NAGA COLLEGE FOUNDATION, INC.

MT Villanueva Avenue, Liboton, Naga City

COLLEGE OF HEALTH SCIENCES

Semester, School Year 2024 - 2025

NCF MISSION-VISION I. COURSE CODE: NCM 102 PROGRAM: BACHELOR OF SCINCE IN NURSING COLLEGE OF HEALTH SCIENCES
Naga College Foundation is a transformative COURSE TITLE: HEALTH EDUCATION COURSE TYPE: MVGO
learning institution that develops God-loving, globally ANATOMY & PHYSIOLOGY,
PRE-REQUISITE: THEORY
competent, ethical, and socially responsible individuals NCM 100
and leaders who will create a positive influence and CREDIT UNITS 3 LEC HRS: 54 LAB HRS: VISION:
impact for the sustainable development of society. LINK/PAS A premier school of choice in the region for health
CLASSROOM: STA 302 2ihcsgea
SCODE: sciences highly acclaimed for producing globally
SCHEDULE: DAYS: THU, FRI, SAT TIME: 7:00PM - 9:00PM competitive, performative and transformative health
SKILLS: TEACHING
professionals.
YEAR/SE
NCF GOALS DELIVERY MODE: FACE TO FACE BSN 1D
CTION:
Provide a transformative learning environment that CONSULTATION TIME: 1:00PM -2:00PM VENUE: CONSULTATION ROOM MISSION:
will draw out and will nurture the inherent potential of II. COURSE DESCRIPTION
each student towards total human development. This course deals with concepts, principles and theories in teaching and learning. It also focuses on the The Naga College Foundation, College of Health
Empower the institution’s human resources to appropriate strategies of health education as they apply in various health care scenarios. The learners are Sciences is committed to prepare its graduates to
become committed and effective change-agents of a expected to develop beginning skills in designing and implementing a teaching plan using the nursing process become fully functioning, efficient and effective health
transformative learning institution. as a framework. professional, who are caring, responsible, committed,
dedicated, creative and critical thinkers, good leaders
Sustain the viability of the Educational Foundation.
equipped with concepts, values and skills in quality health
interventions, communication, research and leadership.
III. COURSE LEARNING OUTCOMES (CLO)
1. Apply knowledge of physical, social, natural, health sciences and humanities in the care of individual and OBJECTIVES:
SCHOOL MOTTO
family in the community setting.
2. Implement a health education plan for a specific client across the lifespan in various setting utilizing the The College of Health Sciences aims to produce
nursing process. health professionals who demonstrate competencies in
3. Apply guidelines and principles of evidence- based practice in health education. any health care settings. Such graduates are ones who:
4. Apply legal, ethical, and moral priciples related to health education.
5. Communicate effectively in speaking, writing, and presenting using age and culturally appropriate language in 1. Possess caring behaviors, compassionate,
health education. competent, committed;
“Katotohanan at Katalinuhan” 6. Document health educatipon accurately and comprehensively. 2. Practice legal, ethico-moral, social
7. Work effectively in collaboration with inter, intra and multidisciplinary and multi-cultural teams in the conduct responsibilities/accountabilities;
CORE VALUES 3. Demonstrate critical and creative thinking;
of health education.
(Qu.E.S.T) 4. Practice S-K-A’s for the promotion of health,
8. Practice beginning management and leadership skills in health education.
prevention of illness, restoration of health,
9. Engage in lifelong learning in developing competence in health education. alleviation of suffering, curative and rehabilitative
10. Demonstrate responsible citizenship and pride of being a Filipino when conducting health education. care;
5. Assist clinician in disease diagnosis and
11. .Utilize appropriate technology in health education activities. treatment
12. Adopt the nursing core values in conducting health education. 6. Are locally and globally competitive health
professionals.
QUALITY- SERVICE IV. PROGRAM EDUCATIONAL OBJECTIVES (PEO)
Customer - Human dignity
Satisfaction - Compassion
- Responsiveness to - Mutual support Within three (3) to five (5) years after graduation, the program expects that the Nursing graduates will:
Customer satisfaction - Social justice
- Continuous - Social Transformation 1. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing;
improvement of prog, - Environmental 2.Provide safe, appropriate and holistic care to individuals, families, population, group and community utilizing
structures & processes Protection nursing process;
- Mngt. of customer 3.Apply guidelines and principles of evidenced-based practice in the delivery of care;
feedback 4.Practice nursing in accordance with existing laws, legal, ethical and moral principles;
5.Communicate effectively in speaking, writing and presenting using culturally-appropriate language;
 TRUTH 6.Report and document up-to-date client care accurately and comprehensively;
EXCELLENCE - Honesty 7.Work effectively in collaboration with inter- intra- and multi-disciplinary, multi-cultural teams;
- Innovation & - Community 8.Practice beginning management and leadership skills in the delivery of client care;
Pioneerism - Collaboration 9.Conduct research with an experienced researcher;
- Becoming the - Acceptance of Limitation 10.Engage in life-long learning with a passion to keep current with notional and global developments in general
benchmark - Tolerance of Mistakes and nursing and health development in particular;
- Effective system of - Premium of Diversity 11.Demonstrate responsible citizenship and pride of being a Filipino;
evaluation, info & - Respect of Difference 12. Apply techno-intelligent care systems and processes in health care delivery;
analysis 13.Adopt nursing core values in the practice of the profession;
- Raising the bar as well 14.Apply entrepreneurial skills in the delivery of nursing.
as the floor

