Republic of the Philippines

Western Mindanao State University

COLLEGE OF NURSING
Normal Road, Baliwasan, Zamboanga City

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS in NCM 100

2nd Semester, Academic Year 2017 -2018

VISION LEVEL GOALS

The Western Mindanao State University shall be the Center of Excellence and leading
institution in human resource development and research in the country and in the ASEAN
region with international recognition.
MISSION
To educate and produce well-trained, development-oriented and forward-looking
professional and technical manpower for the socio-economic, political, and technical
development of the region and the country.
It shall endeavor to expand the frontiers of knowledge and its uses to society through
research, technology, the natural, physical and social sciences.
In harmony with the vision and mission of the university and guided by the goals of
the college which states the following:
1. To produce health care professionals who have acquired the necessary skills,
knowledge and attitude for the promotion of health, prevention of illness,
alleviation of suffering and restoration of health, coping with disabilities and
preparing patients for a peaceful death.
2. To produce beginning nurse researcher capable of generating new knowledge
and applying evidenced-based practice in improving client care.
3. To develop beginning nurse-managers capable of leading health teams, programs
and services effectively and efficiently.
4. To produce graduates who are locally relevant, eco-friendly, peace, gender,
transculturally, and globally competitive imbued with the core values of the nursing
profession.
Program Objectives and Its Relationship to Program Goals:
GOALS
PROGRAM OBJECTIVES (PO)
1 2 3 4
1. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing. / / / /
2. Perform safe, appropriate and holistic care to individuals, families, population groups, and community utilizing nursing process. / / / /
3. Apply guidelines and principles of evidenced-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/document client care accurately and comprehensively. / / / /
7. Collaborate effectively with inter-, intra-, and multi-disciplinary and multi-culturally teams. / / / /
8. Practice beginning management and leadership skills using systems approach in the delivery of care. / / / /
9. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health / / / /
developments in particular.
10. Demonstrate responsible citizenship and pride in being a Filipino. / / / /

1. Course Code: NCM 100 5. Course Description: This course provides the students with the overview of nursing
as a science, an art and a profession. It deals with the concept of man as a holistic being
2. Course Title: Fundamentals of Nursing Practice comprised of bio- psycho-social and spiritual dimensions. It includes a discussion on the
3. Prerequisite: Theoretical Foundations in Nursing, General Chemistry different roles of a nurse emphasizing health promotion, maintenance of health as well
as prevention of illness utilizing the nursing process. It includes the basic nursing skills
4. Credit: 3 Units Lecture, 2 Units RLE (Skills Lab) needed in the care of individual clients.
6. Course Learning Outcomes and its Relationships to Program Educational Objectives:

At the end of the course, given actual or simulated clients/situations/conditions, the student shall be able to PROGRAM OBJECTIVES
demonstrate competencies in all the key areas of responsibility. Specifically the student will be able to:
1 2 3 4 5 6 7 8 9 10
1. Understand the concepts of nursing as an art, as a profession and as a science. I/P I I I I I I I I I
2. Actively participating in varied teaching- learning activities designed for the course I I I I I I I I/P I I/P
3. Enumerate the purpose and importance of the nursing process. I I I I I I I I I/P I/P
4. Utilize the nursing process as a basis for nursing practice. I/P I/P P I/P I/P I/P I/P I/P I/P I/P
5. Demonstrate self- awareness and other caring attributes as a nurse. P P P P P I/P I/P P I/P P
6. Apply proper communication techniques in dealing with clients. P P P P P P P P P P
7. Effectively perform basic nursing tasks as a nurse working in a community or hospital I I I I I I I I I I
8. Exhibit proper judgment based on accepted ethical and moral principles of the profession. I I I I I I I I I I
9. Conduct correct and accurate assessment of a healthy client. I/P I/P I/P I I I/P I/P I/P I/P I/P
10. Formulate nursing diagnosis and nursing goals. I/P I/P I/P I/P I/P I I/P I I I/P
11. Implement nursing intervention based on needs and problems of healthy client. I I I I I/P I/P I/P I/P I/P P
12. Evaluate and modify plan of care based on outcome of intervention. I I I I I/P I/P I/P I/P I/P P
13. Value nursing as a science, an art and a profession. I I I I I I I I I I
14. Develop an appreciation to the chosen profession, being a nurse. I I I I I I I I I I

