I Republic of the Philippines OFFICE OF THE

PRESIDENT COMMISSION ON HIGHER

I EDUCATION

I
CHED MEMORANDUM ORDER
No.
I 15
Series of 2017

I SUBJECT: POLICIES, STANDARDS AND

GUIDELINES FOR THE BACHELOR
I OF SCIENCE IN NURSING (BSN)
PROGRAM
In accordance with the pertinent provisions of Republic Act (RA) No.7722, otherwise
known as the "Higher Education Act of 1994", in pursuance of an outcomes-based
quality assurance system as advocated under CMO No. 46 s. 2012 entitled "Policy

I Standards to Enhance Quality Assurance (QA) in Philippine Higher Education

Through an Outcomes-Based and Typology-Based QA", and by virtue of
Commission en bane Resolution No. 231-2017 dated March 28, 2017 the following

I policies, standards, and guidelines (PSGs) are hereby adopted and promulgated by
the Commission.

I ARTICLE I
INTRODUCTION

I Section 1. Rationale

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

I this PSG implements the "shift from competency-based standards to

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
I education and the typology of HEls," this PSG also provides "ample
space for HEls offering BS Nursing program to innovate in the curriculum
in line with the assessment of how best to achieve learning
outcomes.
ARTICLE II
AUTHORITY TO OPERATE

Section 2. Government Authority

All private Higher Education Institutions (PHEls) intending to offer BS

I Nursing program must first secure proper authority from the Commission

I in accordance with this PSG. All PHEls with an existing BS Nursing

program are required to shift to an outcomes-based approach based on
PSG and must secure approval for such a shift. State Universities
thisPSG and must secure approval for such a
shift. State Universities
and Colleges (SUCs), and Local Universities and Colleges (LCUs)
should likewise strictly adhere to the provisions of these policies and
standards.
I
I
Higher Education Development Center Building, C.P. Garcia Ave., UP Campus, Diliman, Quezon City, Philippines
Web Site: www.ched.go>toh Tel. Nos. 441-1177, 385-4391, 441-1169, 441-1149, 441-1170, 441-1216, 392-5296, 441-1220
I 441-1228, 988-0002, 441-0750, 441-1254. 441-1235, 441-1255, 411-8910, 441-1171, 352-1871
I ARTICLE Ill
GENERAL PROVISIONS

Per Section 13 of RA No. 7722, the higher education institutions shall

I exercise academic
offerings
e
freedom in its
but must comply with the minimum requirem
curricular
nts for specific academic programs, the general education distribution requirements
I and the specific professional courses.

Section 3. The Articles that follow give minimum standards and other requirements
for the implementation of outcomes-based education (OBE) of the BSN

I 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.
I The minimum standards are expressed as a minimum set of desired
program outcomes which are stated in Article IV Section 6. CHED

I 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
I "minimum unit requirement" under Section 13 of RA 7722. In
designing the curriculum the CHED employed a curriculum map which is
shown in Article V Section 11.

Using a learner-centered/outcomes-based approach, the CHED also

I determined appropriate curriculum delivery methods as shown in Article
V Section 11.4 Instructional Design.

I Based on the curriculum and means of its delivery, the CHED

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.
I Section 4. The HEls are allowed to design curricula suited to their own contexts and
missions provided that they can demonstrate that the same leads to the

I 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.

I The HEls can use the CHED Implementation Handbook for Outcomes•
Based Education (OBE) and the Institutional Sustainability Assessment
(ISA) as a guide in making their submissions for Sections 16, 17 and 18
I of Article VI I.

ARTICLE IV
PROGRAM SPECIFICATIONS

Section 5. Program Description

I 5.1 Degree Name

I The degree shall be Bachelor

Science in Nursing (BSN). To ensure the
of

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.
I Page 2 of 63

I
I
I 5.2 Nature of the Field of Study

The BSN is a four-year program consisting

of general education and
professionacourses.
• 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
Competencies
genera
Nursing
Standards of
Core
2012
• includes the three (3) major roles of the
professional nurse. As a nurse list, they
can assume the following roles on:
1. Client Care
Utilize the nursing process in the care of: Mothers, newborns,
children, adolescents, adults and older persons; Family,

• 2.
community, population groups, and persons with special needs

Leadership and Management

•
Serve as Managers and Leaders of Nursing service units and
health services and programs

•
3. Research
Engage in nursing and health-related research; Evaluate
research studies; Apply research process in improving client
care

Beyond the beginning professional roles, the nurse can pursue

any of the following career options:

• 1. Advanced Practice Nursing

1.1. Include the following roles but not limited to:

Ambulatory Care, Cardiovascular Nursing, Critical Care
Nursing, Diabetes Educator, Emergency Care Nursing,
Enterostomal and Wound Care Nursing,
Entrepreneurial Nursing, Gerontology Nursing,
I Hospice/Palliative Nursing, Nephrology Nursing,
Neurologic Nursing, Nursing Informatics, Oncology
 Nursing, Orthopedic Nursing, Renal Nursing and
I Telehealth Nursing.

I
Page 3 of 63

I
I
d) Communicates effectively skills orally and in writing

I e)
f)
g)
Engages in self-directed lifelong learning
Assumes leadership and management role
Promotes the use of health systems approach in the delivery of
health care
I h) Participates in the conduct of researches
i) Acts as a social advocate I mobilizer

6.3 Specific to BSN

I a) Apply knowledge of physical, social, natural and health
sciences, and humanities in the practice of nursing
I 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
I delivery of
care
d) Practice nursing in accordance with existing laws,
legal, ethical and moral principles
e) Communicate effectively in speaking, writing and
I presenting using culturally-appropriate language
f) Document to include reporting up-to-date client care
accurately and comprehensively

I 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
I 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
I general, and nursing and health developments in
particular
k) Demonstrate responsible citizenship and pride of being
a Filipino
I) Apply techno-intelligent care systems and processes

I in health care delivery

m) Adopt the nursing core values in the practice of the
profession
n) Apply entrepreneurial skills in the delivery of nursing
care

I 6.4 Common to a Horizontal Type as defined in CMO No. 46 s. 2012

CHED's horizontal typology is based on the functional differentiation

I of HEls vis-a-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, HEls may be differentiated functionally along, 1) the
I 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

I support structures available; and 5) the nature of linkages and

community outreach activities. (CMO 46, s. 2012, Article V, Section
21-22)
I 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

I the various professional sectors that are required to sustain the

economic and social development of the country and the rest of
fl" Page 5 of 64

I (@}
I

I
I the world, as well as to contribute to innovation in their respective
areas.

Colleges contribute to nation building by providing educational

I 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

I and public discourses, particularly in response to the needs of the

communities they serve.

I Universities
providing
contribute to nation building
highly specialized educational experiences to
by

train experts in the various technical and disciplinal

I areas and by emphasizing
knowledge and skills
the development of new
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
I nation building by producing experts, knowledge, and
technological innovations that can be resources for
long-term development processes in a globalized
I context.

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

I the competencies to support "national,
development plans." (RA 7722).
regional and local

I An HEI, at its option, may adopt mission-related program outcomes

that are not included in the minimum set. To distinguish among HEls
according to horizontal typology types, HEls are encouraged to
develop Bachelor of Science in Nursing curricula that provide
I enhancements in selected program outcomes, such as but not
limited to:

I Horizontal Typology Types

I PROGRAM OUTCOMES

1. Apply knowledge of physical, social,

Professional
Institution
Colleg
e
University

natural and health sciences, and + + +

I humanities in the practice of nursing.
2. Provide safe, appropriate and holistic
care to individuals, families,
+ + +
I population groups and community
utilizing nursing process.
3. Apply guidelines and principles of

I 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 + + +
culturallv-aooropriate language.
6. Document to include reporting up-to-
date client care accurately and + + +
I comprehensively.

Page 6 of 63
I
I
I
7. Work effectively in collaboration with

I inter-, intra- and multi-disciplinary and

multi-cultural teams
8. Practice beginning management and
++ ++ ++

leadership skills in the delivery of

I ++ client care using a systems
++ ++

approac
I 9.
h.
Conduct research with an
experienced researcher. +
I + ++
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.
I 11. Demonstrate responsible citizenship
and Pride of beinq a Filipino.
+ + +
12.Apply techno-intelligent care

I systems and processes in health

care deliverv
+ + ++

13. Adopt the nursing core values in the

+ + +
I practice of the profession.
14. Apply entrepreneurial skills in the
delivery of nursing care.
+ + +

I
I
Legend:
6.5.+ Basic competency
++ Advanced competency

I BSN Level Outcomes

I These are outcomes expected to be achieved at the end of the specific

year level. The level outcomes are as follows:

I First year: At the end of the first year, given

simulated situations in selected settings, the
I learners demonstrate basic nursing skills in
rendering safe and appropriate care utilizing the nursing process.

I Second year: At the end of the 2nd year, given a normal and
high risk mother and newborn, child, family, communities and
population groups in any health care setting, the learners

I demonstrate safe, appropriate and holistic care utilizing the

nursing process.

I 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
I of behavior in varied health care settings, the learners
demonstrate safe, appropriate and holistic care utilizing the
nursing process and applying research and evidence• based
I practice.

Fourth year: At the end of the fourth year, given groups

I of clients (individuals, families, population groups, and
communities) with health problems and special needs, the
learners demonstrate safe, appropriate and holistic care
utilizing the nursing process and can assume first level entry
positions in any field of nursing.

Page 7 of 64
I
Section 7. Performance Indicators

I Performance indicators are competencies that the learners have to

develop to achieve a specific program outcome.

I Program Outcomes
1 . Apply knowledge of
physical, social, natural
a.
Performance Indicators
Integrate relevant principles of social, physical, natural
and health sciences and humanities in a given health

I and health sciences and

humanities in the
practice of nursing.
b.
and nursing situation.
Apply appropriate nursing concepts and actions
holistically and comprehensively.
2. Perform safe, appropriate, a. Assess with the client (individual, family, population
I and holistic care to
individuals, families,
group, and/or community), one's health
status/competence.
population groups, and b. Formulate with the client a plan of care to address the

I community utilizing
nursing process.
c.
I d.
health conditions, needs, problems and issues based on
priorities.
Implement safe and quality interventions with the client
to address the health needs, problems and issues.
Provide health education using selected planning
models to targeted clientele (individuals, family,
population group or community).

