FAR EASTERN UNIVERSITY

INSTITUTE OF NURSING

COURSE INFORMATION BOOKLET

FIRST SEMESTER
A.Y 2020-2021

NUR1208 /NCM 107 – MATERNAL CHILD HEALTH NURSING

Contents
Facilitator................................................................................................................................ 2
Course Information ............................................................................................................... 3
Course Purposes and Goals ............................................................................................................... 3
Course Expected Learning Outcomes (CELO) ................................................................... 3
FEU’s Core Competencies (FCC)......................................................................................... 4
The FEU Student-Centered Teaching and Learning Culture ........................................... 5
The FEU General Education Curriculum Principle........................................................... 5
Delivery Methods ................................................................................................................... 6
The DLECCT Framework ................................................................................................................. 6
Outcomes-based Learning ................................................................................................................ 6
Project and Problem-based Learning ............................................................................................... 6
Authentic Assessment and Learning ................................................................................................. 6
Blended Learning .............................................................................................................................. 6
Independent Study ............................................................................................................................. 6
The Online Learning Environment ...................................................................................... 7
Modes of Learning ............................................................................................................................ 7
Assessment Methods .............................................................................................................. 9
FEU Policy on Academic Integrity ..................................................................................... 12
Policy on Plagiarism....................................................................................................................... 12
Policy on Late Submission .............................................................................................................. 13
Learning Content and Activities......................................................................................... 14
Course Outline ..................................................................................................................... 15
Course Outline Skills Laboratory ...................................................................................... 20
Scheme of Work and Important Dates .................................. Error! Bookmark not defined.
 Maternal Lecture Content ...................................................... Error! Bookmark not defined.
Pedia- Lecture Content............................................................ Error! Bookmark not defined.
Skills Laboratory – Lecture Content ..................................... Error! Bookmark not defined.
Rubrics Scoring ........................................................................ Error! Bookmark not defined.
Reaction Paper Format ........................................................... Error! Bookmark not defined.
Evaluation Tool Checklist ....................................................... Error! Bookmark not defined.
Concept Examination .............................................................. Error! Bookmark not defined.
Comprehensive Examination .................................................. Error! Bookmark not defined.
Student Support ................................................................................................................... 24

Facilitator

Name : MCN FACULTY LECTURERS

NAME E-MAIL SECTION COURSE CONSULTATI

SCHEDULE ON HOURS
MATERNAL PEDIA
Elizabeth Fernandez- [email protected] BSN 201-203 Monday - Monday,
Haciñas, BSN 213-215 Tuesday Tuesday,
RN,RM,Ed.D Thursday - Friday
Friday 4 PM – 5 PM
Wilfredo D. [email protected] BSN 209-212 Monday - Thursday
Quijencio, Jr. MD, Tuesday 7 AM – 10 AM
RN, RM, MAN, LPT,
MPH

Dhonna Cruz Cambe, dcambe @feu.edu.ph BSN 213-215 Monday - Tuesday /

RN, RM, MAN Tuesday Thursday
3 PM – 4:30 PM
Anna Liza. Rivero [email protected] BSN-205-208 Thursday - Monday
Alfonso, DNM, Friday 1 PM – 3 PM
MAN, RN, RM
Mary Ann Bayani, [email protected] BSN 211-212 Monday - Tuesday
MAN, RN Tuesday 1 PM – 4 PM

Melanie C. Tapnio BSN 201-203 Thursday - Thursday / Friday

MAN, RN Friday 9 – 9:30 AM;
1 – 1:30 PM;
3 – 3:30 PM
Jennifer Castillo [email protected] BSN 209-210 Monday - Tuesday
Padual RN, RM, Tuesday 1 – 3 PM
MAN
Georgine L. [email protected] BSN 205-208 Thursday - Wednesday
Manantan Friday 9 AM to 12 NN
RMT, RN, RM, MSN
Course Information

 Course Title : NCM 107: CARE OF MOTHER, CHILD AND ADOLESCENT

(WELL CLIENT)
 Course Code : NUR 1208
 Course Description : This course deals with concepts, principles, theories, and techniques in
the nursing care of individuals and families during childbearing and
childrearing years toward health promotion, disease prevention,
restoration and maintenance, and rehabilitation. The learners are
expected to provide safe, appropriate and holistic nursing care to
clients utilizing the nursing process.
 Credits : 4 units lecture (72 hrs.); 5 units RLE: 2 units Skills Lab (102 hrs.)
/3 units Clinical (153 hrs)
 Course Credit : 4 hours Lecture / 3 hours Skills Laboratory (18 weeks)
 Placement : Second Year, First Semester
 Pre-requisites : NCM 101(Health Assessment), NCM 102 (Health Education),
NCM 103 (Fundamentals of Nursing Practice, NUR 1101 (Anatomy and
Physiology), NUR 1201 (Theoretical Foundations in Nursing)

Course Purposes and Goals

In this three-unit course, Maternal Child Health in Nursing, the students will be introduced to
interdisciplinary perspectives (psychological, socio-anthropological, and Ethical Thoughts) in analysing
personal and social contemporary ethical issues. They will examine case studies using various ethical
frameworks (ends-based, rule-based, and care-based) in resolving ethical issues.

