MEDICAL COLLEGES OF NORTHERN PHILIPPINES

Alimannao Hills Penablanca, Cagayan

COLLEGE OF NURSING

OBE SYLLABUS IN

COMMUNITY HEALTH NURSING

Prepared by :

AMIEL FRANCISCO REYES, RN, MSN

Date: _________________________

Reviewed by : Approved by :

REYNALDO M. ADDUCUL, RN, RM, MSN PRESENITA C. AGUON, Ph. D

Dean, College of Nursing Vice President for Academic Affairs

Date: _________________________ Date: _________________________

Page 1 of 25
 VISION

The Medical Colleges of Northern Philippines is the country’s premier school in the allied health discipline producing globally competent health care
professionals contributing significantly to the upliftment of the quality of life of the individual, family, community and the whole humanity.

MISSION

The Medical Colleges of Northern Philippines works for the holistic development of the person – a man conscious of his eternal destiny, aware of
dynamics of change, challenged by the needs of daily living, cognizant of national and international development initiatives and ready to meet the demands of
life in the pursuit of his objectives in whatever socio – economic level he belongs.

PURPOSE

“CARING FOR THE FILIPINO AND THE PEOPLE OF THE WORLD.”

PHILOSOPHY

God has bestowed man with different gifts and potentials, which are inherently good. These gifts, which vary from one person to another when given
proper inspiration, can be developed for his own good and his fellowmen for and in the glory of God.

CORE VALUES:

In pursuit of its vision-mission every member of the Medical Colleges of Northern Philippines is expected to develop and live the following core values which are
the distinctive trademarks of the school’s culture of excellence:

Godliness
Nationalism
Trustworthiness
Industry
Patience
Page 2 of 25
 INSTITUTIONAL OBJECTIVES

To achieve the vision and mission, the school commits itself to the following avowed objectives:

Develop continuously the stakeholders and imbue them with passion for service and global excellence
Offer enriched and relevant curricular and co-curricular programs
Produce board topnotchers and register high passing rates in licensure examinations
Evolve dynamic and equity-driven scholarship programs and other innovative and values-driven programs for student development
Evolve a research and development culture
Establish linkages both locally and abroad to ensure opportunities for relevant experiences and employment as well as boost up community extension
programs.

INSTITUTIONAL OUTCOMES

 Demonstrate love for God, country, and humanity in carrying out his/her duties and responsibilities concomitant to his/her profession.

 Utilize advancements in technology, available data, and past and present discoveries for the solution of problems emanating from various social structures,
events, and scenarios.

 Manifest fearlessness, self- discipline, self -direction and adaptability in dealing with life situations and challenges.

 Uphold and practice selfless service, responsibility and citizenship and genuine love and concern for others

 Demonstrate and apply skills and competencies acquired from various learning experiences in the practice of his/her profession

Page 3 of 25
GRADUATE ATTRIBUTES

God –Fearing , one who keeps the Laws of God primary in all his/her undertakings and transcends human aspirations into God’s willful promises.

Good Citizen, imbued with self-discipline rooted from constitutional provisions, social norms, and other regulations contributory to social development and
progress.

Mighty Eagle, like an eagle, he/she is fearless to dream and pursue his life’s goals, directed to the realization of his plans, strong and confident to deal with
life’s challenges, resilient to the signs and demands of the times, and nurturing of the future of the succeeding generation.

Service-Oriented, imbued with outpouring love for the poor and underprivileged, the welfare of communities, the development of the country, and the
promotion of dignity and humanity, he she is ready to utilize his/her blessings and gifts without counting the cost.

Caring and Compassionate, overflowing with concern for the health and well-being of man, he/she is sensitive to the needs of others without prejudices,
biases, and reservations.

Innovative Researcher, equipped with knowledge of the past and present social milieu, he/she is skilled and motivated to discover new ideas, to introduce
novel approaches and strategies, and utilize discoveries for social change and development.

Competent and Skilled, provided with sufficient learning experiences and exposures both locally and globally, he/she is equipped with the attributes required
of his/her professional field and chosen area of expertise.

