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1 PSG for BSN-OBE as of August 16, 2016

Republic of the Philippines

OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER No.______ Series of 2016

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN

NURSING

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known

as the “Higher education Act of 1994”, and in pursuance of an outcomes-based quality assurance

system as advocated under CMO No. 46 s. 2012, the following policies, standards and guidelines

(PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I

INTRODUCTION

Section 1. Rationale

Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG

implements the “shift to learning competency-based standards/outcomes-based education.” It

specifies the “core competencies” expected of BS Nursing graduates “regardless of the type of HEI

they graduate from.” However, in “recognition of the spirit of outcomes-based education and the

typology of HEIs,” this PSG also provides “ample space for HEIs offering BS Nursing program to

innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in

their particular contexts and their respective missions.

ARTICLE II

AUTHORITY TO OPERATE

Section 2. Government Authority

All Philippine Higher Education Institutions (PHEIs) intending to offer BS Nursing program

must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs

with an existing BS Nursing program are required to shift to an outcomes-based approach based on

these PSGs and must secure approval for such a shift. State universities and colleges (SUCs), and

local colleges, professional institutions and universities (LCUs) should likewise strictly adhere to the

provisions in these policies and standards. Autonomous and deregulated HEIs should also comply

with CHED minimum requirements as embodied in CMO 44 s. 2008, “Policies and Guidelines for the

Grant of Autonomous and Deregulated Status to Private Higher Education Institutions”.


ARTICLE III

GENERAL PROVISIONS

Section 3. The Articles that follow give minimum standards and other requirements for the

implementation of outcomes-based education (OBE) of the BSN program. Outcomes-based

education is an approach that focuses and organizes the educational system around what is essential

for all learners to know, value, and be able to do, to achieve a desired level of competence.

The minimum standards are expressed as a minimum set of desired program outcomes

which are stated in Article IV Section 6. The Technical Committee designed a curriculum to attain

such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number

of units of this curriculum is hereby prescribed as the “minimum unit requirement” under Section 13

of RA 7722. In designing the curriculum the Technical Committee employed a curriculum map which

is shown in Article V Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach the Technical Committee also

determined appropriate curriculum delivery methods as shown in Article V Section 10.4

instructional design .

Based on the curriculum and means of its delivery, the Technical Committee determined the

physical resource requirements for the library, laboratories and other facilities and the human

resource requirements in terms of administration and faculty. See Article VI.

Section 4. The PHEIs are allowed to design curricula suited to their own contexts and missions

provided that they can demonstrate that the same leads to the attainment of the required minimum

professional nursing outcomes, albeit by a different route, provided that the curriculum delivery

facilitates the attainment of the program outcomes.

The PHEIs can use the CHED Implementation Handbook for Outcomes-Based Education

(OBE) and the Institutional Sustainability Assessment (ISA.

ARTICLE IV

PROGRAM SPECIFICATIONS

Section 5. Program Description

5.1 Degree Name

The degree shall be Bachelor of Science in Nursing (BSN). To ensure the quality of

the nursing graduate, the degree is conferred upon completion of at least four-year BSN

program offered by a college, professional institution or university duly recognized by the

Commission on Higher Education. In the Philippines the BSN degree is equivalent to Level 6

of the Philippine Qualifications Framework.

5.2 Nature of the Field of Study

The BSN is a four-year program consisting of general education and professional

courses. Professional courses are threaded through from the first year thru the fourth year


with emphasis on the nursing concepts with corresponding Related Learning Experiences

(RLE). The BSN program provides an intensive nursing practicum that will refine further the

nursing competencies to ensure achievement of the BSN program outcomes required of an

entry level nurse.

5.3 Program Goals

The BSN program aims to develop a professional nurse who is able to assume entry

level positions in health facilities or community settings.The professional nurse is capable of

providing safe, humane, quality and holistic care to individuals in varying age, gender and

health-illness status; healthy or at risk families; population groups; and community; singly or

in collaboration with other health care providers to promote health, prevent illness, restore

health, alleviate suffering and provide end of life care.

5.4 Specific Roles and Careers for Graduates

The National Nursing Core Competencies Standards of 2012 includes the three (3) major roles of the professional nurse. As a nurse generalist , they can assume the following roles : 1. Direct Client Care

Care of Mothers and Children , the Adolescents, Adults and Older Persons Care of the Family, Community and Population groups Special population groups such as those with mental health aberrations and person with disabilities

2. Leadership and Management

Managers and Leaders of Nursing service units and health services and programs

3. Research Clinical ,Health services and action researches; Epidemiologic and operations researches; Educational researches; and Environmental researches.

Beyond the beginning professional roles , the nurse can pursue any of the following career options:

1. Advanced Practice Nursing

1.1.Telehealth Nursing , Nursing Informatics, Ambulatory Care Nursing , Cardiovascular

Nursing , Critical Care Nursing , Renal Nursing, Enterostomal and Wound Care Nursing , Diabetes Educator , Emergency Care Nursing, Gerontology Nursing, Oncology Nursing, Hospice/Palliative Nursing, Orthopedic Nursing, Nephrology Nursing, Neurologic Nursing and Entrepreneurial Nursing

1.2. Public Health /Community Health Nursing

Occupational Health Nursing, , School Nursing, Home Health Nursing, Health and

Wellness Nursing, Military Nursing

2. Nursing Education Specialist Nursing Education Specialist 1 and 2


3. Leadership and Governance Middle Manager and Executive

5.5 Allied Fields

The BSN program is allied to the following health related programs:

1. Health Related Program a. Medicine b. Dentistry c. Optometry d. Physical Therapy e. Occupational Therapy f. Speech Language Pathology g. Pharmacy h. Public Health i. Medical Technology j. Radiologic Technology k. Respiratory Therapy l. Nutrition and Dietetics

2. Social Sciences a. Sociology

b. Anthropology c. Psychology Section 6. Program Outcomes

Program outcomes are the sets of competencies (related knowledge, skills, and attitudes)

that all learners are expected to demonstrate.

The minimum standards for the BS Nursing program are expressed in the following minimum

set of program nursing outcomes:

6.1 Common to all programs in all types of schools a) Articulate and discuss the latest developments in the specific field of practice (PQF level 6 descriptor) b) Effectively communicate orally and in writing using both English and Filipino.

c) Work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor) d) Act in recognition of professional, social, and ethical responsibility (based on RA

7722)

e) Preserve and promote “Filipino historical and cultural heritage”. 6.2 Common to Health Professions

a) Demonstrates clinical competence in specific profession b) Observes ethical conduct in the practice of the profession c) Pursues inter-professional education d) Communicates effectively skills/Educator e) Engages in self-directed lifelong learning


f) Assumes leadership and management role g) Promotes the use of health systems approach in the delivery of health care h) Participates in the conduct of researches i) Acts as a social advocate / mobilizer

6.3 Specific to BSN

a. Apply knowledge of physical, social, natural and health sciences, and humanities in the practice of nursing

b. Provide safe, appropriate and holistic care to individuals, families, population group and community utilizing nursing process

c. Apply guidelines and principles of evidence-based practice in the delivery of care

d. Practice nursing in accordance with existing laws, legal, ethical and moral principles

e. Communicate effectively in speaking, writing and presenting using culturally-appropriate language

f. Document to include reporting up-to-date client care accurately and comprehensively

g. Work effectively in collaboration with inter-, intra- and multi-disciplinary and multi-cultural teams

h. Practice beginning management and leadership skills in the delivery of client care using a systems approach

i. Conduct research with an experienced researcher j. Engage in lifelong learning with a passion to keep current with national and

global developments in general, and nursing and health developments in particular

k. Demonstrate responsible citizenship and pride of being a Filipino l. Apply techno-intelligent care systems and processes in health care delivery m. Adopt the nursing core values in the practice of the profession n. Develop entrepreneurial skills in the delivery of nursing care

6.4 Common to a Horizontal Type as defined in CMO 46 s 2012

CHED’s horizontal typology is based on the functional differentiation of HEIs vis-à-vis their

service to the nation. Each type is distinguished on the basis of a transparent set of

distinguishing features and measurable indicators relevant to national development goals. In

particular, HEIs may be differentiated functionally along, 1) the qualifications and corresponding

competencies of their graduates; 2) the nature of the degree programs offered; 3) the

qualifications of faculty members; 4) the types of available learning resources and support

structures available; and 5) the nature of linkages and community outreach activities. ( CMO 46,

s.2012, Article V, section 21-22)

Professional Institutions contribute to nation building by providing educational experiences to develop technical knowledge and skills at the graduate and undergraduate levels, which lead to professional practice, e.g., Engineering, Medicine, Law, IT, Management, Teacher Education, Maritime Education). Professional Institutions develop adults who will have the technical and practical know-how to staff the various professional sectors that are required to sustain the economic and social development of the country and the rest of the world, as well as to contribute to innovation in their respective areas.


Colleges contribute to nation building by providing educational experiences to develop adults who have the thinking, problem solving, decision-making, communication, technical, and social skills to participate in various types of employment, development activities and public discourses, particularly in response to the needs of the communities they serve Universities contribute to nation building by providing highly specialized educational experiences to train experts in the various technical and disciplinal areas and by emphasizing the development of new knowledge and skills through research and development. The focus on developing new knowledge is emphasized from the basic post-secondary (i.e., baccalaureate) academic programs through the doctoral programs; thus, a research orientation is emphasized in the Bachelor, Master’s and doctoral degree programs. Universities contribute to nation building by producing experts, knowledge, and technological innovations that can be resources for long-term development processes in a globalized context.

Graduates of State Universities and Colleges must, in addition, have the

competencies to support “national, regional and local development plans.” (RA

7722)

A PHEI, at its option, may adopt mission-related program outcomes that are not

included in the minimum set. To distinguish among HEIs according to horizontal

typology types, HEIs are encouraged to develop Bachelor of Science in Nursing

curricula that provide enhancements in selected program outcomes, such as but not

limited to:

PROGRAM OUTCOMES

Horizontal Typology Types

Professional

Institution

College University

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 groups 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. Develop entrepreneurial skills in the delivery of nursing care

+ + +

Legend: + basic competency ++ advanced competency

6.5. BSN Level Outcomes

These are outcomes expected to be achieved at the end of the specific year level. The level outcomes are as follows:

First year: At the end of the first year, given simulated situations in selected settings, the

students demonstrate basic nursing skills in rendering safe and appropriate care utilizing the nursing process

Second year: At the end of the 2nd year, given a normal and high risk mother, child, and

family in any health setting, the students demonstrate safe, appropriate and holistic care utilizing the nursing process.

Third year: 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 students demonstrate safe, appropriate and holistic care utilizing the nursing process.

Fourth years: Given groups of clients (individuals, families, population groups, and communities) with health problems, the student will apply principles of leadership and management effectivel


Section 7. Performance Indicators

Performance indicators are competencies that the learners have to develop to achieve a

specific program outcome.

