Republic of the Philippines Revision 03

NORTHERN NEGROS STATE COLLEGE OF SCIENCE & TECHNOLOGY

College of Nursing and Allied Health Sciences
Had. Chloe, Brgy. Rizal, Sagay City, Negros Occidental
(034)722-4120/www.nonescost.edu.ph

COURSE SYLLABUS
in
Health 100
FIRST SEMESTER -2022 - 2023

College: College of Nursing and Allied Health Sciences Program: Diploma in Midwifery
Prepared by: Reviewed by:
JOCILYN Q. MATEOS, RN, RM, MN MA. JANET S. GEROSO, PhD
Subject Area Coordinator CIMD Chairperson
JEAN D. LINAO, RN. RM. MAN
Instructor
JACKIELEE A. ANACLETO, MAEd , LPT DONNA FE V. TOLEDO, LPT, Ed. D.
GAD Focal Person Director, Quality Assurance

AILEEN G. SYPONGCO, RN,RM, MN _ JOCELYN D. BANTIGUE, Ph D.

Dean OIC-Vice-President, Academic Affairs

Course Code: Health 100 Descriptive Title: Principles Methods & Strategies of Teaching

Course Description: This course deals with the principles and concepts of teaching strategies, its essential design and evaluative tools. This course is need to prepare
Midwifery students to identify and utilize different techniques in conducting health education.
Course Credit(s): 3 units
Pre-requisites: None Lecture Hours/ Week: 3 hours Laboratory Hours/ Week: None
Mandate The college is mandated to provide higher technological, professional, vocational instruction and training in science, forestry, fishery, agriculture, education, marine
biology, engineering and industrial courses; it shall promote research, advance studies, extension work and progressive leadership.
It shall likewise offer short term technical or vocational courses, provide non-formal education and undertake vigorous extension and research programs in food
production, nutrition, and health and sports development.
Core Values: G – Gender Responsiveness; R – Respect; A – Accountability & Openness; C – Creativity and Innovation; E – Excellence; S – Service
Vision: SUN-NEGROS : a leading university by 2023
Mission: To produce glocally viable graduates through innovative learning and research environment and to contribute to nation – building by providing education, training,

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research and resource creation opportunities in various technical and disciplinal areas.
Goal: UPGRADEd instruction, research, extension and governance for glocal recognition.
Institutional Outcomes:
The institution shall produce a graduate who can:
1. Sustain willingness to serve the country and the world.
2. Produce scientific and technological innovations
3. Can engage in varied entrepreneurial activities
4. Practice as a game changer professional
5. Demonstrate resiliency in any life challenges
Program Intended Learning Outcomes: Based on CMO 33, s. 2007

All graduates should have the ability to:

1. Demonstrate the knowledge, attitude and skills of first level midwives in the care of the girl-child, the adolescent, and the adult woman prior to, during, and following
pregnancy.
2. Perform primary health care services within the community (promotive and preventive care); counsel and educate women, family and community regarding family
planning including preparation for parenthood/parenting; detect abnormal conditions in the mother and infant; procure specialized assistance as necessary
(consultation or referral).
3. Analyze different cases and apply the appropriate health teaching based on the case presented.
4. Value the role of the midwives in the prevention of disease and promotion of health for the people and the entire community.

At the end of the course, given relevant situations/ conditions, the Midwifery students shall be able to:
CILO 1: apply relevant principles of teaching and learning theories to health care practice
CILO 2: plan appropriate care to individuals, families, and community utilizing nursing process
CILO 3: integrate components of evidenced-based practice in the formulation of health teaching
CILO 4: communicate effectively in speaking, writing, and presenting health teaching concepts using culturally appropriate language
CILO 5: handle health education as an essential part of the health care program utilizing principles of networking, linkages and referrals
CILO 6: associate with the members of the health team or key organizations in the implementation of health education.
CILO 7: participate in activities that will enhance personal and professional growth in the field of health education
CILO 8: embody love for country in the service of the Filipino.
CILO 9: advocate nursing core values for the love of God and country, caring, quality and excellence, integrity
CILO 10: Develop an instructional design to meet the learning needs of clients.
Teaching/Learning Time
Competencies Topics Intended Learning Outcomes Activities Equipment Textbook Assessme Allotme
(ILO’s) (TLA’s) Materials References nt Task nt Remark
(Specific Objectives) (ATs) (Hours) s