Legend: I – Introduced P – Practice with supervision D – Demonstrate without supervision

7. Course Content
Evidence of Outcomes
Outcomes-Based (OBA) Activities
(Assessment of Learning
Desired Student Learning (Teaching & Learning Activities) Course Program Values
Course Objectives, Topics Outcomes)
Outcomes Objectives Outcomes Integration
Classroom Laboratory Classroom Laboratory

TOPIC 1 – WMSU VGMO, Classroom Policies, Course Overview, Course Requirements, Grading System (3 Hours)
1. Discuss the VGMO of the University, 1. Student can be aware of and Individual Rubrics on 1, 2, 3, 4, 10 Value of
classroom policies, scope of the course, appreciative of the participation in class Interactive appreciation
course requirements and grading University’s VGMO, discussion and group Discussion
system. classroom policies, course presentation.
overview, requirements and
grading system.
TOPIC 2 – NURSING AS AN ART (9 Hours)
A. Self-Awareness- Who am I? 1. The student can develop an Individual reflection Write an essay Rubrics on Rubrics on 1, 2, 5, 13, 14 1, 2, 3, 5, 9, Value of
awareness of themselves. of themselves of “Who am Individual Written Output 10 appreciation;
shared on class. I?” and “How Participation
do I become a
B. Self-Enhancement- How do I become 2. The student can point out Classroom sharing of better Rubrics on 1, 2, 5, 6, 14 1, 2, 3, 5, 9, Value of self-
a better person? things that can make them individual thoughts person?” and Individual 10 respect;
better as an individual and on how to enhance discuss in Participation
subsequently improve own selves. groups using
themselves. Johari’s
Window Healthy and
C. Nursing 3. The student can discuss the Interactive Rubrics on 1, 2, 5, 13, 14 1, 2, 3, 5, 9, constructive
1. Definition meaning, characteristics, and discussion; Pass the Interactive 10 thoughts
2. Characteristics the focus, and as well as Chalk Activity Discussion and
3. Focus: Human Responses describe the personal (individual) Individual
4. Personal qualities of a nurse qualities of a nurse. Participation

D. Definition of Art 4. The student can define art. Interactive Rubrics on 1, 2, 5, 13, 14 1, 2, 3, 5, 9,
Discussion Interactive 10
Discussion

E. Why is Nursing an Art? 5. The student can relate Think-Pair-Share Rubrics on Group 1, 2, 5, 13, 14 1, 2, 3, 5, 9,
nursing to art. Activity Presentation 10
 F. Concepts related to the Art of Rubrics on 1, 2, 5, 13, 14 1, 2, 3, 5, 9,
Nursing 6. The student can identify the Interactive Interactive 10
different concepts that Discussion Discussion
relates to the art of nursing
G. Caring: An integral component of
nursing 7. The student can relate caring Interactive Conduct Rubrics on 1, 2, 5, 6, 13, 1, 2, 3, 5, 8, 9, Value of Care
to nursing Discussion and Role interview Interactive Rubrics on 14 10
Play incorporating activities with Discussion and individual
H. Nurse-Client Relationship 8. The student can describe the the Caring in Nursing classmates Group Activity/ output
importance of nurse-client and the interaction Presentation
relationship. of nurse and client
TOPIC 3 – NURSING AS A PROFESSION (18 Hours)
Topic 3.1 – History of Nursing
1. History of Nursing 1. The student can Individual Reporting Group Rubrics on Rubrics on 1, 2, 5, 13, 14 1, 3, 5, 9, 10 Value of
a) In the World acknowledge the nursing with Interactive dynamics on Individual and Individual and appreciation
b) In the Philippines evolution and its improvement Classroom the Life of Group Group
in the past years: Discussion; Florence Participation Participation
a) In the World Concept Mapping Nightingale and Interactive
b) In the Philippines Activity (Group) and Group Discussion
Reporting
2. The student can discuss and Interactive
2. Development of modern be aware of the development Classroom Rubrics on Rubrics on 1, 2, 5, 13, 14 1, 3, 5, 9, 10
nursing of nursing today. Discussion; Interactive written
Post-lecture Quiz Discussion examination
Topic 3.2 Growth of Professionalism
1. Definition of Profession 1. The student discuss the Individual Reporting Rubrics on 1, 2, 3, 5, 8, 1, 3, 5, 8, 9, Value
2. Professional qualities of a nurse meaning and enumerate the with Interactive Individual 13, 14 10 professionalism
3. Growth of Professionalism different qualities of a nurse. Classroom Participation in Nursing
4. Criteria of Profession Discussion and Interactive In the world
a. Specialized body of Discussion In the
knowledge 2. The student can discuss the Individual Reporting Philippines
b. Power and authority over different criteria of a with Interactive
training and education profession and be able to apply Classroom
c. Registration the concepts and principles Discussion Rubrics on
d. Altruistic service underlying professionalism as Individual
e. Ethics Participation
 f. Autonomy they move further with their and Interactive
5. Carpers’ four patterns of course. Discussion;
knowing Individual Reporting Rubrics on Quizzes 1, 2, 5, 8, 13, 1, 3, 5, 8, 9,
a. Empirical Knowing with Interactive 14 10
b. Ethical Knowing Classroom
c. Esthetical Knowing 3. The student can distinguish Discussion;
d. Personal Knowing the four patterns of knowing Post-lecture Quiz
according to Carpers.