Program Outcomes Performance Indicators

1. Apply knowledge of physical, social,

natural and health sciences and

humanities in the practice of nursing.

a. Integrate relevant principles of social, physical, natural and health sciences and humanities in a given health and nursing situation

b. Apply appropriate nursing concepts and actions holistically and comprehensively

2. Perform safe, appropriate, and

holistic care to individuals, families,

population groups, and community

utilizing nursing process.

a. Assess with the client (individual, family, population group, and/or community), one’s health status/competence

b. Formulate with the client a plan of care to address the health conditions, needs, problems and issues based on priorities.

c. Implement safe and quality interventions with the client to address the health needs, problems and issues.

d. Provide health education using selected planning models to targeted clientele (individuals, family, population group or community).

e. Evaluate with the client the health status/competence and /or process/expected outcomes of nurse-client working relationship.

f. Institute appropriate corrective actions to prevent or minimize harm arising from adverse effects

3. Apply guidelines and principles of

evidence-based practice in the delivery

of care.

a. Provide appropriate evidence based nursing care using a participatory approach based on: a. variety of theories and standards relevant to health and healing, b. research, c. clinical practice, d. client preferences, e. client and staff safety, f. customer care standards

4. Practice nursing in accordance with

existing laws, legal, ethical, and moral

principles.

a. Adhere to ethico-legal considerations when providing safe, quality and professional nursing care.

b. Apply ethical reasoning and decision making process to address situations of ethical distress and moral dilemma.

c. Adhere to established norms of conduct based on the Philippine Nursing Law and other legal, regulatory and institutional requirements relevant to safe nursing practice.

d. Protect clients rights based on “Patient’s Bill of Rights and Obligations.”

e. Implement strategies/policies related to Informed consent as it applies in multiple


contexts.


5. Communicate effectively in speaking,

writing and presenting using culturally-

appropriate language.

a. Ensure a working relationship with the client and/or support system base on trust, respect and shared decision-making using appropriate communication/interpersonal techniques/strategies.

6. Report/document client care

accurately and comprehensively.

a. Document client’s responses /nursing care services rendered and processes/outcomes of the nurse client working relationship.

b. Ensure completeness, integrity, safety, accessibility and security of information.

c. Adhere to protocol and principles of confidentiality in safekeeping and releasing of records and other information.

7. Collaborate effectively with inter-,

intra-, and multi-disciplinary and multi-

cultural teams.

a. Ensure intra-agency, inter-agency, multidisciplinary and sectoral collaboration in the delivery of health care.

b. Implement strategies/approaches to enhance/support the capability of the client and care providers to participate in decision making by the inter-professional team.

c. Maintain a harmonious and collegial relationship among members of the health team for effective, efficient and safe client care.

d. Coordinate the tasks/functions of other nursing personnel (midwife, BHW and utility worker)

e. Collaborate with other members of the health team in the implementation of programs and services

f. Apply principles of partnership and collaboration to improve delivery of health services.

g. Collaborate with GOs, NGOs and other socio-civic agencies to improve health care services, support environment protection policies and strategies, and safety and security mechanisms in the community.

h. Participate as a member of a quality team in implementing the appropriate quality improvement process on identified improvement opportunities



8. Practice beginning management and

leadership skills using systems

approach in the delivery of client care.

a. Participate in the development and improvement of policies and standards regarding safe nursing practice and relevant to human resource management

b. Manage resources ( human, physical, financial, time) efficiency and effectively

c. Apply management and leadership principles in providing direction to manage a community/village-based

d. Use appropriate strategies/approaches to plan community health programs and nursing service.

e. Supervise the implementation of the nursing component of the health services/programs.

f. Ensure that all nursing personnel adhere to standards of safety, bioethical principles and evidence based nursing practice.

g. Evaluate specific components of health programs and nursing services based on parameters/criteria.

h. Maintain a positive practice environment. i. Participate in the planning and implementation

of staff development activities to enhance performance of nursing support staff.

j. Evaluate performance of nursing support staff using a standard evaluation tool.

9. Conduct research with an

experienced researcher.

a. Participate in preparing a research proposal complying with the ethical principles in nursing research

b. Conduct a research study as a member of a research team.

c. Determine if the research problems/questions, learning outcomes and /or hypotheses are clearly and logically linked to the research purpose, concepts and relationships, and propositions generated from the study framework.

d. Analyze if the conceptual framework the summary of review of related literature, research design, and data analysis procedure are logically linked with the research purpose, problems/questions, and hypotheses.

e. Establish if the interpretation, implications, and recommendations are consistent with the results considering the limitations of the study.

f. Analyze the research study/report for adherence to standards of writing mechanics, ethical principles and guidelines in all phases of the research study.

g. Present the research study conducted in


partnership with a research team


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.

a. Assume responsibility for lifelong learning, own personal development and maintenance of competence.

b. Demonstrate continued competence and professional growth.

c. Engage in advocacy activities to influence health and social care service policies and access to services.

d. Model professional behavior. e. Engage in advocacy activities to deal with health

related concerns and adopts policies that foster the growth and development of the nursing profession.

11. Demonstrate responsible

citizenship and pride in being a Filipino.

a. Exemplify love for country in service of the Filipinos

b. Customize nursing interventions based on Phil culture and values

12. Apply techno-intelligent care

systems and processes in health care

delivery.

a. Use appropriate technology to perform safe and efficient nursing activities

b. Implement system of informatics to support the delivery of health care.

13.Uphold the nursing core values in

the practice of the profession

a. Demonstrate caring as the core of nursing, love God, love of country and love of people

b. Manifest professionalism ,integrity and excellence

c. Project the positive professional image of a Filipino Nurse

14. Develop entrepreneurial skills in the

delivery of nursing care

a. Specify appropriate financial strategies to address health- related concerns .

b. Apply appropriate financial strategies to address health- related concerns and employ financial policies to foster growth and development of the nursing profession

Based on the standards of the Philippine Qualifications Framework (PQF), graduates of the BS Nursing program are expected to achieve a specific level of knowledge, skills and values, application and degree of independence.

Level Knowledge, Skills and Values Application Degree of

Independence


6 Have a broad and coherent knowledge

and skills on basic clinical nursing

practice and research for professional,

creative work and lifelong learning

In

professional/creative

work in a specialized

area of clinical nursing

practice, research

and/or further study

Independent and /or in

teams of related field

with minimal

supervision

To distinguish the BS in Nursing curriculum from curricula for post-baccalaureate, as well as the

doctoral and post-doctoral degrees, based on the standards of the Philippine Qualifications

Framework (PQF) and the Asian Qualifications Reference Framework (AQRF), progressive

advancement of program outcomes for Nursing are stipulated in Appendix A .

ARTICLE V

CURRICULUM

Section 8. Curriculum Description

Higher education institutions offering the Nursing program should design the curriculum that

will effectively develop the expected program outcomes and institutional outcomes appropriate to

HEI’s horizontal typology. Higher education institutions offering BS Nursing may exercise flexibility in

their curricular offering, but should ensure that the minimum requirements are met. Program

innovations shall be subject to prior review by the Commission. Further, the curriculum to be

implemented should be aligned with the institution’s vision, mission, goals and learning outcomes.

The Commission provides the following sample curriculum.

Section 9. Sample Curriculum

I. GENERAL EDUCATION COURSES …………………………………………………………………………………46 units

1. Core Courses

Core Courses Units

Understanding the Self/Pang-unawa sa Sarili 3

Readings in Philippine History/Mga Babasahin hinggil sa Kasaysayan ng Pilipinas

( Philippine History, Governance & Constitution integrated)

3

The Contemporary World/Ang Kasalukuyang Daigdig 3

Mathematics in the Modern World/Matematika sa Makabagong Daigdig

( Biostatistics integrated )

3

Purposive Communication/Malayuning Komunikasyon

(Technical Writing integrated )

3

Art Appreciation/Pagpapahalaga sa Sining 3

Science, Technology and Society/Agham, Teknolohiya at Lipunan 3

Ethics/Etika 3

24 units


2. Elective Courses (Choose only 3)

Core Courses Units

People and the Earth’s Ecosystems* 3

Living in the IT Era 3

The Entrepreneurial Mind 3

Philippine Popular Culture* 3

Religion, Religious Experiences and Spirituality* 3

Note: * Electives recommended will be institutional choice

9 units

3. Mandated Courses

Core Courses Units

The Life and Works of Rizal 3

Physical Education ( PE Part A1 to B Wellness and Fitness , Self defense ) 4

National Service Training Program (NSTP) 1 and 2 6

13 Units

II. MAJOR COURSES ……………………………………………………………………………………………………… 23 units

Courses Units

Health Informatics 3

Health Care Ethics (Bioethics) 3

Biochemistry 3/2 5

Clinical Reasoning and Decision Making (Logic and Critical Thinking ) 3

Anatomy & Physiology 3/2 5

Microbiology & Parasitology 3/1 4

III. PROFESSIONAL COURSES ……………………………………………………………………………………… 119 units

Theoretical Foundations in Nursing 3

Health Assessment (3/2*) 5

Community Health Nursing I (2/2*) (Individual and Family as Clients) 4

Community Health Nursing II (2/1) (Population Groups and Community as Clients) 3

Nutrition and Diet Therapy (2/1) 3

Health Education 3

Pharmacology 3

Nursing Research I (2/1) 3

Nursing Research II ( RLE 2) 2

Decent Work Employment and Transcultural Nursing 3

NCM 100 – Fundamentals of Nursing Practice (3/2*) 5

NCM 101 -- Care of Mother, Child, Adolescent (Well Client) (4/5*) 9

NCM 102 Care of Mother and Child at-risk or With Problems (6/6) Acute and

Chronic

12

NCM 103 Care of Clients with Problems in Oxygenation, Fluid & Electrolyte,

Infectious, Inflammatory and Immunologic Response, Cellular Aberration, Acute

14


and Chronic (8/6*)

NCM 104 Care of Clients with Problems in Nutrition and GI Metabolism and

Endocrine, Perception and Coordination, Acute and Chronic (5/4*)

9

NCM 105 Care of Clients with Maladaptive Patterns of Behavior, Acute and Chronic

(4/4)

8

NCM 106 Nursing Care of Clients with Life Threatening Conditions/acutely ill/multi-organ problems/high acuity and emergency situations, Acute and Chronic (4/5)

9

NCM 107 Nursing Leadership and Management (4/3) 7

NCM 108 Disaster Nursing (2/1) 3

NCM 109 Care of the Older Person (2/1) 3

NCM 110 Intensive Nursing Practicum- ( hospital and community settings) (0/8) 8

SUMMARY

I. GENERAL EDUCATION COURSES ………… 46 units A. Core Courses ……….. 24 units B. Elective Courses ……. 9 units C. Mandated Courses … 13 units

II. MAJOR COURSES …………………………….. 23 units III. PROFESSIONAL COURSES …………………. 119 units

Grand Total Number of Units…….. 189 units

At the end of the B. S. Nursing program, the total number of related learning experiences, skills

laboratory/clinicals are recommended for the following:

Courses

Skills Lab

Clinical

RLE Contact Hours

(1 credit unit =51

hours)