The aim is to mold them to become responsible and responsive leaders, managers, employers,
entrepreneurs, workers, and citizens imbued with uprightness. At the end of this course, the students will
exercise critical decision-making skills (applied ethics) in resolving contentious ethical issues through
creative outputs, case studies and oral presentation.

Course Expected Learning Outcomes (CELO)

Upon completion of the course, you should be able to:

FEU Expected Learning Outcome FEU Core Competencies

Use different ethical frameworks in decision making. FCC 1.1 & 1.3
FCC 4.1 & 4.2
Analyse how one’s physiological and mental processes, culture,
society and media influence one’s assessment of a situation and ethical FCC 1.1 & 1.4
decision making. FCC 2.1 & 2.3
FCC 4.1 & 4.2

Evaluate ethical issues by participating in online collaborative FCC 1.1 & 1.3
discussion forums. FCC 2.1, 2.2 & 2.3
 Formulate ethical and principled solutions on ethical issues arising FCC 1.1,1.2 & 1.3
from current events through research and problem-based activities. FCC 2.1 & 2.4
FCC 3.1 & 3.2
FCC 4.1 & 4.2

Integrate the values of fortitude, excellence and uprightness on issues FCC 1.4
involving ethical and decisions in one’s personal and professional life. FCC 2.3, 2.4 & 2.5

FEU’s Core Competencies (FCC)

In addition to the Course Learning Outcomes, students are also expected to demonstrate and develop the
following skills:

FCC 1: Cognitive Knowledge

COGNITIVE 1.1. Critical Thinking

KNOWLEDGE 1.2. Creative Thinking
1.3. Problem Solving Skills
1.4. Life-long Learning

FCC 2: Soft Skills

SOFT 2.1. Digital Literacy

2.2. Communication Skills
SKILLS
2.3. Inter and Intrapersonal skills
2.4. Work ethics
2.5. Values and leadership

FCC 3: Hard Skills

HARD
SKILLS 3.1. Office Suites Skills (Word Processing, Spreadsheets,
Presentation tools)
3.2. Photoshop skills with fundamental of designs and photography
 DISCIPLINE FCC 4: Discipline Specific Knowledge
SPECIFIC
KNOWLEDGE 4.1. Scholarship in the specific discipline
4.2. Research-based knowledge development

The FEU Student-Centered Teaching and Learning Culture

FEU practices, advances, and advocates for a learning culture that is student-centered. FEU affirms the
ability of students to produce valuable reactions to, reflections and questions on, and understandings and
appreciations of topics and issues in classroom. As such, the FEU classroom is set-up in a manner that will
best solicit student input and the FEU teacher’s responsibility is to ensure that the students participate in
the generation of ideas rather than be passive recipients of ideas. FEU and FEU teachers firmly believe
that the atmosphere in which learning and development happen best is an atmosphere where students are
co-authors of ideas. The FEU teachers’ role, therefore in the classroom is to coach and facilitate creation.

The characteristics of a culture of student-centered learning are that it is constructive. Teachers within a
culture of student-centered learning provide opportunities for students to construct knowledge and guide
students in the creation of new knowledge; they see assessment as an opportunity for learning and
formation. It is also relevant and responsive in that ensures that students are provided activities drawn from
authentic and real-life situations that will encourage students to connect learning with real-life situations.
Its atmosphere is one that is democratic in its insistence on the recognition and respect of the diversity of
opinions and ideas and on its emphasis on an understanding and appreciation of the context upon which
these diverse ideas are born. Student-centered learning values and encourages critical thinking and active
learning by engaging students to ask essential questions and by synthesizing and contextualizing
viewpoints. Students, in this learning environment reflect and ask questions, seek relevance and engage in
scholarly discourse that leads to inferences, insights, and sound positions.

In FEU, student-centered learning is undertaken in a technology-enabled learning environment that

promotes digital literacy. It utilizes technology for more relevant and meaningful learning. The FEU
student, in turn, sees technology as a tool for learning and use it responsibly.

The student-centered classroom is interdisciplinary, integrative, and interactive. Its teachers challenge
students to interconnect disciplines and relevant issues and to find interconnections and patterns. The
objective of student-centered learning is the development of lifelong learners and creative thinkers and the
cultivation of attitudes and habit that ensure continuous self-enhancement and knowledge generation. As
products of the FEU student-centered experience, FEU students are models of competent and effective
learners and of the continuous quest for knowledge making.

The FEU General Education Curriculum Principle

The FEU General Education Curriculum, besides being interdisciplinary and outcomes-based, is grounded
on Student-Centered Teaching and Learning grounded on a number of principles directed towards
increasing students’ achievement of key learning outcomes by giving them opportunities to take an active
role in the construction of knowledge. Such will be achieved by allowing them to actively participate in
discussion-based sessions undertaken in technology-enabled learning environment, intended to develop
their ability to appreciate, reflect on and react to issues at hand. The goal is to empower them to develop
attitudes and habits that will bring them academic and life success.

