A B C D E F

Competencies Elements Instructional Learning Outcomes Instructional Outcome Measure

Objective Moto Decl Proc Strat Att. Activities
r . . .
S K K K

The capacity to 1.Discussion on 1.Discuss the X LECTURE METHOD: Traditional pencil –

provide quality the Respiratory 1.Discussion on the Paper test
nursing different health disorder different respiratory I. Short answer type
care in the care of problems of Across all age problems. (Identification)
clients clients groups 2.Explainations of 10 points
with respiratory with respiratory Including its: various facts of II. Selection type
disorders. disorder across a. Terminologies respiratory diseases (Matching type)
the b. Etiologies according to its’: 10 points
life span such as: c. Risk factors a. terminology (Multiple choice)
A. Chronic d. Signs and b. etiology 20 points
Obstructive symptoms c. risk factors
Pulmonary
Disease 3.Presentation of the
a.1. Asthma different signs and
a.2. Bronchitis symptoms and able to
a.3. identify specific
Bronchiectasis symptom of a Alternative Assessment
a.4. Emphysema particular respiratory (Oral presentation)
disease.
B. Pulmonary
Tuberculosis CONCEPT
C. DEVELOPMENT
Histoplasmosis 1.List as many as
D. Chest Trauma possible general
d.1. Fractured manifestations of a
ribs client with respiratory
d.2. Flail chest problem
d.3.
Pneumothorax
 d.4. Hemothorax
E. Atelectasis
F. Pleural
Effusion
G. Pneumonia

A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Moto Decl. Proc Strat. Att. Activities Measure
r K . K
S K
2.Select signs and Rubric:
symptoms 4 - distinguished
that relate to each of the 3 – proficient
respiratory problem. 2 – intermediate
3.Trace the signs and 1 – novice
symptoms in the
pathophysiology of
each diseases process
4.Synthesize the
information by
summarizing the data
and formulating
generalizations.
5.Evaluate students
progress by assessing Product
their ability to identify Assessment
manifestations and
group these Scale:
accordingly. Content – 25%

CASE ANALYSIS
1.Formulation of
hypothetical situation
of a clinical case of a
respiratory problem.
 2.Formulate a nursing
care plan.

A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Moto Decl. Proc Strat. Att. Activities Measure
r K . K
S K
3. Group oral Accuracy-15%
presentation of output Punctuality – 5%
Creativity-5%
2.Gather data I.Collect data X DIRECT INSTRUCTION Traditional
related related 1.Review previously Pencil –paper
to the to respiratory learned Test
development cases topic. I. Selection
of respiratory through: 2.State objectives for the Type
disorder and the a.Health history lesson (Multiple
occurrence of taking 3.Present significant data Choice)
possible b.Physical through comprehensive 15points
respiratory assessment respiratory assessment on (Matching
complications c. Diagnostic history taking and Type)
assessment diagnostic 15points
results interpretation.

X Thought
Listing
Technique
CONCEPT ATTAINMENT
II. State 1.Define identified
promotive and promotive
preventive and preventive concepts
measures related to the topic.
related to the 2.Select distinctive
 topic. qualities
that are necessary to the
concepts.
3.Develop an examples
that
contains the inherent
qualities
of the topic

A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Moto Decl. Proc. Stra Att. Activities Measure
r K K t.
S K