Lec

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The students are NONESCOST At the end of the session the Orientation Laptop, LCD R2 – pp. 2-3 Reflective
expected to VMGO students will be able to: Sharing of ideas and Projector, Slide Journal 1
discuss and share 1. Articulate the vision, insights Decks, Copy of
insights on the mission and values of the the syllabus Copy of the Pledge of
VMGO of the institution. syllabus Commitme
school 2. Share their personal views nt
Value Focus: and verbalize their Student’s
Accountability insights/commitment to the Handbook
Openness VMGO of the college.
Excellence

Value Focus A. Health  Identify the historical Lecture and discussion

education development of health Laptop T1(pp 3-5 ) 7
Apply health perspective education. Written
education s  Determine perspectives in Power point presentation LCD projector T2 (pp4-7) Quiz/
principles in the 1. Historical health worksheet
development of developm  Delineate the significance
information ent in of health education
education materials health through the development
education of its history.
Respect  Identify significant health
Excellence organizations influencing
CILO 1 the evolution of health
education.

Provide for a 2. Issues  Describe the current Internet search Current Updates/ 6
conducive and trends issues and trends in health Reporting & research work output trends Readings
learning situation in in health education. readings
terms of time and education  Compare significant issues Discussion of reading from output Internet
place and trends in health internet Output
education from the past
Service and in the current time.
Creativity &  Differentiate significant
Innovation issues and trends from the
CILO 1 past and in the present
time
Develop health 3. Theories  Explain the different Lecture/ discussion Laptop
education plan in Health theories of health Slide Decks T1 (pp.15 –
based on the Education education. Sharing of ideas LCD 30) Written 8
assessed and (Pender’s  Apply appropriate theories Projector Quiz/
3
anticipated needs Health in heath education worksheet
of patients/ learner Promotion formulation. Handouts
utilizing appropriate Theory,  Utilize specific theories in
theories in health Bandura’s health education
education. Self- appropriate to specific
efficacy situation, place, clients or
Excellence Theory, disease condition.
Service Health  Adopt learning theories
Belief appropriate to health care.
CILO 1 & 2 Model,
Green’s  Identify learners’
Preceed characteristics
Proceed  Apply Motivation/
Model) Behavioral theories
appropriate to learners
characteristics.
4. Characteri  Implement appropriate
stics of teaching strategies for
the different learners.
learner:
a. Behavior of
the learner
b. Literacy
assessment
c. Teaching
strategies for
low literacy
client
Develop, B. Perspective  Explain the significance of Lecture/ discussion Laptop
implement and on Teaching health education in relation Slide Decks T1 (pp.237- Health
evaluate health and Learning to patient care Lecture Demonstration LCD 243) Teaching
education plan 1. Overview intervention, follow up care Projector Plan 8
appropriate to of and rehabilitation. Case Presentation T2 (pp. 51 – Output
unique patient education  Compare the similarity of 81)
care. on health the nursing process and Power point Presentation Handouts Written
care education process, the Quiz
Service 2. Concepts significance and
Accountability of effectiveness to patient
teaching, care.
CILO 1 & 2 learning,  Demonstrate health
4
 education education process
process appropriately with the
vis-a-vis nursing process in the care
nursing of patients/clients.
process,
historical
foundation
s for
teaching
role of the
nurse.
Develop 3. Role of  Determine the role of the Lecture Demonstration Dummies
educational health the nurse nurse as health educators. T1 (pp. 85 – Worksheet 8
plan and learning as health  Explain strategies in the Case Presentation Laptop 88)
materials for health educator conduct of health Written
education. 4. Hallmarks education to learners. Power point Presentation LCD T2 (pp. 210- Quiz
of  Discuss principles of good Projector 222)
Creativity & effective teaching practice for
Innovation teaching specific learners.
Accountability in nursing Handouts
5. Principles  Identify obstacles in the
CILO1 & 2 of good conduct of health teaching
teaching to learners and be able to
practice in create ways and means to
undergrad handle those obstacles.
uate
education.
6. Barrier to
education
and
Obstacles
to
Learning
Implement and Lecture Demonstration Demo Materials Worksheet
evaluate health 7. Applying  Prepare appropriate T1 (pp. 15 –
education plan Learning teaching plan for a specific Sharing of ideas Classroom 30) Class 8
theories to patient education participatio
Creativity health  Integrate principles and Role play T2 (pp. 51 – n
Excellence care theories of learning in the 81)
practice formulation of health (pp. 93
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CILO 1 & 2 a. Principl teaching plan. – 137)
es of  Demonstrate appropriate
learning health teaching
b. Learnin considering a specific
g learning and learning
theories styles.
c. Types
of
Learnin
g
d. Learnin
g Styles