GRADUATE ATTRIBUTES
An NCean graduate is a person who embodies
“katotohanan at karunungan” characterized by
being Competent, Creative, Compassionate, and
Digitally Proficient.

V. BACHELOR OF SCIENCE IN NURSING PROGRAM OUTCOMES

(Based from CMO. No.15, s. 2017)

By the end of the program, the student of the BS in Nursing is expected to;
2. 1. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing;

2.Provide safe, appropriate and holistic care to individuals, families, population, group and community utilizing nursing process;

3.Apply guidelines and principles of evidenced-based practice in the delivery of care;

4.Practice nursing in accordance with existing laws, legal, ethical and moral principles;

5.Communicate effectively in speaking, writing and presenting using culturally-appropriate language;

6.Report and document up-to-date client care accurately and comprehensively;

7.Work effectively in collaboration with inter- intra- and multi-disciplinary, multi-cultural teams;

8.Practice beginning management and leadership skills in the delivery of client care;

9.Conduct research with an experienced researcher;

10.Engage in life-long learning with a passion to keep current with notional and global developments in general and nursing and health development in particular;

11.Demonstrate responsible citizenship and pride of being a Filipino;

12. Apply techno-intelligent care systems and processes in health care delivery;

13.Adopt nursing core values in the practice of the profession;

14.Apply entrepreneurial skills in the delivery of nursing.

VI. COURSE COVERAGE
Time Frame Teaching-Learning Activity
TOPIC/CONTENT CLO No. Intended Learning Outcome (ILO) Assessment Tasks
Date Week (TLA)
Orientation
1. Course Sylabus and Requirements
2. Rules an Policies of the College of Nursing. Interactive DIscussion
3. Vision, Mission and Goals of Naga College Foundation.

Principles and Theories in Teaching and Learning 1 Apply related principles of physical, social, Interactive Discussion Quiz
A. Learning Theories Related to Health care Practice natural and health sciences and humanities in
1. Behaviorist conducting health education in various
2.Cognitive settings.
3. Social
B. Principles of Teaching and Learning Related to Health 1 Distinguish the different theories and Interactive Discussion Reflective Journal
1. Developmental stages of the Learner Across the life span strategies used in health education.
2. Principles of Teaching and Learning

Health Education Process 2 Assess the learning needs of the individual Self-assessment quiz on Individual learning
1 A. Assessing the Learner client related to the current health status. personal learning styles style report
1. Determinant of Learning
▪ Learning Needs
▪ Readiness to Learn
▪ Learning Styles
B. Developing a Health Education Plan 2 Formulate health education plan for the client's Workshop on writing Submission of a
1. Elements specific learning needs. SMART objectives written health
2. Objectives education plan
3. Strategies and methodologies
4. Resources
5. Evaluation

C. Designing a Health Plan for a specific age group 2 Implement health education plan for the client's Role playing parent Presentation of
1. Infant specific learning needs. education for different designed health
2
2. Toddler developmental stages plans
3. Pre- School 2 Provide health education using selected
 4. School Age planning models to targeted clientele
(individuals, family, population group or
community).