Topic 3.3 – Overview of Professional Nursing Practice

1. Benner’s Level of Proficiency 1. Identify themselves Individual Reporting Rubrics on 1, 2, 5, 8, 13, 1, 2, 3, 5, 9, Love of life;
according to their level of with Interactive Individual and 14 10 Adherence to
proficiency. Discussion; Group the rule of law
2. Roles and Responsibilities of a Role Playing Activity Participation and
Professional Nurse 2. Apply different roles and (Group) Interactive
responsibilities of a Discussion
professional nurse in the care
of patients.
Topic 3.4 – Scope of Nursing
1. Scope of Nursing Practice 1. Identify the different scope Individual Reporting Rubrics on 1, 2, 5, 8, 13, 1, 2, 3, 4, 5, 8, Respect for
based on RA 9173 of nursing practice based on with Interactive Individual 14 9, 10 individual rights
RA 9173. Discussion; Case Participation and
Studies Interactive
Discussion
Topic 3.5 – Overview of the Code of Ethics for Nurses
1. Filipino Bill of Rights 1. Incorporate into practice the Individual Reporting Rubrics on 1, 2, 5, 8, 13, 1, 2, 3, 4, 5, 8, Responsible and
2. Legal Aspects code of ethics for nurses. with Interactive Individual 14 9, 10 accountable
Discussion; Case Participation and
Studies Interactive
Discussion;
Rubrics on Written
Output
Topic 3.6 – Professional Accountability
1. Legal accountability 1. Illustrate the legal and moral Individual Reporting Rubrics on 1, 2, 5, 8, 13, 1, 2, 3, 4, 5, 8, Freedom within
2. Moral accountability accountability and with Interactive Individual 14 9, 10 the law
Participation and
 responsibility of a professional Discussion; Case Interactive
nurse. Studies Discussion;
Rubrics on Written
Output
Topic 3.7 – Different Fields in Nursing
1. Institutional nursing (hospital 1. Explore the different fields of Individual Reporting Rubrics on 1, 2, 5, 8, 13, 1, 2, 3, 4, 5, 8, Open minded
staff nursing) nursing. with Interactive Individual 14 9, 10 and able to
2. Community Health Nursing Discussion; Participation and think logically
(school nursing /industrial Individual reflection Interactive
nursing public health nursing of themselves as a Discussion;
3. Independent nursing practice future professional Rubrics on Written
4. Nursing in education nurse (Reflection Output
5. Nursing in other fields Paper)

MID-TERM EXAM: 50%

TOPIC 4 – NURSING AS A SCIENCE (24 Hours)
TOPIC 4.1 – Communication Skills
1. Effective communication 1. The student can Interactive Conduct interview Rubrics on Rubrics on 1, 2, 5, 6, 8, 1, 2, 3, 4, 5, Respect for
2. Therapeutic Communication distinguish the Discussion and Role activities with Interactive Individual and 13, 14 8, 9, 10 beliefs and
a) Purposes importance of Play incorporating classmates and Discussion and Group cultures of
b) Components therapeutic the Therapeutic document Nurse- Group Activity/ Participation various races
3. Criteria for effective verbal communication communication and Communication Classmate Presentation
4. Guidelines for active and effective listening its considerations; Interaction.
5. Guidelines for use of touch and make use of its
6. Developmental consideration in different Give assignments on Rubrics on written Sensitive to
communication communication skills case analysis/clinical examination social issues in
7. Communicating with people who are: and techniques for application for the community
a) Physically challenge effective guidelines for trans-
b) Cognitively challenge communication. cultural therapeutic
c) Aggressive communication.
8. General guidelines for trans-cultural
therapeutic communication

