COLLEGE OF HEALTH SCIENCES

Continuity of Learning and

COVID-19 Response Plan
DR. YANGA’S COLLEGES, INC.

COLLEGE OF HEALTH SCIENCES

BS NURSING PROGRAM
PACUCOA LEVEL III

CONTINUITY OF LEARNING AND COVID-19 RESPONSE PLAN

Academic Year 2020 – 2021

I. RATIONALE

As the COVID-19 situation unfolds, schools are taking precautions to protect their students
and the broader public – but this doesn’t mean a stop to learning for students or teachers. As
the pandemic runs its course, the Philippine government is implementing measures that limit
the number of people congregating in public places. Such measures have disrupted the
normal functioning of schools and universities. Because the duration of such measures has
been extensive – and is likely to continue for a certain time until a vaccine becomes available
– Dr. Yanga’s Colleges, Inc. (DYCI) has put in place alternative methods for students and
teachers to continue with their lessons when attending school is not possible and are working
on methods that will make DYCI fit for working in a safe environment.

For DYCI, the COVID-19 Pandemic is a quintessential adaptive and transformative challenge,
one for which there is no pre-configured manual that can guide appropriate responses. But if
the current crisis teaches us anything, it is that there is a need to plan for sustainable, quality,
flexible learning options.

When we think about flexible learning, we inevitably think about technology. The current
circumstances will no doubt highlight nationwide issues of access and equity to technology;
bandwidth (Taylor, 2020) and the skillset of educators (Fernández & Fernández, 2016),
(Roulston et al., 2019) and their students to use technology for learning (Ford, 2015).
In DYCI, we are committed to supporting all of our students and parents as we transition to
remote learning. Our goal is to move learning forward in a thoughtful way and support
families with tips, tutorials, and technical support.

We are missing the normalcy of school and seeing our staff and students connecting on a
regular basis. However, we must get through this health concern and ensure that we protect
everyone in our community. It will require patience and flexibility on everyone’s part as we
embark on this unprecedented journey for nursing students who will soon be one of the
capable healthcare professionals on the frontline.
II. REGULATORY BASES:
CHED COVID-19 ADVISORY NO. 6, 13 APRIL 2020

o HEIs shall continue to exercise their judgment in the

deployment of available flexible learning and other
alternative modes of delivery in lieu of in-campus
learning if they have the resources to do so. The exercise of
discretion by the HEIs and their faculty must be reasonable,
transparent and outcomes-based validated.
o HEIs are authorized to determine how to best meet the
contact hour requirements for the completion of a subject or degree program.
HEIs may undertake alternative assessments and remediations and consider
student assessment and computation of grades to be based on current student
records and school academic policies.
o The learning delivery mode during the extended ECQ will depend on the available
resources of the HEI and students. Students who lack connectivity during the ECQ
period shall be allowed to complete their curricular requirements after the ECQ.
For degree programs that require internship and clinical duties, such as medicine,
NURSING, and allied health programs:

o HEIs shall be given the flexibility to extend classes/clinical duties and prepare a
catch-up plan for their students for a maximum of one (1) month after the lifting of
the ECQ. The duration of extension classes/clinical duties will be dependent on the
alternative modes of learning instituted by the HEIs during the ECQ.
o Appropriate alternative learning platforms may be utilized by HEIs (e.g., electronic
and non-electronic learning methods, modules, self-directed learning activities,
simulations, case-based scenarios, among others) in exchange for the required
contact hours to achieve the course outcomes/program outcomes including
evaluation and assessment based on the HEI’s assessment of its instructional
capabilities;
o HEIs are allowed flexibility in modifying or reducing program requirements (e.g.
number of: clinical/surgical procedures assisted/done, reports submitted, bedside
procedures assisted/done, among others) in order to meet the requirements for
graduation/promotion during this interim period. HEIs may use the extension of
classes or summer/midterm to comply with requirements of laws covering specific
professions (such as R.A. 7392 or the Philippine Midwifery Act of 1992);

o HEIs shall coordinate with the various health facilities where students are currently
deployed and coordinate plans regarding the flexible curricular modification
arrangements being advanced to facilitate issuance of necessary certificates of
completion;
o The exercise of maximum consideration and leniency shall be accorded to
students/clinical rotators in the conduct of make-up classes/clinical duties and
modification of curricular requirements without compromising the attainment of
learning outcomes.
III. Framework for flexible and alternative learning:

Adopting a framework for alternative learning is important to

ensure that all important elements in implementing flexible and
alternative learning are considered, made stronger, robust and
reduce problems right at the beginning of its implementation. It
also ensures that the complete teaching-learning process is
achieved. One appropriate framework is the ASSURE Model

Analyze the learners: This stage stresses on the

importance of understanding the learners before designing the
learning strategy. Learners’ skills, prior knowledge, year level,
learning focus, as well as, their internet connectivity and available
learning resources must be taken into consideration.