Page 4 of 25
 ALIGNMENT OF VISION AND MISSION WITH THE CORE VALUES AND INSTITUTIONAL PURPOSE

VISION- PURPOSE PHILOSOPHY CORE VALUES

MISSION CARING CARING God has These gifts GODLINESS NATIONALISM TRUSTWORTHINESS INDUSTRY PATIENCE
FOR THE FOR bestowed of a
(KEY FILIPINOS THE man with person can
CONCEPTS) PEOPLE different be
OF THE gifts and developed
WORLD potentials for his
own good
and his
fellowmen
for and in
the glory
of God
GLOBALLY
COMPETENT / / / / / / / / /
HEALTH CARE
PROFESSIONALS

UPLIFTMENT OF
THE QUALITY OF / / / / / / / / /
LIFE OF THE
INDIVIDUAL,
FAMILY,
COMMUNITY
AND THE WHOLE
HUMANITY

HOLISTIC
DEVELOPMENT / / / / / / / / /

Page 5 of 25
OF THE PERSON

A MAN
CONSCIOUS OF / / / / / / / / /
HIS ETERNAL
DESTINY

A MAN AWARE
OF THE / / / / / / / / /
DYNAMIC
CHANGE

A MAN
CHALLENGED BY / / / / / / / / /
THE NEEDS OF
DAILY LIVING

A MAN
COGNIZANT OF / / / / / / / / /
NATIONAL AND
INTERNATIONAL
DEVELOPMENT
INITIATIVES
A MAN READY
TO MEET THE / / / / / / / / /
DEMANDS OF
LIFE IN THE
PURSUIT OF HIS
OBJECTIVES IN
WHATEVER
SOCIO-
ECONOMIC

Page 6 of 25
 LEVEL HE
BELONGS
CARING FOR THE
FILIPINOS / / / / / / / / /

CARING FOR THE

PEOPLE OF THE / / / / / / / / /
WORLD

PROGRAM EDUCATIONAL OBJECTIVES (PEO)

The professional Nurse is a fully functioning nurse who is able to perform the competencies under each of the Key Areas of Responsibility:

 Demonstrates professional competencies of a first level general nurse practitioner, equipped with necessary leadership and managerial skills, and shall
continue to assume personal governance for professional development and commitment for lifelong learning in the provision of safe,, quality, competent
and evidence-based nursing care to individuals, families, groups, communities and populations through promotion, maintenance and restoration of health,
prevention of illness, and physical, emotional and spiritual support throughout the lifespan, and across the continuum of care.

 Demonstrate effective and communication in speaking, writing and presenting using culturally sensitive teaching-learning principles to assist clients to
achieve their health goals and in collaborating with members of the inter professional health team in promoting health and risk reduction.

 Applies analytical and critical thinking in the nursing practice based on evidence based practice and research findings from nursing science, the biological
and behavior science, the humanities and information technology in the practice of profession.

 Create practical opportunities to be proactive in creating public awareness and influence health care outcomes by collaborating with professional
associations in developing health policy that support sustainable development within the health system.

Page 7 of 25
 ALIGNMENT OF PROGRAM EDUCATIONAL OBJECTIVES WITH THE VISION AND MISSION
PROGRAM EDUCATIONAL OBJECTIVES MCNP VISION-MISSION
KEY CONCEPTS

A student of the degree BACHELOR OF SCIENCE IN NURSING is PREMIER GOOD GLOBALLY INNOVATIVE COMPASSIONATE COMMUNITY
expected to: SCHOOL CITIZENS COMPETENT RESEARCHER AND CARING SERVICE
1. Demonstrates professional competencies of a first level
general nurse practitioner, equipped with necessary leadership
and managerial skills, and shall continue to assume personal
governance for professional development and commitment for / / / / / /
lifelong learning in the provision of safe,, quality, competent
and evidence-based nursing care to individuals, families, groups,
communities and populations through promotion, maintenance
and restoration of health, prevention of illness, and physical,
emotional and spiritual support throughout the lifespan, and
across the continuum of care.
2. Demonstrate effective and communication in speaking,
writing and presenting using culturally sensitive teaching-
learning principles to assist clients to achieve their health goals
and in collaborating with members of the inter professional / / / / / /
health team in promoting health and risk reduction.
3. Applies analytical and critical thinking in the nursing practice
based on evidence based practice and research findings from
nursing science, the biological and behavior science, the
humanities and information technology in the practice of / / / / / /
profession.
4. Create practical opportunities to be proactive in creating
public awareness and influence health care outcomes by
collaborating with professional associations in developing health
/ / / / / /
policy that support sustainable development within the health
system.

