16: Utilize research

in public health for
monitoring, evaluation
and policy development
and evaluation process
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Concept 6: Working with Groups Towards Community Development

Facilitator: Davis Don Mcleroy Gaviola, PhD.NSc, RN, SMRIN

Statement of Purpose: This module focuses on the utilization of community-oriented strategies on development that enables the learner to gain knowledge,
practice and apply the strategies of administration. The learner is expected to design programs and health strategies that are specific to the needs of the
population.

Pre-Entry Competence:

Mastery: 75% Master of the concept

References:
1. Bhattacharya, D. (2013). Public Health Policy: Issues, Theories, and Advocacy 1st ed. United States of America. John Wiley & Sons, Inc.
2. Center for Disease Control (2010). Community Health Assessment and Group Evaluation. Atlanta, Georgia
3. Partners of Community Organizations and Asia Indigenous Peoples Pact (2012). Community Organizing Training Manual. Thailand. Indigenous Learning Institute for Community
Empowerment
4. Stanhope , M., & Lancaster, J. (2012). Public Health Nursing: Population-Centered Care in the Community. USA: Elsivier.
5. Scutchfield, D., & Keck, W. (2009). Principles of Public Health Practice. Clifton Park, New York, USA: Delmar Cengage Learning.

Course Learning
Outcome
CLO#37: describe a
community health worker
CLO#38: describe the
caring behavior, qualities,
values, roles and
activities of a Community
Health Nurse.
CLO#39: examine the
different categorizations
of clientele groups in the
Philippine setting
CLO#40: exemplify the
role of a nurse as health
educator in
community-oriented
nursing practice.
LEARNING PLAN
Content Teaching-Learning Activities
Assessment
Classroom T.A. Clinical T.A.
v Community Health Worker - Review on learned concepts from 6 · Randomized
CHN 1 and previous concepts hours Learner feedback
through recall,
v Caring Behavior in Health Care forum discussion
Professionals on blogs
· Positive Qualities, Values,
Roles, and activities of a
Community Health Nurse
- Personal Attributes
- Professional Competencies
- Role of the Community
Health Nurse in the
National and Global Health
Care delivery system
· Clientele Groups *Pre-recorded facilitator’s
- Population presentation
- Sub-Population
-Community
-Family
-Individual
· Picture mapping
· Nursing Care of the and storytelling of
Filipino Family and input
Community: Filipino Through learner
·
Culture; Filipino Customs feedback (forum
and Tradition; Filipino discussion on
Values, Traits, and Beliefs blogs)
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Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.

CLO#41: identify traits · Performance

and qualities of an evaluation via
effective health educator · Nature of Learning quiz
· The Educational Process
CLO#42: utilize the -identification of educational *Pre-recorded facilitator’s
education and learning needs presentation
process within the -establishing educational goals
community and its and objectives (-Break-out room sessions in the
clienteles -Selection of appropriate development of health education
educational methods programs)
CLO#43: develop a -skills of the effective Educator
health education -Developing Effective Health
program for the education programs
population · The Educational Product
-Evaluation of health behavioral · Submission of a
changes health education
-Short and long-term evaluations plan output as
Individual
worksheet

· The ecological approach

to community health
promotion *Pre-recorded facilitator’s
-Health promotion and social presentation
CLO#44: explain the
marketing
importance promoting
-The social determinants of * Community health
healthy communities in
health -Evaluation of health education planning:
Multi-level Participatory
-The integrative Model for program employing promotion and -CO Process
Strategies
community health promotion marketing strategies -Priority Action Plan for
identified needs
v Community Organizing (CO)
-Program Strategies:
a. VMGO
· Definition Development
 LEARNING PLAN
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CLO#45: Utilize the · Basic values in community b. Health promotion

community organizing organizing -Utilization of evidenced-based and social marketing
strategies in population cases on CO as examples for strategies
health approaches · Core principles in evaluation c. Health
community organizing: administration (Policy
People-centered; Development)
Participative; Democratic; d. Quality
Developmental; Management strategies
Process-oriented
*Performance
evaluation via quiz
· Basic qualities of a
community organizer