Statement of the learning outcomes: The learning outcomes must be based on

the specific course syllabus, must develop higher order thinking skills
(HOTS) of the learners and, restated to be appropriate for flexible
alternative learning.
Selection of media, material and methods: Relevant media and content materials
such as faculty-prepared handouts, powerpoint slides, cases for analysis,
problems to be solved, worksheets to be accomplished, as well as,
weblinks/copies of journal articles, video clips, eBooks or other important
references may be selected for effective learning outcomes.

Utilize technology, media & materials-This step includes planning as to how

the teacher will deliver (distance learning, blended learning with
distance learning and face-to-face learning) and utilize the technology,
media, and materials that the teacher has selected.
Require learners’ participation: It requires the planning on how to engage the
learners in the material that is being taught (e.g. answer guide questions
or flowsheets posted by the faculty, problem solving, case analysis,
concept mapping, reaction paper, reflective journaling, nursing care
planning, skills demonstration, simulations. etc)
Evaluate: In this step, the teacher evaluate the impact of your teaching on student
learning.

Evaluation of student learning:

1. Assess performance -test students’ knowledge with established criteria.
Ensure that the learners should be well aware of this assessment criteria
2. Provide feedback -reinforce knowledge with timely feedback
(informative, remedial, corrective, etc.)
3. Enhance retention and transfer of learning-choose content retention
strategies to ensure that there is proper knowledge retention and make
the learners apply it in the real working environment.
 Evaluation of the method of instruction guided by
the following questions:
1. Can this alternative learning modality be improved?
How? How are you going to assess the weaknesses in
your presentation?
2. Was your choice of media and materials a good one?
How will you assess the effectiveness of these tools?
3. Is it possible that other technologies, media, and
materials would have done a better job?

IV. FLEXIBLE ALTERNATIVE LEARNING

A. Alternative learning delivery modes

1. Before deciding on the mode of delivery of alternative learning activities, a survey of the
students’ internet connectivity and access to a computer/ laptop/tablet/cellphone will be
done to know what will be the appropriate learning approach. The survey will be conducted
through Google Form. The results will be used as guide whether to deliver distance learning
offline and/or online. Distance learning is the appropriate delivery mode during the COVID-
19 quarantine period to ensure continuity of learning.

Category Category 1 Category 2 Category 3

of (No capacity and internet
Students connectivity)
Approaches Offline activities:
Learning resources are handed
personally or mailed to students
through print or saved in a USB.
For students who can only be
accessed through text
messages, the faculty will
download and use apps that
allow free texting online such as
chikka.com, mightytext.net,
magtext.com, etc. to give
instructions, reminders, follow-
ups and feedback on student
performance
The students can submit their
requirements/learning outputs
by mail, or personally handed
when it is safe to report at
school.
(Limited capacity and/or
weak/intermittent
connectivity)
Combination of offline and
asynchronous online activities.
Asynchronous activities are employed
where the learning resources will be
sent online and the students can
access the learning resources and
submit requirements online at their
own time when their internet
connection is working. Learning
materials can be sent to the students
through email, any accessible social
media ( e.g. messenger, twitter, viber,
FB using free FB data, youtube)
or any learning management
system (e.g. Schoology) .
(with full capacity and
strong connectivity)
Online activities, both
asynchronous and
synchronous. Synchronous
online activities are done
where students are required to
participate in a chat room time,
scheduled
meetings/discussions/
streamed presentations online
( e.g.video conferencing using
available programs such as
Zoom, Hangouts, Messenger);
virtual classroom
2. DYCI – College of Health Sciences will be utilizing distance learning
education approaches and relevant learning management system
platforms that are accessible to all their students.