I e. Evaluate with the client the health status/ competence

f.
I 3. Apply guidelines and
principles of evidence-
a.
based practice in the
I delivery of care.
I • client preferences
I 4. Practice nursing in
accordance with existing
laws, legal, ethical, and
a.
and /or process/expected outcomes of nurse-client
working relationship.
Institute appropriate corrective actions to prevent
or minimize harm arisino from adverse effects
Provide appropriate evidence based nursing care using
a participatory approach based on:
• variety of theories and standards relevant to health
and healing
• research
• clinical practice
• client and staff safety
• customer care standards

b.
moral principles.
I c.
Adhere to ethico-legal considerations when providing
safe, quality and professional nursing care.
Apply ethical reasoning and decision making process to
address situations of ethical distress and moral dilemma.
Adhere to established norms of conduct based on the
Philippine Nursing Law and other legal, regulatory and
institutional requirements relevant to safe nursing

I d.
e.
I 5. Communicate effectively
in speaking, writing and
a.
practice.
Protect clients rights based on "Patient's Bill of Rights
and Obligations."
Implement strategies/policies related to Informed
consent as it aoolies in multiple contexts.
Ensure a working relationship with the client and/or
support system base on trust, respect and shared

I presenting using
culturally-appropriate
language.
decision-making using appropriate
communication/interpersonal techniques/strategies.

6. Report/document client a. Document client's responses /nursing care services

I care accurately and
comprehensively.
rendered and processes/outcomes of the nurse client
working relationship.
b. Ensure completeness, integrity, safety, accessibility

I and security of information.

Page 8 of64

I
•J
I
c. Adhere to protocol and principles of confidentiality in

I 7. Collaborate effectively
safekeeping and releasing of records and other
information.
a. Ensure intra-agency, inter-agency, multidisciplinary and
with inter-, intra-, and sectoral collaboration in the delivery of health care.
I multi-disciplinary and
multi-cultural teams.
b. Implement strategies/approaches to enhance/support
the capability of the client and care providers to
participate in decision making by the inter-professional

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

I 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.
I f. Apply principles of partnership and collaboration to
improve delivery of health services.
g. Collaborate with GOs, NGOs and other socio-civic

I 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
I implementing the appropriate quality improvement
process on identified improvement opportunities
8. Practice beginning a. Participate in the development and improvement of

I management and
leadership skills using
systems approach in the
policies and standards regarding safe nursing practice
and relevant to human resource management.
b. Manage resources ( human, physical, financial, time)
delivery of client care. efficiency and effectively.
I c. Apply management and leadership principles in
providing direction to manage a community/village-
based.

I 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.

I 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
I nursing services based on parameters/criteria.
h. Maintain a positive practice environment.
i. Participate in the planning and implementation of staff

I development activities to enhance performance of

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

I 9. Conduct research with

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

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

team.
c. Determine if the research problems/questions,

I learning outcomes and /or hypotheses are clearly and

logically linked to the research purpose, concepts and
relationships, and propositions generated from the
study framework.
I d. Analyze if the conceptual framework the summary of
Page 9 of 64

I
I
I
review of related literature, research design, and data

I analysis procedure are logically linked with the

research purpose, problems/questions, and
hypotheses.
e. Establish if the interpretation, implications, and
I recommendations are consistent with the results
considering the limitations of the study.
f. Analyze the research study/report for adherence to

I g.
I 10. Engage in lifelong
learning with a passion
a.
to keep current with
standards of writing mechanics, ethical principles and
guidelines in all phases of the research study.
Present the research study conducted in partnership
with a research team.
Assume responsibility for lifelong learning, own
personal development and maintenance of
competence.

I national and global

developments in
general, and nursing
b.

c.
Demonstrate continued competence and professional
growth.
Engage in advocacy activities to influence health and

I and health
developments in
particular.
d.
e.
social care service policies and access to services.
Model professional behavior.
Engage in advocacy activities to deal with health
related concerns and adopts policies that foster the
I 11 . Demonstrate a.
qrowth and development of the nursino profession.
Exemplify love for country in service of the Filipinos
responsible citizenship b. Customize nursing interventions based on Phil culture

I and pride in being a

Filipino.
12. Apply techno-intelligent
and values

a. Use appropriate technology to perform safe and

care systems and
I processes in health
care delivery.
13. Uphold the nursing
efficient nursing activities
b. Implement system of informatics to support the
delivery of health care.
a. Demonstrate caring as the core of nursing, love God,

I core values in the

practice of the
profession
love of country and love of people.
b. Manifest professionalism, integrity and excellence.
c. Project the positive professional image of a Filipino

I 14. Apply entrepreneurial

skills in the delivery of
Nurse.
a. Identify opportunities for entrepreneurial nursing
practice.
nursing care b. Apply strategic interventions to address health-
I related concerns of individuals, families, communities
and population croups to any health care settino.

I 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.

I Level
Knowledge, Skills
and Values Application
Degree of
Independence
6 Broad and coherent Professional/creative work Independent and /or
I knowledge and skills on
basic clinical nursing
in a specialized area of
clinical nursing practice,
in teams of related
field with minimal
practice and research for research and/or further supervision.

I professional,
work
learning.
and
creative
lifelong
study.

I Page 10 of 64

I
I
I To provide for progressive advancement of program outcomes for Nursing, the BS in
Nursing curriculum is distinguished from curricula for post-baccalaureate, as well as,
the doctoral and post-doctoral degrees, based on the guidelines of the Philippine

I Qualifications Framework (PQF). (Please see Appendix A). To ensure comparability

with other ASEAN countries, the ASEAN Qualifications Reference Framework
(AQRF) is likewise utilized.

I ARTICLE V
CURRICULUM

I Section 8. Curriculum Description

Higher education institutions offering the Nursing program should design

I the curriculum that will effectively develop the expected program
outcomes and institutional outcomes appropriate to HEl's horizontal
typology. Higher education institutions offering BS Nursing may exercise

I 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

I should be aligned with the institution's vision, mission and goals.

The Commission provides the following sample curriculum.

I Section 9. Sample Curriculum

9.1 Curriculum Components

I I. General Education Courses 36 units

24 Units
3
I 3

I 3
3

I 3

3
3
I 3

I b) Elective Courses (Choose onlv 3)

People and the Earth's Ecosystems
9 Units
3
Living in the IT Era 3

I The Entrepreneurial Mind*

Philiooine Popular Culture*
Relioion, Reliqious Experiences and Soiritualitv"
3
3
3
Note: * Electives recommended will be institutional choice
I I c) The Life and Works of Rizal 3 units

I II. Other Courses........................................................................ 14 units

Physical Education 8
I National Service Traininq Prooram (NSTP) 1 and 2 6

Page 11of63
,..
I
I
I Ill. Ma·or Courses 17 units
5
3
I 4
5

I IV. Professional Courses

NCM 100 - Theoretical Foundations in Nursing
125 units
3
NCM 101 - Health Assessment (3 units lecture, 2 units lab) 5

I NCM 102 - Health Education

NCM 103 - Fundamentals of Nursing Practice (3 units lecture, 2
3
5
units lab)

I NCM 104 - Community Health Nursing I: Individual and Family as

Clients
(2 units lecture, 2 units lab)
4

NCM 105 - Nutrition and Diet Therapy (2 units lecture, 1 unit lab) 3
I NCM 106 - Pharmacology
NCM 107 - Care of Mother, Child, Adolescent (Well Client)
3
9
(4 units lecture, 5 units lab)

I NCM 108 - Health Care Ethics (Bioethics)

NCM 109 - Care of Mother and Child at-risk or With Problems (Acute
3

and Chronic) (6 units lecture, 6 units lab) 12

I NCM 110 - Nursina Informatics

NCM 111 - Nursina Research I (2 units lecture, 1 unit lab)
NCM 112 - Care of Clients with Problems in Oxygenation, Fluid &
3
3

Electrolyte, Infectious, Inflammatory and Immunologic Response, 14

I Cellular Aberration, Acute and Chronic (8 units lecture, 6 units
lab)
NCM 113 - Community Health Nursing II: Population Groups and 3

I Community as Clients (2 units lecture, 1 unit lab)

NCM 114 - Care of the Older Person (2 units lecture, 1 unit lab) 3
NCM 115 - Nursing Research 11 ( RLE 2) 2

I NCM 116 - Care of Clients with Problems in Nutrition and GI

Metabolism and Endocrine, Perception and Coordination, Acute
and Chronic
9

(5 units lecture, 4 units lab)

I NCM 117 - Care of Clients with Maladaptive Patterns of Behavior,
Acute and Chronic (4 units lecture, 4 units lab)
8

NCM 118 - Nursing Care of Clients with Life Threatening

I Conditions/acutely ill/multi-organ problems/high acuity and

emergency situations, Acute and Chronic (4 units lecture, 5 units
lab)
9

I NCM 119 - Nursing Leadership and Management (4 units lecture, 3

units lab)
NCM 120 - Decent Work Employment and Transcultural Nursinq
7

3
NCM 121 - Disaster Nursina (2 units lecture, 1 units lab) 3
I NCM 122 - Intensive Nursing Practicum (Hospital and Community
settings) (8 clinical lab)
8

I
I
I Page 12 of 63

I
I
I I. GENERAL EDUCATION COURSES
SUMMARY

36 units
A. Core Courses
I B. Elective Courses
C. Life and Works of Rizal
24 units
9 units
3 units
II. PE and NSTP 1 & 2 14 units
I Ill. MAJOR COURSES
IV. PROFESSIONAL COURSES
17 units
125 units
TOTAL NO. OF UNITS 192 units

I At the end of the 8. S. Nursing program, the total number of related learning

I expenences, sk1·I1 s I aboratorv/clinical are recommen d edf or t h e foII owmo:

RLE Contact
No. of Hours
for Self-
Directed

I Courses
Skills
Lab
Clinical
Hours
(1 credit unit
= 51 hours)
Learning
(20-30%
Total RLE
of

hours)
I NCM 101 - Health Assessment
NCM 103 - Fundamentals of Nursing
2
2
0
0
102
102
20-30 hours
20-30 hours
Practice