8. Planning  Provides for a conducive

Develop learning and learning situation in Lecture Demonstration Laptop T1 (pp. 113 Health
materials for health Conductin terms of time and place – 169) education 8
education g Classes  Considers client and Case Presentation LCD plan output
a. Developi family’s preparedness Projector
Communicate ng a  Utilizes appropriate Power point Presentation
effectively in course strategies that maximize
speaking, writing, outline/ opportunities for Handouts Written
and presenting syllabus behavior change for Quiz
health teaching b. Formulat wellness/healthy life Textbook
concepts using ing style
culturally course  Provides reassuring Produce a quality printed
appropriate Objectiv presence through active brochure or flyers
language es listening, touch, facial Health
c. Selectin expression and gestures education
Uphold the nursing g  Device a health teaching demonstrat
core values in the Content plan using selected ion
practice of d. Selectin models appropriate to
profession g target clientele in a given
teaching or simulated situation.
Methods  Develop a printed health
Creativity e. Choosin education material
Respect g applying the basic
Accountability Textboo guidelines
k/  Monitors client and
Referen family’s responses to
CILO 1 & 2 ces health education
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  Show integrity in
Gender Focus: presentation of health
Gender education classes
Mainstreaming
f. Creating  Discuss how to create a
Learning Learning environment
Environ that encourages Healthy
ment Gender Development
that among Children
encoura
ges
Healthy
Gender
Develop
ment
among
children

Grading System:

Type of Assessment Weight

Quizzes 30%
Participation 20%
Projects/ Assignments 20%
Term Examination 30%
Total 100%

Prelim 30% + Midterm 30% + End term 40% = 100%

Course Requirements:

1. Group/ Individual Presentation of assigned topics (Reporting)

2. Group Role Play Participation
3. Health Teaching Plan Output
4. Health teaching Demonstration
5. Oral Participation
6. Quizzes
7. Term Exams
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 References:
R1 - DeYoung, S. (2014) Teaching Strategies for Nurse Educators, 3’rd Ed.
T2 – Bastable, S. (2019) Nurse as Educator Principles of Teaching and Learning for Nursing Practice, Fifth Edition, 2019
T3 - Alligood, M.R. (2014) 8th Ed.; Nursing Theorist and their Work. Mosby, Elsevier Inc.
*T34– Sassen, B. (2018) Nursing: Health Education and Improving Patient Self- Management
*T5 – Daryl, E. (2018) Health Promotion and Public Health for Nursing Students 2nd edition (Transforming Nursing Practice Series)
Online References:
1. https:/ncbi.nlm.nih.gov
2. https://www.amazon.co.uk
3. https://www.slideshare.net/RendellApalin/precede-proceed-model