3. The use of a Learning Management System (LMS) such as Schoology

will provide a comprehensive and centralized program for sharing
learning materials, interactive communication between the faculty and
students, and assessment of learning. As agreed last semester, DYCI
will be using Schoology, an institution-based LMS (including PrepU
and Connect which are nursing-specific LMS) that are restricted only
to DYCI faculty and enrolled students. All students enrolled in the different courses will be
automatically registered in the LMS and can gain access to all instructional materials and
interactive learning.

4. For students who do not have computers or laptops at home, they may download the free
WPS Office app in their cellphones to be able to answer posted learning activities, create or
edit documents for submission.

5. Synchronous online activities/discussions will be done provided that the teacher will
record his/her lecture and upload this through Youtube where it can be download by students
and be able to access it even offline. If this is not possible, asynchronous online modality is
appropriate and it encourages self-directed learning in consideration of the varied learning
circumstances of the students at home.

6. As regards nursing students Related Learning Experience (RLE), the following

alternative learning activities will be done:

6.1. Skills Laboratory and Clinical Experience (2nd Semester A.Y. 2019-2020)

For the last semester (A.Y. 2019-2020), the semester will be extended for 1 month as a
catch-up plan. Catch-up plan for distance learning (offline and/or online) for additional
concept learning and practice of nursing skills using resources that are available at
home. Students will be given their Clinical Checklist required for their respective year
lever and asked to obtain pictures that reflect each item or step in each of nursing skill
in the checklist. This will continue on the first semester unless the health situation
improves and permits physical meeting in the laboratory.

IMPORTANT NOTE: Reinforcement/grading of the nursing skills will still be done in

the other professional nursing courses/subjects in the SUCCEEDING SEMESTERS,
through make-up classes to be scheduled during the first semester , or through a
Curriculum Enhancement Program which is an audit class that bridges the knowledge
and skills which may not have been sufficiently covered during the quarantine period.
7. In preparation for the ‘new normal’ transition period for the
First Semester A.Y. 2020-2021 and in consideration of the safety
of the faculty and students, the following alternative learning
modality will be implemented for the RLE (blended learning that
combines distance learning with face-to-face instruction):

7.1 Skills Laboratory

Option 1

Schedule Alternative Learning Modality

First 2 months ( August-September)

Distance Learning (offline and/or online) for concept
learning and practice of nursing skills using resources
that are available at home.
Next 3 months (October-December) Face-to-face learning at the nursing skills
laboratory for supervised practice of nursing skills
using supplies and equipment available at the
nursing laboratory, to assess the competence of
nursing skills practiced at home and at the nursing
laboratory; conduct of revalida or simulations.

Option 2

Schedule Alternative Learning Modality

First 1.5 months ( August- Distance Learning (offline and/or online) for concept
September) learning and practice of nursing skills using
resources that are available at home
Next 1.5 months (September- Face-to-face learning at the nursing skills
October) laboratory for supervised practice of nursing skills
using supplies and equipment available at the
nursing laboratory, to assess the competence of
nursing skills practiced at home and at the nursing
laboratory; conduct of revalida or simulations to
complete the entire skills laboratory hours

Note: The remaining 2 months of the semester will

be allotted for the clinical duties

Option 3

Schedule Alternative Learning Modality

August - December An alternating session of combined Face-to-face learning

(observing minimum national health standards) and
Distance Learning (offline and/or online) for concept
learning and practice of nursing skills using resources that
are available at home (if CHED approved).
7.2 Clinical Duties

Option 1

Schedule Alternative Learning Modality

First 2 months ( August-September) Distance Learning (offline and/or online) for

concept learning and practice of nursing skills
using resources that are available at home.

Next month (October) Face-to-face learning at the nursing skills

laboratory for supervised practice of
clinical nursing skills using supplies and
equipment available at the nursing
laboratory, to assess the competence of
nursing skills practiced at home and at the
nursing laboratory; conduct of revalida or
simulations

Last 2 months (November-December) Clinical duty in non-COVID-19 health care

facilities with strict compliance to safety
regulations.

Option 2

Schedule Alternative Learning Modality

Last 2.5- 3 months ( October- Clinical duty in non-COVID-19 health care

December) facilities with strict compliance to safety
regulations to complete the total clinical
hours for the NCM course.

