THE COLLEGE OF MAASIN

Nisi Dominus Frustra

Tunga-Tunga, Maasin City, Southern Leyte, Philippines

COURSE SYLLABUS
CA 1: COMPETENCY APPRAISAL I
First Semester, School Year 2020-2021

INSTRUCTORS:
MS. ROSELLE JOY C. BALAQUIT, RN, MANc

National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.

I. THE COLLEGE OF MAASIN

Vision : The College of Maasin as a dynamic learning institution that commits its life resources and ministry toward the development of persons, nurtured by
faith and by the liberating process of excellent learning toward holistic and creative action for social renewal.

Mission : The College of Maasin, with the integration of instruction, research and extension, commits itself in seeking a life of faith , learning and action
to develop people into becoming God-loving citizens with integrity in character, intellectually competent and honest, morally and ethically sensitive,
excellence in work performance, creatively aware and responsive to the needs and aspirations of the people for the realization of a just, free and
responsible Christian social order.

Goals : 1. To develop competent and honest administrators, faculty, staff, and dedicated students to learning who are nurtured in Christian values anchored
in knowledge and deep social awareness.
2. To attain harmony in the climate of organization which allows the process of collective decision-making and action that involves the quality
participation of various sectors by cultivating in them the values of mutual trust and respect.
3. To offer relevant curricular and co-curricular programs; methodology of teaching and system of learning which foster development of creative
thinking, human dignity and responsibility, social awareness, and cultivates social responsibility and involvement.
4. To provide quality and excellent performance in the service that reflects the values of justice and equality, acknowledges the dignity of labor, and
develops commitment to duty and social responsibility.
5. To implement an effective and efficient academic-community action programs that enhances the development of people in poor communities by
generating activities for school-community cooperation.

1|Pag e
 6. To design and implement infrastructure projects in support of the development and sustainability of the institution.

Institutional Outcomes:
After four years, the graduate will be able to:
 Develop Christian values and attitude of honesty, moral and ethical sensitivity for the total well-being of man (physical, emotional and spiritual),
 Develop intellectual competence for creative awareness and responsiveness to the needs of people, and
 Develop collaborative competencies such as entrepreneurial skills, productive and social skills to meet the human resource de mands of the local, national
and global communities.

II. PROGRAM: COLLEGE OF NURSING

Vision: A leading institution in the field of Nursing Education, which shall provide society with nurses who are competent. These nurse s exercise critical
thinking, sensitive to others needs, morally upright and can successfully adjust to the demands of the fast changing world.
Mission: To realize our vision, we are committed to provide an environment conducive to academic, moral and spiritual growth of students, faculty and staff for
them to excel in their respective field of human endeavor.
We will establish, maintain and support an adequate system of education relevant to the needs of the students.
We are committed to participate in community service activities to contribute to the welfare of the society, help improve the quality of the life and make
a difference in the lives of those who receive our care.
Goals: The CM-CNAHS programs shall nurture the individuals’ social, spiritual, physical, psychological, and intellectual endowments to prepare students to
become committed, dedicated, competent and globally competitive professional nurses, fully equipped with the knowledge, skills and attitude necessary in
the delivery of safe, quality health care services to humanity.

III. PROGRAM OUTCOMES:

Upon graduation, the BSN students will be able to:

A. Common to all programs in all types of schools:

a. Articulate and discuss the latest developments in the specific field of practice,
b. Effectively communicate orally and in writing using both English and Filipino,
c. Work effectively and independently in multi-disciplinary and multi-cultural teams,
d. Act in recognition of professional, social, and ethical responsibility, and
e. Preserve and promote “Filipino historical and cultural heritage”.

B. Common to discipline:
f. Demonstrate clinical competence in specific profession,
g. Exhibit health professional and ethical practice,
h. Practice interprofessional education,
i. Exercise communication skills / become an educator,

2|Pag e
 j. Continue to become a lifelong learner (personal/continuing professional development),
k. Become leader/manager/systems approach to health care,
l. Become a researcher,
m. Become a social advocate.

C. Specific to BSN program:

n. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing,
o. Provide safe, appropriate and wholistic care to individual, families, population groups and communities utilizing nursing process,
p. Apply guidelines and principles of evidence-based practice in the delivery of competent nursing care responsive to the needs of the people,
q. Practice nursing in accordance with existing laws, legal, ethical and moral principles,
r. Communicate effectively in writing, speaking, and presenting using cultural-appropriate language,
s. Document and report on client care accurately and comprehensively,
t. Work effectively in teams, in collaboration with other disciplines and multicultural teams,
u. Practice beginning management and skills in the delivery of the client care,
v. Conduct research with an experienced researcher, and
w. Engage in lifelong learning with a passion to keep current with national and global developments in general and nursing and health
developments in particular.