RLE Contact Hours

(1 credit unit = 51

hours) CMO 14

-

Health Assessment 2 0 108 51

Community Health Nursing I 1 1 108 102

Community Health Nursing II 0 1 54 -

Nursing Research I 1 0 54 51

Nursing Research II 2 0 108 102

Nursing Care Management 100 2 0 108 102









Nursing Care Management 108 1 0 54 -

Nursing Care Management 109 0 1 54 -


Total

17 36

2,862 hours

53 RLE Units 2,346 hours

At the end of the B. S. Nursing program, the total number of laboratory units/hours

are recommended for the following courses:

Courses Laboratory Units Laboratory Hours

1 unit lab=51 hours

Biochemistry 2 108

Anatomy & Physiology 2 108

Microbiology & Parasitology 1 54

Nutrition with Diet Therapy 1 54

Health Informatics

(computer lab)

1 51

TOTAL 6 units 324 hours

Refer to Appendix C for a sample BSN curriculum with course placement

Section 10. Program of Study

10.1 Curriculum Map of the Program Outcomes A curriculum map is the mapping of the program outcomes to the basic and major courses of the BSN curriculum. This is prepared by making a grid with the outcomes occupying a row and the courses occupying a column (or the other way around). The idea is to check the outcomes to which each course contributes. A curriculum map be developed to validate if there is a match between desired outcomes (competencies) and the content of programs. This will give the stakeholders a holistic perspective to see how the desired outcomes will be developed in the academic program. By making this map, the institution and the department concerned could redesign, add, or remove courses to develop the desired competencies. Refer to Appendix D for the sample curriculum map of the program outcomes. (Appendix D) The legend to be used for determining the extent by which the program outcome and nursing core competencies are achieved as as follows: I- Introduce the concepts/principles P- Practice with supervision

D-Demonstrate across different clinical settings with minimal supervision

10.2 Curriculum Map of Program Outcomes and the performance indicators

A competency map is mapping of the program outcomes to the different competencies as specified in the 2012 National Nursing Core Competency Standards (NNCCS) and the basic and major courses of the BSN curriculum to guide the development of the instructional design. Refer to Appendix E for Sample Curriculum Map of Program Outcomes and the Performance Indicators.


10.3 Program Outcomes, Course Outcomes and Learning Outcomes

To ensure that the program outcomes are achieved in the appropriate courses as identified in the curriculum map and the competency map, an alignment matrix must be done. This will guide the identification of appropriate course outcomes and learning outcomes for a specific course. Sample alignment matrix is provided under Appendix G. A sample instructional design is found in Appendix H.

10.4 Instructional Design

The process in the development of an instructional design to attain learning outcomes can be found in Appendix H.

10.5 Standard of Instruction

The institution must maintain a high standard of instruction utilizing appropriate and updated course syllabi/references and instructional methods, strategies taking into consideration the following:

a. Professional nursing subjects should be offered with the corresponding RLEs on pre-requisites, sequencing, continuity and integration requirements.

b. Credit for the completion of the course shall be based on the fulfillment of curricular requirements. The grades on professional courses shall be based on the course credit

c. The ratio of faculty to student in science laboratory class in 1:25 while regular classroom is 1:45 The institution shall provide for a systematic and continuing plan of evaluation of the student’s progress through marking system that is consistent and congruent with set learning outcomes.

d. A system of academic evaluation shall be instituted and implemented for monitoring and evaluating students and teacher performance.

e. There shall be a regular academic audit on instructional resources such as syllabi, textbooks, modules, audiovisual materials and others such as software.

f. Academic records of faculty members must be properly kept and maintained in the College of Nursing.

10.6 The teaching-learning process is composed of the theoretical/didactic and experiential/RLE. The Related Learning Experience (RLE) is composed of Clinicals and Skills Laboratory. The RLE activities are carefully selected to develop competencies utilizing the nursing process in varying health situations. The following conditions must be observed: a. Related Learning Experience (Clinicals) shall be offered simultaneously or immediately after classroom instruction. Classroom and RLE activities must be congruent with the learning outcomes of the course in terms of time and context. b. Faculty in charge of classroom instruction shall supervise students in their RLE. In the case of team teaching, there should be close coordination and collaboration between the lecturer and the clinical faculty. c. A documented RLE rotation plan showing distribution of students and faculty supervision in each clinical area of base hospital and affiliation agencies shall be made available.

d. Faculty compensation shall be based on the computation that one (1) hour RLE is equivalent to one (1) lecture hour.


e. Effectiveness and efficiency of the Related Learning Experience, shall consider the following factors: 1. Quality of supervision of clinical instructors and teaching-learning process 2. Readiness and capacity of the learner 3. Quality of the learning resources both in institutions and communities 4. Adequate number and variety of clientele 5. Utilization of appropriate feedback mechanism 6. Adequate number of qualified nursing staff and other personnel 7. Quality of nursing care services 8. Compliance with the required equivalence of fifty one (51) to one (1) unit RLE 9. Ratio of student to clientele depends upon the learning outcomes and the capacity of the students. The ratio of faculty to student for RLE (Clinicals in Hospital/Community setting) shall be:

Level 1st Semester 2nd Semester I NA NA II 1:10 1:10 III 1:12 1:12 IV 1:12 1:12

The ratio of student to student to clientele shall be:

Level 1st Semester 2nd Semester I NA 1:1 II 1:2 1:2 III 1:3 1:3 IV 1:6 1:6

The ratio depends upon the client group, e.g. ICU 1:1-1; Psych 1:1; Community-based experience 1:1; Family; 1:1 Population Group per catchment area: 1-2:1 Community (Depending on the size of the barangay) The ratio of faculty to student for RLE (Skills Laboratory) shall be:


The ratio of faculty to student for RLE (Clinicals in Hospital/Community setting) shall be:



ARTICLE VI

REQUIRED RESOURCES

Section 11. Administration

11.1 The College shall be administered by a full-time dean with the following qualifications:

a. Filipino citizen; b. Registered Nurse in the Philippines with current and valid PRC ID; c. Holder of Master’s degree in Nursing conferred by a college or university duly

recognized by the Commission on Higher Education; d. Has at least three (3) years experience of clinical practice and a total of at least five

(5) years experience in teaching, administration and supervision in nursing education;

e. Physically and mentally fit; f. Has good moral character; g. Has no other teaching assignments or administrative functions in other

public/private institutions or higher education institutions; h. Has a duly notarized employment contract as dean of the nursing program of at

least one (1) academic year with corresponding academic rank renewable annually; i. An active member of good standing of the Association of Deans of Philippine

Colleges of Nursing (ADPCN); j. Member of good standing of accredited professional nursing organization.

11. 2. Teaching Load. The Dean shall have a teaching load not exceeding a total of six (6) units in a

semester.

11.3 The Dean shall have the following functions and responsibilities:

11.2.1 Administration:

a. Ensures compliance to CHED policies, guidelines and standards and other

relevant regulations

b. Prepares short term and long term plans;

c. Manages department/college office operations;

d. Obtains recognition/accreditation of the nursing program;

e. Evaluates the performance results of the nursing program

f. Pursues personal and professional development

11.2.2 Curriculum and Instruction:

a. Initiates curriculum development programs;

b. Leads development and utilization of instructional resource

c. materials;

d. Ensures attainment of instructional standards in curriculum implementation;

e. Monitors and evaluates the proper implementation of the programs

12.2.3 Faculty:

a. Plans a rational faculty, academic and non-academic load;

b. Leads in the faculty and staff development programs;


12.2.4 Resource Management:

a. Manages human, financial and physical resources;

b. Collaborates with the health services, affiliation agencies and other academic

units in the implementation of instructional programs

12.2.5 Research and Extension :

. Initiates research and community extension projects/programs

12.2.6 Linkages:

Forges relevant linkages with local and international HEIs and agencies

12.4 Teaching load. The Dean shall have a teaching load not exceeding a total of six (6) units in a

semester.

Section 13. Faculty

13.1 Faculty members shall be physically and mentally fit with good moral character.

Moreover, the faculty shall have academic preparation appropriate to his/her teaching assignment.

Faculty members teaching professional courses must have the following qualifications:

a. Registered Nurse in the Philippines with current/valid PRC ID b. Holder of Master’s degree in Nursing conferred by a college or university duly

recognized by the Commission on Higher Education; c. At least three (3) years of clinical practice in a general /specialized area; d. At least three (3) years of teaching experience e. A member of accredited professional nursing organization of good standing.

Faculty members teaching other courses must have the following qualifications:

a. At least a master’s degree holder of other allied medical and health sciences for those teaching health science courses;

b. At least a master’s degree holder in their area of specialization for faculty members teaching general education courses and should only teach courses in their specialized area.

13.2 When vacancies occur in the teaching force of the college during the school year,

substitute or replacement faculty with similar or higher qualifications shall be employed.

13.3 The following conditions for employment must be observed:

a. The salary of faculty shall be commensurate to his/her academic rank.

b. Full time faculty member who teaches professional courses shall be responsible for both classroom and Related Learning Experiences

(RLEs).


13.4 Upon appointment, a faculty member shall have a duly notarized employment contract

of at least one (1) academic year, renewable annually specifying academic rank in accordance with

his academic training and clinical expertise. The recognized ranks are: instructor, assistant professor,

associate professor and professor.

13.5 For the initial operation of the BSN program with two (2) sections of not more than 45 students per section, a minimum of four (4) qualified masters prepared faculty members teaching professional and health science courses, shall be employed.

13.6 The College of Nursing shall have an updated five-year faculty development program

(FDP). The FDP consists of written activities and programs toward the development of the faculty for

intellectual, personal, and professional as well as ethico-moral and spiritual growth. The program

may be in the form of:

a. graduate studies; b. scholarship and research grants;

c. continuing professional development and in-service programs;

d. clinical skills enhancement on official basis for at least two weeks per year;

e. career advancement programs

f. lifelong and self-directed learning activities.

13.7. Teaching Load. The teaching load of faculty members should be as follows:

a. Full-time faculty members may carry a combined RLE and classroom load of not

more than thirty-six (36) hours per week which include consultation hours and

other activities related to RLE instruction, research and extension services.

b. Full-time faculty members may design independent study for students which

could be credited towards RLE instruction.

c. Nurses who are employed in government and private institutions and at the same time who serve as part time faculty or clinical instructors must secure permit from the employer/s to be given a maximum RLE and/or classroom load of 8-16 hours per week per semester, provided they will render services on their off-duty hours. Moreover, the Chief Nurse/Training Coordinator/Supervisor/Head Nurse should not assume any administrative and clinical supervisory function in any nursing school.

13.8 The college of nursing must have a faculty manual containing information and policies

on all matters pertaining to the faculty such as faculty development program, benefits and privileges, code of conduct , and accountability

13.9 There must be a functional integration between the college and nursing service

department of the base hospital. There must be a faculty clinical orientation on policies, standards, guidelines and expectations of affiliation agencies. Likewise, nurses from affiliating agencies employed as preceptors or clinical instructors must be oriented on the BSN Curriculum and the expectations of the course.