I NCM 104 -Community Health Nursing I

NCM 107 - Care of Mother, Child,
1
2
1
3
102
255
20-30 hours
51-76 hours
Adolescent (Well Client)

I NCM 109 - Care of Mother and Child at-

risk or With Problems
NCM 111 - Nursina Research I
1
1
5
0
306
51
61-91 hours
10-15 hours
NCM 112 - Care of Clients with Problems
I in Oxygenation, Fluid & Electrolyte,
Infectious, Inflammatory and 1 5 306 61-91 hours
Immunologic Response, Cellular

I Aberration, Acute and Chronic

NCM 113 - Community Health Nursing 11
NCM 114 - Care of the Older Person
0
0
1
1
51
51
10-15 hours
10-15 hours

I NCM 115 - Nursino Research II

NCM 116 - Care of Clients with Problems
in Nutrition and GI Metabolism and
2

1
0

3
102

204
20-30 hours

40-61 hours
Endocrine, Perception and Coordination

I NCM 117 - Care of Clients with

Maladaptive Patterns of Behavior
NCM 118 - Nursing Care of Clients with
1 3 204 40-61 hours

I Life Threatening Conditions/acutely

ill/multi-organ problems/high acuity and
situations, Acute and
2 3 255 51-76 hours

emergency
Chronic
I NCM 119 - Nursing Leadership and
Management
0 3 153 30-45 hours
NCM 121 - Disaster Nursino 1 0 51 10-15 hours
I NCM 122 - Intensive Nursing Practicum
(Hospital and Community settings) 0 8 408 81-122 hours
17 36 2,703
I Total 53 RLE Units
hours
540-810 hours

At the end of the 8. S. Nursing program, the total number of laboratory units/hours is
I recommended for the following courses:
Page 13 of 63

I
I
I Laboratory Hours
Courses Laboratory Units (1 unit lab=

I Biochemistrv
Anatomy & Phvsioloov
I
I
2
2
51 hours)
102
102
Microbioloqy & Parasitoloqy 1 51
I Nutrition with Diet Therapy
Nursing Informatics (Computer lab)
1
1
51
51
TOTAL 7 units 357 hours
I Section 10. Program of Study

I The sample program of study with the recommended sequence of

courses is given in Appendix 8. Institution may modify the curriculum to
suit their particular requirement and thrusts.

I Section 11. Sample Curriculum Map

11.1 Curriculum Map of the Program Outcomes

I 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

I 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)
I 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

I department concerned could redesign, add, or remove courses to

develop the desired competencies. (Refer to Appendix C for the sample
curriculum map of program outcomes)

I The legend to be used for determining the extent by which the program
outcome and nursing core competencies are achieved as follows:

I I - Introduce the concepts/principles

P - Practice with supervision
D - Demonstrate across different clinical settings with minimal

I 11.2 Curriculum
supervision

Map of Program Outcomes and Performance Indicators

I 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 D for Sample Curriculum Map of Program

I Outcomes and the Performance Indicators.

I 11.3 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 E).
I
Page 14 of 63

I
I
I 11.4 Instructional Design

The process in the development of an instructional design to attain

I learning outcomes can be found in Appendix F.

11.5 Standard of Instruction

I 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:

I a. Professional nursing subjects should be offered with the

corresponding RLEs on pre-requisites, sequencing, continuity and
integration requirements.
I 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

I c. The ratio of faculty to student in science laboratory class is 1 :20

while regular classroom is 1 :40 with a range of 1 :20-40. The
institution shall provide for a systematic and continuing plan of
evaluation of the student's progress through marking system that is
I 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
I performance.
e. There shall be a regular academic audit on instructional resources
such as syllabi, textbooks, modules, audiovisual materials and

I others such as software.

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

I 11.6 Teaching-learning Process.

This is composed of the theoretical/didactic and experiential/RLE.

I 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:
I a. Related Learning Experience (Clinical) shall be offered
simultaneously or immediately after classroom instruction.
I Classroom and RLE activities must be congruent with the
learning outcomes of the course in terms of time and context.

I 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.
I c. A documented RLE rotation plan showing distribution of students
and faculty supervision in each clinical area of base hospital and

I d.
affiliation agencies shall be made available.

Faculty compensation shall be based on the computation that one

(1) hour RLE is equivalent to one (1) lecture hour.

I e. Effectiveness and efficiency of the Related Learning Experience,

shall consider the following factors:

I di'"'·~
Page 15 of 63

I ( }
~"':.:~
I
I 1. Quality of supervrsion of clinical instructors and teaching•

I learning process
2. Readiness and capacity of the learner
3. Quality of the learning resources both in institutions and
communities
I 4. Adequate number and variety of clientele
5. Utilization of appropriate feedback mechanism
6. Adequate number of qualified nursing staff and other

I personnel
7. Quality of nursing care services
8. Compliance with the required equivalence of fifty one (51) to
one ( 1) unit RLE
I 9. Ratio of student to clientele depends upon the learning
outcome and the capacity of the students.

I The ratio of faculty to student for RLE (Skills Laboratorv) shall be:
Level
I
t" Semester
NA
2nd Semester
1:8
II 1 :10 1 :10
I Ill
IV
1 :10
1 :10
1 :10
1 :10

I The ratio of faculty to student for RLE (Clinicals in Hospital/Community

se ttino) shall be:
Level 1st Semester 200 Semester
I NA 1 :8
I II
111
1:10
1:10
1 :10
1:10
IV 1 :10 1:10
I The ratio of student to clientele shall be:
Level 1st Semester 2"0 Semester

I I
II
111
NA
1:2
1:3
1: 1
1 :2
1 :3

I IV 1:6 1 :6

The ratio depends upon the client group, e.g. ICU 1 :1; Psych 1: 1;

I Community-based experience 1:1; Family 1:1; Population Group per

catchment area: 1-2 :1 Community (Depending on the size of the
barangay).

I ARTICLE VI
REQUIRED RESOURCES

I Section 12. Administration

12.1 The College shall be administered by a full-time dean with the following

I qualifications:
a. Filipino citizen;
b. Registered Nurse in the Philippines with current and valid PRC ID;

I 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
I and supervision in nursing education;
e. Physically and mentally fit;
Page 16 of 64

I
I
I f.
g.
Has good moral character;
Has no other teaching assignments or administrative functions in
other public/private institutions or higher education institutions;

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

I 12.2. Teaching Load. The Dean shall have a teaching load not exceeding a
total of six (6) units in a semester.

I 12.3 The Dean shall have the following functions and responsibilities:
a) Administration:
1. Ensures compliance to CHED policies, guidelines and standards

I and other relevant regulations

2. Prepares short term and long term plans;
3. Manages departmenVcollege office operations;

I 4. Obtains recognition/accreditation of the nursing program;

5. Evaluates the performance results of the nursing program
6. Pursues personal and professional development

I b) Curriculum and Instruction:

1. Initiates curriculum development programs;
2. Leads development and utilization of instructional resource

I 3. materials;
4. Ensures attainment of instructional standards in curriculum
implementation;
5. Monitors and evaluates the proper implementation of the
I programs

c) Faculty:

I 1. Plans a rational faculty, academic and non-academic load;

2. Leads in the faculty and staff development programs;

I d) Resource Management:
1. Manages human, financial and physical resources;
2. Collaborates with the health services, affiliation agencies and
other academic units in the implementation of instructional
I programs

e) Research and Extension

I 1. Initiates research and community extension projects/programs.

f) Linkages
1. Forges relevant linkages with local and international HEls and
I agencies.

Section 13. Faculty

I 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.
I Faculty members teaching professional courses must have the
following qualifications:

I a. Registered Nurse in the Philippines with current/valid PRC ID

i Page 17 of 63

I
I
I 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
d. A member of accredited professional nursing organization of good
I standing and of a specialty nursing organization.

Faculty members teaching other courses must have the following

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

I 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.

I 13.2 When vacancies occur in the teaching force of the college during the
academic year, substitute or replacement faculty with similar or higher
qualifications shall be employed.

I 13.3 The following conditions for employment must be observed:

a. The salary of faculty shall be commensurate to his/her academic
rank.
I b. Full time faculty member who teaches professional courses shall be
responsible for both classroom and Related Learning Experiences
(RLEs).

I 13.4 Upon appointment, a faculty member shall have a duly notarized

employment contract of at least one (1) academic year, renewable

I annually specifying academic rank in accordance with his academic

training and clinical expertise. The recognized ranks are: instructor,
assistant professor, associate professor and professor as reflected in
the administrative/faculty manual.
I 13.5 For the initial operation of the BSN program with two (2) sections of not
more than 40 students per section, a minimum of four (4) qualified

I 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

I development program (FOP). The FOP consists of written activities and
pro rams toward the development of the faculty for intellectual,
g
personal, and professional as well as ethico-moral and spiritual growth.

I The program may be in the form of:

a. graduate studies;

I 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;
I e. career advancement programs
f. lifelong and self-directed learning activities.

I 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
I include consultation hours and other activities related to RLE
instruction, research and extension services.
b. Full-time faculty members may design independent study for
I students which could be credited towards RLE instruction.

Page 18 of 63

I
I
I
c. Nurses who are employed in government and private institutions

I and at the same time who serve as part time faculty or clinical
instructors must secure permit from the principal 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•
I duty hours. Moreover,
Coordinator/Supervisor/Head
the Chief
Nurse should
Nurse!Training
not assume any
administrative and clinical supervisory function in any nursing

I 13.8
school.

The college of nursing must have a faculty manual containing

I information and policies on all matters pertaining to the faculty such as

faculty development program, benefits
conduct , and accountability
and privileges, code of

I 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

I 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.

I Section 14. Library

14.1. Library personnel, facilities and holdings should conform to existing
CHED requirements for libraries which are embodied in a separate
I CHED issuance.

14.2. Journals. For the opening of new BS nursing program, the HEI shall

I 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:

I a)
b)
Maternal and Child Nursing
General Nursing
c) Nursing Research

I d)
e)
Psychiatric Nursing
Nursing ManagemenULeadership
f) Pediatric Nursing
g) Medical-Surgical Nursing
I h) Community Health Nursing
For the recognition of the BS nursing program, the subscription of

I foreign nursing journals should be regularly updated and maintained.