D. Common to a horizontal type as defined in CMO No. 46, series of 2012:

x. Participate in various types of employment, development activities, and public discourses, particularly in response to the needs of the
communities one serves.

IV. COURSE DETAILS

Course Name CA1: Competency Appraisal I
Course Description This course deals with the application of concepts, principles and processes basic to the practice of nursing with emphasis on health
promotion, health maintenance, disease prevention, risk reduction, curative and rehabilitative aspects of care of healthy/at risk
individuals (e.g. mother and child), family, group and community with alterations in oxygenation, fluid and electrolyte imbalances,
metabolic and endocrine condition.
Number of Units 3 units lecture
Prerequisite NCM 105, Nursing Research 1

V. COURSE OUTCOMES

At the end of the course, the students should be able to:

1) Comprehensively incorporate the nursing process with the various patient and family conditions in a hospital and community-based setting.
2) Produce accurate documentation system for case management of hospital and community-based clients’ health promotion and maintenance.

3|Pag e
3) Design a wide-ranging nursing care plan for identified health problems in community and hospital settings.
VI. ASSESSMENT TOOLS/ RUBRICS

A. RUBRIC FOR MEMORIZATION OF VISION AND MISSION STATEMENT OF TCM

Score Description
5 Memorized the complete vision and mission of the institution and shows understanding of what was recited.
4 Memorized a considerable part of the vision and mission of the institution and shows considerable understanding of what was recited
3 Memorized only a partial portion of the vision and mission of the institution and shows only a fraction of understanding of what was
recited
2 Memorized only a little of either the vision or mission of the institution and show little understanding of what was recited.
1 The task was not attempted at all.

B. RUBRIC FOR ESSAY

Criteria Excellent (5) Good (4) Needs Improvement (3) Unacceptable (2-1)
Content Essay has specific central idea Central idea is vague; somewhat Unable to find supporting specific Essay has no central idea or
that is clearly stated in the sketchy and non-supportive to details; more than 4 errors in supporting details.
opening paragraph; appropriate, the topic; lacks focus. information.
concrete details supports the
central idea and show originality
and focus.
Organization Essay is logically organized and Essay somewhat digresses from Central point and flow of essay is Ideas were unorganized and
well structured, displaying a central idea; ideas do not lost; lacks organization and vague; no particular flow was
beginning, a body, and a logically follow each other. continuity. followed.
conclusion. Critical thinking skills
are evident.
Style Writing is smooth, coherent, and Sentences are varied and Lacks creativity and focus. Writing is confusing, hard to
consistent with central idea. inconsistent with central idea, Unrelated word choice to central follow. Contains fragments
Sentences are strong and vocabulary and word choices. idea. and/or run-on sentences.
expressive with varied structure.
Mechanics Written work has no errors in Written work relatively free of Written work has several errors in Written work has serious and
word selection and use, sentence errors in word selection and use, word selection and use, sentence persistent errors in word
structure, spelling, punctuation sentence structure, spelling, structure, spelling, punctuation selection and use, sentence
and capitalization. punctuation, and capitalization (1- and capitalization (3-4 errors). structure, spelling, punctuation
2 errors). and capitalization.

4|Pag e
Timeliness Posted completed on or before Posted completed within 24 Posted 24 hours post deadline Posted 48 hours post deadline
the deadline. hours after the deadline. period. period.

C. RUBRIC FOR ORAL PRESENTATION/RECITATION

Criteria Exemplary (5) Satisfactory (4-3) Below Expectation (2-1)
Organization The presentation is carefully organized and The presentation has a focus and provides No apparent organization. Evidence is not
provides convincing evidence to support some evidence that supports conclusions. used to support assertions.
conclusions.
Content The content is complete and accurate. The content is generally accurate, but The content is inaccurate or overly general
incomplete
Style The speaker is relaxed & comfortable, The speaker is generally relaxed & The speaker appears anxious &
presentation is the right length, student comfortable, presentation is a decent uncomfortable, presentation is too short, or
demonstrates ability to speak length, and students’ own words are used entire paragraphs are read verbatim from
extemporaneously and make eye contact for the summary. the article.
with other members of the class.

D. RUBRIC FOR WRITING ASSIGNMENTS/WEB QUEST

Criteria Superior (5) Good (4) Satisfactory (3) Unsatisfactory (2) Unacceptable (1)
Grammar No more than one (1) 2 violations of grammar, 3 violations of grammar, 4 violations of grammar, 5 or more violations of
violation of grammar informal language. informal language. informal language. grammar, informal
(incorrect word choice, language.
verb tenses,
agreement), use of
formal language,
Spelling No more than one (1) 2 violations of spelling. 3 violations of spelling. 4 violations of spelling. 5 or more violations of
spelling error spelling.
Punctuation No more than one (1) 2 errors in punctuation. 3 errors in punctuation. 4 errors in punctuation. 5 or more errors in
error in punctuation punctuation.
Reference Page No violation of APA style 1 violation of APA style 2 violation of APA style 3 violation of APA style No reference page
standard as outline in for reference page. for reference page. for reference page. included.
directions. At least 3 up
to date references in
APA format style are
followed.