Delivery Methods

Total Contact Hours : 7 hours / weeks

CANVAS : 7 hours / weeks

In reference to the FEU’s Teaching and Learning Philosophy, the following are the acceptable instructional
methods which can be adapted for this course:

The DLECCT Framework

A conceptual understanding on how teaching, assessment, and classroom dynamics must be approached in
FEU. It banks on the University’s aspiration for adaptive excellence: digital literacy, effective
communication, and critical thinking. These are the core competencies that every FEU student must
manifest after completing their academics in the University.

Outcomes-based Learning

This allows the students to be owners and constructors of their own learning by creating artifacts that solve
pressing problems in their respective communities and disciplines.

Project and Problem-based Learning

Inquiry and Collaborative Learning

To instil the value of scholastic independence, cooperative and cooperative learning must be part of the
class dynamics. Tasks done inside and outside the classroom promote collaboration and collaboration.

Authentic Assessment and Learning

FEU prioritizes non-traditional assessment approaches such as alternative assessment, performance-based,

and authentic assessment in observing and monitoring students’ performance. With non-traditional
assessment, the FEU students also participate in monitoring their learning progress.

Blended Learning

This allows every class to utilize traditional and non-traditional learning spaces including classroom, on-
line, communities, and industries.

Independent Study

This allows the students the needed time and space to read, write, and complete major tasks.
 The Online Learning Environment

The FEU online environment will vary depending on what mode of learning the student decides to take:

Modes of Learning

Recommended Internet Learning Class meetings

for Connectivity materials
 Differs from class
to class
 Minimum of 8 and
Mixed Online Learning All kinds of Requires good and Through maximum of 24
(MOL) learners stable internet CANVAS teacher-student
engagement.
 Minimum of 4
Synchronous and individualized
Asynchronous Learning feedback of
academic progress
 Meetings through
conference, small
group discussions
or individual
consultations.

Asynchronous Online Highly Requires good Through  No regular

learning (AOL) independent and internet CANVAS meetings, only
responsible connection scheduled
learners consultations
Independent Learning (minimum of 4
requiring internet access scheduled
consultations).

Total Analogue Learning Highly Stable internet All learning  No regular

(TAL) independent and access is not material will be meetings, only
responsible required some compiled into a scheduled
learners access still USB and consultations
Independent learning necessary for couriered to the (minimum of 4
requiring minimal consultation and student scheduled
internet access research consultations)

(Taken from the FEU Freshmen Primer 2020-2021)

Responsibilities in the Online Learning Environment

For teachers
 Make learning materials available in the CANVAS Course Modules (MOL & AOL) and USB
thumb drive (TAL).
 Give comprehensive and clear instructions for the course activities, assignments and assessments.
 Provide reasonable and flexible deadlines for each learning tasks.
 Set simple and concrete guidelines on to how to communicate within the online classroom (MOL
& AOL).
 Facilitate conferences and discussion forums (MOL & AOL).
 Constantly give immediate and individualized feedback about student’s academic performances
through emails and chats.
For Students
 Acquire course materials. Save back-up copies of the course materials. This involves downloading
and storing learning materials such as the syllabus, reading list, video and audio files in their
desktop computer/laptop/tablet/mobile devices.
 Organize and manage schedule. Organize deadlines for their course assignments, quizzes and
projects.
 Learn the course modules. Independently cover each learning modules in the course (e.g. reading
and annotating course modules).
 Attend class. Online attendance pertains to logging in CANVAS and actively participate in the
course activities required by the teacher. (MOL & AOL)
 Troubleshoot technical issues. Learn how to solve technical issues that would arise in their learning
set-up.
 Complete required assessments. Submit attached files, text entries and URL links as online
assignments. Accomplish online quizzes and participate in graded discussion forums. (MOL &
AOL).
 Collaborate with peers. Work together with their fellow classmates by using collaborative tools
such as CANVAS Collaborations/Google Docs and Pages. (MOL & AOL)
 Communicate online. Utilize all the various means of communication to keep in touch with their
teacher and fellow students.
 Fulfil learning tasks with academic integrity. Observe professionalism and honesty in carrying out
their academic projects and assignments

FEU Ederp

Office Hours: 8:00 AM to 5:00 PM

E-mail for Student Central PASSWORD ISSUES: [email protected]

E-mail for Student Central ENROLLMENT ISSUES: [email protected]

Contact No. for Student Central PASSWORD ISSUES: 87777338 local 609.
Assessment Methods

Classroom assessment in FEU is a joint process that involves both teachers and learners. It is an integral
part of teaching and learning which holistically measures learners’ current and developing abilities. FEU
encourages authentic assessment which promotes real-life learning. Adhering to this paradigm, below are
the guidelines in classroom assessment in the university.

1. Grading periods will be limited into two: Preliminary and Final periods. The 18 weeks will be
divided equally. Each of the grading periods will be nine (9) weeks each.
2. Assessments in the university are classified into Formative and Summative. Below are the
samples of each type.