IMPORTANT NOTE:

A. Face to face instruction may only be allowed by CHED starting September 2020 unless
otherwise modified.

B. Given the current limitations and the risk on students in their clinical experience during the
quarantine period and the transition period, at least 50% of the RLE hours may be spent on
alternative learning activities which will appropriately ensure the attainment of the learning
outcomes, while at least 50% of the RLE hours may be scheduled in the nursing laboratory
and clinical areas if and when the safety of students and faculty are adequately considered.
This practice is benchmarked from nursing schools in other countries like the US and UK.
8. The RLE component of the NCM courses scheduled to be
offered for the First Semester 2020-2021 are intended to be enrolled
together with the lecture/theory component. This is based on the
following justifications:

a. CMO 14, s. 2009 and CMO 15, s 2017 specify the

concurrency of the lecture/theory with the
corresponding RLE component as part of the instructional
standard and as prescribed by international regulatory
agencies.
b. There is value to pre-requisite NCM courses in RLE. Particularly for the second
year curriculum, RLE for normal mother and child may not be taken
simultaneously with the RLE of the sick mother and child especially because it
is the first time for the second year students to be exposed in the clinical areas.
c. Taking all the lectures/theory for the curriculum year in the first semester and
all RLE in the second semester will cause an imbalance not only in the student
semestral load, but also to the faculty loading. There will be lesser student
academic load and lesser faculty load during the first semester and an overload
for the students and faculty during the second semester.
d. Combining the RLE hours in all NCM courses in the second semester will put
too much burden on the students, not only physically but also mentally, socially,
and financially with doubled RLE fees.
e. Putting all RLE units in the second semester will also exceed the need for
clinical areas which are already currently depleted considering the growing
number of student nurses.
V. INSTRUCTIONAL MATERIALS

1. The course syllabi for each professional nursing course will still be
used as guide in the implementation of RLE activities during the
community quarantine and the ‘new normal’ transition. The course
syllabus is developed after completing a curriculum and competency
map from which an alignment matrix is developed before the learning
plan of the course syllabus is made.

2. The learning plan of each course syllabus is revisited such that the
teaching-learning activities and assessment tools are modified to fit the
flexible and alternative learning approach (See Sample Learning Plans)

3. A basic instructional tool to implement a specific learning plan is a course module and/or
workbook that will be given to all students, either through offline or online mode. The course
module will contain the course guide, course specifications and the module contents divided
into nursing/clinical focus.

4. The students are provided with adequate learning resources (module guides, handouts,
print or e-references, video clips, journals, etc.) for concept learning before they are required
to perform learning activities and submit requirements. These complete learning resources
are clustered as flexi-blend learning packets or nursing learning package. Some samples of
learning resources are presented but not limited to the following:

Learning Guide This contains relevant information and activity worksheets which the
students are expected to answer that are helpful in the learning, as well
as, the assessment and monitoring of the progress of learning.

Faculty- Video clips demonstrating the nursing procedures, powerpoint slides

recorded with faculty video explanations, etc. which are beneficial for students
learning especially for those with low internet bandwidth who cannot fully
resources participate in online conferences.
This also includes video lectures conducted by the lecturer uploaded in
Youtube and to be downloaded by students once internet connection is
more stable. This is a self-running presentation that can be downloaded
and replayed by the students.

Interactive A compilation of basic and relevant information about a nursing focus with
handouts supportive educational links (journals, video clips and other references)
and guided activities that students can answer and/or perform. It allows
the students to be more interested, participative and have better retention
of information.

5. An additional supplemental document that is required is a Student Academic Agreement, a

STUDENT LEARNING AGREEMENT OR A LEARNER’S UNDERTAKING that each student
signs and submits to the nursing school. It specifies the student’s understanding and
agreement to participate in the flexible alternative learning modality and commitment to
academic honesty in accomplishing all learning activities.
VI. ALTERNATIVE TEACHING-LEARNING ACTIVITIES

1. Alternative learning activities test higher order thinking skills

(HOTS) such as systems thinking, critical thinking, creative thinking)
of students through application type guide questions/ requirements
that integrates relevant nursing and health-related concepts.

2. A cluster of learning outcomes will be achieved in just one

alternative learning activity. Students are not loaded with too many
requirements at the same time that will compromise their learning.