5|Pag e
Title Page and Title page follow model 1 missing information 2 missing information 2 missing information No title page.
Formatting format and model from title page. Some from title page. Some from title page. Some
provided. model format are not model format are not model format are not
followed. followed. followed.

E. RUBRIC FOR PHARMACOLOGICAL STUDIES

Criteria Excellent (5) Satisfactory (4-3) Unsatisfactory (1)
Class Names Pharmacologic and Therapeutic Class Either Pharmacologic or Therapeutic class Class names were missing
names were written names is only written
Dosages and its Routes The dosages of the drug per age and its Either dosages of the drug or routes is Dosages of drug and routes were missing
corresponding routes were written only written
Indications and Specific indications of the drug as for list Either indications of the drug or Indications and contraindication were missing
Contraindications of diseases and conditions were written contraindications is only written
including its contraindication
Mode of Actions Mode of action of the drug was Mode of actions is incomplete Mode of actions were missing
comprehensively presented
Side effects and Adverse The side effects and adverse reactions The side effects and adverse reaction was The side effects and adverse reaction was
reactions were laid down according to body incomplete missing
system such as CNS, GIT, RIT, GUT etc.
Nursing Responsibilities The nursing responsibilities was The nursing responsibilities was The nursing responsibilities was missing.
comprehensively discussed; Specified incomplete.
responsibilities of the nurse before,
during and after drug was given
References At least 3 up to date references in APA At least 2 up to date references in APA Only 1 or no reference page.
format style are followed. format style.
Title Page and Formatting Title page follow model format and model 1 missing information from title page. Some 2 missing information from title page. Some
provided. model format are not followed. model format are not followed.

F. RUBRIC FOR CLASS REPORTING

Criteria Excellent (5) Good (4) Fair (3) Needs Improvement (2-1)
Delivery Holds attention of entire audience Consistent use of direct eye Displays minimal eye contact Holds no eye contact with the
with the use of direct eye contact, contact with audience, but still with audience, while reading audience, as entire report is
seldom looking at notes Speaks returns to notes Speaks with mostly from the notes Speaks in read from notes Speaks in low
with fluctuation in volume and satisfactory variation of volume uneven volume with little to no volume and/or monotonous
inflection to maintain audience and inflection inflection tone, which causes audience
to disengage

6|Pag e
 interest and emphasize key
points
Content / Demonstrates full knowledge by Is at ease with expectedIs uncomfortable with Does not have grasp of
Organization answering all class questions questions, without elaboration.
information and is able to information and cannot
with explanations and Has somewhat clear purpose and
answer only rudimentary answer questions about
elaborations. subject; some examples, facts,
questions. subject.
Provides clear purpose and and/or statistics that support the
Attempts to define purpose and Does not clearly define subject
subject: pertinent examples, subject; includes some data or
subject; provides weak and purpose; provides weak
facts, and/or statistics; supports evidence that supports
examples, facts, and/or or no support of subject; gives
conclusions/ideas with evidence. conclusions. statistics, which do not insufficient support for ideas or
adequately support the subject; conclusions.
includes very thin data or
evidence.
Enthusiasm / Demonstrates strong enthusiasm Shows some enthusiastic feelings Shows little or mixed feelings Shows no interest in topic
Audience Awareness about topic during the entire about the topic. Raises audience about the topic being presented.
presentation. understanding and awareness of presented. Raises audience Fails to increase audience
Significantly increases audience most points. understanding and knowledge understanding or knowledge
understanding and knowledge of of some points. of topic.
topic; convinces an audience to
recognize the validity and
importance of the subject.

E. RUBRIC FOR GRADING A NURSING CARE PLAN

Nursing Process Excellent (5) Good (4) Fair (3) Needs Improvement (2-1)
Assessment Includes all pertinent data related Includes all pertinent data Does not include all pertinent data Assessment portion is
to related to the nursing diagnosis, related to the nursing diagnosis. incomplete.
the nursing diagnosis and does but also includes data not May also include data that does
not related to nursing diagnosis. not relate to nursing diagnosis
include data not related to
nursing diagnosis.
Nursing Diagnosis Diagnosis is appropriate for Diagnosis is appropriate for Diagnosis is not appropriate for Diagnosis portion is
patient and ordinal level, and patient and ordinal level, and patient and ordinal level (first incomplete.
diagnosis is NANDA approved diagnosis is NANDA approved, diagnosis, second diagnosis,
and includes all parts is listed in but does not include all parts or etc.). May also not be NANDA and
correct part of the diagnosis. information is listed in wrong may not include all parts.
part of the diagnosis.