Formative Assessment Summative Assessment

 Quiz (short-long)  Concept Exam
 Self-Assessment Questions  Comprehensive Exam
 Work samples (portfolio)  Performance test for skill-based
 Demonstration & observation of courses
skill
 Reaction Paper
 Self-evaluation of work

3. Each grading period, the minimum requirement for faculty to accomplish are the following:
LECTURE:
Maternal Concept
Formative Assessment (60%)
Summative Assessment (40%)

Pedia Concept
Formative Assessment (60%)
Summative Assessment (40%)

Maternal Concept (50%) + Pedia Concept (50%) = Lecture Grade

Lecture Grade X (80%) + Compre Exam X (20%) = FINAL LECTURE GRADE

SKILLS LABORATORY GRADE:

Formative Assessment 100%

FINAL LECTURE GRADE X (80%) + SKILLS LABORATORY GRADE X (20%) =

NCM 107 FINAL GRADE

*FA and SA are calculated through averaging.

*The new Grade Point Average (GPA) system will still be used.
*The weight between FA and SA can be changed based on the recommendation of the
committee. However, SA should not exceed 50%.
 4. The general passing standard is 50%.

5. Grade Points will be based from the standards below:

Quality Numerical
Written Grade Description
Point Equivalent
Grade

Provides evidence of:

1. complete and comprehensive mastery of the concepts and

principles of the course;

2. outstanding proficiency in analytical, critical and creative

thinking, and problem-solving skills; and
A 4.00 92–100
3. excellent fluency in oral written and symbolic
communication.

Exhibits an exemplary level of independent and self-

regulatory learning skills. Adheres to the University policy
on academic integrity.

Provides evidence of:

1. full mastery of the concepts and principles of the course;

2. high proficiency in analytical, critical and creative, and

problem-solving skills; and
B+ 3.50 85–91
3. very good fluency in oral, written and symbolic
communication.

Exhibits a high level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

B 3.00 78-84 1. considerable mastery of the concepts and principles of the

course;

2. significant proficiency in analytical, critical and creative,

 and problem-solving skills; and

3. good fluency in oral, written and symbolic communication.

Exhibits an above average level of independent and self-

regulatory learning skills. Adheres to the University policy
on academic integrity.

Provides evidence of:

1. intermediate mastery of the concepts and principles of the

course;

2. adequate proficiency in analytical, critical and creative,

C+ 2.50 71–77 and problem-solving skills; and

3. Average fluency in oral, written and symbolic

communication.

Exhibits an ample level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

1. satisfactory mastery of the concepts and principles of the

course;

2. satisfactory proficiency in analytical, critical and creative,

and problem-solving skills; and
C 2.00 64–70
3. acceptable fluency in oral, written and symbolic
communication.

Exhibits a sufficient level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

1. elementary mastery of the concepts and principles of the

D+ course;
1.50 57–63
2. a certain proficiency in analytical, critical and creative, and
problem-solving skills; and 

 3. some fluency in oral, written and symbolic
communication.

Exhibits a somewhat low level of independent and self-

regulatory learning skills. Adheres to the University policy
on academic integrity.

Provides evidence of:

1. minimal mastery of the concepts and principles of the

course;

2. minimal proficiency in analytical, critical and creative, and

problem-solving skills; and
D
1.00 50–56
3. basic fluency in oral, written and symbolic
communication.

Exhibits a low level of independent and self-regulatory

learning skills. Adheres to the University policy on academic
integrity.

Provides evidence of:

1. no mastery of the concepts and principles of the course;

2. no proficiency in analytical, critical and creative, and

F 0.00 Below 50 problem-solving skills; and

3. no fluency in oral, written and symbolic communication.

Does not exhibits independent and self-regulatory learning

skills. Does not adheres to the University policy on academic
integrity.

FEU Policy on Academic Integrity

Policy on Plagiarism

Anchored on the core values of Fortitude, Excellence and Uprightness, Far Eastern University (FEU)
believes that its students, administration, faculty and staff should demonstrate academic integrity at all
times. Academic integrity means that the members of the entire academic community adhere to the
fundamental values of honesty, hard work, originality, respect and responsibility. FEU students are
expected to always adhere to the highest standards of academic excellence.

FEU students are expected to demonstrate beliefs, attitudes and behaviors associated with academic
honesty. Thus, all acts of academic dishonesty in FEU are not tolerated. Academic dishonesty comes largely
in two forms: cheating and plagiarism.

It is considered a major offense subject to disciplinary actions if students cheat or plagiarize their work.

Cheating is broadly defined as getting unauthorized help on an assignment, quiz or examination. The
following are considered as acts of cheating:
 Copying from another student during a test or examination, with or without his/her knowledge;
 Allowing another student to copy his/her work;
 Using unpermitted notes during a test or examination;
 Having in one’s possession written notes or electronic devices during a test or examination;
 Getting questions or answers from someone else who has already taken a test or examination;
 Turning in work done by someone else;
 Taking a test or examination for another student;
 Writing or providing an assignment for another student.