3. Adequate time is given for the students to complete alternative learning requirements. As
they engage in guided learning and self- directed learning, adequate flexibility are given in
consideration of their available resources and pace in learning.

4. The following are some flexible alternative distance learning/blended learning activities
that will be employed for skills laboratory and clinical exposure.

Learning Brief
Activities description
Case-based Use of case scenarios prepared by the faculty that is appropriate for a
learning (case nursing focus to achieve specific learning outcomes. The case is
study, case accompanied by guide questions that the students are expected to
analysis, answer by applying their knowledge from previous concepts learned
concept as provided by the faculty or through self-directed learning.
mapping, etc.) Dependent on the learning outcomes they are meant to fulfill, cases
can be fact-driven and deductive where there is a correct answer, or
they can be context driven where multiple solutions are possible.
The Methodical Clinical Review is a sample modified form of the
institutional clinical case study format which uses alternative
case/situations for students to work on using the template instead of
deriving from actual patient care. Case presentations can also be
done once classes will resume.

(See Sample Case Studies, Concept mapping activity, Methodical

Clinical review)

Guided skills The faculty provides learning resources to the students such as faculty
practice prepared video clips demonstrating a particular nursing procedure
or available video clips that are downloadable in the internet, skills
manual, and skills checklist/rubric to be used as guide by the students
to perform/practice the nursing skill at home. This will be done only
for nursing skills that requires available resources at home.

Assessments are done by requiring the students to video/take

pictures of themselves as they perform a nursing procedure to be sent
to the faculty by uploading video via google drive or youtube, or any
media available to them where they can send links to their video files.
 For students with difficulty in video recording,
they can do live return demonstrations via
conference or video calls, or the graded skills
demonstration will be done face-to-face
at the nursing laboratory when it is already
safe to report at school
(See Sample activity worksheets,
skills checklist, skills rubric)

A skills audit/ revalida will also be done after all graded nursing skills
to include the integration of other skills such as communication skills,
collaboration skills, teamwork, problem solving skills, upholding of
ethico-legal and moral considerations, etc.

Problem-based An instructional method for active learning to improve the critical

learning thinking, clinical reasoning and problem solving skills by critically
applying the cumulative nursing concepts to actual clinical problems
with some guide questions.

Inquiry-based The students are tasked to search appropriate and relevant facts,
learning studies, and journal articles to be synthesized and/or critiqued to have
(synthesis paper, a comprehensive understanding about a particular phenomenon or
position papers, focus of study.
journal updates
with analysis/
critiquing, etc)

Self-directed Students are directed to engage in assessing their own learning needs,
learning activities setting their own plans and implementing personal strategies to
(reflective achieve their own learning outcomes in line with some course
journaling, requirements, afterwhich they make their personal assessment of their
learning insights, learning progress as reflected in their reflective journaling. All
learner’s portfolio) evidence of self-directed learning will be complied in a learner’s
portfolio which can be packaged as an e-portfolio or a hybrid portfolio
(combination of print and online evidences).

Collaborative Initiation of real time discussion with students about nursing concepts,
learning nursing skills, presentation of outputs, skills laboratory discussion
and other interactive activities through video conferencing using
applications such as Zoom, Google meet, etc. and/or through chats
using FB messenger, etc.

Use of PADLET in the discussion of the different topics can also be

explored (https://www.teachersfirst.com/single.cfm?id=10007) for
creative and visual presentation of information and where the students
can post their questions/ clarifications and see the outputs and
questions of other students to prevent duplication
and encourage collaboration.
 For interactive learning, it is best for the faculty to
pre-set specific dates and time when students are
expected to receive instructions, learning
materials, interactive learning, assessment and
feedback.

Clinical Simulation This comprise set of conditions which attempts to present

clinical case scenarios to be responded to/solved by the
students authentically. Methods in clinical simulation will be through
role playing, use of standardized patients, three dimensional
simulations like the use of low, medium and high fidelity mannequins,
virtual reality simulations. This teaching-learning strategy requires the
use of a nursing laboratory and the training of faculty on simulation
pedagogies to strictly adhere to the principles, techniques and
standards of effective instruction, as well as, the development of
technological skills in creating and running case scenarios.