Topic 4.2 – Nursing Process

1. Assessment 1. The student can Individual Review and Rubrics on Oral Rubrics on 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, Respect for
a. Assessment Models explain the concepts participation in class Demonstration of Participation Graded 6, 7, 8, 9, 13, 6, 7, 8, 9, 10 individual
b. Maslow’s Hierarchy of Human under assessment discussion Vital Signs, IPPA, Demonstration 14 needs and basic
Needs and know how to and other rights
c. NANDA’s Human response conduct proper Assessment Skills
patterns assessment.
d. Steps in Assessment
1, 2, 3, 4, 5, 7,
2. Nursing Diagnosis 2. The student can Evocative Expose students to Rubrics on Rubrics on 8, 9, 10, 13,
a. Data analysis identify a problem Class Discussion and clinics to observe Individual and Individual 14
b. Problem identification and formulate an Concept Mapping the different types Group Participation
c. Formulating Nursing Diagnosis appropriate nursing Activity (Group) of clients that seek Participation
 Actual Nursing diagnosis to patient consultation
  Diagnosis in line with his/her
 High Risk/ Potential assessment.
Nursing Diagnosis
 Wellness nursing
Diagnosis
 Syndrome nursing
diagnosis
d. Guidelines in stating Nursing
Diagnosis 1, 2, 3, 4, 5, 7, Able to form
3. Planning of Care 8, 10, 13, 14 Judgement
a. Setting Priorities
b. Goal setting
 Types of Goals 3. The student can Interactive Rubrics on Oral
 Parts of a Goal prioritize and Classroom Participation Open
 Stating Goals formulate a plan of Discussion 1, 2, 3, 4, 5, Mindedness
4. Intervention / Implementation care to his/her client 6, 7 11, 13, 14 and able to
a. Types of Nursing Intervention according to their think logically
b. Environmental management needs.
c. Physician initiated and ordered
interventions
d. Nurse initiated and ordered
interventions 4. The student can
e. Formats in Nursing identify the different
f. Care Plan Writing concepts on choosing
5. Evaluation and delivering
 Evaluating the effectiveness of appropriate nursing 1, 2, 3, 4, 5,
interventions interventions and 6, 7, 8, 12, 13,
6. Documentation of plan of care / implementations to 14
Reporting clients. Value the
a. Validating the care importance of
b. Documenting the proper
 nursing care plan Documentation
 guidelines for Legally 5. The student can and Reporting
accepted learn how to Post-lecture Quiz of Care
 Documentation/ appropriately Rubrics for
evaluate care given written
 Charting
to clients. Examination
c. Patient’s Chart/ Record
 Types of Patient’s
6. The student can
 record
identify the what and
  Purposes how’s of
 Forms/ sheets in a patient’s documentation and
record demonstrate
appropriate charting.
Topic 4.3 – Health and Illness
1. Man as an individual and as a member 1. The student can Individual Reporting Allow students to Rubrics on Rubrics on 1, 2, 3, 4, 5, 1, 2, 3, 4, 5,
of the family compare the with Interactive perform nursing Individual and Individual 6, 7, 8, 13, 14 7, 9, 10
2. Health, wellness and illness different concepts Classroom interventions r/t Group Activity Participation /
3. Dimensions of wellness regarding health and Discussion; healthy lifestyle Output
4. Health-Illness Continuum illness. Concept Mapping such as health Rubrics on Written
5. Stages of wellness and illness Activity (Group) education on: Examination
6. Three Levels of Prevention a. Dangers of
Smoking.
b. How to quit
smoking.
Topic 4.4 – Levels of Care
1. Health promotion 1. The student can Role play scenes to Tour of health Rubrics on 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, Love for Life
2. Disease prevention appraise the different show nurses doing facilities that Interactive 6, 7, 8, 13, 14 7, 9, 10
3. Health maintenance levels of care. health promotion, provide care of Discussion and Love for the
4. Curative disease prevention, clients. Group Activity/ Environment
5. Rehabilitative curative and Presentation
rehabilitative care Demonstration of Rubrics on
nursing skills Graded
relative to concepts Demonstration
in nursing skills / Participation
laboratory or
virtual laboratory.
Topic 4.5 – Basic Interventions to Maintaining;
1. Healthy Lifestyle 1. Give the Evocative Discussion Actual Health Rubrics on Rubrics on 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, Cleanliness of
a. Assessment importance of Utilizing Gordon’s Teaching Class to Individual and Individual and 6, 7, 8, 9, 11, 7, 9, 10 Body and Mind
i. Subjective data nursing measures Pattern of Health Clients in Health Group Group 12, 13, 14
for the promotion Assessment Centers/Community Participation Participation /
ii. Objective data
of health and Output
iii. History prevention of Sensitive to
iv. Physical exam illness social issues of
b. Diagnosis the community
i. Based on result of assessment,
laboratory/diagnostic tests 2. The student can Rubrics on Written
c. Planning distinguish the Examination
basic interventions
i. Diet
that demands
ii. Exercise sustenance.
iii. Cigarette smoking
iv. Anxiety and Stress
d. Implementation 3. Outline Purpose,
Teaching, helping clients adheres to Indications,
healthy lifestyle Nursing
Responsibilities for
e. Evaluation
the following
nursing
2. Oxygenation interventions Lecture Discussion, Assign students to Rubrics on
a. Structure and Function of the Cardio- and Audio-Video observe clients Individual /Group
Pulmonary System Presentation with oxygenation Participation and
i. Process of breathing (ventilation) on the different problems in Written
basic interventions hospital and Examination.
and gas exchange (respiration)
and Class activity community settings
ii. Regulation of blood flow
simulation
iii. Conduction System
b. Assessment
i. Subjective data
ii. Objective data
iii. History
iv. Physical Exam
c. Diagnosis
i. Based on result of
 laboratory/diagnostic tests
d. Planning
Helping client meet actual or potential Return Allow students to Rubrics on Graded
Demonstration buddy with senior Demonstration
oxygenation needs/problems
nursing students in and Individual
e. Implementation managing clients Participation
i. Health promotion with oxygenation
ii. Vaccination (influenza and problems
pneumococcal)
iii. Environmental modifications
iv. Nursing Skills
- pulse and respiration
- blood pressure taking
f. Evaluation