7|Pag e
 Planning Goal statement is patient or Goal statement is patient or Goal statement is not patient or Goal portion is incomplete.
family oriented, and contains two family oriented, and contains at family oriented and may not have
measurable criteria and a target least one measurable criteria or measurable criteria or a target
date or time. a target date/time. date or time.
Implementation Interventions portion contains Interventions portion contains Interventions portion does not Interventions portion is
adequate number of adequate number of include adequate number of incomplete.
interventions to help interventions to help interventions to help patient/family
patient/family meet goal, and patient/family meet goal, but meet goal. Interventions may also
interventions are specific in interventions may not be not be specific, labeled or listed
action and frequency, labeled specific, labeled or listed with with rationales.
with "I" or "C" and are listed with rationales.
referenced rationales.
Evaluation Evaluation portion does contain Evaluation portion does contain Evaluation portion does not Evaluations portion is
data that is listed as criteria in data that is listed as criteria in contain data that is listed as incomplete.
goal statement. Does describe goal statement, but does not criteria in goal statement. May
goal as met, partially met, or not describe goal as met, partially also not describe goal as met,
met. If goal was partially met or met, or not met. May also not partially met, or not met. May also
not met, includes revision and/or include revision or new not include revision or new
new evaluation date/time. evaluation date/time. evaluation date/time.

VII. COURSE LEARNING SUB-OUTCOMES AND ITS RELATIONSHIP TO PROGRAM OUTCOMES

COURSE SUB - OUTCOMES PROGRAM OUTCOMES

a b c d e f g h i j k l m n o p q r s t u v w x
1. Apply the nursing process in the care of individuals, families,
population group in selected settings.
a. assesses with client/s his/her/their condition/health status
through interview, physical examination, interpretation of
laboratory findings
b. identifies actual and at risk nursing diagnosis
c. plans appropriate nursing interventions with client/s and family
for identified nursing diagnosis
d. Implements plan of care with client/s and family
e. evaluates the progress of his/her/their client’s condition and
outcomes of care
2. Ensure a well-organized and accurate documentation system

8|Pag e
 3. Utilize bioethical concepts/ principles, core values and nursing
standards in the care of clients
4. Integrate the various competencies in the various key areas of
responsibilities in the care of selected clients

VIII. LEARNING PLAN

ASSESSMENT
INTENDED TEACHING &
TASKS
LEARNING LEARNING
As evidence of
OUTCOMES ACTIVITIES
No. of OBJECTIVES achieving the RESOURCES/
At the end of COURSE CONTENT (TOPICS) To achieve the
Weeks unit outcome, MATERIALS
the unit, the outcome, the
the student is
student is able learning activities
assessed as
to: are:
follows:
4 Orientation At the end of the learning  Rubrics on  Checking of  Student
weeks 1. Introduction of the members of experience, the students oral Student Manual Manual
the class. will be able to: recitation of  Class recitation
2. Setting of expectations.  Memorize and reflect vision &  Orientation with
3. Discussion of classroom rules the vision and mission mission the e-learning
and policies. of the College, and portal at
4. Revisit Vision and Mission of the 1) Grasp and relate the https://cm.edu.ph/
College of Maasin. course, understand the
5. Checking of Admission slips. computation of grades
6. Distribution and presentation of based on the grading
the course syllabus. system and course
7. Discussion of the content of requirements
syllabus for the purpose of 2) Appreciate and
clarification. disseminate
8. Explore course structure, information about the
sequencing of subject matter. institution.
9. Discussion on the course
requirements and grading.

9|Pag e
 1. Utilize MODULE 1 - Community Health At the end of the learning  CM moodle  Engage  Famorca, Z. et
the nursing Nursing (CHN) experience, the students formative  Slide al. Nursing
process in the 1. Background will be able to: and presentations Care of the
holistic care of  CHN as a Field of Nursing  Recall the summative sent posted in Community.
client for the Practice principles, concepts exercises CM-moodle Amsterdam:
promotion and  Basic Concepts and of CHN and  Creating Elsevier
maintenance of Principles of CHN  Differentiate the assessments  Flagg, J. &
movie
 Roles of the Nurse in roles of Nurse in
health in  Formulation presentation Pillitteri, A.
Caring for Communities caring for
community and of individual on nursing (2018)
and Population Groups community
hospital and practice (with Maternal &
2. Primary Health Care Approach  Explain the
settings. collaborative audio, video Child Health
 Definition principles of PHC,
2. Relate assessment text) Nursing: Care
 Legal Basis health promotion,
effectively with 3. Health Promotion community and case  Assigned of the
clients,  Concepts organizing and management Reading (thru Childbearing
members of the  Strategies community health plan PDF thru CM- and
health team and  Theories/Models of Health nursing process  Google form moodle) Childrearing
others in work Promotion by Pender, and its application tests  Explore Family (6th
situations Bandura and Green in caring for  NLE type  Synthesis edition)
related to 4. Community Organizing community as the Philadelphia:
examinations analysis of
nursing and  Definition primary client Lippincott
thru CM- laboratory/
health  Community Participation  Determine the Williams &
steps in building moodle diagnostic
3. Observe  Capacity Building  Creative values and Wilkins.
Strategies community
bioethical assignments comparative
organization
principles and  Partnership and  Department of
Collaboration  Identify the steps in with audio analysis
the core values assessing feedback Rationalization Health. (2015).
(love of God, 5. Community Health Nursing Pregnancy
Process community health  Creating a of NLE-type
caring, love needs and nursing examination Care from
country and of  Community Needs Anterpartum to
community process (shared with
Assessment
people) diagnosis marking Postpartum.
 Community Diagnosis and framework
4. Ensure  Describe the manuscript Manila,
Tool
a well- different health and Philippines
 Planning
organized programs of DOH rationalization
recording and  Discuss the role of
a nurse in caring for