4. Introduce the listed

examples to the students
and
separate those does not
contains the attribute from
that
of the one containing the
attribute.
5.Develop concept
definition.
6.Explore with the class
how
they arrived at the
definition.
7.At the end of the
discussion
evaluate the class by
giving
them questions and
answer it
 orally to determined if the
concept has been retained.
3.Setting priority I. Make use of X CASE ANALYSIS Product
needs based on nursing 1. Formulate a Assessment
the process in hypothetical situation to be
identified potential rendering solved. Scale:
and actual appropriate 2. Group the students Content – 25%
problems: nursing equally and have the group Accuracy - 15%
a. Ineffective care with the discuss on the issues. Punctuality – 5%
Airway clearance identified 3. Let the group Creativity - 5%
b. Altered potential formulate
breathing pattern and actual a nursing care plan in
c. Impaired respiratory accordance to the nursing
gas problem: process.
exchange 1. Maintainin 4. Have each group
d. Decreased g present the output and
cardiac output an open airway verify
e. Pain: 2. Promote the facts in making
acute/chron adequate gas judgments.
ic exchange
f. Impaired 3. Restore
physical the
mobility Respiratory
g. Self care functioning
deficit 4. Relieve the
h. Risk for pain
Infection 5. Promote
i. Knowledge rest
deficit and comfort
6. Maintain
adequate tissue
perfusion
7. Provide
health
teaching
 A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Motor Decl Proc Strat. Att. Activities Measure
S . . K
K K
4.Utilizes the I. Discuss the X CLASSROOM DISCUSSION Traditional
principles of different MODEL Pencil –paper
safe drug respiratory drugs 1. Study the material Test
administration. in and I. Selection
relation to its’: prepare questions (factual, Type
 interpretative & evaluative) (true or false)
Classification 2. The questions are 10 points
a. Mechanism arrange
of In sequence with the topic
action being
b. Indications discussed.
c. Contraindi – 3. Introduce the II.Essay Test:
cations objective Restricted
d. Side effects by asking the student what Response
e. Adverse they (2 items)
Reaction. are expecting to learn. 20 points
f. Nursing 4. Conduct the SCALE:
responsibility discussion Content – 6pts
in a non directive way by Relevance-2pt
asking Clarity – 2pts.
the students point of view
and
then verify it by referring
to the
factual texts.
5. Review and
summarize
the discussion by
X emphasizing ROLE PLAYING
the major points to the -The players will be
students rated by the
II. Give own 6. Evaluate the audience
opinion discussion
about on the through observing the Rating scale:
importance of students Content -30%
conforming to the enthusiasts during the class Relevance- 30%
“golden rules” in and Clarity – 30%
the their contributions of ideas. Creativity – 10%
administration of (Total- 100%)
medications.
ROLE PLAY
1. Select a problem
and
construct a role – playing
situation.
2. Casting players by
volunteers.
3. Briefing the casts
and the audience.
a. The players stay at one
side for brainstorming for
about 10minutes.
b. The audience will then
observe the flow of the
activity.
4. The role playing
activity must last only for
15minutes.
5. Discussion and
analysis of the activity
through:
a. Feelings of the students
performing the role play
b. How the students apply
their knowledge about the
topic to resolve the issue
being portrayed.
c. The audience express
their viewpoints also in
relation to the play being
done not on how the
players acted on the play.
 A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Moto Decl Pro Stra Att. Activities Measure
r . c. t.
S K K K

5. Response to I. Express one’s X CONCEPT DEVELOPMENT Alternative

the urgency of thoughts and 1. Let the student list many items Assessment
the patient with feelings on the as possible, these items are (Reflection
respiratory concepts and ideas, concepts and attributes Journal)
disorders and procedures that is related to the topic
complications. discussed in being tackle. 5 – exceptional
the care of 2. Group the listed items
clients with according to similarity. 4 – excellent
respiratory 3. Label the group items by
disorder. defining the reasons for 3 – first rate
X grouping.
II. Formulate a 4. Let the students give idea to 2 – better
personal connect the relationships
wellness plan between the items being group 1 - poor
specifically for together.
the promotion 5. Synthesize the information by
of optimal summarizing the data and
functioning of forming conclusions.
the respiratory X
system.

III. Participate
 in the
community for
the campaign
for clean
environment
which is good
for the lungs
and other
respiratory
parts.

E F
Instructional Outcome
A B C D Activities Measure
Competencies Elements Instructional Learning Outcomes
Objective Moto Decl. Proc. Strat. Att.
r K K K
S
B. The competence 1. Ensures the I. Demonstrate X THE DEMONSTRATION Alternative
to evaluate the appropriate use the proper use METHOD Assessment
effectiveness in of available of the different a. Learning guide was (Performance
managing the resources. assistive device given prior to the assessment)
available resources in the demonstration.
in the community. promotion, b. Equipment are I. Graded Return
treatment and assembled and pre Demonstration
rehabilitation of – tested for safety
clients with purposes. Excellent -60
respiratory 1. The teacher well (Precision of terms-20
disorders. X then demonstrates completeness of data-
2. Maintain a on how to use the 20 knowledge of
safe status and II. Support equipments for concepts-20)
environment for personal stand respiratory
clients with by strictly disorders. Good – 40
respiratory adhering to the 2. Making sure that (Precision of terms-20
disorders. policies, only emphasizing Lacks data - 10
 procedures and the ideal way of Less knowledge of
protocols in using the devices. concepts – 10)
ensuring well 3. Let the students do
functioning the return Marginal – 20
equipments and demonstration and (Effort less)
usage, as the process is
prevention of going on make a Poor – 10 (unable to
any possible comment for them follow the
infections and to know, how they demonstration
complications are doing in the
and safety return
measures in the demonstration.
care of client
with respiratory
disorders.