Section 14. Library

14.1. Library services shall provide the instructional and research needs of the staff and students making it one of the most important service units within a higher education institution. It is for this reason that libraries should be given special attention by the administrators of the institution. Libraries should be maintained with qualified staff , up-to-date collection, qualified staff, communications and connectivity portals. 14.2 Library Staff. The Head librarian should be:

a) A registered librarian; b) Masters’ degree holder in Library Science; and, c) Possesses appropriate professional training. The library should be staffed with one full time registered librarian for every 1,000

students and a ratio of 1 librarian to 2 staff/clerks.

14.3. Library Holdings. Library holdings should conform to existing requirements for libraries.

There should be five (5) book titles per professional subject found in the curriculum at a ratio of one

(1) volume per fifteen (15) students enrolled in the program. Book titles must be of recent edition,

published within the last five (5) years. The Higher education institutions [HEI] are encouraged to

maintain periodicals and other non-print materials relevant to the nursing program to aid the faculty

and students in their academic works. CD-ROMs may complement a library’s book collection but

should not be considered a replacement for the same.

Opening of new BSN program shall have at least 3,000 total number of books

accessioned, 30% of which shall consist of professional books. Ten percent (10%) of the total

professional book collection shall be of Filipiniana collection.

14.4. Journals. For the opening of new BS nursing program, the HEI shall have a regular and updated subscription to at least seven (7) professional foreign nursing journals and at least two (2) local journals in the following areas:

a. Maternal and Child Nursing

b. General Nursing

c. Nursing Research

d. Psychiatric Nursing

e. Nursing Management/Leadership

f. Pediatric Nursing

g. Medical-Surgical Nursing

h. Community Health Nursing

For the recognition of the BS nursing program, the subscription of foreign nursing

journals should be regularly updated and maintained. The number of copies of these

journals shall be increased depending upon the student population.


In addition to the core book collection, a core periodical collection of current and

relevant titles (local and foreign) shall also be provided. Periodicals shall include serials,

magazines and newspapers of hard and/or soft copies . A minimum of five (5) titles are

required. The recommended number of periodicals based on enrollment is as follows:

Enrollment No. of copies of Periodicals

For every 250 students 5 copies per title

14.5. Regular weeding out program shall be undertaken to keep the collections relevant and

up-to-date within the last five (5) years. Archived collections shall not be more than 30% of the total

collections.

14.6. Stamping of Library Collections. For purposes of identification, the library collection

including general education books, professional books, reference materials, journals and similar

other collections shall be stamped with the name of college/university and the campus where the

institution is located.

14.7. Internet Access. Internet access is encouraged but should not be made a substitute for

book holdings.

A computer room with several units of computers connected to the internet shall be maintained

either as a separate unit or as part of the library.

14.8. Space Requirements. The following are the minimum requirements for the library: a. At least 126 square meters or approximately two (2) classrooms shall be

required for the library. b. At any one time, a library space should accommodate at least five per cent (5%) of the total enrollment. c. It should include space for collections, shelving areas, stockroom, reading area and office space or lounge for staff. The facilities shall be designed to attract and provide safety and promote operational efficiency and effectiveness of use. In addition, provision for future expansion should be made. 14.9. Finance. All library fees should be used exclusively for library operations and procurement for collections, furniture and fixtures, equipment and facilities, maintenance and staff development. 14.10. Networking. School libraries shall participate in inter-institutional activities and cooperative programs whereby resource sharing is required. 14.11. Accessibility. The library should be accessible to all and should be open to serve the needs of users even beyond class hours. Users include members of the faculty, students and employees of the institution.


Section 15 Laboratory and Facilities

Laboratories should conform to existing requirements as specified in RA 6541, “The National

Building Code of the Philippines” and Presidential Decree 856, “Code of Sanitation of the

Philippines.” List of required and recommended equipment are listed in each course requirement.

A system for identification of laboratory equipment, supplies and models should be

observed.

15.1. Classroom Requirements:

A. For regular classroom instruction, the class size shall have a maximum of 45 students.

1. All students should be safe and comfortably seated. 2. The ventilation and temperature for the entire room should be conducive for

learning and instruction. 3. The audiovisual facilities should be properly situated to ensure clear presentation

visible from all areas of the classroom .

The classroom area shall have at least 7 meters x 9 meters or 63 square meters.

B. For science laboratory classroom must accommodate maximum of 25 students

1. At least one (1) fire extinguisher placed outside the door in each science laboratory/nursing skills laboratory. The fire extinguisher must have a record of refill and expiry date attached to the unit;

2. At least two (2) doors which will serve as an entrance and exit; 3. There shall be separate laboratory rooms for Physics, Chemistry, Anatomy-

Physiology, Microbiology and Parasitology 4. Laboratory rooms shall be adequately equipped with available safety and emergency

care facilities.

15.2 Nursing Skills Laboratory:

The nursing skills laboratory must be well-lighted and well-ventilated and conducive to

demonstration and practice learning. Its demonstration room and practice area for return

demonstration must have an area of at least 8m. x 14m. or 112 sq.m. The nursing skills laboratory

simulates major areas in hospital setting and equipped with basic instruments, equipment and

supplies, to aid in the development of the competencies in performing nursing procedures.

Specifically, the nursing skills laboratory shall have:

a. An amphitheater-style demonstration room that can accommodate a maximum of 45

students at one time with lavatory and running water;

b. Ratio of bed to practicing students is 1:2 or a practice area for return demonstration where there is one (1) bed to two (2) students at any given time;

c. At least two (2) doors which will serve as an entrance and exit; d. At least one (1) fire extinguisher placed outside the door in each science

laboratory/nursing skills laboratory. The fire extinguisher must have a record of refill and expiry date attached to the unit;

e. Basic demonstration models namely: 1. Birthing model

2. Newborn Model


3. Adult bisexual model with the following contraptions for:

3.1 basic life support

3.2. tracheostomy care

3.2. colostomy care

3.3 catheterization

3.4 enema

3.5. parenteral/intravenous (IV)

f. Equipment

1. Electrocardiogram (ECG) monitoring demonstration

2. Suction apparatus

g. Ratio of demonstration models to practicing students is 1:10, to facilitate

learning.

11.3 Clinical Facilities and Resources:

The general guidelines for the affiliation of nursing students are provided in the Joint

Administrative Order of DOH No. 2013-0034 and CHED CMO No. 35 s. 2013 entitled “Policies and

Guidelines on the Affiliation of Higher Education Institutions with Hospitals and Other Health

Facilities for the Training of Students in Health Professions Education.

Related Learning Experiences (RLEs) are teaching-learning opportunities designed to develop

the competencies of students utilizing processes in various health situations. These could be sourced

from, but not limited to: lying-in clinics, schools, industrial establishments, community, out-patient

clinics and general and specialty hospitals. Adequate and appropriate base hospital shall be required

to be the prime clinical learning resource.

Base Hospital. The base hospital is a health facility utilized by a higher education

institution with nursing program offering as a source of basic or primary related learning

experiences. The hospital maybe independent or owned or operated by the institution or

utilized by the institution in accordance with an effective and duly notarized Memorandum

of Agreement between the institution and the base hospital which clearly specifies the

responsibilities of each party.

The base hospital of a nursing program should meet the following requirements:

a. Has current accreditation by the DOH-Bureau of Licensing and Regulation as Level IV Hospital (Tertiary Care/Teaching/Training Hospital).

b. Has an authorized bed capacity (ABC) of 100 beds with annual average occupancy rate (AOR) of eighty percent (80%);

c. Should be accessible and located within the region where the nursing school is situated. In the case of nursing schools located in Metro Manila, the base hospital should be located within Metro Manila.

d. Sixty per cent (60%) of the total bed capacity of the base hospital shall be used for the RLEs of students.


e. Should have a master rotation plan indicating the schedule/areas of all the schools utilizing the hospital for training of students.

Affiliation Hospital is an accredited health facility being utilized by the HEIs in

specialized areas for supplementary clinical learning of students. This shall be bound by

Contract of Affiliation (COA). A COA is a legal document duly notarized that shows the terms

and conditions between the HEI and the health facility as its affiliation hospital. The COA

shall contain provisions for acquisition of clinical skills of students in specialized areas.

Cross regional affiliations will not be allowed unless in cases where specialty areas

cannot be found in the region.

The base hospital/s, affiliation hospital/s and community health agency/ies being

used by the students for RLEs either conducted in urban or rural community should have the

following facilities:

a. classroom for conference

b. library

c. comfort room

d. dressing room

e. lounge

f. locker

Provision should be made for adequate physical facilities, supplies and equipment

for effective nursing care and attainment of learning outcomes of students.

The nursing service should be provided with a designated training coordinator and

the required staffing composed of qualified professional and non-professional personnel.

The faculty and the nursing service personnel of the affiliation agency should work

together in the planning, implementation and evaluation of the related learning experiences

of students.

There should be an adequate number of patients varying in age, sex, level/acuity

and types of illness desired for teaching-learning experience of different curricular levels.

15.5 Virtual Nursing Skills Laboratory:

Higher education institutions are required to put up Virtual Skills Laboratory to

supplement and complement the attainment of learning outcomes prior to actual

experience.

ARTICLE VII

QUALITY ASSURANCE

The policies, standards, and guidelines is hereby issued to ensure high quality nursing education in the country . Nursing schools are advised to undergo external accreditation by


relevant accrediting agencies recognized the Commission (CMO #1 CHED Recognized Accreditation System ) .

Section 1. Continuous Quality Improvement

To ensure continuous quality improvement HEIs are strongly encouraged to undergo quality

assurance by an external accreditation body as specified by Institutional Sustainability Assurance (ISA) Mechanism.

For nursing education programs which cannot qualify yet for external accreditation, the Commission, in coordination with the Technical Committee on Nursing Education , recognized accrediting body and other nursing education development and regulatory bodies such as the Professional Regulatory Board of Nursing will provide assistance to these programs to undertake self-study or self-assessment together with their development plans for improvement and will jointly work together until external accreditation becomes possible. In addition to national external accreditation, the nursing program can seek international accreditation through institutional recognition .

ARTICLE VIII

COMPLIANCE OF HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the

following items which will be submitted to CHED when they apply for a permit for a new program or

the approval of the transformation of existing programs to outcomes-based framework:

Sec. 1. A complete set of institutional and program outcomes Sec. 2 Proposed curriculum, and its justification, including a curriculum map.

Sec. 32 Proposed performance indicators for each outcome. Proposed measurement

system for the level of attainment of each indicator.

Sec. 33 Proposed outcomes-based syllabus for each course, arranged in sequence following

the curriculum matrix (all professional, major, GE, mandated courses)

Sec. 34 Administration, faculty, and staff profile with supporting documents

Sec. 35 Teaching assignments vis-à-vis faculty qualifications per term

Sec. 36 List of library, laboratory, and classroom facilities and equipment, with supporting

documents

Sec. 37 List of available support services, with supporting documents

Sec. 38 Proposed system of program assessment and evaluation

Sec. 39 Proposed system of program Continuous Quality Improvement (CQI)

ARTICLE IX

SANCTIONS FOR NON-COMPLIANCE


Non-compliance with the provisions of this CMO, after due process, shall cause the Commission to impose sanctions. The sanctions for HEIs offering nursing programs shall be based on the 3-year consolidated institutional performance in the Licensure Examinations for nurses and the outcome of the monitoring visits, and shall adhere to the following guidelines.