3. Fluid and Electrolyte Balance Lecture Discussion, Assign students to Rubrics on

a. Distribution, composition, movement, and Audio-Video clients with fluid Individual /Group
regulation of body fluids Presentation and electrolyte Participation and
on the different problems Written
b. Regulation of electrolytes and acid-
basic interventions Examination.
base balance and Class activity
c. Assessment simulation
i. Subjective data
ii. Objective data
iii. History
iv. Physical Exam
d. Diagnosis
i. Based on result of assessment
laboratory/diagnostic tests
e. Planning
Helping client maintain balance in fluid Return Rubrics on Graded
and electrolyte, acid and base Demonstration Demonstration
and Individual
f. Implementation
Participation
i. Health promotion
ii. Weight, intake and output
measurements
g. Evaluation
4. Nutrition Lecture Discussion, Assign students in Rubrics on
a. Principles of Nutrition and Audio-Video community and Individual /Group
Presentation hospital setting to Participation and
b. Nutrients
on the different assess nutritional Written
c. Dietary Guidelines basic interventions status of clients Examination.
d. Assessment and Class activity
i. Subjective Data simulation
ii. Objective Data
iii. History
iv. Physical
Examination/Anthropometry
v. Nutritional Screening
e. Diagnosis
i. Actual or potential nutritional
problems based on assessment and
other exams
f. Planning
i. Improvement of nutritional status
Return Rubrics on Graded
g. Implementation Demonstration Demonstration
i. Health promotion – healthy dietary and Individual
practices Participation
ii. Comfortable environment
conducive to eating
iii. Assisting client with feeding
h. Evaluation

5. Elimination
a. Urinary elimination Lecture Discussion, Assign students to Rubrics on
i. Structure and functions of the and Audio-Video observe clients Individual /Group
urinary system Presentation having elimination Participation and
on the different problems in the Written
b. Bowel elimination
basic interventions health facilities Examination.
i. Structure and functions of the and Class activity
gastrointestinal tract simulation
c. Assessment
i. Subjective Data
 ii. Objective Data
ii. History
iii. Physical Exam
d. Diagnosis
i. Based on Result of assessment,
laboratory/diagnostic exam
e. Planning
Helping client maintain normal
elimination pattern
f. Implementation
Return Rubrics on Graded
i. Health promotion through patient
Demonstration Demonstration
education and Individual
ii. Maintenance of good elimination Participation
habits
iv. Maintenance of adequate fluid
intake
v. Nursing Skills – measuring fluid
intake and urine output
g. Evaluation