A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Moto Decl Proc. Stra Att. Activities Measure
r . K t.
S K K

C. The capacity to 1. After the CASE ANALYSIS PRODUCT

develop a teaching Comprehensive discussion the 1. Discussion of ASSESSMENT
plan based on the teaching plan students are clients’ health (Teaching Plan)
learning needs of based on the expected to: history.
clients with learning needs X 2. Presentation of SCALE:
respiratory system of the client I. Assess assessment form. Exemplary - 50pts
disorders. with respiratory learning needs 3. Analysis of health Accuracy of
problem. of the client with problem identified. information-20
1.1 Learning respiratory 4. Identify the client’s Knowledge of
needs: disorders. X specific learning concepts-20
- nature of the needs. Organization of
disorder II. Formulate 5. Reflection of the thoughts-10
 - laboratory learning students in relation
and diagnostic objectives, to the case as a Proficient -30pts
procedures content, whole. Accuracy of
- therapeutic strategies and X information-15
management: needed Knowledge of
a. medications resources for concepts-10
b. diet health teaching. Organization of
c. activity and thoughts-5
exercise. III. Construct an
d. surgical evaluation tool Marginal – 20pts
procedures to assess the Accuracy of
e. emotional effectiveness of information-10
and spiritual the health Knowledge of
interventions teaching. concepts-5
1.2. Learning Organization of
objectives thoughts-5
1.3. Content
1.4 Teaching Unacceptable -0
strategies
1.5. Teaching
and learning
resources
1.6. Evaluation
measures
A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Motor Decl. Proc. Strat. Att. Activities Measure
S K K K

D. The ability to 1. Adheres to I. Reinforce the X SIMPLE RECALL Traditional

recognize the legal practice in importance of 1. Review the past lessons pencil –
responsibility that accordance to reviewing the 2. To check the knowledge Paper test
adheres to the the nursing law completeness of the of the students I. Short answer
organizational and other informed consent 3. Reinforce the things that type
policies and relevant and other legal are not clear to the (Identification)
procedures, legislation that documents students. 10 points
national and local governs concerning the 4. Teaches memory skills to II. Selection
laws in relation to nursing patients care like the students by type
the care of clients practice. surgeries and other understanding the (Matching type)
with respiratory procedures that are concept rather than 10 points
problem. invasive. memorizing it.
X
II. Share personal Debate scoring:
beliefs as to the COOPERATIVE LEARNING ARGUMENT
2. Examines advantages and (Classroom debate) 4 –superior
 personal views disadvantages of the 1. Have the student choose 3 – proficient
on protocols identified issues in a topic of their interest 2 – basic
concerning: relation to the care for debate. 1 –poor
a. CPR of clients with 2. Divide equally the class ORAL SKILLS
b. DNR order respiratory problems into two groups (pros’ 4- distinguished
c. Euthanasia or diseases. and cons’) 3- proficient
d. Advance 3. Share personal views 2- intermediate
directive related to the issue 1 – novice
e. Organ identified maintaining
donation their sides.
f. Good 4. Evaluate performance.
Samaritan law

A B C D E F
Competencies Elements Instructional Learning Outcomes Instructional Outcome
Objective Motor Decl Proc. Strat. Att. Activities Measure
S . K K
K
E. The ability to Gathers Review the related X RESEARCH LITERATURE REFLECTIVE
interpret research pertinent data literature or journals REVIEW PROCESSING
studies and findings or research in the library or in (Focusing on data analysis and (Reaction
on respiratory findings that the internet about interpretation of the gathered Paper)
problem cases for identify any recent research information)
the purpose of respiratory studies on clients 1. Look for a recent study Scale:
classroom problem. with respiratory and review it. I see – 10pts
discussion and problems. 2. Present the research I think – 10pts
learning. case to the class. I feel – 10pts
3. Ask the class about what
they have found out and Rubric:
present it to the class, 4-
detailing what they have distinguished
understand about the 3 – proficient
 research they find. 2–
4. Evaluate if the student is intermediate
able to interpret his/her 1 – novice
output correctly.