Page 8 of 25
PROGRAM OUTCOMES

The Bachelor of Science in Nursing graduate of MCNP can:

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

b. Perform the practice of nursing in accordance with existing laws, regulations, standards, legal, ethical and moral principles
c. Perform beginning management and leadership skills using system approach in the delivery of client care
d. Manifest behaviour of a responsible citizenship and pride in being a Filipino
e. Perform safe, ,quality , appropriate, and holistic care for individuals, families, populations, groups and community utilizing nursing process
f. Proactive in Reporting/ documenting client care in an accurate and comprehensive manner
g. Collaborate effectively with inter, intra, and multidisciplinary and multicultural and high level of dynamic and excellent teams
h. Apply guidelines and principles of evidence-based practice in the practice of all relevant fields of nursing
i. Conduct research with a passion to keep current with national and global developments in general, and nursing and health developments in
particular
j. Establish strong network with other health care disciplines
k. Organize workload to facilitate client cares
l. Utilize financial resources to support client care
m. Establish mechanism to ensure proper functioning of equipment
n. Integrate environmentally responsible practices into the delivery of health care
o. Apply ethical standards in the practice of nursing

Page 9 of 25
ALIGNMENT OF PROGRAM EDUCATIONAL OBJECTIVES WITH PROGRAM OUTCOMES

Program Outcomes Program Educational

Objectives
The Bachelor of Science in Nursing graduate of MCNP can: PEO1 PEO2 PEO3 PEO4

 Apply knowledge of physical, psychological, social, natural and health sciences and humanities in the practice of / / / /
nursing
 Perform the practice of nursing in accordance with existing laws, regulations, standards, legal, ethical and moral / / / /
principles
 Perform beginning management and leadership skills using system approach in the delivery of client care / / / /
 Manifest behaviour of a responsible citizenship and pride in being a Filipino / / / /
 Perform safe, ,quality , appropriate, and holistic care for individuals, families, populations, groups and community / / / /
utilizing nursing process
 Proactive in Reporting/ documenting client care in an accurate and comprehensive manner / / / /
 Collaborate effectively with inter, intra, and multidisciplinary and multicultural and high level of dynamic and / / / /
excellent teams
 Apply guidelines and principles of evidence-based practice in the practice of all relevant fields of nursing / / / /
 Conduct research with a passion to keep current with national and global developments in general, and nursing and / / / /
health developments in particular
 Establish strong network with other health care disciplines / / / /
 Organize workload to facilitate client cares / / / /
 Utilize financial resources to support client care / / / /
 Establish mechanism to ensure proper functioning of equipment / / / /
 Integrate environmentally responsible practices into the delivery of health care / / / /
 Apply ethical standards in the practice of nursing / / / /

Page 10 of 25
 COLLEGE OF NURSING LEARNING PLAN

Program: Bachelor of Science in Nursing

Course Code: HS 104

Course Title: Community Health Nursing

Credit Units: 3 units lecture; 2 units RLE (.5 Skills Lab; 1.5 Clinicals)

COURSE DESCRIPTION:

This course covers the concepts and principles in the provision of basic care in terms of health promotion, health maintenance and disease prevention
at the individual, family, community level, and special population groups. It includes the study of the Philippine Health Care Delivery System and global context of
public health. It describes what community/public health nursing is in the context of the Philippine Health Care Delivery System, and in community development.

COURSE LEARNING OUTCOMES (CO): SPECIFIC TO THE SUBJECT

At the end of the course the student will be able to:

A. Apply concepts and principles of community health development in the care of communities and population groups.

B. Utilizes the nursing process in the care of communities and population groups.
1. Assess the health status of communities and population groups to identify existing and potential problems.
2. Plans relevant and comprehensive interventions and programs based on identified priority problems.
3. Implements appropriate plan of care to improve the health status of the communities and population groups.
4. Evaluates the progress and outcomes of community health nursing interventions and programs.