The number of copies of these journals shall be increased depending
upon the student population.

I 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

I and/or soft copies.

Section 15. Laboratory and Facilities

Laboratories should conform to existing requirements as specified in

I 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

I requirement.

Page 19 of 63

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

I 15.1. Classroom Requirements:

a) For regular classroom instruction, the class size shall have a

I minimum of 20
and maximum of 40 students.

I 1.
2.
All students should be safe and comfortably seated.
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
I clear presentation visible from all areas of the classroom .

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

I b)
square meters.

For science laboratory classroom must accommodate maximum of

Twenty (20) students
I 1. At least one (1) fire extinguisher placed outside the door in each
science laboratory/nursing skills laboratory. The fire extinguisher
I 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,

I Chemistry, Anatomy-Physiology, Microbiology and Parasitology

4. Laboratory rooms shall be adequately equipped with available
safety and emergency care facilities.

I 15.2 Nursing Skills Laboratory

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

I and conducive to demonstration and practice learning.

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
Its

laboratory simulates major areas in hospital setting and equipped with

I basic instruments, equipment and supplies, to aid in the development
of the competencies in performing nursing procedures. Specifically,
the nursing skills laboratory shall have:

I a. An amphitheater-style demonstration room that can

accommodate a maximum of 40 students at one time with

I b.
lavatory and running water;
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;
I c. At least two (2) doors which will serve as an entrance and
exit;

I 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:
I 1. Birthing model
2. Newborn Model

I 3. Adult bisexual model with the following contraptions for:

3.1 basic life support
Page 20 of 63

I
<:Jl'"'~"4
f~'t:
\~i
-;.:~

I
I 3.2.
3.3.
tracheostomy care
colostomy care
3.4 catheterization

I 3.5
3.6
enema
parenteral/intravenous (IV)

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

I to facilitate learning.

g. Equipment

I 1. Electrocardiogram (ECG) monitoring demonstration

2. Suction apparatus

15.3 Virtual Nursing Skills Laboratory

I Higher education institutions are strongly encouraged to put up Virtual
Skills Laboratory to supplement and complement the attainment of

I 15.4
learning outcomes prior to actual experience.

Clinical Facilities and Resources

I 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
I of Higher Education Institutions with Hospitals and Other Health
Facilities for the Training of Students in Health Professions Education.

I 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,
I community, out-patient clinics and general and specialty hospitals.
Adequate and appropriate base hospital shall be required to be the
prime clinical learning resource.

I 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
I 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
I hospital which clearly specifies the responsibilities of each party.

The base hospital of a nursing program should meet the following

I requirements:

a. Has current accreditation by the DOH-Bureau of Licensing and

Regulation as Level Ill Hospital (Tertiary
I Care/Teaching/Training Hospital).

b. Has an authorized bed capacity (ABC) of 100 beds with annual

I c.
average occupancy rate (AOR) of eighty percent (80%);

Should be accessible and located within the region where the

nursing school is situated. In the case of nursing schools
I located in Metro Manila, the base hospital should be located
within Metro Manila.

I Page 21of63

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

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

rain
I Affiliation Hospital is an accredited health facility being utilized by the
HEls in specialized areas for supplementary clinical learning of students.

I 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
I cases where specialty areas cannot be found in the region.

The base hospital/s, affiliation hospital/s and community health

I 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

I b. library
c. comfort room
d. dressing room
e. lounge
I f. locker

Provision should be made for adequate physical facilities, supplies and

I equipment for effective nursing care and attainment of learning outcomes

of students.

The nursing service should be provided with a designated training

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

I 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.

I 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.

I ARTICLE VII

I 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
I accreditation by relevant accrediting agencies recognized by the Commission.

Section 16. Continuous Quality Improvement

I To ensure continuous quality improvement HEls are strongly

encouraged to undergo quality assurance by an external accreditation
body as specified by Institutional Sustainability Assurance (ISA)
I Mechanism.

I For nursing education programs which cannot qualify yet for external
accreditation, the Commission, recognized accrediting body and other

Page 22 of 63

I
I
I 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

I 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.
I
ARTICLE VIII

I COMPLIANCE OF HEls

Using the CHED Implementation Handbook for OBE and /SA as reference, a HEI
I shall develop the following items which will be submitted to CHED when they apply
for a permit for a new program:
Section 17. A complete set of institutional and program outcomes
I Section 18. Proposed curriculum, and its justification, including a curriculum map.
Section 19. Proposed performance indicators for each outcome. Proposed
measurement system for the level of attainment of each indicator.

I Section 20. Proposed outcomes-based syllabus for each course, arranged in

sequence following the curriculum matrix (all professional, major, GE,
mandated courses)
Section 21. Administration, faculty, and staff profile with supporting documents
I Section 22.
Section 23.
Teaching assignments vis-a-vis faculty qualifications per term
List of library, laboratory, and classroom facilities and equipment, with
supporting documents

I Section 24.
Section 25.
List of available support services, with supporting documents
Proposed system of program assessment and evaluation
Section 26. Proposed system of program Continuous Quality Improvement
(CQI)
I For existing programs, the CHED shall conduct regular monitoring and evaluation on
the compliance of HEls to this PSG using an outcomes-based assessment

I instrument.

I ARTICLE IX
SANCTIONS FOR NON-COMPLIANCE

Section 27. Sanctions

I Non-compliance with the provisions of this CMO, after due process,
shall cause the Commission to impose sanctions. The sanctions for
I HEls 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

I following guidelines.

Compliance of Nursing schools shall be based on the following major

areas:
I a) Performance of their graduates in the Philippine Nurse Licensure
Examination

I The institutional passing cumulative weighted average or

performance of the graduates of HEls in the Licensure Examination

I
Page 23 of 63

I
I
I for Nurses, first takers only, for the past three (3) years based on
data provided by the Professional Regulatory Board for Nursing.

b) Result of the Joint CH ED-PRC monitoring and evaluation activities

I 1. Philippine Nurse Licensure Examination Performance
2. Dean/Administration
3. Faculty

I 4. Curriculum and Instruction

5. RLE Program and Accreditation of Training Facilities
6. Students (Admission, Promotion and Retention)

I 7. Laboratory, Clinical and Physical Facilities

8. Library and Learning Facilities
9. Research
10. Community Outreach
I 11. Linkages and Internationalization

Effective Academic Year 2018-2019 and yearly thereafter, higher

I education institutions offering Nursing program whose average

passing percentage in the licensure examinations is thirty percent
(30%) and below for the past three (3) consecutive years (2015,

I 2016 and 2017), equivalent to six examination periods, shall be

imposed sanctions based on the following:

Overall Licensure

I Performance
(Passing Average)
Action/s

Warning
46-55 %
I 31-45%
CHED monitorino visit in two (2) vears
Probation for phase out
CHED rnonitorino visit in 1 vear
Phase out program
I Below 30%
Stop admissions with oradual phase out

The institutional passing average in the licensure examination for programs to be

I phased out shall consider ratings of examinees who took the licensure examination
for the first time.

I 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:

I Non-Compliance with
Areas of Evaluation in Action/s
PSG

I 1 area
Warninq
Yearly visit
Phase-out if non-compliant during the second

I 2 areas
visit
Probation
Revisit in 6 months
Phase out if non-compliant on the second visit
I ~
More than 2 areas
Phase out program
Stop admissions with qradual phase out

I
I Page 24 of 63

I
I
I
ARTICLEX

I TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS

I Section 28. Transitory Provision

All private HEls, SUCs and LUCs with existing authorization to operate

I Bachelor of Science in Nursing (BSN) program are hereby given a

period of three (3) years from the effectivity thereof to fully comply with
all the requirements in this CMO. However, the prescribed minimum
curricular requirements in this CMO shall be implemented starting
I Academic Year (AY) 2018-2019

Section 29. Repealing Clause

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

I All CHED issuances, rules and regulations or parts thereof that are
inconsistent with the provisions of this CMO are hereby repealed.

I Section 30. Effectivity Clause

I This set of Policies, Standards and Guidelines shall take effect starting
Academic Year 2018-2019, fifteen (15) days after its publication in the
Official Gazette or in a newspaper of national circulation.

I Quezon City, Philippines _,M'"""a"""r...._""""8 , 2017

I For the Commission:

I
~~~

I PATRICIA B. LICUANAN, Ph.D.

Chairperson

I
Attachments:
I Appendix A• Philippine Qualifications Framework
Appendix B• Sample BSN OBE Curriculum

I Appendix
Appendix
Appendix
C•
D•
E•
Sample Curriculum Map
Sample Curriculum Map of Program Outcomes
Sample Alignment Matrix

I Appendix F- Sample Instructional Design and Syllabi

I Page 25 of 63

I
I
I Appendix A Philippine Qualifications Framework

LEVEL 6 7 8

I KNOWLEDGE,
SKILLS AND
Graduates at this
level will have a
Graduates at this
level will have
Graduates at this
level have highly
VALUES broad and coherent advanced knowledge advanced

I knowledge and skills

in their field of study
for professional work
and skills in a
specialized or multi-
disciplinary field of
systematic
knowledge and
skills in highly
and lifelong learning study for professional specialized and/or
I practice, self-directed
research and/or
complex
multidisciplinary
lifelong learning field of learning for

I complex research
and/or professional
practice or for the

I APPLICATION Application in Applied in

advancement of
learnina
Applied in highly
professional work in professional work that specialized or
I a broad range of
discipline and/or for
requires leadership
and management in a
complex multi-
disciplinary field of
further study specialized or multi- professional work

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

I DEGREE OF
INDEPEN DENCE
Independent and /or
in teams of related
Independent and or in
teams of
field
Independent
and/or in teams of
field multidisciplinary multi-disciplinary
I and more complex
setting
QUALIFICATION Baccalaureate Doctoral Degree
I TYPE Degree
Post-Baccalaureate
Program
and Post-Doctoral
Programs

I
I
I
I
I
I Page 26 of 63

I
I
I Appendix B Sample BSN OBE Curriculum Program of Study

FIRST YEAR

I First Semester
Course Course Name Lee Lab RLE Units
No. SL c
I GEC 1
GEC2
Understanding the Self
Readings in Philippine History
3
3
0
0 0
0 0
0
3
3
NCM 100 Theoretical Foundation of Nursing 3 0 0 0 3

I MC 1
MC 2
GEC3
Anatomy and Physiology
Biochemistry
Mathematics in the Modern World
3
3
3
2
2
0 0
0
0
0
0
0
5
5
3
GEC4 Art Appreciation 3 0 0 0 3
I PE 1 Physical Education ( Wellness
and Fitness)
2 0 0 0 2

Total 23 4 0 0 27
I Total Hours per week: Lecture - 23 x 1 = 23
Lab
Total
- 4x3=12
- 35 hrs/week

I Second Semester
Course Course Name Lee Lab RLE Units
I No.
GEC 5 Purposive Communication 3 0 0
SL
0
c
3
NCM 101 Health Assessment 3 0 2 0 5
I NCM 102 Health Education
NCM 103 Fundamentals of Nursing Practice
3
3
0
0
0
2
0
0
3
5
MC3 Microbiology and Parasitology 3 1 0 0 4

I PE 2
GEC 6
Physical Education (Self defense)
Ethics
2
3
0
0
0
0
0
0
2
3
GEC E1 The Entrepreneurial Mind 3 0 0 0 3
23 28
I Total
Total Hours per week: Lecture - 23 x 1 = 23
Lab - 5 x 3 = 15
1 4 0

Total - 38 hrs/week
I
SECOND YEAR

I First Semester

Course
Course Name Lee Lab
SL
RLE
c
Units

No.
I NCM 104 Community Health Nursing 1
(Individual and Family as Clients)
2 0 1 1 4

NCM 105 Nutrition and Diet Therapy 2 1 0 0 3

I NCM 106 Pharmacology
NCM 107 Care of Mother, Child, Adolescent
3
4
0
0
0
2
0
3
3
9
(Well Clients)
I NCM 108
NSTP 1
Health Care Ethics (Bioethics)
NSTP 1 3
3 0
0 0
0 0
0 3
3

PE 3 Physical Education 3 (Swlrnrninc) 2 0 0 0 2

I Total
Total Hours per week: Lecture - 19 x 1 = 19
Lab - 8 x 3 = 24
19 1 3 4 27

Total - 43 hrs/week

I Page 27 of 63

I
I
I Second Semester
Course Course Name Lee Lab RLE Units
c
I No.
GEC E2 Living in an IT Era (informatics)
NCM 109 Care of Mother, Child at Risk or
3
6
0
0
SL
0
1
0
5
3
12
with Problems (Acute and Chronic)
I NCM 110
GEC 7
Nursing Informatics
Science, Technology and Society
2
3
1
0
0
0
0
0
3
3
NSTP 2 NSTP 2 3 0 0 0 3

I PE 4 PE 4 (Sports)
Total
Total Hours per week: Lecture - 19 x 1 = 19
2
19
0
1
0
1
0
5
2
26

=
Lab - 7 x 3 21
I Total - 40 hrs/week

I THIRD YEAR

First Semester

I Course
No.
Course Name

NCM 111 Nursing Research 1

Lee

2
Lab

0
RLE
SL
1
c
0
Units

I NCM 112 Care of Clients with Problems in

Oxygenation, Fluid and
8 0 1 5 14

Electrolytes, Infectious,

I Inflammatory and Immunologic

Response, Cellular Aberrations,
Acute and Chronic
NCM 113 Community Health Nursing 2 2 0 0 1 3
I (Population Groups and
Community as Clients)
NCM 114 Care of Older Adult 2 0 0 1 3
I Total
Total Hours per week: Lecture - 14 x 1 14=
14 0 2 7 23

Lab - 9 x 3 = 27

I Total - 41 hrs/week

Course Course Name Lee Lab RLE Units

No. SL c
NCM 115 Nursing Research 2 0 0 2 0 2
I NCM 116 Care of Clients with Problems in 5 0 1 3 9

Metabolism and Endocrine,

I NCM 117
Perception and Coordination
(Acute and Chronic)
Care of Clients with Maladaptive 4 0 1 3 8
Patterns of Behavior, Acute and
I MC4
Chronic
Logic and Critical Thinking 3 0 3
Total 12 0 4 6 22
I Total Hours per week: Lecture - 12 x 1 = 12
Lab - 10 x 3 =
30
Total - 42 hrs/week

I Page 28 of 63

I
I
I FOURTH YEAR
First Semester

I Course
No.
NCM 118
Course Name

Nursing Care of Clients with Life

Lee

4
Lab

0
SL
1
RLE
c
4
Unit s

9
Threatening Conditions, Acutely Ill/
I Multi-organ Problems, High Acuity
and Emergency Situation, Acute
and Chronic

I NCM 119 Nursing Leadership and

Management
NCM 120 Decent Work Employment and
4 0 0 3 7

3 0 0 0 3

I GEC E3
Transcultural Nursing
GEC Elective 3( Institutional
choice)
3 0 0 0 3

RIZAL 1 Life, Works and Writinqs of Rizal 3 0 0 0 3

I Total
Total Hours per week: Lecture - 17 x 1 = 17
17 0 1 7 25
Lab- 8 x 3 = 24

I Total - 41 hrs/week

Second Semester
I Course
No.
Course Name Lee Lab
SL
RLE
c
Units

NCM 121 Disaster Nursing 2 0 1 3

I NCM 122 Intensive Nursing Practicum

(Hospital and Community settings)
0 0 0 8 8

GEC8 The Contemoorarv World 3 0 0 0 3

I Total Hours per week:

Total

Lecture - 5 x 1 = 5
5 0 1 8 14

Lab- 9 x 3 = 27
I Total - 32 hrs/week

I
I
I
I
I
I
I Page 29 of 63

I
I
 Appendix C Sample Curriculum Map of the Program Outcomes
PROFESSIONAL COURSE
First year Second Year Third year Fourth year
0 ..- N ("') v l{) CD ,...... co 0) 0 ..- N ("')v ..- ..- -
l{) CD ,...... co O') 0 ..- N
..- ..- ..- ..- ..-
...-.. .. .. N..... N..... N.....
0 0 0 0 0 0 0 0 0 -
..- ..- 0..- ..- ..- ..- ..- ..- ..- ..- .....
.g.c:..
..- ..- ..- ..- ..- ..- ..-
Program Outcomes ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ ~
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
z z z z w z z z z z z z z z z z z z z z z z z z
1. Apply knowledge of physical, social, I p p p pD p p
D D p D D D D D D
p p D D D
natural, sciences ..
2. Perform safe, appropriate, p p p p p p p p p p D p D D D D D D D
humanistic care...
3. Apply guidelines and principles of I I I I I p p p p I p p p p p p p p p D D D D D
EBP
4. Practice nursing in accordance with I p p p I p p p p p p p p D p D p D D D D D D D
laws, legal, ethical..
5. Communicate effectively in I p D D p D D D D D D D D D D D D D D D D D D D
speakinq, writinq ...
6. Document to include reoortino I p p p D p p D p D D D D D D D D D D D D
7. Work effectively in collaboration with I I p p p D p p D p D p D D D p D D D D D D D
teams.
8. Practice beginning management and I p p p p p p p p p D p D D D D D D D D D D D D
leadership skills ..
9. Conduct research with an I I I p p p I p p p p D D D
experienced researcher
1 O. Enqaqe in lifelonQ learninq I I p p I D p p D p D D D D D D D D D D D D D D
11. Demonstrate responsible I I p p D p p D p D D D D D D D D D D D D D
Citizenship
12. Apply techno-intelligent care I I I I p p p I p I p D D D p D D D D D D D D D
systems ...
13. Adopt the nursinq core values .. I p p p p p p p p p p D D D p D D D D D D D D D
14. Apply entrepreneurial skills I p p D D
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

Page 30 of 63

--------------------
Appendix D SAMPLE CURRICULUM MAP OF PROGRAM OUTCOMES AND THE PERFORMANCE INDICATORS

Course P01 P02 p P04 POS POG P07 P08

0
3
N u ... ( C' U") ("') ,..._ ...- N ("') ..- N "')
( ...- N ..- ("') ..- ..- N ..;t" ..- N N (")
~ ~ Cl ("')
~ ...
"I;
......
-e--'
...... N ...... ("') ...... ...- (.)
N N N c (' N N N ("') ("') -<i -<i -<i -<i cO cO ("') ..- ...... N N -<i
<( co <( <( <( < < a::i <( < • < < <( <( 0 <( <( <( <( <( <( a::i a::i cri co co 0 cri a::i a::i cri cri co a::i
NCM 100 I I I I I I I I I I I
NCM 101 I p p p I p p p p p I I I I I I I I I
NCM 102 I p p p p p p I p p p p p I I I I I I I I I
NCM 103 p p p p p pp p I Pl p p p p I p p p p I I I p I
NCM 104 p p p p p p p p p p F p p p p p p p p p I I I I I I I I I I p I I
NCM 105 p p p p p p p p I p F p p p p I p p p p p p p I I p

NCM 106 p p p p I p F p p p p I p p p p p p p I I p

NCM 107 p p p p p p p p p p F p p p p p p p p p p p p I p p p I I I p p p

NCM 108 p p p p p p p p p p F p p p p p p p p p p p
NCM 109 p p p p p p p p p p F pp p p p p p p p p p p I p p 0 p p p p p

NCM 110 I I I I p p p p 0 0 0 D 0 0 p p p p p

NCM 111 p p p 0 [ c 0 0 p p p p p p

NCM 112 p p p p p p p p p 0 [ C D 0 0 0 D D 0 0 p p p p p p p p p p p p
NCM 113 p p p p p p p p p p F p p p p p p p p p p p p I p p p p p I p p I
NCM 114 0 0 0 D 0 D D 0 0 0 [ c c 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 D 0 0 0 D 0
NCM 115 p p p c [ 0 c D p p p p p p
NCM 116 0 0 0 0 D D D 0 p c [ D c 0 0 0 0 0 0 D 0 0 D p D 0 D D p 0 p p

Page 31 of 63

t
 Appendix D SAMPLE CURRICULUM MAP OF PROGRAM OUTCOMES AND THE PERFORMANCE INDICATORS

Course P01 P02 p P04 POS P06 P07 P08

0
3
N ('() v IJ (J
~ ~ ... ( (' "' l() ..- (") I'- ..- N ('() ..- N ("') ..- N ..- (") ..- ""-: N -e- ..- N N (")
<'i <'i <'i e (' N N . . ' ...... ..- ..- <'i ("') C"') ('()
N v ~ ..- ~ ~ (0 <D C") ..- ..- -e--' <'i N ('()
~
<{ II) <( <( <( < < CD <( < c < < <( <( 0 <( <( <( <( <( <( a:i a:i a:i CD a:i 0 a:i a:i C) II) C) II) II)

NCM 100 I I I I I I I I I I I
NCM 101 I p p p I p p p p p I I I I I I I I I
NCM 102 I p p p pp p I p p p p p I I I I I I I I I
NCM 103 p p p p p pp p I Pl p p p p I p p p p I I I p I
NCM 104 p p p p p pp p p p F p p p p p p p p p I I I I I I I I I I p I I
NCM 105 p p p p p p p p I p F p p p p I p p p p p p p I I p

NCM 106 p p p p I p F p p p p I p p p p p p p I I p

NCM 107 p p p p p p p p p p F p p p p p p p p p p p p I p p p I I I p p p
NCM 108 p p p p p p p p p p F p p p p p p p p p p p
NCM 109 p p p p p pp p p p F p p p p p p p p p p p p I p p 0 p p p p p
NCM 110 I I I I p p p p D D D D D D p p p p p
NCM 111 p p p 0 [ 0 0 0 p p p p p p
NCM 112 p p p p p p p p p 0 [ 0 0 D 0 0 0 D 0 D p p p p p p p p p p p p
NCM 113 p p p p p p p p p p F p p p p p p p p p p p p I p p p p p I p p I
NCM 114 0 D D 0 D c c D D 0 [ 0 0 0 0 0 D D D D 0 0 D 0 D D D D D D D D D 0
NCM 115 p p p DC 0 0 0 p p p p p p
NCM 116 D 0 D D 0 0 c 0 p c [ 0 0 0 0 0 0 D D 0 0 0 D p D D
- D 0 p D p p

- - - - - - - - - - - - - - - --~':?!-
\~i
- - -
(~\ Page 31 of 63
 NCM 117 p p p p p p p p p D [ 0 D D D D D D D D D D D p D 0 D D p 0 p p
NCM 118 D D 0 0 0 D D D 0 D [ 0 0 D D 0 0 D 0 D D D D D D D 0 D D p I D 0 D
NCM 119 D D D D c [ 0 0 0 D D D D D D D D D 0 D D 0 D 0 D D p D D D
NCM 120 D 0 D c [ D 0 0 0 0 0 0 0 D D 0 0 0 0 p 0 0 0
NCM 121 p p p p p p p p p p F 0 0 D D p p p p p p p p p p p p p p p p p
NCM 122 D D 0 D 0 0 D D 0 c [ 0 D 0 D 0 D D D D D D D D D D 0 D D D D D D D 0