Plagiarism is another form of academic dishonesty. All FEU students are expected to turn in work that is a
product of their own efforts, study and research. Thus, copying work of others (in whole or in part) and
claiming it as one’s own is considered an act of plagiarism. A work is also plagiarized if the student did not
properly cite or acknowledge the sources or references for his/her work. One must remember that plagiarism
is identified not through intent but through the act itself. The following are considered acts of plagiarism:
 Repeating someone else’s words verbatim without acknowledgement;
 Presenting someone else’s ideas without acknowledgement;
 Paraphrasing, translating, or summarizing someone else’s ideas without acknowledgement;
 Improperly acknowledging of sources, as with incomplete/imprecise documentation;
 Having one’s work done by someone else or having one’s work substantially revised by someone
else.

Policy on Late Submission

Assignment deadlines must be strictly adhered to as time management is a highly valued professional
skill. The facilitator would provide a five-day submission period. Assignments which are submitted late
will be penalized as follows:

Submitted one (1) day after deadline - deduct 5% from marks awarded
Submitted two (2) days after deadline - deduct 10% from marks awarded
Submitted three (3) days after deadline - deduct 15% from marks awarded
Submitted four (4) days after deadline - deduct 20% from marks awarded

Submitted five (5) days after deadline – ZERO (0) marks for the assignment.

For the purpose of assignment submission, Saturday and Sunday are also counted as working days.
Learning Content and Activities

Reading List:

CHAPTER 1
 Framework of Maternal and Child Health Nursing page
 Goals and Philosophies of Maternal and Child Health Nursing.
 Maternal and Child Health Goals and Standards. P
 Roles and Responsibilities of a Maternal Child Nurse.
 WHO’S 17 Sustainable Development Goals

CHAPTER 5
 Reproductive and Sexual Health
 Concepts of Unitive and Procreative Health.
 Female /Male Reproductive System.
 Human Sexuality.
- Puberty (boys/girls)
- Physiology of menstrual cycle
- Reproductive hormone

CHAPTER 6
 Responsible Parenthood.
- Reproductive life planning
- Natural
o Types
- Advantages and disadvantages
- Artificial
o Types
- Indication and contraindications
- Advantages and disadvantages
- Permanent Types
- Advantages and disadvantages

CHAPTER 9

Care of the Mother and the Fetus during the Perinatal Period
 Prenatal Care
1. Care of Mother
- Assessment
- Process of conception
 Antenatal visit
- physiologic changes
- Common discomforts during 1st , 2nd and 3rd trimester
- Nutrition and Exercise
- Identifying danger signs and complications
- Common teratogens
 - Developmental tasks during pregnancy
- Diagnostic procedures

Note: For MOL & AOL students, be sure to download the PILS in the All Access General
Education Curriculum Course Card.

Course Outline

Week/Date Content/Topic- Maternal Lecture

Orientation
Week Course outline discussion
1 Presentation of Reading Materials
Day 1 Levelling of Expectations
Negotiating classroom policies

Framework of Maternal and Child Health Nursing

A. Goals and Philosophies of Maternal and Child Health Nursing.
B. Maternal and Child Health Goals and Standards.
C. Roles and Responsibilities of a Maternal Child Nurse.
D. WHO’S 17 Sustainable Development Goals.
Week
1 Activities : Formative Assessment #1
Day 2 Advance assignment:
Philippine Health Situation on:
1. Maternal and neonatal mortality rate
2. Causes of maternal and neonatal mortality and morbidity
Submit reflection paper on how the SDGs help solve the problems of maternal and
newborn care
(SUBMISSION: WEEK 3 – SEPT. 1, 2020 / SEPT. 4, 2020 / NOV. 3, 2020)
Reproductive and Sexual Health
A. Concepts of Unitive and Procreative Health.
B. Female /Male Reproductive System.
Week C. Human Sexuality.
2 - Puberty (boys/girls)
Day 3 - Physiology of menstrual cycle
Day 4 - Reproductive hormone
Week 3
Day 5 Activities : Formative Assessment #2
Create a concept map of the Development of the reproductive system and Human sexuality
(SUBMISSION: WEEK 4 – SEPT. 8, 2020 / SEPT. 11, 2020 / NOV. 10, 2020)

D. Responsible Parenthood.
- Reproductive life planning
- Natural
 o Types
- Advantages and disadvantages
Week 3 - Artificial
Day 6 o Types
Week 4 - Indication and contraindications
Day 7 - Advantages and disadvantages
Day 8 - Permanent Types
- Advantages and disadvantages

Activities : Formative Assessment #3

Create a table comparing the different methods of family planning
(SUBMISSION: WEEK – 5 SEPT. 15, 2020 / SEPT. 18, 2020 / NOV. 17, 2020)

Care of the Mother and the Fetus during the Perinatal Period
 Prenatal Care
2. Care of Mother
- Assessment
- Process of conception
 Antenatal visit
- physiologic changes
- Common discomforts during 1st, 2nd and 3rd trimester
- Nutrition and Exercise
- Identifying danger signs and complications
- Common teratogens
- Developmental tasks during pregnancy
- Diagnostic procedures

Week 5  Birthing Plan

Day 9 - Nursing Diagnosis
Day 10 - Planning and Intervention
Week 6 - Evaluation
Day 11 - Documentation