10 | P a g e
 reporting  Implementing e. Evaluating clients with thru CM-  Department of
system Community Health Nursing communicable and moodle) Health. (2015).
Services non-communicable Basic
 Home Visit and Bag disease utilizing the Newborn
Technique health preventive- Care,
7. Public Health Programs of the promotive Resuscitation
DOH approach
and
 Maternal Health Examination.
 Family Planning Manila,
 Child Health Philippines
 Integrated Management for  Castro, C.
Childhood Illness (IMCI) (2012).
 Nutrition Program Community
 Oral Health Program Health Nursing
 Essential Health Packages and
for Adolescent, Adult Men Community
and Women and Older Health
Persons Development
8. Control of Non-Communicable 1st edition.
Diseases Educational
 National Prevention of Publishing
Blindness House, Inc.
 Mental Health and Mental  Hinkle J.L., &
Disorders Cheever K.
 Renal Disease Control (2014).
Program Brunner and
 Community-based Suddarth’s
Rehabilitation Program Textbook of
9. Control of Communicable Medical-
Diseases Surgical
 National TB DOTS Nursing (13th
 Control Programs on edition)
Leprosy, Schistosomiasis, Philadelphia,
Filariasis, Malaria, Rabies, Pa. Lippincott,
Dengue, STI and AIDS.

11 | P a g e
 3 MODULE 2 – Obstetrical Nursing At the end of the learning Williams and
weeks (Well clients) experience, the students Wilkins.
1. Procreative Health will be able to:
 Definition and theories  Identify the goals
related to procreation and philosophy of
 Process of human maternal and child
reproduction health nursing
 Risk factors of genetic  Describe the
disorders anatomy and
 Common tests physiology
 Utilizing NP in preventing necessary for
genetic disorders and care reproductive and
for clients seeking services sexual health
before and during  Formulate nursing
conception care related to
2. Antepartum/Pregnancy reproductive health
 Menstrual cycle such as educating
 Fetal circulation about menstruation
 Estimating Expected Date  Describe the
of Confinement (EDC) growth and
 Teratogens and their effects development of the
 Normal changes during fetus by gestation
pregnancy (local/systemic week
physical and emotional  Assesse fetal
changes) growth and
 Leopold’s Maneuver development
 Danger signs of pregnancy through maternal
and pregnancy
 Prenatal exercises
landmarks
 Preparation for labor and
 Describe the areas
delivery
of health
 Addressing the needs and
assessment
discomfort of pregnant
commonly included
mothers
in a first prenatal
3. Intrapartum/Labor and Delivery
visit

12 | P a g e
  Factors affecting labor and  Identify expected
delivery outcomes for
 Stages, discomforts, achieving a healthy
common and danger signs pregnancy
of labor and delivery  Plan nursing care
 Physical and psychological such as preparing a
preparations during woman for a pelvic
delivery examination or
 Care of clients fundal
experiencing labor and measurement
delivery process  Integrate
 Provision of personal knowledge of fetal
hygiene, safety and growth and
comfort measures development with
 Coping mechanisms of nursing process to
woman’s partner and achieve quality
family maternal and child
4. Post-Partum health nursing care
 Body/psychological  Describe the
changes on the Mother common theories
 Phases of puerperium explaining the
 Nursing care of mothers onset of labor
during post-partum  Discuss the role of
 Family planning the components of
labor
 Assess a woman in
labor, identifying
the stage and
progression
 Establish outcomes
to meet the needs
of the woman
throughout the
labor process
 Describe the
psychological and