Compliance of Nursing schools shall be based on the following major areas:

A. Performance of their graduates in the Philippine Nurse Licensure Examination

The institutional passing average or performance of the graduates of HEIs in the Licensure Examination for Nurses for the past three (3) years based on data provided by the Professional Regulatory Board for Nursing

B. Result of the Joint CHED-PRC monitoring and evaluation activities

1. Dean/Administration 2. Faculty 3. Curriculum and Instruction 4. Internship Training Program and Accreditation of Training Facilities 5. Students (Admission, Promotion and Retention) 6. Laboratory and physical facilities 7. Library and Learning facilities 8. Research

9 Effective Academic Year 2018-2019 and yearly thereafter, higher education institutions

offering Nursing program whose average passing percentage in the licensure examinations is twenty-five percent (25%) and below for the past three (3) consecutive years (2015, 2016 and 2017), equivalent to six exam periods, shall be imposed sanctions based on the following:

Overall Licensure

Performance

(Passing Average)

Action/s

46-55 % Warning

CHED monitoring visit in two (2) years

31-45% Probation for phase out

CHED monitoring visit in 1 year

Below 30% Phase out program

Stop admissions with gradual phase out

The institutional passing average in the licensure examination for programs to be phased out shall consider ratings of examinees who took the licensure examination for the first time.


Effective Academic Year 2018-2019 and yearly thereafter, higher education institutions offering Nursing program subjected to Joint CHED-PRC monitoring and evaluation shall be imposed sanctions based on the following:

Non-Compliance with Areas

of Evaluation in PSG Action/s

1 area

Warning

Yearly visit

Phase-out if non-compliant during the second visit

2 areas

Probation

Revisit in 6 months

Phase out if non-compliant on the second visit

More than 2 areas Phase out program

Stop admissions with gradual phase out

ARTICLE X

CALENDAR OF IMPLEMENTATION

This section provides the proposed schedule of implementation and compliance reporting for this

CMO which provides a transition to outcomes-based education. This also proposes a timeline for

the anticipated development and implementation of a new CMO aligned with outcomes-based

education after K-12

YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7

15-16 16-17 17-18 18-19 19-20 20-21 21-22

4 TransOBE TransOBE TransOBE TransOBE NewOBE

3 TransOBE TransOBE TransOBE NewOBE NewOBE

2 TransOBE TransOBE NewOBE NewOBE NewOBE

1 TransOBE NewOBE NewOBE NewOBE NewOBE


ARTICLE XI

TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS

Section 20. Transitory Provision

Higher education institutions that have been granted permit or recognition to offer the BS

Nursing program are required to fully comply with all the requirements in this CMO within three

(3) years after the date of effectivity. There shall be close monitoring of nursing programs by the

Commission.

Add transitory period for compliance to the 3 yrs clinical experience of those already hired

Section 21. Repealing Clause

Any provision of this Order, which may thereafter be held invalid, shall not affect the

remaining provisions.

All CHED issuances, rules and regulations or parts thereof that are inconsistent with the

provisions of this CMO are hereby repealed.

Section 22. Effectivity Clause

Higher education institutions [HEIs] that opted to implement CMO No. 30 s. 2001 shall allow their

students to the finish BSN curriculum under CMO No. 30 s. 2001 while those HEIs that opted to

implement CMO No. 5 s. 2008 during the SY 2008-2009 shall allow their students to graduate under

CMO No. 14 s. 2009.

This CMO shall take effect starting School Year ____________, fifteen (15) days after its

publication in the Official Gazette or in a newspaper of national circulation.

PATRICIA B. LICUANAN, Ph.D.

Chairperson


Appendix A Philippine Qualifications Framework

LEVEL 6 7 8

KNOWLEDGE, SKILLS AND VALUES

Graduates at this level will have a broad and coherent knowledge, skills and values in their field of study for professional work and lifelong learning

Graduates at this level will have advanced knowledge , skills and values in a specialized or multi-disciplinary field of study for professional practice, self-directed research and/or lifelong learning

Graduates at this level have highly advanced systematic knowledge, skills and values in highly specialized and/or complex multidisciplinary field of learning for complex research and/or professional practice or for the advancement of learning

APPLICATION Application in professional work in a broad range of discipline and/or for further study

Applied in professional work that requires leadership and management in a specialized or multi-disciplinary professional work and/or research and/or for further study

Applied in highly specialized or complex multi-disciplinary field of professional work that requires innovation, and/or leadership and management and/or research in a specialized or multi-disciplinary field

DEGREE OF INDEPENDENCE

Independent and /or in teams of related field

Independent and or in teams of multidisciplinary

Independent and/or in teams of multi-disciplinary and more complex setting

QUALIFICATION TYPE

Baccalaureate Degree Post-Baccalaureate

Program

Doctoral Degree and

Post-Doctoral

Programs


Appendix B Sample BSN OBE Curriculum Program of Study First Year

First Semester

Course No. Course Name Lec Lab RLE Units

SL C

Understanding the Self 3 0 0 0 3

Readings in Philippine History 3 0 0 0 3

Theoretical Foundation of Nursing 3 0 0 0 3

Anatomy and Physiology 3 2 0 0 5

Biochemistry 3 2 0 0 5

Mathematics in the Modern World 3 0 0 0 3

Art Appreciation 3 0 0 0 3

Physical Education ( Wellness and Fitness) 2 0 0 0 2

Total units 23 4 0 0 27

Total Hours per week: Lecture – 23 x 1 = 23 Lab - 4 x 3 = 12 Total - 35 hrs/week Second Semester


SL C

Purposive Communication 3 0 0 0 3

Health Assessment 3 0 2 0 5

Health Education 3 0 0 0 3

N 100 -Fundamentals of Nursing Practice 3 0 2 0 5

Microbiology and Parasitology 3 1 0 0 4

Physical Education (Self defense) 2 0 0 0 2

GEC Elective 1( Institutional choice) 3 0 0 0 3

Total Units 20 1 4 0 25

Total Hours per week: Lecture – 20 x 1 = 20 Lab - 5 x 3 = 15 Total - 35 hrs/week Second Year First Semester


SL C

Community Health Nursing 1 (Individual and Family as Clients)

2 0 1 1 4

Nutrition and Diet Therapy 2 1 0 0 3

Pharmacology 3 0 0 0 3

N 101- Care of Mother, Child, Adolescent 4 0 2 3 9


(Well Clients)

Ethics 3 0 0 0 3

NSTP 1 3 0 0 0 3




SL C

Community Health Nursing 2 (Population Groups and Community as Clients)

2 0 0 1 4

N 102 -Care of Mother, Child at Risk or with Problems (Acute and Chronic)

6 0 1 5 12

Ethics in Health Care 3 0 0 0 3

Science, Technology and Society 3 0 0 0 3

NSTP 2 3 0 0 0 3


Total Hours per week: Lecture – 17 x 1 = 17 Lab - 8 x 3 = 24 Total - 41 hrs/week

Third year First Semester


SL C

Nursing Research 1

2 0 1 0 3

N 103- Care of Clients with Problems in Oxygenation, Fluid and Electrolytes, Infectious, Inflammatory and Immunologic Response, Cellular Aberrations, Acute and Chronic

8 0 1 5 14

Care of the Older Person 2 0 0 1 3

GEC Elective 2 Living in an IT Era (informatics)

3 0 0 0 3

Total 15 0 2 6 23



SL C

Nursing Research 2 2 2

N 104- Care of Clients with Problems in 5 1 3 9


Nutrition, and GI , Metabolism and Endocrine, Perception and Coordination (Acute and Chronic)

N 105- Care of Clients with Maladaptive Patterns of Behavior, Acute and Chronic

4 1 3 8

Clinical Reasoning and Decision Making 3 3

Total 12 4 6 22

Total Hours per week: Lecture – 12 x 1 = 12 Lab - 10 x 3 = 30 Total - 42 hrs/week Fourth year First Semester


SL C

N 106-Nursing Care of Clients with Life Threatening Conditions, Acutely Ill/ Multi-organ Problems, High Acuity and Emergency Situation, Acute and Chronic

4 1 4 9

N 107- Nursing Leadership, Management and Professional Adjustment

4 3 7

Decent Work Employment and Transcultural Nursing

3 3

GEC Elective 3 The Entrepreneural Mind 3 3

Life, Works and Writings of Rizal 3 3

Total 17 1 7 25



SL C

Intensive Nursing Practicum- Care of Any Group of Clients in the Hospital and Community

8 8

N 108- Disaster Nursing 2 1 3

The Contemporary World 3 3

Total 5 1 8 14

Total Hours per week: Lecture – 5 x 1 = 5 Lab - 9 x 3 = 27 Total - 41 hrs/week


Appendix C Sample Curriculum Map of the Program Outcomes

PROFESSIONAL and MAJOR COURSES

Program Outcomes

First year Second year Third year Fourth year

TFN

An

a-P

hys

io

HA

Hea

lth

ed

uca

tio

n

NC

M 1

00

Hea

lth

car

e et

hic

s P

har

ma

Nu

trit

ion

CH

N 1

NC

M 1

01

CH

N 2

NC

M 1

02

NI

NR

es 1

NR

es 2

Old

er

per

son

N

CM

10

3

NC

M 0

4

NC

M 1

05

Clin

ical

re

aso

nin

g N

CM

10

6

NC

M 1

07

NC

M 1

08

DW

ETN

INP

1. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing.

I

P P P P P P P P P P D P D D D D D D D D D D D D

2. Perform safe, appropriate, humanistic and holistic care to individuals, families, population groups, and community utilizing nursing process.

P P P P P P P P P P P D D D D D D D D D


3. Apply guidelines and principles of evidence-based practice in the delivery of care.

I I I I I I P P P P P P P P P P P P P P D D D D D

4. Practice nursing in accordance with existing laws, legal, ethical and moral principles.

I I P P P P P P P P P P P P P D D D D D D D D D D

5. Communicate effectively in speaking, writing and presenting using culturally-appropriate language.

I P P D D D D D D D D D D D D D D D D D D D D D D

6. Document to include reporting up-to-date client care accurately and comprehensiv

I P P P P P P D D D D D D D D D D D D D D D


ely.

7. Work effectively in collaboration with inter-, intra-, and multi-disciplinary and multi-cultural teams.

I I I P P P P P D D D D P P D D D D D D D D D D

8. Practice beginning management and leadership skills in the delivery of client care and in health program development using a systems approach .

I I P P P P P P P P D D P D D D D D D D D D D D D

9. Conduct research with an experienced researcher

I I I I P P P P P P P D D D

10. Engage in lifelong learning with a passion to

I I I P P P P P D D D D D D D D D D D D D D D D D


keep current with national and global developments in general, and nursing and health developments in particular.