C. Ensure a well-organized recording and reporting system.

D. Share leadership/relate effectively with others in work situations related to nursing and health.

Page 11 of 25
LEARNING PLAN

Time Intended Learning Outcomes Teaching and Learning

Frame Course Contents Assessment Tasks (TA)
(ILO) Activities (TLA)
PRELIMINARY PERIOD
PRELIM PERIOD Lecture: Lecture:
At the end of each unit of lesson, the I. Concept on Health Promotion/Disease Classroom discussion Written exam
students: Prevention Research works in the library Moving Exams
1. Defined related terms to health A. Definition of Related Terms and in the web Quizzes (PRE AND POST
and disease B. Health as Multi-factorial Phenomenon Film Viewing and multimedia TEST)
2. Explained health as a C. Levels of Prevention presentation. Class recitation
multi-factorial 1. Primary Prevention
Week
phenomenon 2. Secondary Prevention Laboratory: Laboratory:
1 to
3. Discussed the levels of 3. Tertiary Prevention Demonstration of the students
week
Prevention and theories related to D. Theories related to Health Promotion/Health of the procedures while guided
5
health promotion Education by the teacher Assessment of Individual
1. Pender’s Health Promotion Theory skills through the Skills
15
2. Bandura’s Self Efficacy Theory Group discussions as seatwork Performance Checklist
HRS
3. Health Belief Model
LEC
Accomplishment of the
laboratory worksheets.
7.5
HRS
II. At the end of each unit of lesson, Divide students in the class
LAB
the students: II. Concept of Public Health and and do role playing with
1. Understood the Community Health Nursing different cases of clients.
definition and principles A. Concept of Public Health
of Public Health 1. Definition and Philosophy
2. Identified the core functions 2. Historical background
as well as roles and 3. Principles of Public Health
function of Public Health 4. Core Function of Public Health
Page 12 of 25
3. Traced the historical
development of CHN and
Public Health in the
Philippines
4. Discuss the different
specialized fields in public
health.
Given relevant questions, the A. The Department of Health
students will be able to:
1. Discuss the vision, mission,
objectives and strategies of the DOH.
2. Understand the levels of health
care facilities
3. Explain the Restructured Health
Care Delivery System and Devolution.
Given relevant questions,
students will be able to:
5. Economics in Public Health
6. Roles and Function of Public Health
Nurse
B. Concept of Community Health Nursing
1. Definition and Philosophy
2. Goals and Objectives
3. Historical development of
Community Health Nursing in the
Philippines
4. Nursing Theories related to CHN
5. Concepts and Principles of CHN
C. Specialized Field in Community and Public
Health Nursing
1. School Health Nursing
2. Occupational Health Nursing
3. Community Mental Health Nursing
III. Philippine Health Care Delivery System
1. Vision/Mission/Objectives/Strategies
2. National Objectives for Health
3. Millennium Development Goals
4. Levels of Health Care Facilities
B. Restructured Health Care Delivery System
C. Devolution of Health Services (RA 7160)
IV. Related Laws and Policies in Public
the Health
A. Magna Carta for Health Worker
Page 13 of 25
 Discuss the implications of different
laws and policies related in public
health
B. Sanitation Code
C. Clean Air Act
D. Generic Act
E. National Health Insurance Act
F. National Blood Services Act
G. Laws on Notifiable Disease
H. Senior Citizen Law
I. Revised Dangerous Drugs Law
J. Act on Cheaper Medicines

PRELIM EXAM

MIDTERM PERIOD
MIDTERM PERIOD Lecture: Lecture:
Given relevant questions, the V. Health Statistics and Epidemiology Classroom discussion Written exam
students will be able to: A. Application of Public Health Tools in Research works in the library Moving Exams
1. Compute hypothetical Community Health Nursing and in the web on common Quizzes
Week
demographic data of a given 1. Demography pathologies demonstrated by Class recitation
6–
community. 1.1. Sources of demographic data different positions
week
2. Discuss the different health 1.2. Population Size Film Viewing and multimedia
9
indicator that affects the 1.3. Population Composition presentation. Laboratory:
health of the community. 1.4. Population Distribution
3.. Analyze the health situation of 2. Health Indicators Laboratory:
12
the country whether improving 2.1. Crude Birth Rate Demonstration of the students Assessment of Individual
HRS
or not. 2.2. Crude Death Rate of the procedures while guided skills through the Skills
LEC
Understand the concept of 2.3. Specific Rates of Mortality by the teacher Performance Checklist
epidemiology and its process. 2.4. Leading Causes of Mortality
6 HRS
2.5. Leading Causes of Morbidity Actual performance of routine
LAB
2.6. Life Expectancy projections including film
processing
B. Philippine Health Situation
1. Demographic Profile Group discussions as seatwork