Course P08 P09 P010 P011 PO PO PO

12 13 14
-¢ -¢ -¢ "<t" "<t" io ll) I() ll) u) io u) u) cO ..- "-: N N N N u) u) u) u)
~
a:i a:i a:i a:i a:i a:i a:i a:i co a:i a:i a:i a:i en o o o o o o <( <( <( <( (Il <( m <( (Il <( (Il o <( .0

NCM 100 I I I I I I I I I I I I I I
NCM 101 I I I I I I I I I I I p p p
NCM 102 I I I I I I I I I I I p p p
NCM 103 I I p p p p p I I I I p p p
NCM 104 I I I I I I I I p p p p p D D D D D 0 D p p
NCM 105 I I p p p p p p p p p p p p
NCM 106 I I p p p p p p p p p p p p
NCM 107 p I I I I I I I p p p p p D D D 0 0 D 0
NCM 108 I p p p p p D 0 D 0 0 0 D
NCM 109 p I II I I p I p p p p p 0 0 0 0 D 0 0
NCM 110 p p p p p p p p p p D D D D D D
NCM 111 p p p p p p p p p p p D D D D 0 D D

Page 32 of 63

--------------------
 NCM 112 p p p p p p p p p p p p p D D D D D D D
NCM 113 I I I I I I p I p p p p p D D D D D D D p p
NCM 114 p p p p p p p p p p p p p p p D D D D D D D D
NCM 115 p p p p p p p p p p p D D D D D D D
NCM 116 p p p p p p p p D D D D D D D D D D D D
NCM 117 p p p p p p p p D D D D D D D D D D D D
NCM 118 p p p p p p p p p p p p p D p D D D D D D D D D D D D
--
NCM 119 D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D
NCM 120 D D D D D D D D D D D D
NCM 121 p I I p p p p p p p p p p D D D D D D D
NCM 122 D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D

Page 33 of 63

--------------------
 Appendix E SAMPLE ALIGNMENT MATRIX OF Program Outcomes, Course Outcomes and Learning Outcomes

N 119 Alignment of Program Outcomes, Course Outcomes and Learning Outcomes

PROGRAM COURSE OUTCOMES LEARNING OUTCOMES (LO)

OUTCOMES (PO) (CO)

1.Apply knowledge of Apply knowledge of Integrate principles and concepts of human behavior in managing clients and teams
physical, social, physical, social, natural
natural and health and health sciences Distinguish the different concepts used in nursing management
sciences and and humanities in
humanities in the managing clients,
practice of nursing teams and programs in
any setting

2.Provide safe, Utilizes the nursing Implements strategies/interventions to ensure healthy population/s in the
school appropriate and process in managing a and work settings.
holistic care to group of clients/nursing
individuals, families, service uniU program in Implements participatory and empowerment strategies for community competence
population, group any setting to identify and collaborate effectively in addressing needs and problems related with
and community health resource availability, access or use, environment protection, safety and
utilizing nursing security.
process;
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.

Page 34 of 63
(@)
-------------------- ~~
 Institutes appropriate corrective actions to prevent or minimize harm arising from
adverse effects
3.Apply guidelines Apply guidelines and Provides appropriate evidence based nursing care using a participatory approach
and principles of principles of evidence• based on: a. clinical practice, b. client and staff safety, c. customer care standards,
evidence-based based practice in d. nursing management and leadership
practice in the nursing management;
delivery of care;

4.Practice nursing in Practice nursing in Adhere to ethico-legal considerations when providing safe, quality and professional
accordance with accordance with nursing care.
existing laws, legal, existing laws, legal,
ethical and moral ethical and moral Applies ethical reasoning and decision making process to address situations of
principles; principles; 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.

Page 35 of 63

--------------------
 5.Communicate Communicate Establishes rapport with client and/or support system ensuring adequate
effectively in effectively in speaking, information about each other as partners in a working relationship.
speaking, writing writing and presenting
and presenting using culturally• Addresses with respect, trust, and concern for safety, team needs, issues, or
using culturally• appropriate language to problems related with psychosocial adaptation using appropriate
appropriate clients and teams communication/interpersonal techniques/strategies.
language;
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 Report and document Documents nursing care services rendered and processes/outcomes of the nurse-•
document up-to-date up-to-date client care client and nurse-other health professionals working relationship.
client care accurately and
accurately and comprehensively; Ensures completeness, integrity, safety, accessibility and security of information.
comprehensively;
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 Applies principles of Ensures intra-agency, inter-agency, multidisciplinary and sectoral collaboration in
collaboration with partnership and the delivery of health care.
inter-intra-and multi• collaboration to improve
disciplinary, multi• delivery of health Implements strategies/approaches to enhance/support the capability of the client
cultural teams; services; 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

.. - - - - - - - - - - - - - -
Page 36 of 63

---
 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 Manage a nursing Discern the qualities of a good leader

management and service uniUhealth
leadership skills in program in any setting Critique the leadership theories as applied in nursing and health setting
the delivery of client
Develop a staffing schedule for a nursing team
care;
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.

Page 37 of 63

--------------------
 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:

Page 38 of 63

--------------------
 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 Participate in QI/QA Prepares a data collection and analysis plan as a member of the quality
with an experienced activities in a nursing improvemenVquality assurance/nursing audit team.
researcher; service unit
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.

.
Page 39 of 63
~)
""'r:.~::~
 10.Engage in life-long Participate in varied Develop a personal philosophy and career goals as a professional nurse
learning with a continuing professional Demonstrates accountability and responsibility or safe nursing practice:
passion to keep development activities Develop a professional nursing portfolio
current with national Assumes responsibility for lifelong learning, own personal development and
and global maintenance of competence.
developments in Demonstrates continued competence and professional growth.
general and nursing Engages in advocacy activities to influence health and social care service policies
and health and access to services.
development in Models professional behavior.
particular; Engages in advocacy activities to deal with health related concerns and adopts
policies that foster the growth and development of the nursing profession
11.0emonstrate Practices the core Accepts the responsibility in paying relevant taxes in the practice of the profession
responsible values of the Phil Customized nursing interventions based on Phil culture and values
citizenship and nursing profession Project the good image of a Filipino nurse
pride of being a
Filipino.
12. Apply techno- Apply techno-intelligent Use appropriate technology to perform safe and efficient nursing activities
intelligent care care systems and
systems and processes in managing
processes in health
resources and
care delivery
programs

13.Adopt the nursing Display nursing core Manifest caring as a core of nursing, including the love for God and people
core values in the values in nursing
practice of the management and
profession
leadership

14. Apply Apply entrepreneurial Apply strategic entrepreneurial interventions to address management concerns any
entrepreneurial skills in management health care setting
skills in the and leadership
delivery of nursing
care

Page 40 of 63

-------------
 Appendix F SAMPLE INSTRUCTIONAL DESIGN AND SYLLABI
Course Title Nursing Leadership and Management
Course Code NCM 119
Course Description Application of concepts, principles, theories and methods of management and leadership, as well
as, the ethlco-rnoral, 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 30-45 hours (20-30%)
Placement Fourth year, First Semester
Pre-requisites NCM 116, NCM 117

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.
12. Apply techno-intelligent care systems and processes in managing resources and programs
13. Display nursing core values in nursing management and leadership
14. Apply entrepreneurial skills in management and leadership

Page 41of63

--------------------
 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 uniUhealth 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
14. Apply entrepreneurial skills in the delivery of nursing care

Learninq StrateQies
Leaming Outcomes Content/Topic Related Learning Assessment
Classroom T Experience (SL, T
A Hospital and A
Communitv)
Given actual clinical setting Orientation to the Interactive Discussion 4 Orientation/leveling of 8 Paper and
with minimal supervision Course expectations in the pencil test
the Level IV students will: Leveling of expectations clinical area
and discussion of the
intended learning
Distinguish the different outcomes and the shift 'Buddy' with a particular One-minute
concepts used in nursing to OBE approach for the RN/nurse manager paper
course

Page 42 of 63

--------------------
 management Reflective journaling on Rubric for the
Concepts of leadership Vignette: identifying the effective leadership and Reflection
Discern the qualities of a & management characteristics of a management in nursing
paper good leader a Management manager/leader given a
Organization case scenario Rubric for a
Leadership vignette
Nursing Mgt.
Peer critiquing the
Integrate principles and b. Managerial/ Web quest on 2012 leadership/managemen Post- test
concepts of human behavior Leadership Roles as NNCCS, roles and t style of a specific
in managing clients and a beginning Nurse responsibilities of a nurse manager
teams Practitioner nurse manager
1. Concepts
Critique the leadership 2. Theories Sharing/critiquing of
theories as applied in 3. Qualities/ interview data,
competencies of a observations and
nursing and health setting
nurse experiences on
manager/leader leadership
styles/theories
4. Roles and
Responsibilities

Principles of
Management
Leadership and
Management theories
1. Early leadership
theories
2. Early
management
theories
3. Contemporary
Leadership
Management
theories

Page 43 of 63

--------------------
 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.
Overview of the Lecture-discussion 5 12 Paper-pencil
Functions of Test
Management
Planning Case study on Nursing care planning Checklist for
Reasons for Planning operational planning for a given patient NCP
Types of Planning by a nurse manager
0 Strategic Performance
Planning checklist
0 Tactical Planning Develop a community
0 Operational program plan Rubrics for
Planning community
Hierarchy of Planning program plan