11. Demonstrate responsible citizenship and pride in being a Filipino

I I I P P P P P D D D D D D D D D D D D D D D D

12. Apply techno-intelligent care systems and processes in health care delivery’

I I I I I I P P P P P D D D D D D D D D D D D D

13.Adopt the nursing core values in the practice of the profession

I P P P P P P P P P P P D D D D D D D D D D D D

Add PO no 14

Legend: I- introduced concepts/principles; P-practiced with supervision; D demonstrated across different clinical settings with minimal supervision. Specify the highest level of attainment of the program outcome for each course.

Appendix E SAMPLE CURRICULUM MAP OF PROGRAM OUTCOMES AND THE PERFORMANCE INDICATORS


Cou

rse

PO1 PO2 PO

3

PO4 PO5 PO6 PO7

A

B

A.2

.2

A.2

.3

A.2

.4

A.2

.5

A.2

.6

B.2

.3

A.2

.4.2

A.1

.1

A.1

.2

A.1

.3

A.1

.4

A.1

.5

A.2

.1

C.1

.3

A.2

.7

A.3

.1

A.3

.2

A.3

.3

A.4

.1

A.4

.2

B.1

.3

B.4

.1

B.4

.2

B.6

.1

B.6

.3

C.3

.1

TFN I I I I I I I

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Appendix F SAMPLE ALIGNMENT MATRIX OF Program Outcomes, Course Outcomes and Learning Outcomes


N 107 Alignment of Program Outcomes, Course Outcomes and Learning Outcomes

PROGRAM OUTCOMES

(PO)

COURSE OUTCOMES (CO) LEARNING OUTCOMES (LO)

1.Apply knowledge of

physical, social, natural

and health sciences and

humanities in the

practice of nursing

Apply knowledge of

physical, social, natural

and health sciences and

humanities in managing

clients, teams and

programs in any setting

Integrate principles and concepts of human behavior in managing clients and

teams

Distinguish the different concepts used in nursing management

2.Provide safe,

appropriate and holistic

care to individuals,

families, population,

group and community

utilizing nursing process;

Utilizes the nursing

process in managing a

group of clients/nursing

service unit/ program in

any setting

Implements strategies/interventions to ensure healthy population/s in the

school and work settings.

Implements participatory and empowerment strategies for community

competence to identify and collaborate effectively in addressing needs and

problems related with health resource availability, access or use, environment

protection, safety and security.

Implements interventions guided by prescribed context of specific health

programs/services.

Determines the health education planning models appropriate to target

clientele/expected learning outcomes and outcomes.

Evaluates process/expected outcomes of nurse-client working relationship.

Documents nursing care services rendered and processes/outcomes of the

nurse client working relationship.


Institutes appropriate corrective actions to prevent or minimize harm arising

from adverse effects

3.Apply guidelines and

principles of evidence-

based practice in the

delivery of care;

Apply guidelines and

principles of evidence-

based practice in nursing

management;

Provides appropriate evidence based nursing care using a participatory

approach based on: a. clinical practice, b. client and staff safety, c. customer

care standards, d. nursing management and leadership

4.Practice nursing in

accordance with existing

laws, legal, ethical and

moral principles;

Practice nursing in

accordance with existing

laws, legal, ethical and

moral principles;

Adhere to ethico-legal considerations when providing safe, quality and

professional nursing care.

Applies ethical reasoning and decision making process to address situations of

ethical distress and moral dilemma.

Adheres to established norms of conduct based on the Philippine Nursing Law

and other legal, regulatory and institutional requirements relevant to safe

nursing practice.

Protects clients rights based on clients’ and Nurses’ Rights

Implements strategies/policies related to Informed consent as it applies in

multiple contexts.

5.Communicate

effectively in speaking,

writing and presenting

using culturally-

appropriate language;

Communicate effectively

in speaking, writing and

presenting using

culturally-appropriate

language to clients and

teams

Establishes rapport with client and/or support system ensuring adequate

information about each other as partners in a working relationship.

Addresses with respect, trust, and concern for safety, team needs, issues, or

problems related with psychosocial adaptation using appropriate

communication/interpersonal techniques/strategies.

Communicates, both in oral and written form, the results of the quality

improvement project in partnership with the quality improvement


team/quality assurance/nursing audit team

6.Report and document

up-to-date client care

accurately and

comprehensively;

Report and document up-

to-date client care

accurately and

comprehensively;

Documents nursing care services rendered and processes/outcomes of the

nurse-client and nurse-other health professionals working relationship.

Ensures completeness, integrity, safety, accessibility and security of

information.

Adheres to protocol and principles of confidentiality in safekeeping and

releasing of records and other information.

Implements system of informatics to support the delivery of health care.

7.Work effectively in

collaboration with inter-

intra-and multi-

disciplinary, multi-

cultural teams;

Applies principles of

partnership and

collaboration to improve

delivery of health

services;

Ensures intra-agency, inter-agency, multidisciplinary and sectoral collaboration

in the delivery of health care.

Implements strategies/approaches to enhance/support the capability of the

client and care providers to participate in decision making by the inter-

professional team.

Maintains a harmonious and collegial relationship among members of the

health team for effective, efficient and safe client care.

Coordinates the tasks/functions of other nursing personnel (midwife, BHW and

utility worker)

Collaborates with other members of the health team in the implementation of

programs and services

Applies principles of partnership and collaboration to improve delivery of

health services.


Collaborates with GOs, NGOs and other socio-civic agencies to improve health

care services, support environment protection policies and strategies, and

safety and security mechanisms in the community.

Participates as a member of a quality team in implementing the appropriate

quality improvement process on identified improvement opportunities

8.Practice beginning

management and

leadership skills in the

delivery of client care;

Manage a nursing service

unit/health program in

any setting

Discern the qualities of a good leader

Critique the leadership theories as applied in nursing and health setting

Develop a staffing schedule for a nursing team

Apply patient classification systems/nursing care models

Employ strategies to improve /promote motivation of the health team

Manages client load to ensure health program /service coverage.

Utilizes appropriate and efficient methods/strategies /tools to manage

multiple nursing interventions for clients with co- morbidities, complex and

rapidly changing health status with consultation as needed.

Coordinates care by organizing and prioritizing use of human, material,

financial and other resources to achieve expected health outcomes.

Creates a safe environment of care through the use of quality assurance,

continuous quality improvement and risk management strategies.

Participates in the development of policies and standards regarding safe

nursing practice.

Organizes own workload demonstrating time management skills for meeting


responsibilities and achieving outcomes.

Applies management and leadership principles in providing direction to

manage a community/village-based

Uses appropriate strategies/approaches to plan community health programs

and nursing service.

Ensures adequate resources (e.g. human, material) to effectively implement

programs/services based on requirements, ratio and standards.

Mobilizes resources for effective program implementation/service delivery.

Supervises the implementation of the nursing component of the health

services/programs.

Ensures that all nursing personnel adhere to standards of safety, bioethical

principles and evidence based nursing practice.

Evaluates specific components of health programs and nursing services based

on parameters/criteria.

Applies management and leadership principles to ensure a complete, accurate,

and up-to-date documentation of activities and outcomes of managing a

community/ village-based facility, component of a health program and/or

nursing service.

Maintains a positive practice environment

Demonstrates accountability for safe nursing practice:

Applies principles of supervision for effective and efficient delivery of health


programs and services.

Assesses supervisory needs of the nursing support staff.

Participates in the planning and implementation of staff development activities

to enhance performance of nursing support staff.

Monitors the performance of the nursing support staff.

Evaluates performance of nursing support staff using a standard evaluation

tool.

Participates in improving policies and standards of nursing practice.

Disseminates policies, regulations, circulars and programs among nurses and

nursing support staff.

Participates in developing policies and procedures relevant to human resource

management

Determines resources available for networking, linkage building, and referral

necessary for improving delivery of health services.

9.Conduct research with

an experienced

researcher;

Participate in QI/QA

activities in a nursing

service unit

Prepares a data collection and analysis plan as a member of the quality

improvement/quality assurance/nursing audit team.

Conducts collection and analysis of data with the team members based on the

agreed plan.

Implements with the team the developed action plan for the identified

variance to improve the system or process.

10.Engage in life-long Participate in varied Develop a personal philosophy and career goals as a professional nurse


learning with a passion

to keep current with

national and global

developments in general

and nursing and health

development in

particular;

continuing professional

development activities

Demonstrates accountability and responsibility or safe nursing practice:

Develop a professional nursing portfolio

Assumes responsibility for lifelong learning, own personal development and

maintenance of competence.

Demonstrates continued competence and professional growth.

Engages in advocacy activities to influence health and social care service

policies and access to services.

Models professional behavior.

Engages in advocacy activities to deal with health related concerns and adopts

policies that foster the growth and development of the nursing profession

11.Demonstrate

responsible citizenship

and pride of being a

Filipino.

Practices the core values

of the Phil nursing

profession

Accepts the responsibility in paying relevant taxes in the practice of the

profession

Customized nursing interventions based on Phil culture and values

Project the good image of a Filipino nurse

12. Apply techno-intelligent care systems and processes in health care delivery

Apply techno-intelligent

care systems and

processes in managing

resources and programs

Use appropriate technology to perform safe and efficient nursing activities

13.Adopt the nursing core values in the practice of the profession

Display nursing core

values in nursing

management and

leadership

Manifest caring as a core of nursing, including the love for God and people

Appendix H. SAMPLE INSTRUCTIONAL DESIGN

Commission on Higher Education (CHED Technical Committee on Nursing Education


Course Title : Nursing Leadership and Management Course Code : NCM 107 Course Description : Application of concepts, principles, theories and methods of management and leadership, as well as, the ethico-moral, legal and professional responsibilities of a nurse. The students are expected to perform beginning professional management and leadership skills, and apply sound ethico-moral and legal decision-making in the hospital and community-based settings. Students are likewise expected to comply to the professional standards of nursing practice. Course Credit : Theory: 4 units (72 hours); RLE: 3 units ( 162 hours) Independent study: 60 hours ( 25%) Placement : Fourth year, First Semester Pre-requisites : NCM 104, NCM 105 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. Report and document up-to-date client care accurately and comprehensively; 7. Work effectively in collaboration with inter-intra-and multi-disciplinary, multi-cultural teams; 8. Practice beginning management and leadership skills in the delivery of client care; 9. Conduct research with an experienced researcher;

10. Engage in life-long learning with a passion to keep current with national and global developments in general and nursing and health development in particular;

11. Demonstrate responsible citizenship and pride of being a Filipino. Level Outcomes: Given groups of clients (individuals, families, population groups, and communities) with health problems, the student will

apply principles of leadership and management effectively Course Outcomes: Given actual clients in the hospital/community setting the Level IV students will be able to:

1. Apply knowledge of physical, social, natural and health sciences and humanities in managing clients, teams and programs in any setting 2. Utilize the nursing process in managing a group of clients/nursing service unit/ program in any setting