Page 14 of 25

Given an actual client in the
community, the students will be able
to:
1. Explain principles and strategies of
Primary Health Care
2. Identify the different health
programs under each elements of
PHC
3. Identify the different DOH Health
programs
4. Discuss the IMCI Case
Management Process
2. Health Profile Accomplishment of the
laboratory worksheets.
C. Epidemiology and the Nurse
1. Definition of related terms Divide students in the class
2. Aspects of Epidemiology and do role playing with
3. Natural Life History of Disease different cases of clients.
4. Epidemiological process and Investigation
VI. Primary Health Care as an Approach
Towards Healthy Filipinos
A. Definition/ Concepts
B. Principles and Strategies
Elements of PHC
1. Education for Health
2. Locally Endemic Disease Control
3. Expanded Program on Immunization
4. Maternal and Child Health
5. Essential Drugs
6. Nutrition
7. Treatment of Communicable/ Non-
Communicable Diseases
8. Safe water and Sanitation
C. DOH Health Programs
1. Integrated Management of Childhood
Illness (IMCI) – Overview and Case
Management Process
2. Reproductive Health
3. Rabies Control Program
4. National Healthy Lifestyle Program
5. Oral Health Program
Page 15 of 25
 MIDTERM EXAM
SEMI FINAL PERIOD
Semi-Final Period Lecture:
Written exam
Given an actual client in the UNIT VII. Family Health Nursing Process Moving Exams
community, the students will be able A. Concept of Family as a basic unit of society Lecture: Quizzes
to: 1. Concept of family Classroom discussion Class recitation
1. Describe the tools used for family 2. Theories related to Family Research works in the library
assessment. 3. Characteristics of Family and in the web on common
2. Differentiate areas of family coping B. Types of Family pathologies demonstrated by Laboratory:
index. 1. Composition different positions
3. Identify the family health tasks. 2. Descent Film Viewing and multimedia
Week 4. Categorize family nursing problem 3. Authority presentation. Assessment of Individual
10 - utilizing various family assessment C. Stages of Family development skills through the Skills
week tools. D. Roles and responsibilities of family members Laboratory: Performance Checklist
14 5. Develop family nursing care plan E. Rights of family Demonstration of the students
based on steps given. of the procedures while guided
15 6. Differentiate various methods of by the teacher
HRS family nurse contacts. D. Steps of Family Nursing Process
LEC 7. Apply essential principles in home 1. Conducting Family Assessment
visit and bag technique. 1.1. Tools for Assessment Actual performance of routine
7.5 8. Utilize public health nurse tools in >Initial Data Base projections including film
HRS providing family nursing care. >Family Health Task processing
LAB 9. Evaluate nursing care given to >Family Coping Index
family 1.2. Data Gathering Methods Group discussions as seatwork
2. Assessing Family Health Status Accomplishment of the
2.1. Family Health Tasks laboratory worksheets.
2.2. Typology of Nursing Problems in Family
Nursing Practice Divide students in the class
3. Developing Family Nursing Care Plan and do role playing with
3.1. Steps in developing Family Nursing Care different cases of clients.
Plan

Page 16 of 25
 3.2. Prioritizing Family Nursing Problems
3.3. Formulating Goals and Objectives
3.4. Selecting appropriate Family Nursing
Interventions/ Strategies
4. Implementing Family Nursing Care Plan
4.1. Family Nurse Contacts
>Home Visit
>Community Assembly
>Clinic Visit
4.2. Tools of Public Health Nurse
>Public Health Nurse Bag
>Bag Technique
4.3. Common Family Nursing Interventions
5. Evaluating Family Nursing Care

SEMIFINAL EXAM
FINAL PERIOD
Final Period Lecture: Lecture:
Classroom discussion Written exam
Week
Given relevant questions, the VIII. Concepts of Community Research works in the library Moving Exams
15-
students will be able to: A. Concept of Community as to: and in the web on common Quizzes
week
1. Discuss the concepts of 1. Types of Community pathologies demonstrated by Class recitation
19
community, its components as well 2. Characteristic of Community different positions
as elements of a healthy community. B. Components of Community Film Viewing and multimedia
13.5
2. Identify elements of healthy C. Elements of Healthy Community presentation. Laboratory:
HRS
community D. Factors affecting Community Health
LEC
3. Differentiate different approaches E. Approaches in Community development Laboratory:
in community development 1. Traditional Demonstration of the students Assessment of Individual
7.5
4. Enumerate roles and activities of 2. Transformative of the procedures while guided skills through the Skills
HRS
community health nurse in promoting F. Principles and activities of Community by the teacher Performance Checklist
LAB
healthy community Organizing
F. Roles and Activities of Community Health Actual performance of routine