Scope of Planning Planning for a ward and ward plan
Modes of Planning project based on needs
Tools for Planning of staff nurses
Proactive vs. reactive
planning

Philosophy, Vision,
Develop a personal mission, goals Setting and sharing of Critique the philosophy, Rubrics for
philosophy and career goals personal philosophy vision-mission and grading
as a professional nurse and goals as a goals of a health care personal
professional nurse facility and
organization
philosophy,
vision-
mission and
goals

Ensures adequate Budgeting Interactive discussion 4 Staffing role: 8 Performance

resources (e.g. human, Budgeting process Prioritization of work checklist
material) to effectively and budgeting of
resources in

Page 44 of 63

--------------------
 implement ' Fiscal Planning Develop a personal management of clients Rubric for
programs/services based on Types of budget monthly financial plan personal
requirements, ratio and Costing out of as a student Head nursing role: financial
nursing services Budgeting of ward plan/case
standards.
Cost-effectiveness Case analysis on cost- resources analysis/
Organizes own workload Health care effectiveness Inventory of ward concept
financing resources paper
demonstrating time
management skills for Resource Management Post-conference
meeting responsibilities and ABC Inventory activity:
achieving outcomes. Critiquing a
nursing
Time Management financial plan
Determines resources Maximizing personal Costing of nursing
available for networking, time services
linkage building, and referral Maximizing
managerial time Concept paper on
necessary for improving
Maximizing health care financing in
delivery of health services.
organization time relation to quality
nursing /health services
Mobilizes resources for
effective program
implementation/service
delivery.

Apply strategic
entrepreneurial interventions
to address management
concerns any health care
setting

Analyze a given Organizing Interactive discussion 4 Head nursing activity: 8 Performance

organizational chart Organizational theories perform the job checklist
Types of Organizational descriptions of a head
Structure, Hierarchy, nurse
Models

Page 45 of 63

------------ ---
 Rubric for
Organizational chart Force field analysis: Critique an organization
Organizing Patient Care students will assess the organizational chart of al critique
Job design strengths and a health care facility
Job description weaknesses of a health applying organizational
care facility (hospital, and management
Health care community) or a principles
organizations nursing school,
Organizational Culture including external
forces

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 Journal sharing and 4 Head nursing activity: 14 Performance
Recruitment, Selection, critiquing on staffing 1. Compute the actual checklist
Placement challenges, issues patient acuity, FTE of
Scheduling and problems staff-patient ratio in the Rubric for
Predicting staffing assigned unit; journal
needs Concept mapping of 2.Formulate a two- reaction
Skill mix patient classification week rotation schedule
system/ nursing care for a specific unit
Patient classification delivery model based 3.Categorize clients
system on organizational based on Hospital
Predicting staffing model Protocol on Patient
models Classification
Nursing care delivery
systems Staffing activity: Adopt
0 Case method a patient classification
0 Functional system/nursing care
nursing model
0 Team nursing
0 Primary nursing
0 Modular nursing
0 Nursing Case
Management

Page 46 of 63

--------------------
 Participates in the planning Staff Development Web-quest inquiry: 3 Management activity: 8 Paper and
and implementation of staff Sharing of best Staff development pencil test
development activities to Continuing Professional practices on staff planning for nurses in a
Development development specific Rubric for staff
enhance performance of
programs ward/community based developmen
nursing support staff. on learning needs t plan

Implements participatory Directing 4 Implement a community Rubrics for

and empowerment Tools in Directing development plan program
strategies for community Elements of Directing implementatio
Leading community n
competence to identify and
health programs
collaborate effectively in Shared Governance Journal sharing and Head nursing activity:
addressing needs and reaction on shared Implement managerial Performance
problems related with health governance functions and delegate checklist
resource availability, access tasks/patients to
or use, environment Case analysis on student nurses in a Rubrics for
protection, safety and Power and Politics power and politics team journal
reaction and
security.
Delegation Effective Behavioral modeling case analysis
delegation
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

Page 47 of 63

--------------------
 changing health status with
consultation as needed.

Applies management and

leadership principles in
providing direction to
manage a
comrnunitv/villaoe-based
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 partners in a
working relationship.
Maintains a harmonious and
collegial relationship among
members of the health team
for effective, efficient and
safe client care.
Motivation Interactive discussion 3 Head nursing activity: 8 Performance
Intrinsic and extrinsic initiate team building checklist
motivation activity/ Action-
Theories of motivation Vignette on motivation Reflection-Action
Strategies in motivation strategies and Sessions (ARAS) Rubric for the
Establishment of integrating vignette
motivational conditions motivational theories Nurses Poll to assess
the intrinsic and Quiz
Team Work/Group extrinsic motivations of
hospital and community Self-
Processes
nurses as basis for satisfaction
Group dynamics and action plan as a nurse rating
manager/leader
cultural diversity

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

Page 48 of 63

--------------------
 Disseminates policies, Communication Communication relay to 4 Staffing activity: 10 Performance
regulations, circulars and Communication identify facilitators and Charting of nursing checklist
programs among nurses process barriers to activities
and nursing support staff Channels of communication Anecdotal
communication Critiquing nurses observation
Addresses with respect, Communication documentation s
trust, and concern for safety, systems
team needs, issues, or Barriers to Process documentation
problems related with communication and critiquing of pt-
psychosocial adaptation Communication skills nurse communication;
using appropriate Organizational, nurse-nurse interaction,
communication/interpersona interpersonal and group nurse-manager
I techniques/strategies. communication communication, nurse-
Organizational doctor interaction
communication Concept paper on Rubric for
Documents nursing care strategies ethical and legal Head nursing activities: concept
services rendered and Improving consideration in Chart rounds/review paper
processes/outcomes of the communication reporting and Accomplishing
nurse client working recording ward/community
relationship. records and reports

Ensures completeness, Record Management

integrity, safety, accessibility System
and security of information.

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

Page 49 of 63

--------------------
 documentation of activities
and outcomes of managing
a community/ village-based
facility
Implements system of
informatics to support the
delivery of health care
Journal sharing on Rubric for
Use appropriate technology Nursing Informatics benchmarking journal sharing
to perform safe and efficient initiatives on nursing
nursing activities informatics

Ensures intra-agency, inter- Collaboration Interactive discussion 5 Head nursing activity: 14 Performance
agency, multidisciplinary 1. Referral of checklist
and sectoral collaboration in Coordination Case analysis on clients,
the delivery of health care.
coordination and 2. Needed Rubric for
collaboration skills of coordination/ case analysis
Coordinates the a nurse manager collaboration and concept
with members of map
tasks/functions of other
Delphi procedure: the health team,
nursing personnel (midwife, getting consensus GOs, NGO and
BHW and utility worker) decision through a other interest
survey among nurses groups
Collaborates with other and other members of
members of the health team the health team of
in the implementation of successful Staffing activity:
programs and services multidisciplinary 1. Coordinate with
collaborations and other members of
Applies principles of coordination the health team,
partnership and other agencies for
hospital/community
collaboration to improve
projects
delivery of health services. 2. Coordinate nursing
activities

Page 50 of 63

--------------------
 Concept mapping of
referral/coordination
Collaborates with GOs, protocol both in the
NGOs and other sociocivic hospital and community
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.

Implements Decision Making process Interactive discussion 5 Head nursing activity: 8 Performance
strategies/approaches to Decision making tools 1.Analyzing clinical checklist

given problem case 2. presenting solutions Rubric for

capability of the client and
Change Process scenario for simple brainstormin
care providers to participate
Handling resistance to conflicts/clinical g and
in decision making by the change Brainstorming problems fish bone
inter-professional team. Planned change technique: think and 2. solving simple analysis
speak out freely and clinical problems
Conflict Management creatively about all
Types of conflict possible approaches Staffing activity: Brain writing-
Implements Managing conflict and solutions to a Clinical reasoning writing down
strategies/interventions to Work-related stress specific nursing theater ideas in slips
ensure healthy population/s Enhancing self esteem problem (based on problem of paper

(~) Page 51of63

--------------------
~
 in the school and work encountered by the related to a
settings. student nurse) problem
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 olan
Assesses supervisory needs Supervision Interactive discussion 3 Clinical audit of 16 Performance
of the nursing support staff. supervision practices of checklist
Psychological/structural Debate on nurse managers
Supervises the empowerment empowerment of
implementation of the nurses Paper and
Head nursing activity: pencil test
nursing component of the
a. Intentional modeling
health services/programs. b. supervision of
student
Maintains a positive practice
nurses
environment. c. grand rounds
Applies principles of
supervision for effective and
efficient delivery of health
programs and services

Monitors the performance of Controlling Group dynamics: 3 Critiquing a 8 Performance

the nursing support staff. Control Process developing criteria for performance evaluation checklist
Development of evaluating role tool of nurses
Evaluates specific Standards performance of nurses Rubric for