3. Apply guidelines and principles of evidence-based practice in nursing management 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 to clients and teams 6. Report and document up-to-date client care accurately and comprehensively 7. Apply principles of partnership and collaboration to improve delivery of health services 8. Manage a nursing service unit/health program in any setting 9. Participate in QI/QA activities in a nursing service unit 10. Participate in varied continuing professional development activities 11. Practice the core values of the Phil nursing profession 12. Apply techno-intelligent care systems and processes in health care delivery 13. Adopt the nursing core values in the practice of the profession

Learning Outcomes

Content/Topic

Learning Strategies Assessment

Classroom TA

Related Learning Experience (SL, Hospital and Community)

TA

Given actual clinical setting with minimal supervision the Level IV students will: Distinguish the different concepts

used in nursing management

Discern the qualities of a good leader

Integrate principles and concepts of

Orientation to the Course Leveling of expectations and discussion of the intended learning outcomes and the shift to OBE approach for the course Concepts of leadership & management a Management Organization Leadership Nursing Mgt. b. Managerial/ Leadership Roles as a

Interactive Discussion

Vignette: identifying the characteristics of a manager/leader given a case scenario

4 Orientation/leveling of expectations in the clinical area ‘Buddy’ with a particular RN/nurse manager Reflective journaling on effective leadership and management in nursing

8 Paper and pencil test One-minute paper Rubric for the Reflection paper Rubric for a


human behavior in managing clients

and teams

Critique the leadership theories as

applied in nursing and health setting

beginning Nurse Practitioner 1. Concepts 2. Theories 3. Qualities/competencies of a nurse manager/leader 4. Roles and Responsibilities Principles of Management Leadership and Management theories

1. Early leadership theories

2. Early management theories

3. Contemporary Leadership Management theories

Web quest on 2012 NNCCS, roles and responsibilities of a nurse manager Sharing/critiquing of interview data, observations and experiences on leadership styles/theories

Peer critiquing the leadership/management style of a specific nurse manager

vignette

Post- test


Determine the health planning

models appropriate to target

clientele ( individuals, family,

population group or community)

Uses appropriate

strategies/approaches to plan

community health programs and

nursing service.

Conducts collection and analysis of data with the team members based on the agreed plan. Develop a personal philosophy and career goals as a professional nurse

Overview of the Functions of Management Planning Reasons for Planning Types of Planning

o Strategic Planning

o Tactical Planning o Operational

Planning Hierarchy of Planning Scope of Planning Modes of Planning Tools for Planning Proactive vs. reactive planning Philosophy, Vision, mission, goals

Lecture-discussion Case study on operational

planning by a nurse manager

Setting and sharing of personal philosophy and goals as a professional nurse

5 Nursing care planning for a given patient Develop a community program plan Planning for a ward project based on needs of staff nurses Critique the philosophy, vision-mission and goals of a health care facility

12 Paper-pencil Test Checklist for

NCP Performance

checklist Rubrics for community program plan and ward plan Rubrics for

grading personal and organization philosophy, vision-mission and goals

Ensures adequate resources (e.g.

human, material) to effectively

implement programs/services based

on requirements, ratio and

standards.

Budgeting Budgeting process Fiscal Planning Types of budget Costing out of nursing services

Interactive discussion Develop a personal

monthly financial plan as a student

4 Staffing role: Prioritization of work and budgeting of resources in management of clients Head nursing role: Budgeting of ward

8 Performance checklist

Rubric for

personal financial


Organizes own workload

demonstrating time management

skills for meeting responsibilities and

achieving outcomes.

Determines resources available for

networking, linkage building, and

referral necessary for improving

delivery of health services.

Mobilizes resources for effective

program implementation/service

delivery.

Cost-effectiveness Health care financing Resource Management ABC Inventory Time Management Maximizing personal time Maximizing managerial time Maximizing organization time

Case analysis on cost-

effectiveness

resources Inventory of ward resources Post-conference activity: Critiquing a nursing financial plan Costing of nursing services Concept paper on health care financing in relation to quality nursing /health services

plan/case analysis/ concept paper

Analyze a given organizational chart Organizing Organizational theories Types of Organizational Structure, Hierarchy, Models Organizational chart Organizing Patient Care Job design Job description Health care organizations Organizational Culture

Interactive discussion Force field analysis: students will assess the strengths and weaknesses of a health care facility (hospital, community) or a nursing school, including external forces

4 Head nursing activity: perform the job descriptions of a head nurse Critique an organizational chart of a health care facility applying organizational and management principles


Rubric for

organizational critique


Develop a staffing schedule for a

nursing team

Apply patient classification

systems/nursing care models

Manages client load to ensure health

program /service coverage

Staffing Recruitment, Selection, Placement Scheduling Predicting staffing needs Skill mix Patient classification system Predicting staffing models Nursing care delivery systems

o Case method o Functional nursing o Team nursing o Primary nursing o Modular nursing o Nursing Case

Management

Journal sharing and critiquing on staffing challenges, issues and problems

Concept mapping of

patient classification system/ nursing care delivery model based on organizational model

4 Head nursing activity: 1. Compute the actual patient acuity, FTE of staff-patient ratio in the assigned unit; 2.Formulate a two-week rotation schedule for a specific unit 3.Categorize clients based on Hospital Protocol on Patient Classification Staffing activity: Adopt a patient classification system/nursing care model


Rubric for

journal reaction

Participates in the planning and

implementation of staff development

activities to enhance performance of


Staff Development

Continuing Professional

Development

Web-quest inquiry: Sharing of best practices on staff development programs

3 Management activity: Staff development planning for nurses in a specific ward/community based on learning needs

8 Paper and pencil test

Rubric for staff

development plan

Implements participatory and

empowerment strategies for

community competence to identify

and collaborate effectively in

addressing needs and problems

Directing Tools in Directing Elements of Directing Leading community health programs

Journal sharing and

4 Implement a community development plan Head nursing activity: Implement managerial

Rubrics for program implementation Performance


related with health resource

availability, access or use,

environment protection, safety and

security.

Provides appropriate evidence based nursing care using a participatory approach based on: a. clinical practice, b. client and staff safety, c. customer care standards, d. nursing management and leadership .Utilizes appropriate and efficient

Methods/strategies /tools to manage

multiple nursing interventions

complex and rapidly changing health

status with consultation as needed.

Applies management and leadership principles in providing direction to manage a community/village-based

Shared Governance Power and Politics Delegation Effective delegation

reaction on shared governance

Case analysis on power

and politics

functions and delegate tasks/patients to student nurses in a team Behavioral modeling

checklist Rubrics for journal reaction and case analysis

Employ strategies to improve /promote motivation of the health team Establishes rapport with client and/or

support system ensuring adequate

information about each other as

Motivation Intrinsic and extrinsic motivation Theories of motivation Strategies in motivation Establishment of motivational conditions

Interactive discussion Vignette on motivation

strategies and integrating motivational theories

3 Head nursing activity: initiate team building activity/ Action-Reflection-Action Sessions (ARAS) Nurses Poll to assess the


Rubric for the

vignette


partners in a working relationship.

Maintains a harmonious and collegial

relationship among members of the

health team for effective, efficient

and safe client care.

Evaluates process/expected

outcomes of nurse-client and nurse-

health professionals working

relationship.

Team Work/Group

Processes

Group dynamics and

cultural diversity

intrinsic and extrinsic motivations of hospital and community nurses as basis for action plan as a nurse manager/leader

Quiz Self-satisfaction

rating

Disseminates policies, regulations, circulars and programs among nurses and nursing support staff Addresses with respect, trust, and concern for safety, team needs, issues, or problems related with psychosocial adaptation using appropriate communication/interpersonal techniques/strategies. Documents nursing care services rendered and processes/outcomes of the nurse client working relationship. Ensures completeness, integrity, safety, accessibility and security of information.

Communication Communication process Channels of communication Communication systems Barriers to communication Communication skills Organizational, interpersonal and group communication Organizational communication strategies Improving communication Record Management System

Communication relay to identify facilitators and barriers to communication

Concept paper on ethical

and legal consideration in reporting and recording

4 Staffing activity: Charting of nursing activities Critiquing nurses documentation Process documentation and critiquing of pt-nurse communication; nurse-nurse interaction, nurse-manager communication, nurse-doctor interaction Head nursing activities: Chart rounds/review Accomplishing ward/community records and reports


Anecdotal

observations Rubric for

concept paper


Adheres to protocol and principles of confidentiality in safekeeping and releasing of records and other information. Applies management and leadership principles to ensure a complete, accurate, and up-to-date documentation of activities and outcomes of managing a community/ village-based facility Implements system of informatics to support the delivery of health care Use appropriate technology to perform safe and efficient nursing activities

Nursing Informatics

Journal sharing on benchmarking initiatives on nursing informatics

Rubric for journal sharing

Ensures intra-agency, inter-agency,

multidisciplinary and sectoral

collaboration in the delivery of health

care.

Coordinates the tasks/functions of

other nursing personnel (midwife,

BHW and utility worker)

Collaborates with other members of

the health team in the

Collaboration

Coordination

Interactive discussion Case analysis on

coordination and collaboration skills of a nurse manager

Delphi procedure: getting

consensus decision through a survey among nurses and other members of the health

5 Head nursing activity: 1. Referral of

clients, 2. Needed

coordination/ collaboration with members of the health team, GOs, NGO and other interest groups


Rubric for case analysis and concept map


implementation of programs and

services

Applies principles of partnership and

collaboration to improve delivery of

health services.

Collaborates with GOs, NGOs and

other sociocivic agencies to improve

health care services, support

environment protection policies and

strategies, and safety and security

mechanisms in the community.

Coordinates care by organizing and

prioritizing use of human, material,

financial and other resources to

achieve expected health outcomes.

team of successful multidisciplinary collaborations and coordination

Concept mapping of referral/coordination protocol both in the hospital and community

Staffing activity: 1. Coordinate with

other members of the health team, other agencies for hospital/community projects

2. Coordinate nursing activities

Implements strategies/approaches to

enhance/support the capability of

the client and care providers to

participate in decision making by the

inter-professional team.

Implements strategies/interventions

to ensure healthy population/s in the

school and work settings.

Decision Making process Decision making tools and theories Change Process Handling resistance to change Planned change Conflict Management Types of conflict Managing conflict Work-related stress

Interactive discussion Fishbone analysis of a given problem case scenario Brainstorming technique: think and speak out freely and creatively about all possible approaches and solutions to a specific nursing problem

5 Head nursing activity: 1.Analyzing clinical problems 2. presenting solutions for simple conflicts/clinical problems 2. solving simple clinical problems Staffing activity: Clinical reasoning theater (based on problem


Rubric for

brainstorming and fishbone analysis

Brain writing-writing down ideas in slips of


Enhancing self esteem

encountered by the student nurse) Cross-impact analysis: identification of possible causal relationships between and among various events/scenarios in a health care setting and to come up with an action plan

paper related to a problem

Assesses supervisory needs of the


Supervises the implementation of the

nursing component of the health

services/programs.

Maintains a positive practice

environment.