Page 17 of 25
 Nurse in Promoting healthy community projections including film
processing

Group discussions as seatwork

Given relevant questions, the student IX. Community Health Nursing Process Accomplishment of the
will be able to: A. Steps of Community Nursing Process laboratory worksheets.
1. Differentiate the types of 1. Assessing Community Nursing Process
community diagnosis as well as the 1.1. Types of Community Health Needs Divide students in the class
possible sources of data >>Traditional and do role playing with
2. Conduct a community diagnosis >>Participatory Action Research (PAR) different cases of clients.
1.2. Steps in Conducting Community Diagnosis
3. Identify the activities of planning 1.3. Sources of data
cycle >>Primary source
>>Secondary source
3. Formulate the necessary 1.4. Factors affecting community diagnosis
action plan for improving 2. Planning Health Program for Community
community health Development
2.1. Concepts of Planning
2.2. Activities of Planning Cycle
2.3. Priority Setting
2.4. Formulation of Action Plan

3. Implementing Plan of Action for Community

Given an assigned community, the Health
students will be able to: 3.1. Importance of Partnership and
1. Demonstrate the different Collaboration
community organizing activities in 3.2. Activities involved in Collaboration and
implementing health programs. Advocacy
2. Identify varied roles perform by 3.3. Community Organizing and Social
the nurse in the implementation of Mobilization
health program 3.4. Roles of the nurse in the implementation of
3. Evaluate community health Community Health Program

Page 18 of 25
programs implemented
4. Document community activities 4. Monitoring and Evaluating Community Health
done Program Implemented
4.1. Designing and Implementing evaluation
Plan
4.2. Types of Evaluation
4.3. Indicators of Evaluation
4.4. Steps in Program Evaluation
4.5. Tools for Documentation
Given relevant questions, the
students will be able to: X. Working with Groups Towards
1. Discuss the stages of group Community Development
development A. Stages of Group Development
2. Explain various interventions to B. Interventions to facilitate group growth:
facilitate group growth 1. Orientation, structure, direction
3. Discuss concepts of collaboration 2. Process, negotiate and resolve conflict
and partnership 2.1. Understanding the nature of conflict
2.2. Problem solving approach
2.3. Generating new ways
2.4. Helping members
3. Awareness of the effects of behavior
4. Application of new learning
C. Collaboration and Partnership
1. Essential ingredients in partnership
2. Capabilities necessary for partnership

FINALS EXAM

Page 19 of 25
COURSE REQUIREMENTS:
 Compilation of Learning Feedback Diaries
 Return demonstrations of specific procedures
 Unit exams
 Completion of E-learning hours and exams
 Complete attendance to lecture and related learning experience
 Written Requirements (Journals, Research paper and Reaction paper)
 Quizzes, Term and Comprehensive exams
 Class participation and documentation

Grading System:
Lecture Grading System

Preliminary grade:

PG = AQ+CS+TT
3
Midterm grade:

MG = AQ+CS+TT CMG = PG+(MG)2

3 3
Semi – final grade:

SFG = AQ+CS+TT CSFG = MG+(SFG)2

3 3
Final grade:
CTTP = [TTP x 0.70] + [CEP x 0.30]

FG = AQ+CS+CTTP CFG = SFG+(FG)2

3 3

Page 20 of 25
Where:
PG – Preliminary Grade
AQ – Average Quiz
CS – Class Standing
TT – Term Test
MG – Midterm Grade
CMG – Cumulative Midterm Grade
SFG – Semi – Final Grade
CSFG – Cumulative Semi – Final Grade
CTTP – Cumulative Term Test Percentage
TTP – Term Test Percentage
CEP – Comprehensive Examination Percentage
FG – Final Grade
CFG – Cumulative Final Grade

LABORATORY GRADING SYSTEM

Preliminary grade:
K = AQ + TT
2
PG = K(0.40) + S(0.40) + A(0.20)
Midterm grade:
K = AQ + TT
2
MG= K(0.40) + S(0.40) + A(0.20) CMG = PG+2(MG)
3
Semi – final grade:
K = AQ + TT
2
SFG = K(0.40) + S(0.40) + A(0.20) CSFG = MG+2(SFG)
3