13 | P a g e
 physiological
changes that occur
in the post-partal
woman
 Formulate nursing
care to aid the
progression of
physiologic and
psychological
transitions
occurring in the
client and family
2 MODULE 3- Pediatric Nursing At the end of the learning
weeks (Well clients) experience, the students
1. Immediate Care of the Newborn will be able to:
 Establishment of respiration  Describe the
 Maintaining patent airway characteristics of
 Changing of diapers the term newborn
 Eye prophylaxis  Assess a newborn
 Cord care for normal growth
 Vitamin K administration and development
 Regulation of temperature  Formulate nursing
 Sensory stimulation (audio& care of the normal
tactile) newborn, such as
 Vestibular stimulation administering the
 Breast feeding first bath or
instructing parents
 Burping
on how to care for
 Elimination
their newborn
 Cuddling
 Describe the
2. Child Growth and Development
principles of growth
 Definition and development
 Principles and developmental
 Major factors influencing stages according to
Growth and Dev’t. major theorists

14 | P a g e
 3. Health Promotion in Children  Assess a child to
(e.g. EPI) determine the stage
of development he
or she has reached
 Formulate nursing
interventions to
assist a child in
achieving and
maintaining normal
growth and
development

3 MODULE 4 - Obstetrical Nursing At the end of the learning

weeks (Acute and Chronic Conditions) experience, the students
will be able to:
1. Nursing Care for Clients with  Describe the
Pre-Gestational Conditions complications of
pregnancy that
 Rheumatic heart disease place the pregnant
 Diabetes mellitus woman and her
 Substance abuse fetus at high risk
 HIV/AIDS  Assess the woman
 Rh sensitization who is
 Anemia experiencing a
2. Nursing Care for Clients with complication of
Gestational Conditions pregnancy
 Identify expected
 Hyperemesis Gravidarum outcomes to
 Ectopic Pregnancy minimize the risks
 Gestational Trophoblastic to the pregnant
Disease (H-mole) woman
 Define the terms of
 Incompetent Cervix
dystocia and
 Spontaneous Abortion dysfunctional labor
 Placenta Previa  Describe the
 Abruptio Placent common deviations

15 | P a g e
  Premature Rupture of in the power (force
Membranes of labor), the
 Pregnancy-induced passage or the
Hypertension passenger that can
cause dystocia or
3. Nursing Care for High Risk
dysfunctional labor
Clients During Labor and Delivery
 Formulate nursing
 High risk factors actions specific to
 Problems of the passenger, the woman who
has developed a
passageway, power and
complication of
placenta and psyche
pregnancy
factors
4.Nursing Care for High Risk
Clients During Postpartum

 Hemorrhage
 Infection
 Thromboembolic conditions
 Postpartal psychiatric
disorders
5. Nursing Care of couples with
problems of infertility

16 | P a g e
 3 MODULE 5- Pediatric Nursing At the end of the learning
weeks (Acute and Chronic Conditions) experience, the students
1. Nursing Care for Common will be able to:
Health Problems During  Describe common
1.1. Infancy physical
 Intussusception developmental birth
 Sudden infant death disorders,
syndrome respiratory,
 Colic cardiovascular,
 Cleft palate gastrointestinal,
 Imperforated anus urinary, neurologic,
 Hirchsprung's disease immune and
 Spina bifida hematologic
 Hydrocephalus disorder
 Meningitis  Assess the child
with disorder
 Febrile seizures
 Formulate nursing
3.2. Toddlers diagnosis related to
illnesses in children
 Burns
 Plan nursing care
 Poisoning
for the child with
 Child abuse
illness
 Cerebral palsy
 Formulate nursing
3.3. Preschoolers
care for the child
 Leukemia with illness
 Wilm's tumor  Use critical thinking
/nephroblastoma to analyze ways
 Asthma that nursing care
 UTI for a child with an
illness could be
3.4. School Aged Children more family-
 Diabetes Mellitus centered.
 Rheumatic Fever  Integrate
 Rheumatic Arthritis knowledge of the
 Scabies disorders in
 Pediculosis children with

17 | P a g e
  Impetigo nursing process to
achieve quality
3.5. Adolescent maternal and child
 Scoliosis health nursing care
 Bone tumors
 Accidents (trauma/injury)
 STD e. Amenorrhea
 Dysmenorrhea
 Obesity h. Anorexia
Nervosa
 Substance Abuse
 Suicide

18 | P a g e
 3 Unit 6 - Medical Surgical Nursing At the end of the learning
weeks 1. Nursing Care of Clients with experience, the students
Problems in Oxygenation will be able to:
 COPD  Describe the
 Asthma concepts related to
 Pneumothorax problems with
 Pleural Effusion oxygenation,
 Tuberculosis fluids/electrolytes
 ARDS imbalances,
 Pneumonia metabolic,
 Pulmonary Embolism endocrine,
inflammatory and
 Histoplasmosis
immunologic
 Pneumoconiosis
conditions
2. Nursing Care of Clients with
 Use the nursing
Problems in Fluid and Electrolyte
process as a
Balances
framework for care
 Hyperosmolar/Hypoosmolar
of patients with a
Imbalance
disorder
 Isotonic Volume
 Describe the
Deficit/Excess
nursing
 Sodium, Potassium, management of the
Calcium and Magnesium patient with a
Imbalances disorder
 Acid-Base Imbalances
3. Nursing Care of Clients with
Metabolic and Endocrine
Conditions
 Hiatal Hernia
 Peptic Ulcer Disease
 Appendicitis
 Peritonitis
 Diverticulitis
 CIBDs
 Abdominal Hernia
 Hemorrhoids