Applies principles of supervision for

effective and efficient delivery of

health programs and services

Supervision

Psychological/structural

empowerment

Interactive discussion Debate on empowerment of nurses

3 Clinical audit of supervision practices of nurse managers Head nursing activity: a. Intentional modeling b. supervision of student nurses c. grand rounds

16 Performance checklist Paper and pencil test

Monitors the performance of the


Evaluates specific components of

health programs and nursing services

based on parameters/criteria.

Controlling Control Process Development of Standards Employee discipline

Group dynamics: developing criteria for evaluating role performance of nurses

3 Critiquing a performance evaluation tool of nurses Head nursing activity: feedback on performance evaluation of student nurses in their team

8 Performance checklist Rubric for group dynamics


Evaluates performance of nursing

support staff using a standard

evaluation tool.

Performance evaluation

Prepares a data collection and analysis plan as a member of the quality improvement/quality assurance/nursing audit team Ensures that all nursing personnel adhere to standards of safety, bioethical principles and evidence based nursing practice. Institutes appropriate corrective

actions to prevent or minimize harm arising from adverse effects

Participates in the development of policies and standards regarding safe nursing practice . Implements with the team the developed action plan for the identified variance to improve the system or process. Creates a safe environment of care through the use of quality assurance, continuous quality improvement and risk management strategies.

Continuous Quality improvement and risk Management Creating a patient safety culture Standards of Nursing Practice Quality Assurance/Quality improvement Variance report/sentinel events Accreditation

JCAHO/JCIA, Phil Health, Hospital Accreditation Commission

Nursing audit Other CHED quality assurance initiatives

Interactive session Debate on the ethical, moral, professional and legal considerations in ‘Nurse Alert/Watch’ and issue-based reporting Concept paper on Quality assurance/improvement initiatives for a given health sector ( academe, hospital, community, DOH, etc)

4 Staffing activity; 1. Prospective

nursing audit of patients chart

2. Reports variances/sentinel events

3. Provide inputs on policies, safety issues

Head nursing activity: 1. Develop a

manageable Quality improvement project with her nursing team

2. Perform risk assessment and develop an action plan

16 Performance checklist Rubric for debate and concept paper


Participates as a member of a quality team in implementing the appropriate quality improvement process on identified improvement opportunities

Participates in improving policies and standards of nursing practice. Participates in developing policies and procedures relevant to human resource management

Communicates, both in oral and

written form, the results of the

quality improvement project in

partnership with the quality

improvement team/quality

assurance/nursing audit team

Collaborates with GOs, NGOs and

other socio-civic agencies to improve

health care services, support

environment protection policies and

strategies, and safety and security

mechanisms in the community.

Demonstrates accountability and

responsibility for safe nursing

practice


Learning Outcomes

Content/Topic

Learning Strategies Assessment

Classroom TA

Related Learning Experience (SL, Hospital and Community)

TA

Adheres to ethico-legal, considerations when providing safe and quality and professional nursing care . Implements strategies/policies related to informed consent as it applies in multiple contexts Protects clients rights

based on clients’ and

Nurses’ Rights

Applies ethical reasoning and decision making process to address situations of ethical distress and moral dilemma Customized nursing intervention based on Phil. Culture and values.

A. Ethico-moral responsibility 1. Review

1.1 Basic ethical principles 1.2 Code of ethics for

nurse 1.3 Various Rights of

clients 2. Ethical decision-making

Ethical frameworks for decision-making

3. Ethical leadership in nursing

4. Professional autonomy 5. Personal Work ethics

Everyday ethical dilemmas: present an abbreviated case study with an ethical dilemma to nursing and health and ask the students to identify/justify ethical principle upheld and violated Concept paper on professional autonomy of nurses Critiquing of sample informed consent form Psychoanalysis: student will develop and present their own work ethics principle

5 Staffing activity: 1. Reflective

journaling on ethico-moral considerations in the care of clients

2. Nursing care planning that integrates ethico-moral considerations

Head nursing activity:

1. Ethical decision making in addressing concerns in the clinical setting

2. Behavioral modelling of work ethics

8 Paper pencil test Performance checklist Rubrics for concept paper Peer review


Adheres to established norms of conduct based on the Phil. Nursing Law and legal, regulatory and institutional requirements relevant to safe and nursing practice. Accepts responsibility in paying relevant taxes in the practice of the profession.

B. Legal Responsibilities

1. Nursing Legislations 1.1. Philippine Nursing Law 1.2. Health related laws

affecting nursing and health

1.3. Labor laws work contracts collective bargaining nurses and labor unions

1.4. Legal issues in nursing practice

1.1. Breach of contract 1.2. Negligence 1.3. professional

negligence/ Malpractice

1.4 Wills 1.5. Crimes related to nursing practice 1.6 Nurses and evidence Privileged communication Nurses as witness

Interactive session Case studies on nursing jurisprudence Position paper on a policy recommendation on a relevant nursing/health concern

6 Conference-discussion on: 1. Legal rights of

Filipino nurses 2. Legal violations in

health and nursing

8 Paper and pencil test Rubrics for case study and position paper

Assumes responsibility for lifelong learning, own personal development and maintenance of competence Demonstrates continued competence and

C. Personal and Professional Responsibilities

1. Nursing as a profession Professional Decorum

2. Roles and responsibilities of a beginning nurse practitioner

3. Career development Job search/job leads

Panel-discussion: Invite professional nurse Career orientation: invite accomplished alumni in various fields of practice to talk about their specialization

5 Participates in advocacy activities on issues of nursing. Attendance to nursing fora on health and nursing issues

8 Performance checklist Paper pencil test Rubric for professional


professional growth Models professional behaviour Project the good image of

a Filipino nurse

:

Develop a professional

nursing portfolio

Manifest caring as a core of nursing, including the love for God and people

Preparing for an interview Developing a professional portfolio

4. Emerging opportunities Fields of specialization Expanded roles of nurses Issues and trends in nursing

5. Nursing associations: Accredited professional nursing organization: PNA Speciality organizations Interest groups

6. Relevant PRBON resolutions affecting nursing practice e.g. 2012 national nursing core competency standards, Continuing Professional Development (CPD), National Nursing Career progression plan

Workshop on developing a professional portfolio Web quest on relevant nursing provisions

Self-assessment on attainment of the national Nursing Core Competency standards

protfolio

Engages in advocacy activities to influence health and social care service policies and access to services. Engages in advocacy activities to deal with health related concerns and adopts policies that foster the growth and development of nursing profession

Professional advocacy

Writing of a position paper on health or nursing issue

1 Rubric


Learning Environment: Classroom: The teaching-learning environment must be as contained in the Policies, Standards and Guidelines of

CHEd. Related learning Experiences:

Hospital : Students will be assigned in a CHEd- accredited hospital/health facility. Students will rotate in various clinical areas to

perform management related activities supervised by a competent Clinical Instructor Community: Students will be exposed in the adopted community to implement and manage health clinic/DOH

programs for a specific individual, families and population groups under the supervision of a competent Clinical Instructor 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 25 % of the total hours credited for the course.

Resources: Vignettes Case studies Organizational charts Invited alumni/professional nurses Laptop and Audio-visual equipment Journal articles Survey forms Course requirements: Exams and quizzes Professional nursing portfolio Quality Improvement project Community development plan/implementation report


Grading System: References: Textbooks:

Armstrong, A. (2010). Nursing ethics: a virtue-based approach. Hamshire: Palgrave Macmillan. Bellosillo, J, Marquez, J., Mapili, E., Octaviano, E ( 2008). Fundamentals of nursing Law,

jurisprudence and ethics. Manila: Educational Publishing House, Black, B and Chitty, K.K. ( 2014) St. Louis, Missouri: Elsevier/Saunders. Burkhardt, M (2008). Ethics and issues in contemporary nursing. 3rd ed.Australia: Thomson

Delmar Learning. Clark, C. (2009). Creative nursing leadership and management. Sudbury, Massachusetts: Jones and

Bartlett Publishers. De Belen, R and De Belen, D. (2007). Nursing law, jurisprudence, and professional ethics. Quezon

City: C & E Publishing. Finkelman, A (2012). Leadership and management for nurses: core competencies for quality care. 2nd ed. Boston: Pearson, Prentice Hall, Inc. Griffith, R and tengnah, C. (2014). Law and professional issues in nursing. 3rd ed. London: SAGE/Learning matters. Grohar-Murray, M. (2011) Leadership and management in nursing. 4th ed. Boston, Massachusetts: Pearson Inc. Hogan, M.A. and Nickitas, D. (2009). Nursing leadership and management. New jersey: Pearson Prentice Hall. Huber, D. (2010) Leadership and nursing care management. Saunders Elsevier

Huston, C. (2014) Professional issues in nursing: challenges and opportunities. 3rd ed. Philadelphia: Wolters Kluwer health/Lippincott Williams and Wilkins.

Jasper, M, Rosser, G. (2013). Professional development, reflection, and decision-making in nursing and health care.UK: Wiler-Blackwell. Kelly, P. (2012). Nursing leadership and management 3rd Edition. C Engage Learning International Edition Marquis, B. and Huston, C (2012). Leadership roles and management functions in nursing, Theory and application , 7th ed. Philadelphia: Lippincott Williams and Wilkins. Marquis, B. and Huston, C. (2012.) Leadership and management tools for the new nurse, A case study approach ,Philadelphia: Lippincott Williams and Wilkins . Masters, K. (2014) Role development in professional nursing practice. Burlington, MA: Jones & barlett learning. Perrin, K and McGhee, J. ( 2008) Quick look nursing: ethics and conflict. Sudbury, Massachusetts: Jones and Bartlett Publishers. Porter O’ Grady, T and Mallock, K (2013). Leadership in nursing practice, changing the landscape of health care Jones and Bartlett Learning Roussel, L. (2012). Management and leadership for nurse administrators Jones and Bartlett Learning


Thomas, J. (2013). A nurse’s survival guide to leadership and management on the ward. 2nd ed. United Kingdom: Churchill Livinstone Elsevier. Tomey, A.M. (2009). Guide to nursing management and leadership, 8th ed. Singapore: Mosby Elsevier

Venson, et al. (2009) Philippine Nursing Law.

Journals

Online Journals: Nursing Management. Lippincott Williams and Wilkins Journal of Nursing Management. Wiley Online Library Nursing Management Journal Information Journal of Excellence in Nursing Leadership International Nursing Review Philippine Journal of Nursing

Websites:

http://www.ahrq.gov/research/findings/factsheets/services/nursestaffing/nursesatff.pdf http://www.workingnurse,com/The-Nurse-Patient-Ratio-Five-Years-Later http://www.wpro.who.int/topics/nursing/ichrn_fact_sheet.pdf http://www.icn.ch/projects/positive-practice-environments/ http://www.pna-ph.org/downloads.asp

Other references: Phil. Nursing Law 2012 national Nursing Core Competency Standards PRC-BON resolutions Relevant CHED Memos and Administrative Orders

http://www.ahrq.gov/research/findings/factsheets/services/nursestaffing/nursesatff.pdf

http://www.workingnurse,com/The

http://www.wpro.who.int/topics/nursing/ichrn_fact_sheet.pdf

http://www.icn.ch/projects/positive-practice-environments/