3. Care of the Fetus

 Assessment
- Fetal structures and its functions: deciduas, germ layers, chorionic villi, amniotic fluid,
umbilical cord, placenta
- Fetal growth and development: milestones, development of systems

Activities : Formative Assessment # 4 A

1. Create a teaching plan (in a form of brochure) for Physiologic and psychological changes
during pregnancy
2. Create teaching plan for fetal development
(SUBMISSION: WEEK 7 – SEPT. 22, 2020 / SEPT. 25, 2020 / NOV. 24, 2020)
  Care of the Mother and Fetus During the Perinatal Period
Antepartum Care
1. Theories of Labor
2. Assessment
- Warning signs of labor
- Factors affecting labor (4 P’s – passenger, power, passageway, psyche of mother)
- Stages of labor and delivery
- Mechanisms of Labor
- Physiologic effects of labor on the mother
3. Nursing Diagnosis
Week 6
4. Planning and Intervention
Day 12
5. Evaluation
Week 7
6. Documentation
Day 13
Day 14
Activities : Formative Assessment # 4 B
Create a teaching plan on the following:
1. Warning signs of labor
2. Stages of labor and delivery
(SUBMISSION: WEEK – 8 OCT. 6, 2020 / OCT. 9, 2020 / DEC. 8, 2020)
 Postpartal Care
1. Mother
 Assessment
- Physiologic changes during postpartum
- Emotional changes
- Discomforts during postpartum
Week 8
 Nursing Diagnosis
Day 15
 Planning and Intervention
 Evaluation
Documentation

Activities : Formative Assessment # 4 C

Create a teaching plan for mother during postpartum period
(SUBMISSION: WEEK 8 – OCT. 6, 2020 / OCT. 9, 2020 / DEC. 8, 2020)
2. Immediate Care of the Newborn, Early Essential Newborn Care
 Assessment periods of reactivity
- Review of systems and adaptation to extra uterine life
- Nutritional needs
Week 8 - Rest and Sleep
Day 16  Nursing Diagnosis
Week 9  Planning and Intervention
Day 17  Evaluation
 Documentation
3. Health Education on Post-Partum and Newborn care
4. Discharge Planning
 Quiz – 20 items quiz
With skill on newborn care
Week 9
CONCEPT EXAM
Day 18
Week/Date Content/Topic - Pedia Lecture
Orientation
Course outline discussion
Week
Presentation of Reading Materials
1
Levelling of Expectations
Day 1
Negotiating classroom policies

Concept of Growth and Development

1. Definition
2. Principles of Growth and Development
3. Major Factors Influencing Growth and Development
4. Foundations of Growth and Development
- Age periods
- Methods of Studying GD - Cross-sectionals, Longitudinal Patterns of GD
- Individual Differences
5. Biologic Growth and Development
Week
6. Development of Mental Function and Personality Development
1
7. Theories :
Day 2
- Psychosexual
Week 2
- Psychosocial
Day 3
- Cognitive
- Moral
- Relational
- Behaviorism
8. Development of Self-Concept, Body Image, Self-Esteem, Development of Sexuality

Activities : Formative Assessment #1

Create a picture collage (album) of the students’ growth and development from infancy to
adolescent
(SUBMISSION: WEEK 3 – SEPT. 1, 2020 / NOV. 3, 2020 / NOV. 6, 2020)
A. THE INFANT AND THE FAMILY
1. Definition of Terms
2. Growth and Development of the Infant
- Biologic - Proportional Changes and Maturation of System, Developmental Milestones-
Week 2 Fine and Gross Motor, Language, Psychosocial Development, Development of Social Image,
Day 4 Temperament
Week 3 3. Coping with Concerns Related to Normal Growth & Development (separation anxiety,
Day 5 teething, etc.)
4. Promotion of Health During Infancy
5. Prevention of Injury
Activities : Formative Assessment #2 A
1. Create a teaching plan for a family with an infant on the following areas:
 A. Normal growth and development
a) Biologic
b) Psychosocial
c) Psychosexual
d) Cognitive
B. Concerns related to normal growth and development
SUBMISSION: WEEK 4 – SEPT. 8, 2020 / NOV. 10, 2020 / NOV. 13, 2020)
B. THE TODDLER and PRESCHOOLER AND THEIR FAMILY
1. Definition
2. Growth and Development of the Toddler- Biologic, Developmental Milestone, Psychosocial,
Cognitive, Social, Spiritual, Sexuality, and Body Image Development
3. Coping with Concerns Related to Normal Growth and Development.
Week 3 4. Promotion of Health during Toddlerhood
Day 6 5. Prevention of Injury
Week 4
Day 7 Activities : Formative Assessment # 2 B
Day 8 1. Create a teaching plan for a family with a toddler and preschooler on the following areas:
Week 5 A. Normal growth and development
Day 9 a) Biologic
b) Psychosocial
c) Psychosexual
d) Cognitive
B. Concerns related to normal growth and development
SUBMISSION: WEEK 6 – SEPT. 22, 2020 / NOV. 24, 2020 / NOV. 27, 2020)
A. THE SCHOOLER and ADOLESCENT AND THEIR FAMILY
1. Definition of Terms
2. Growth and Development- Biologic, Developmental Milestone, Psychosocial. Cognitive,
Social and Moral Development
3. Coping with Concerns Related to Normal Growth and Development
Week 5 4. Promotion of Health
Day 10 5. Prevention of Injury
Week 6
Day 11 Activities : Formative Assessment # 2 C
Day 12 Create a teaching plan for a family with a schooler/adolescent on the following areas:
Week 7 Normal growth and development
Day 13 -biologic
- psychosocial
-psychosexual
- cognitive
Concerns related to normal growth and development
SUBMISSION: WEEK 7 – SEPT. 29, 2020 / DEC. 1, 2020 / DEC. 4, 2020
Scope and Standards
A. Scope and Standards of Maternal and Child Practices in the Philippines.
B. Legal Considerations of Maternal and Child Practice.
C. Ethico-Moral Considerations of Maternal and Child Practice
D. Ethical and Social Issues in Peri-Natal Nursing
 E. Contraception
Week 7 F. Advances in Genetics and Genetic Technology
Day 14 G. Alternatives Methods of Birth
Week 8 H. Common Reproductive Issues
Day 15 I. Reproductive Health Bill and Other Existing DOH Programs on Maternal and Child Care