19 | P a g e
  Disorders of
Anterior/Posterior Pituitary
Gland
 Hyper/Hypopituitarism
 Hyper/Hypothyroidism
 Hyper/Hypoparathyroidism
 DM
 Addison’s Disease
 Cushing’s Syndrome
 Pheochromocytoma

4. Nursing Care of Clients with

Inflammatory and Immunologic
Conditions
 Impetigo
 Scabies
 Hepatitis
 AIDs
 STD
 Rheumatoid arthritis
 Gout
 SLE

5. Nursing Care of Clients with

Problems in Perception and
Coordination
 IICP
 Seizure
 LOC
 CVA
 Head trauma
 Myasthenia gravis
 Multiple Sclerosis h.
Alzheimer’s disease
 Guillain-barre syndrome

20 | P a g e
  Trigeminal neuralgia
 Bell’s palsy
 SCI
 Cataract
 Glaucoma
 Retinal Detachment
 Meniere’s disease
 Otitis media

21 | P a g e
X. ASSESSMENT PLAN MATRIX

PERFORMANCE /
FORMATIVE
LEARNING OUTCOMES WRITTEN WORKS AUTHENTIC QUARTERLY EXAMS
ASSESSMENT
ASSESSMENT TASKS
1. utilize the nursing process in  Oral questioning  Formulation of individual Engage  Rationalization of NLE-type
the care of individuals,  Short quizzes and collaborative  Slide presentations sent examination (shared with
families in community and  CM formative and assessment and case posted in CM-moodle marking manuscript and
hospital settings. summative management plan  Creating movie rationalization thru CM-
assessments  Creative assignments presentation on nursing moodle)
with audio feedback practice (with audio,
video text)
 Creating a nursing
 Assigned Reading (thru
process framework
PDF thru CM-moodle)
Explore
 Synthesis analysis of
laboratory/ diagnostic
values and comparative
analysis
2. ensure a well-organized and  Oral questioning  Formulation of individual Engage  Rationalization of NLE-type
accurate documentation  Short quizzes and collaborative  Slide presentations sent examination (shared with
system;  CM formative and assessment and case posted in CM-moodle marking manuscript and
summative management plan  Creating movie rationalization thru CM-
assessments  Creative assignments presentation on nursing moodle)
with audio feedback practice (with audio,
video text)
 Creating a nursing
 Assigned Reading (thru
process framework PDF thru CM-moodle)
Explore
 Synthesis analysis of
laboratory/ diagnostic
values and comparative
analysis

22 | P a g e
 3. relate with client/s and their  Oral questioning  Formulation of individual Engage  Rationalization of NLE-type
family and the health team  Short quizzes and collaborative  Slide presentations sent examination (shared with
appropriately;  CM formative and assessment and case posted in CM-moodle marking manuscript and
summative management plan  Creating movie rationalization thru CM-
assessments  Creative assignments presentation on nursing moodle)
with audio feedback practice (with audio,
video text)
 Creating a nursing
 Assigned Reading (thru
process framework
PDF thru CM-moodle)
Explore
 Synthesis analysis of
laboratory/ diagnostic
values and comparative
analysis
4. observe bioethical concepts/  Oral questioning  Formulation of individual Engage  Rationalization of NLE-type
principles, core values and  Short quizzes and collaborative  Slide presentations sent examination (shared with
nursing standards in the  CM formative and assessment and case posted in CM-moodle marking manuscript and
care of clients; and, summative management plan  Creating movie rationalization thru CM-
assessments  Creative assignments presentation on nursing moodle)
with audio feedback practice (with audio,
video text)
 Creating a nursing
 Assigned Reading (thru
process framework
PDF thru CM-moodle)
Explore
 Synthesis analysis of
laboratory/ diagnostic
values and comparative
analysis
5. promote personal and  Oral questioning  Formulation of individual Engage  Rationalization of NLE-type
professional growth of self  Short quizzes and collaborative  Slide presentations sent examination (shared with
and others.  CM formative and assessment and case posted in CM-moodle marking manuscript and
summative management plan  Creating movie rationalization thru CM-
assessments  Creative assignments presentation on nursing moodle)
with audio feedback practice (with audio,
video text)
 Creating a nursing
process framework