components of health Employee discipline Head nursing activity: group
programs and nursing feedback on dynamics
performance evaluation

Page 52 of 63

--------------------
 services based on of student nurses in
parameters/criteria. their team

Evaluates performance of Performance evaluation

nursing support staff using a
standard evaluation tool.

Prepares a data collection Continuous Quality Interactive session 4 Staffing activity; 16 Performance
and analysis plan as a improvement and risk 1. Prospective checklist
member of the quality Management Debate on the ethical, nursing audit of
improvemenUquality Creating a patient safety moral, professional and patients chart Rubric for
assurance/nursing audit culture legal considerations in 2. Reports debate and
team Standards of Nursing 'Nurse Alert/Watch' and variances/sentin concept paper
Practice issue-based reporting el events
Ensures that all nursing Quality 3. Provide inputs
personnel adhere to Assurance/Quality Concept paper on on policies,
standards of safety, improvement Quality safety issues
bioethical principles and Variance assurance/improvemen Head nursing activity:
practice. based nursing
evidence Accreditation events
report/sentinel thealth sector
initiatives for( a given 1. manageable
Develop a
JCAHO/JCIA, academe, hospital, Quality
Institutes appropriate Phil Health, community, DOH, etc) improvement
corrective actions to Hospital project with her
prevent or minimize harm Accreditation nursing team
arising from adverse Commission 2. Perform risk
effects Nursing audit assessment and
Other CHED quality develop an
Participates in the assurance initiatives action plan
development of policies and
standards regarding safe
nursing practice

Implements with the team

the developed action plan
for the identified variance to

Page 53 of 63

--------------------
 improve the system or
process.

Creates a safe environment

of care through the use of
quality assurance,
continuous quality
improvement and risk
management strategies.
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/

Page 54 of 63

--------------------
 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

Learninq Strateqies
Learning Outcomes Content/Topic Related Learning Assessment
Classroom TA Experience (SL, TA
Hospital and
Community)
Adheres to ethico- A. Ethico-moral 5 Staffing activity: 8 Paper pencil
legal, considerations responsibility Everyday ethical 1. Reflective test
when providing safe 1. Review dilemmas: present an journaling on
and quality and 1.1 Basic ethical abbreviated case ethico-moral Performance
professional nursing principles study with an ethical considerations checklist
care. 1.2 Code of ethics dilemma to nursing in the care of
for nurse and health and ask the clients Rubrics for
Implements 1.3 Various Rights students to 2. Nursing care concept paper
strategies/policies of clients identify/justify ethical planning that
related to informed 2. Ethical decision- principle upheld and intearates

Page 55 of 63

--------------------
 consent as it applies in making violated ethico-moral
multiple contexts Ethical frameworks considerations
for decision-making
Protects clients rights 3. Ethical leadership in Concept paper on Head nursing activity:
based on clients' and nursing professional autonomy 1. Ethical decision
Nurses' Rights 4. Professional of nurses making in
autonomy addressing Peer review
Applies ethical 5. Personal Work concerns in the
reasoning and decision ethics Critiquing of sample clinical setting
making process to informed consent form 2. Behavioral
address situations of modelling of
ethical distress and Psychoanalysis: work ethics
moral dilemma student will develop
and present their own
Customized nursing work ethics principle
intervention based on
Phil. Culture and
values.
Adheres to established B. Legal Responsibilities Interactive session 6 Conference-discussion 8 Paper and
norms of conduct on: pencil test
based on the Phil. 1. Nursing Legislations 1. Legal rights of
Nursing Law and legal, 1.1. Philippine Nursing Law Case studies on Filipino nurses Rubrics for
regulatory and 1.2. Health related laws nursing jurisprudence 2. Legal violations case study
institutional affecting nursing and in health and and position
requirements relevant health nursing paper
to safe and nursing 1.3. Labor laws
practice. work contracts Position paper on a
collective bargaining policy
Accepts responsibility nurses and labor unions recommendation on a
in paying relevant 1.4. Legal issues in nursing relevant nursing/health
taxes in the practice of practice concern
the profession. 1.1 . Breach of contract
1.2. Negligence
1.3. professional
negligence/

Page 56 of 63

--------------------

Assumes responsibility C. Personal and Professional
for lifelong learning, Responsibilities
own personal
development and
maintenance of
competence
Demonstrates
continued competence
and professional
growth
Models professional
behaviour
Project the good image
of a Filipino nurse
Develop a professional
nursing portfolio
--------------------
malpractice
1.4 Wills
1.5. Crimes related to
nursing practice
1.6 Nurses and
evidence Privileged
communication
Nurses as witness
Panel-discussion: 5 Participates in 8 Performance
Invite professional advocacy activities on checklist
1. Nursing as a profession nurse issues of nursing.
Professional Paper pencil
Decorum Career orientation: invite Attendance to nursing test
2. Roles and accomplished alumni fora on health and
responsibilities of a in various fields nursing issues Rubric for
beginning nurse of practice to talk professional
practitioner about their Self-assessment on protfolio
3. Career development specialization attainment of the
Job search/job leads national Nursing Core
Preparing for an Competency standards
interview
Developing a
professional portfolio
4. Emerging opportunities
Fields of specialization
Expanded roles of
nurses Issues and Workshop on
trends in nursing developing a
5. Nursing associations: professional portfolio
Accredited professional
nursing organization:
PNA
Speciality organizations
Interest groups
6. Relevant PRBON
Page 57 of 63
 Manifest caring as a
core of nursing,
including the love for
God and people
Engages in advocacy
activities to influence
health and social care
service policies and
access to services.
resolutions affecting Web quest on relevant
nursing practice nursing provisions
e.g. 2012 national
nursing core
competency standards,
Continuing Professional
Development (CPD},
National Nursing Career
progression plan
Professional advocacy Writing of a position 1 Rubric
paper on health or
nursing issue

Engages in advocacy
activities to deal with
health related
concerns and adopts
policies that foster the
growth and
development of
nursinq profession
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 30-45 hours (20-30%)
of the total hours credited for the
course.

Page 58 of 63

--------------------
 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, Band 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. zn<1 ed. Boston: Pearson,
Prentice Hall, Inc.
Griffith, Rand 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.

---
/~
"'0'<Gt\
. Page 59 of 63

---------------
\rc}ii
.;.:~-
 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. 200 ed. United Kingdom: Churchill
Livinstone Elsevier.
Tomey, AM. (2009). Guide to nursing management and leadership, 81h 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

Page 60 of 63

--------------------
 Websites:

http:l/www.ahrg.gov/research/findings/factsheets/services/nursestaffing/nursesatff.pdf
http:l/www.workingnurse.com/The-Nurse-Patient-Ratio-Five-Years-Later
http://www. wpro.who.inUtopics/nursing/ichrn fact sheet.pdf
http:l/www.icn.ch/projects/positive-practice-environments/
http:l/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

Page 61of63

--------------------
 Appendix G Sample Generic Rubric for Reflective
Criteria Superior (6 points)
Depth of Response demonstrates
Reflection an in-depth reflection and
(30%) insights on, and
personalization of, the
theories, principles,
concepts, and/or strategies
related to the focus of
study. Viewpoints and
interpretations are
insightful
Use of textual Viewpoints and
evidence and interpretations are well
context supported. Response
(30%) shows strong evidence of
synthesis of ideas
presented. Clear, detailed
examples are provided, as
applicable.
Required Response includes all
Components components and meets or
(30%) exceeds all requirements
indicated in the
instructions. Each question
or part of the assignment
is addressed thoroughly.
--------------------
Journaling
Sufficient (4 points)
Response demonstrates a
general reflection and insights
on, and personalization of,
the theories, concepts, and/or
strategies related to the
focus of study
Viewpoints and
interpretations are supported.
Response shows evidence of
synthesis of ideas presented
.Appropriate examples are
provided, as applicable.
Response includes all
components and meets all
requirements indicated in the
instructions. Each question or
part of the assignment is
addressed.
Minimal (2 points) Unacceptable (0 points)
Response demonstrates Response demonstrates a
a minimal reflection and lack of reflection and
insights on, and insights on, or
personalization of, the personalization of, the
theories, concepts, and/or theories, concepts, and/or
strategies related to the strategies related to the
focus of study focus of study
Viewpoints and Viewpoints and
interpretations are interpretations are missing,
unsupported or supported inappropriate, and/or
with flawed arguments. unsupported. Response
Response shows little shows no evidence of
evidence of synthesis of synthesis of ideas
ideas presented . presented. Examples,
Examples, when when applicable, are not
applicable, are not provided.
provided or are irrelevant
to the assignment.
Response is missing Response excludes
some components and/or essential components
does not fully meet the and/or does not address the
requirements indicated in requirements indicated in
the instructions. Some the instructions. Many parts
questions or parts of the of the assignment are
assignment are not addressed minimally,
addressed inadequately, and/or not at
all.
Page 62 of 63
 Writing Writing is clear, concise, Writing is mostly clear, Writing is unclear and/or Writing is unclear and
Quality (10%) and well organized with concise, and well organized disorganized. Thoughts disorganized. Thoughts
excellent with good are not expressed in a ramble and make little
sentence/paragraph sentence/paragraph logical manner. There are sense. There are numerous
construction. Thoughts are construction. Thoughts are more than five spelling, spelling, grammar, or syntax
expressed in a coherent expressed in a coherent and grammar, or syntax errors errors throughout the
and logical manner. There logical manner. There are no per page of writing. response.
are no spelling, grammar, more than three spelling,
or syntax errors. grammar, or syntax errors per
oace of writina.

Page 63 of 63

--------------------