Activities : Formative Assessment # 3

1. Submit journal readings on legal issues of maternal and child nursing care
2. Give a case scenario of nursing malpractice on maternal and child care and let the class
analyze the case
(SUBMISSION: WEEK 8 – OCT. 6, 2020 / DEC. 8, 2020 / DEC. 11, 2020)
Activities : Formative Assessment # 4A
Make a Reaction paper on the chosen journal on legal issues of maternal and child care. (See
attached Reaction Paper Format)
(SUBMISSION: WEEK 8 – OCT. 6, 2020 / DEC. 8, 2020 / DEC. 11, 2020)
Filipino Culture, Values and Practices In Relation To Maternal And Child Care
A. Nursing Care Planning to Respect Cultural Diversity
B. Myths and Beliefs related to Pregnancy
Week 8 1. Birth Practices of Selected Cultural Groups
Day 16 Maternal and Child Care Entrepreneurial Opportunities
Week 9 A. Birthing clinics
Day 17 B. Day care
Activities : Formative Assessment # 4B
Group activity: create a feasibility study if you are to put up a nurse-owned lying in/day care
(SUBMISSION: WEEK 8 – OCT. 6, 2020 / DEC. 8, 2020 / DEC. 11, 2020)
Week 9
CONCEPT EXAM
Day 18

Course Outline Skills Laboratory

Week/Date Content/Topic- Maternal Skills Laboratory

Orientation
Course outline discussion
Presentation of Reading Materials
August 19
Levelling of Expectations
Negotiating classroom policies
Aseptic Technique
Video presentation of the following skills
Week
1. Perineal Care- Pearson Funda
2-4
2. Draping
August
3. Sterile hand washing
26, Sept.
4. Gloving and gowning
2, 9
5. Preparation of DR instruments
Activities : Formative Assessment # 1
 3 minute Video Presentation of closed gloving method
E- Tool (see attached) (SUBMISSON: SEPT. 16, 2020)
Prep. & Admin. Of Meds
1. Principles of Drug Administration
Week 2. 10 rights of administration
5-7 3. Different Routes of Medication administration
Sept. 16,
23, 30 Activities : Formative Assessment # 2
Quiz ( 20 items test bank)
(SUBMISSION: SEPT. 30, 2020)
Care of Pregnant woman
Discussion
1. Use of maternal record for maternal history and pregnancy assessment
Week
2. Calculation of OB scoring
8-10
3. Calculation of EDC and AOG
October 7,
4. Fundic Height measurement
14, 21
5. Leopold’s maneuver using a model
Activities : Formative Assessment # 3
Case Scenario with sample computations and picture collage on how to measure fundic
(SUBMISSION: OCTOBER 21, 2020)
Week/Date Content/Topic - Pediatrics - Skills Laboratory
Immediate Care of the Newborn
Video presentation with return demonstration:
1. Cord clamping
2. Immediate newborn care
- Crede’s prophylaxis
Week
- APGAR scoring
11-13
- anthropometric measurement
October
- Vitamin K administration
28, Nov 4,
- BCG administration
11
- Hepatitis B administration
- Perform newborn care using a newborn model
Activities : Formative Assessment # 4
Quiz 10 items Quiz ( 20 items test bank)
fill in the blanks type of quiz
(SUBMISSION: NOVEMBER 11, 2020)
EPI/MMDST
Week Demonstrate and return demonstration
14-16 1. Physical assessment of an infant
November 2. MMDST
18, 25, Activities : Formative Assessment # 5
December Submit Picture Collage presentation on the 5 Steps in MMDST with accomplished forms to
2 choose among infant to toddler below 6years old of age.
QUIZ: EPI (SUBMISSION: NOVEMBER 25, 2020)
(SUBMISSION: DECEMBER 2, 2020)
 Week IMCI/ MMDST (with Documentation)
17-18 Activities : Formative Assessment # 6
Dec 9, 16 QUIZ IMCI (SUBMISSION: DECEMBER 9, 2020)