23 | P a g e
  Assigned Reading (thru
PDF thru CM-moodle)
Explore
 Synthesis analysis of
laboratory/ diagnostic
values and comparative
analysis

XI. GRADING SYSTEM

The course will follow the standard grading system of the school as follows:

Quizzes (daily) ……………………….. 25%

Unit Chapter/ Long Exam ………. 30%
Paper/ Oral Presentation / Activities/Attendance…... 10%
Term Exam ……………………………. 35%
_______
TOTAL 100%

For purposes of transmutation, the course will use the following grade equivalent (at 60% passing):

Raw Score Grade Equivalent Raw Score Grade Equivalent

99 – 100 1.0 84 2.1
97 – 98 1.1 83 2.2
95 – 96 1.2 82 2.3
93 – 94 1.3 81 2.4
91 – 92 1.4 80 2.5
90 1.5 79 2.6
89 1.6 78 2.7
88 1.7 77 2.8
87 1.8 76 2.9
86 1.9 75 3.0
85 2.0 74 & down 5.0 Failure
INC Incomplete

24 | P a g e
 DR Dropped
FA Failure due to
Absences

XII. CLASS POLICIES AND REQUIREMENTS

1. Attendance is a MUST. Attendance in all classes is required. Being present in class means that the student attends each class, and come prepared having read
the chapters and the course. Students may incur only up to 10% of the total number of hours per subject. A student who accumulates more than the number of
absence allowed will get a mark “DROPPED”’ provided that he/she has not taken the midterm exam. Otherwise, he/she will get a mark “FAILED” in the subject.
2. Tardiness is discouraged. Students are expected to come to class on time, as it becomes a source of irritation for members of the class and the instructor
when students come late. As a policy for this class, a student will be considered absent if they arrived beyond 15 minutes from the start of the period. Students
are also motivated to be professionals; respect for other people’s time is a principle that should be values.
3. Prayer. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternatively.
4. Classroom Management. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any
student found violating this rule will be punished with the appropriate sanction. Before leaving the classroom, the instructor, with the help of the students, should
ensure that no litter/garbage is left behind and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange
that the lights and air conditioning units are switched off.
5. Mobile phones. Use of mobile phones inside the classroom is strictly prohibited. Students are advised to switch them off or place it under silent mode before
entering the classroom. The instructor has the right to confiscate mobile phones that rings and/or used during class hours.
6. Submissions. Timely submission of written requirements will be strictly followed. A penalty will be given for late submissions so as to discourage late submission
of requirements. The penalty for late submission is “non – acceptance”.
7. Class participation. Everyone is expected to offer his or her opinions in class discussion, to ask questions relevant to the discussion and to share information
of relevance to the course.
8. Library hours. Maximize the use of the library resources. The library hours are: Monday to Saturday 8:00 am to 5:00 pm.
9. Enjoy every moment of the class. Lastly, students must be made to understand that learning should be fun and exciting. They are encouraged to enjoy and
participate in the class. It will be such a tragedy if they will be miserable in the class
Prepared by:

MS. ROSELLE JOY C. BALAQUIT, RN, MAN(c)

Instructor

Recommending Approval: Checked by: Approved by:

MS.MIRALUNA B. CATURAN, RN, MAN MS.CHRISTINE P. LONOY, MAREXA MS.JANNES U. BARRERA, LPT, MAED
Dean, College of Nursing Coordinator, Research and Curriculum Development OIC, Vice President on Academic Affairs

25 | P a g e
 CONFIRMATION AND ACKNOWLEDGEMENT
We have read the course syllabus and we understand that we have to comply with the requirements of the course and the expectations from us as a student of CA1:
COMPETENCY APPRAISAL 1 for the First Semester of Academic Year 2020-2021 and we are fully aware of the consequences of non-compliance with the above
mentioned requirements and expectations. Furthermore, a copy of which was provided for reproduction and individual reference and guide.
Name Course Signature Date
1. _______________________________________________ ___________ ___________________________ __________________
2. _______________________________________________ ___________ ___________________________ __________________
3. _______________________________________________ ___________ ___________________________ __________________
4. _______________________________________________ ___________ ___________________________ __________________
5. _______________________________________________ ___________ ___________________________ __________________
6. _______________________________________________ ___________ ___________________________ __________________
7. _______________________________________________ ___________ ___________________________ __________________
8. _______________________________________________ ___________ ___________________________ __________________
9. _______________________________________________ ___________ ___________________________ __________________
10. _______________________________________________ ___________ ___________________________ __________________
11. _______________________________________________ ___________ ___________________________ __________________
12. _______________________________________________ ___________ ___________________________ __________________
13. _______________________________________________ ___________ ___________________________ __________________
14. _______________________________________________ ___________ ___________________________ __________________
15. _______________________________________________ ___________ ___________________________ __________________

26 | P a g e