DYCI will be in partnership or consortium with other nursing schools

and equally share the simulation resources in virtual laboratory ( See
Sample simulation cases)

VII. ASSESSMENT

1. Authentic assessment tools are devised to assess the attainment of learning outcomes
given the alternative learning activities required of students.
2. Students are well informed of the criteria/tools for grading assignments and the weight
of each learning activity to the overall grade when activities are introduced.
3. Timely feedback of student performance is provided, preferably before the next
alternative activity is presented.
4. There is a balance of formative and summative assessment to ensure that students
develop the expected learning outcomes.
5. Online examinations are done only if all students have internet access using
appropriate apps such as Schoology, Socrative, or other LMS. Online quizzes and
examinations are waived/not done if not all students have access to internet; instead,
their submitted outputs from required learning activities are the source of their grades.
6. Some leniency is accommodated in the submission deadline of course requirements
especially for the students without internet connectivity. Thereafter, a completion
period of 2-3 months is set by the College for the students to submit their requirements
to get credit for each course.
7. As a form of formative assessment, if a student submits requirements with a failing
score, the faculty provides additional guidance and reinforcement activities which the
student can accomplish to obtain a passing score/grade.
8. An appropriate, modified grading system will be adapted based on the available
sources of grades that is uniform to all students (with or without connectivity.)
VIII. ACHIEVING INSTRUCTIONAL STANDARDS

1. The required RLE hours per course and for the entire BSN
curriculum is completed as specified in CMO 14, 2009 and CMO
15, 2017 respectively. To achieve this, the RLE hours for the
missed nursing skills laboratory activities and clinical rotation
activities are replaced by alternative learning activities which can
achieve the learning outcomes in a different learning environment.

2. The time spent by the students to engage in alternative activities

will not necessarily be the real/actual time spent by the students in school/clinical
areas per week, as long as, the learning outcomes expected for a clinical rotation
are adequately achieved. As such, an estimated RLE hours are assigned for a
comprehensive case study which replaced a particular clinical rotation.
3. To ensure uniformity in implementation, all faculty teaching a given course
collectively agree on the learning outcomes to be achieved per week, learning
activities, resources to be used and assessment criteria/tools to be employed.

4. The respective Level Coordinators will monitor the compliance of their faculty to
the set guidelines, the appropriateness and quality of the alternative activities
prepared for students in each course, as well as, the feedback on student’s
performance through a work-from-home monitoring scheme (See Sample
monitoring sheet)
5. Regardless of the institutional decisions on how flexible learning will be
implemented guided by CHED Advisories, safety measures of the students and
faculty are given utmost considerations, e.g. social distancing, handwashing,
use of protective devices, etc .

6. The Dean initiates online meetings with the nursing faculty through free online
apps such as Zoom or through other means like the FB messenger, etc. for
continuous planning, discussions and dissemination/sharing of relevant
information.

7. Open communications with students and their parents/guardian are established to

inform them about the implementation of flexible and alternative learning activities
and other modifications in institutional policies and guidelines to ensure transparency
and cooperation.
8. Coordinations are made with affiliating agencies for the adjustments in clinical rotation
of the students and to revisit affiliation guidelines for needed modifications, especially
on safety protocols.
IX. FACULTY CAPABILITY INITIATIVES

1. The Dean of the college has provided different webinar links

and the like that aims to train faculty members so as to develop
their competencies on alternative modes of delivery and to
ensure appropriate, standardized and quality delivery of
teaching-learning activities.

References

Association of Deans of Philippine Colleges of Nursing Inc. (ADPCN Inc.) (2020). Best
Practices on Flexible Alternative Learning Activities for the Related Learning Experience
during the COVID-19 Community Quarantine and Transition Period. Retrieved from
https://drive.google.com/drive/u/0/folders/1OQFk0kt0FydviMJhnAnN9Xx7lKodf4-g

ASSURE: Instructional Design Model-Educational Technology: Retrieved from

https://educationaltechnology.net/assure-instructional-design-model/

CHED COVID-19 Advisories (April 2020). Retrieved from https://ched.gov.ph/covid-19-

updates/

CMO 15, s. 2017 Policies, Standards and Guidelines of Bachelor of Science in Nursing CMO
14, s. 2009 Policies, Standards and Guidelines of Bachelor of Science in Nursing PRC Board
of Nursing Memorandum No.01, s. 2009