Scheme of Work and Important Dates

Maternal Concept
1. Module 1: Reflection paper – (FA #1)
2. Module 2: Concept Map Of The Dev. F Reproductive System – (FA#2)
3. Module 3; Table Comparison of Different Methods of FP- (FA#3)
4. Module 4; Antepartal- Brochure Creation – (FA# 4A)
5. Module 5: Intrapartal - Teaching Plan –Warning Signs of Labor (FA# 4B)
6. Module 6: Post partal - Teaching Plan – Postpartum Period –(FA #4C)

Submission:
1. Formative 1: Reflection Paper (Week 3)
BSN 209 – BSN 210 M/T SEPT. 1, 2020
BSN 201 – BSN 208 TH/F SEPT. 4, 2020
BSN 211 – BSN 215 M/T NOV. 3, 2020

2. Formative 2: Concept Map (Week 4)

BSN 209 – BSN 210 M/T SEPT. 8, 2020
BSN 201 – BSN 208 TH/F SEPT. 11, 2020
BSN 211 – BSN 215 M/T NOV. 10, 2020

3. Formative 3: Table Comparing Different Methods of Family Planning (Week 5)

BSN 209 – BSN 210 M/T SEPT. 15, 2020
BSN 201 – BSN 208 TH/F SEPT. 18, 2020
BSN 211 – BSN 215 M/T NOV. 17, 2020

4. Formative 4: Teaching Plan - Antepartal, Intrapartal, Postpartal

Formative 4 A: (Week 6)
BSN 209 – BSN 210 M/T SEPT. 22, 2020
BSN 201 – BSN 208 TH/F SEPT 25. 2020
BSN 211 – BSN 215 M/T NOV. 24, 2020

Formative 4B / Formative 4C: (Week 8)

BSN 209 – BSN 210 M/T OCT. 6, 2020
BSN 201 – BSN 208 TH/F OCT. 9, 2020
BSN 211 – BSN 215 M/T DEC. 8, 2020
Pedia Concept
1. Module 1: Picture Collage (Album creation) (FA#1)
2. Module 2: Teaching Plan on growth and development (FA# 2A) –
3. Module 3: Teaching Plan on growth and development (FA# 2B) -
4. Module 4: Teaching Plan on growth and development (FA# 2C) -
5. Module 5: Journal Reading – (FA # 3) - October 28, 2020
6. Module 6: Reaction Paper – (FA #4A)- October 29, 2020
7. Module 6: Group Activity – (FA#4B) - October 5-6, 2020

Submission:
1. Formative 1: Picture Collage (Week 3)
BSN 211 – BSN 215 M/T SEPT. 1, 2020
BSN 209 – BSN 210 M/T NOV. 3, 2020
BSN 201 – BSN 208 TH/F NOV. 6, 2020

2. Formative 2: Teaching Plan (Infant to Adolescent) (Week 4)

Formative 2A: Week 4
BSN 211 – BSN 215 M/T SEPT. 8, 2020
BSN 209 – BSN 210 M/T NOV. 10, 2020
BSN 201 – BSN 208 TH/F NOV. 13, 2020
Formative 2B: Week 6
BSN 211 – BSN 215 M/T SEPT. 22, 2020
BSN 209 – BSN 210 M/T NOV. 24, 2020
BSN 201 – BSN 208 TH/F NOV. 27, 2020
Formative 2C: Week 7
BSN 211 – BSN 215 M/T SEPT. 29, 2020
BSN 209 – BSN 210 M/T DEC. 1, 2020
BSN 201 – BSN 208 TH/F DEC. 4, 2020

3. Formative 3: Journal Reading / Reaction Paper / Case Scenario of Nursing

Malpractice (Week 8)
BSN 211 – BSN 215 M/T OCT. 6, 2020
BSN 209 – BSN 210 M/T DEC. 8, 2020
BSN 201 – BSN 208 TH/F DEC. 11, 2020

4. Formative 4: Feasibility Study (Week 8)

BSN 211 – BSN 215 M/T OCT. 6, 2020
BSN 209 – BSN 210 M/T DEC. 8, 2020
BSN 201 – BSN 208 TH/F DEC. 11, 2020

Skills Laboratory - Submission

1. Aseptic Technique (SUBMISSION: SEPT. 16, 2020)
2. Preparation and Administration of Meds (SUBMISSION: SEPT. 30, 2020)
3. Care of Pregnant Woman (SUBMISSION: OCT. 21, 2020)
4. Immediate Care of the Newborn (SUBMISSION: NOV. 11, 2020)
5. EPI / MMDST (SUBMISSION: NOV. 25, 2020 / DECEMBER 2, 2020)
6. IMCI / MMDST (SUBMISSION: DEC. 9, 2020)
Student Support

GUIDANCE OFFICE

Office Hours: 9:00 AM to 5:00 PM

E-mail: [email protected]
Contact No.: +63 287777338

GENERAL EDUCATION DEPARTMENT

Marie Jean Binas

Secretary
Email: [email protected]

Arnel Bravo
General Education Director
Email: [email protected]