6. Temperature Regulation Lecture Discussion, Assign students to Rubrics on

a. Heat production vs Heat laws and Audio-Video observe and assess Individual /Group
b. Neural and vascular control Presentation clients with Participation and
on the different temperature Written
c. Behavior control
basic interventions problems Examination.
d. Temperature alterations and Class activity
e. Assessment simulation
i. Subjective Data
ii. Objective Data
iii. History
iv. Physical Exam
f. Diagnosis
i. Based on results of
temperature measurements
g. Planning
i. Planning of care based on the extent
 the temperature alteration affects
the client
h. Implementation
i. Health promotion for client at risk
for altered body temperature Return Rubrics on Graded
ii. Body temperature measurement Demonstration Demonstration
iii. Care for clients with: and Individual
- Hyperthermia Participation
- Hypothermia
- Heat Stroke
i. Evaluation

7. Mobility and Exercise

a. Body alignment and balance Lecture Discussion, Assign students to Rubrics on
and Audio-Video observe and assess Individual /Group
b. Coordinated body movement
Presentation clients with Participation and
c. Regulation of movement on the different problems in Written
d. Principles of body mechanics basic interventions Mobility Examination.
e. Assessment and Class activity
i. Subjective Data simulation
ii. Objective Data
iii. History
iv. Physical Exam
f. Diagnosis
i. Based on result of assessment,
laboratory/diagnostic exam
ii. Body alignment
iii. Range of Motion (ROM)
iv. Gait
v. Activity Intolerance
vi. Body Mechanics
g. Planning
Plan of care to optimize good body
Return Rubrics on Graded
alignment, exercise and activity
Demonstration Demonstration
levels and Individual
h. Implementation Participation
i. Health promotion education
ii. Nursing Skills
 - Lifting techniques
- Positioning techniques
- Moving and Turning
Techniques
- Transferring clients
i. Evaluation

8. Hygiene and Comfort

a. Review of the skin, feet and nails, oral
Lecture Discussion, Assign student to Rubrics on
cavity and teeth, hair and Audio-Video clients needing Individual /Group
b. Assessment Presentation hygiene and Participation and
i. Subjective Data on the different comfort measure Written
ii. Objective Data basic interventions Examination.
iii. History and Class activity
iv. Physical Exam simulation
c. Diagnosis
i. Based on results of assessment and
laboratory/diagnostic exam
d. Planning
Plan of care according to client
needs/problems identified
e. Implementation
i. Health Promotion through
client/family education
ii. Care of client such as bathing, oral
hygiene, care of feet and nail, oral
cavity, teeth and hair
f. Evaluation

9. Safety, Security and Privacy Lecture Discussion, Assign students to Rubrics on

a. Basic human needs and Audio-Video clients to provide Individual /Group
b. Physical hazards Presentation safety, security and Participation and
on the different Written
c. Pathogen transmission privacy measure
basic interventions Examination.
d. Other risk factors and Class activity
e. Assessment simulation
i. Subjective Data
 ii. Objective
iii. History
iv. Physical Exam
f. Diagnosis
i. Based on result of assessment made
g. Planning
Care plan for clients with actual or
potential risks to safety and security
h. Implementation Return Rubrics on Graded
i. Maintaining client’s safety and Demonstration Demonstration
security by providing safe and Individual
environment through health Participation
promotion, developmental
interventions, and environmental
protection
ii. Nursing Skills
- Providing siderails
- Providing bedpans
- Use restrains
i. Evaluation