· Goals of community
organizing
- People’s empowerment
- Building relatively
permanent structures
and people’s
organizations
- Improved quality of
life

· Phases of Community *Pre-recorded facilitator’s

Organizing: Pre-Entry; presentation
Entry into the Community;
Action Phase; Exit and
Expansion Phase -Utilization of
evidenced-based cases on CO * Community health
· Pre-Entry Phase as examples for evaluation planning:
-CO Process
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
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Classroom T.A. Clinical T.A.

- Goals of the community -Priority Action Plan for

organizing identified needs
- Criteria or guidelines for -Program Strategies:
site selection a. VMGO
- Skills in community Development
organizing b. Health promotion
- Identification of possible and social marketing
barriers, threats, strategies
strengths, and c. Health
opportunities administration( Policy
- data necessary for Development)
community care d. Quality
- data gathering methods Management strategies
- data gathering tools
- identifications of *Performance
needs/problems used in evaluation via quiz
community assessment

· Entry Phase

- Considerations in the entry

phase
- Community integration and
integration styles
- Social analysis
- Identifying potential
leaders
- Core group formation
- Community organization
*Pre-recorded facilitator’s * Community health
presentation planning:
· Action Phase (Mobilization -CO Process
Phase)
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-Utilization of -Priority Action Plan for

- Determining the pace and
scope of project
implementation
- The process is as
important as the output
- Regular monitoring and
continuing community
formation program
- Evaluation
· Exit and Expansion Phase
- Attainment of the set goals
of the community
organizing efforts
- Demonstration of the
capacity of the people’s
organization to lead the
community in dealing with
common problems
- People empowerment
evidenced-based cases on CO identified needs
as examples for evaluation -Program Strategies:
a. VMGO
Development
b. Health promotion
and social marketing
strategies
c. Health
administration (Policy
Development)
d. Quality
Management strategies
*Performance
evaluation via quiz

v Community Organizing
Participatory Action
Research

· Definition
· Community development
approach
· Strategies for effective
implementation
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Course Learning Content Teaching-Learning Activities
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· Participatory Action *Pre-recorded facilitator’s * Community health

Research and Traditional planning:
presentation
Research: A comparison -CO Process
CLO#46: Utilize the · Participatory -Priority Action Plan for
Community organizing data-gathering methods identified needs
approaches in in health · The Role of the Nurse in -Utilization of -Program Strategies:
administration for the COPAR evidenced-based cases on CO a. VMGO
population as examples for evaluation Development
· Health Administration for b. Health promotion
the Population and social marketing
CLO#47: Distinguish the -Health and Development strategies
importance of Program -Health Economics c. Health
and Quality Management -Health Policy administration (Policy
on health programs for -Health Leadership and Development)
the population Governance d. Quality
Management strategies
· Planning Process
-Program planning methods *Performance
-VMGO Development evaluation via quiz
-Planning approach to
CLO#48: define risk in community health (PATCH)
relation to health and -Basic program planning model *Pre-recorded facilitator’s
illness using a population-level example presentation

· Quality Management
-Approaches to quality
improvement
-Total quality management
CLO#49: describe the (TQM) and Continuous quality
relationship of risk to improvement (CQI)
health and health *Pre-recorded facilitator’s
promotion activities presentation
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· The CQI Model Program

-Structure
-Process
-Outcome * Community health
-Evaluation and Interpretation planning:
-CO Process
-Priority Action Plan for
identified needs
-Program Strategies:
a. VMGO
Development
b. Health promotion
and social marketing
strategies
c. Health
administration (Policy
Development)
d. Quality
Management strategies

*Performance
evaluation via quiz
 LEARNING PLAN
Course Learning Content Teaching-Learning Activities
Outcome Assessment
Classroom T.A. Clinical T.A.