Page 21 of 25
Final Grade:
K = AQ + TT
2
K = [LTTP x 0.70] + [CLEP x 0.30]

FG = K(0.40) + S(0.40) + A(0.20) CFG = SFG+2(FG)

3
Where:
S – Skills (40%)
A – Attitude (20%)
K – Knowledge (40%)
PG – Preliminary Grade
MG – Midterm Grade
CMG – Cumulative Midterm Grade
SFG – Semi – Final Grade
CSFG – Cumulative Semi – Final Grade
FG – Final Grade
LTTP – Laboratory Term Test Percentage
CLEP – Comprehensive Laboratory Examination Percentag

Page 22 of 25
CLASSROOM MANAGEMENT
Teachers:
1. All teachers are expected to conduct themselves in a professional manner especially when dealing
with their students.
2. Classroom shall be neat and orderly before the class starts.
3. A permanent seat plan of the students shall be prepared by the subject teacher every beginning of
the semester and must be followed during the entire duration of the semester.
4. The class should start with a prayer and end with a prayer.
5. Teachers must be in their classes 5 minutes before the schedule.
6. Teachers should erase the boards before leaving the class and put off all electrical appliances
including lights and electric fans.
7. The teacher should be the last to leave the room in case there are no more subjects after his / her
class.
8. He / she should ask students to pick up pieces of papers or plastics before leaving the classroom.
9. Any damage to the classroom used by teachers should immediately be reported to the General
Services Office or through the Quality Assurance Moderator for Administration.
Students:
1. All students must come on time and must be in their complete uniform during class hours.
2. Strictly NO littering inside the class and no eating while class is going on.
3. All students must conduct themselves with discipline throughout the entire class.
4. Shouting or howling is strictly prohibited as it would disturb other classes in adjacent classrooms or
buildings.

Page 23 of 25
REFERENCES:

Textbooks:

Nursing Care of the Community: A Comprehensive Text on Community and Public Health (Phillipnes, 1st ed, Famorca, 2013

Others:

1. Community/ Public Health Nursing Practice: Health for Families (IE), Gail, 2014
2. Resource Marterial. Resource Units in NCM 100-105 with Clinical Focus. (2004). Manila, Philippines,. ADPCN.
3. Maglaya, A. Nursing Practice in the Community, 4th ed, Marikina City:Argonauta Corporation. 2005
4. Pender, N.,et al. Health Promotion in Nursing Practice, Singapore: Pearson Educational Incorporated, 2006
5. David, E. et al., Community Health Nursing: An Approach to Families and Population Groups. Manila: Merriam and Webster, 2007
6. Bailon-Reyes, S. Community Health Nursing: The Basics of Practice, National Bookstore, 2006
7. DOH-Department of Health National Health Plan
8. Sto. Tomas, M. A. Integrated Management of Childhood Illness (IMCI), Chart Booklet, 2011
9. Integrated Management of Childhood Illness (IMCI) Workbook and Resource Manual, ADCPN, 2008
10. Integrated Management of Childhood Illness (IMCI), Chart Booklet, 2008

Websites:

1. www.doh.gov.ph
2. www.scribd.com
3. www.rnpedia.com

Page 24 of 25
 SYLLABUS VERIFICATION TOOL
Course Title: COMMUNITY HEALTH NURSING Name of Faculty: AMIEL FRANCISCO REYES, RN,MSN
REMARKS
Completeness of Syllabus Parts Complete © Incomplete (Inc.)
Title Page: Signature of Faculty/ Program Coordinator/ Dean
Vision and Mission Statement
MCNP Core Values
Alignment of the MCNP Vision and Mission with the MCNP Core Values and MCNP Learning
Framework
College Graduate Attributes
Institutional Graduate Outcomes
Program Educational Objectives (PEO)
Alignment of the Program Educational Objectives with the MCNP Vision and Mission
Program Outcomes (PO)
Alignment of the Program Educational Objectives with the (PEOs) with Program Outcomes (POs)
Learning Plan
Course Code and Title
Credit Units
Course Pre-requisite
Course Description
Course Learning Outcomes (CLO)
Intended Learning Outcomes (ILO)
Course Content
Teaching-Learning Activities (TLA)
Time Allotment
Assessment Tasks
Resources
Course Requirements
References

Verified by: ___________________________________

Page 25 of 25