10. Psychosocial and Spiritual Concerns

a. Concept of self and self-esteem
Lecture Discussion Rubrics on
b. Body image
Individual /Group
c. Role Performance Participation and
d. Concept of Spirituality, religion and Written
faith Examination.
e. Assessment
i. Subjective Data
ii. Objective Data
iii. History Role Playing
iv. Self-perception of Role Relationship
v. Use of assessment tool for spiritual
well-being (BELIEF)
f. Diagnosis
i. Based on assessment done
 g. Planning
Plan of care with the client and
significant support persons
according to client’s state of health,
level of anxiety, support resource,
coping mechanisms, socio-cultural
and religious affiliation
h. Implementation
i. Promoting client’s over-all well
being
ii. Enhancing self-esteem
iii. Encouraging positive self-evaluation
iv. Supporting a healing relationship
v. Evaluation
Topic 4.6 – Meeting Needs Related To Death And Dying/Grief And Grieving
1. Concept of death and dying/grief and 1. The student can Lecture-discussion Narrative Report of Rubrics on Group 1, 2, 3, 4, 5, 1, 2, 3, 4, 5, Respect for
grieving identify the concepts a personal Participation and 6, 7, 8, 13, 14 7, 9, 10 beliefs and
of death and grieve. experience on Interactive cultures of
death, Dying, grief Discussion; various races
2. Care of the terminally ill patients and 2. Be aware of the Small group Sharing and grieving to any Rubrics on Written
their families needs of the member of the Output
individual, family, family/.
group and
community on death
and dying

3. Post-mortem care 3. Provide measure

that facilitate the
grieving process
FINAL EXAM: 50%
8. Course Evaluation
Grading System:
Activities Midterm Final
Quizzes / Seatwork 10% 10%
Written Outputs 15% 15%
 Reflection Papers
 Formulation of NCP
 Case Studies
Individual Participation 10% 10%
 Attendance
 Class Participation
 Oral Reports
Group Participation 15% 15%
 Role – Playing
 Group Presentations
 Group Activities
MAJOR EXAMS 50% 50%
TOTAL 100% 100%
FINAL RATING 50% 50%
GRAND TOTAL 100%

CLASSROOM POLICIES:

1. Student must be officially enrolled.

2. Punctuality is a must.
3. Beyond 20% absence of the total number of hours required will be automatically drooped.
4. Proper decorum must be observed inside the classroom at all times.
5. Always wear the school uniform (except Wednesdays & Saturdays) & I.D. in coming to class.
References:

 Kozier's, Erb's, Fundamentals of Nursing: Concepts, Process and Practice, 8th Edition,2008, by PrenticeHall
 Berman, Audrey, Shirlee Snyder, Barbara Kozier and GlenoraErb. 2008. Fundamentals of Nursing: Concepts, Process and Practice. 8th Edition. New Jersey: Pearson
Prentice Hall.
 Brooker, chris and Anne Waugh. 2007. Foundations of Nursing Practice: Fundamentals of Holistic Care: Edinburg: Mosby.
 Carpenito-Moyet, Lynda Juall. 2006. Handbook of Nursing Practice. 2006. 11th Edition. Philadelphia: Lippincott Williams and Williams.
 Delaune, Sue and Patricia Ladner. 2006. Fundamentals of Nursing: Standards and Practice (with Skills Checklist to Accompany). 3rd Edition. Australia: Thompson Delmar
Learning.
 Murray, Mary Ellen and Leslie Atkinson. 2000. Understanding the Nursing Process: In a Changing Care Environment. 6th Edition. New York: McGraw Hill.
 Perry, Anne Griffin and Patricia Potter. 2006. Clinical Nursing Skills and Techniques. 6th Edition. Philadelphia: Lippincott Williams and Wilkins.
 Spector, Rachel. 2004. Transcultural Nursing: Beliefs and Practices in Illness and Health Care. 6th Edition. New Jersey: Pearson Education SouthAsiaPte.
 Weber, Janet and Jane Kelley. 2007. Health Assessment in Nursing. 3rd Edition. Philadelphia: Lippinocott Williams and Wilkins.
 Weber, Janet. 2006. Nurses’ Handbook of Health Assessment. 5th Edition. Philadelphia: Lippincott, Williams and Wilkins.

Prepared by: (Level 1 Faculty) Noted by: (Level 1 Coordinator) Recommending Approval: (Associate Dean) Approved by: (Dean)
 Republic of the Philippines
Western Mindanao State University
COLLEGE OF NURSING
Normal Road, Baliwasan, Zamboanga City

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS in NCM 100

Submitted as Final Requirement in

CURRICULUM AND INSTRUCTION IN NURSING
(NED 201)

Submitted By:
Krizia B. Eugenio, RN
Danielle Sandra A. Sta.Teresa, RN

Submitted To:
MILAGROS F. YOSORES, RN, MN
Subject Instructor

October 2017