D. Implementing health education plan 5 Ensure a working relationship with the client Workshop: Overcoming Practical
and/or support system based on trust, respect barriers in implementing demonstration of
and shared decision-making using appropriate health education teaching a patient
communication / interpersonal
techniques/strategies when conducting health
education.

12 Demonstrate caring in performing health Workshop: Creating Written comparison

education. formative and summative of formative vs.
E. Evaluating a Health Education Plan evaluation tools summative
1. Formative 6 Evaluate with the client the outcomes of health evaluation
2. Summative education plan to address the client's specific
learning needs

6 Ensure clarity, completeness and accuracy of

health information provided.
F. Documentation Hands-on activity: Writing Quiz on proper
8 Apply management and leadership principles in SOAPIE notes for patient documentation
providing health education activities. education techniques

8 Manage resources (human, physical, financial,

time) efficiently and effectively.
Evidenced Based-Practice Related to Health Education Panel discussion: How Quiz
3 Employ evidence-based practices related to EBP improves patient
health education. education
Ethico-Moral and Legal Foundations of Client Education
4 Adhere to ethico-moral and legal considerations
when providing health education activities.

4 Implement strategies/policies related to Informed

consent as it
applies in multiple contexts.
1 hour MIDTERM Examination

Health Education Team 7 Collaborate with other members of the Health Debate: Ethical Quiz
3
A. Role of the Nurse as Health Educator Team in health education activities. considerations in informed
1. Giver of Information consent
2. Facilitator of Learning
 3. Coordinator of Teaching
4. Advocate for the Client
B. Role of the other Members of the Health Team
C. Role of the Family in Health Education

Future Directions for Client Education 9 Engage in self-directed learning to enhance Infographic creation: Quiz
A. Greater Emphasis on Wellness competence in health education. Emerging trends in patient
B. Increase Third-Party education
Reimbursement

Filipino Cultural Characteristics and Health Care Benefits and 10 Customize health education plan based on the Case Study Analysis: Group Presentation:
Practices in Health Education culture, and values of the client/s. Review real-life cases Compare and
where Filipino cultural contrast traditional
beliefs affected healthcare Filipino healing
decisions. practices with
modern medicine.

New Technologies. New Settings 11 Use appropriate technology for health education Hands-on Workshop: Quiz
Environmental Linkages activities. Using e-learning tools
(telehealth, mobile apps,
VR in healthcare
education).

1-HOUR FINAL EXAMINATION

VII. Course Requirements

To pass the course, the students are expected to attend classes regularly and participate actively in class activities, perform tasks and
assignments given, and pass all assessment activities conducted by the instructor. Specifically, students are expected to comply with the
following:

1. Attendance Requirements. Students are expected to be attending classes regularly, that is, at least 80% of the total class hours in a
semester. Otherwise stated, absences incurred should not exceed 20% of the total class hours in a semester. Excused absences do
not exempt the students from complying with the requirements during his/her absences.
 2. Assessment Activities. During assessment activities, such as, periodical examinations, quizzes, assignments, and weekly or
monthly tests, students are expected to pass the activity by getting at least 50% of the total number of items to get at least a rating of
75. Special examination may be given only for missed periodical examination due to absences. But no special examination shall be
given for other assessment activities. Special examination may be given within 10 days after the scheduled examination upon request
and duly approved by the Dean. After ten days the instructor shall
3. Active Participation in Class Activities. Active participation in class activities, such as, problem solving exercises, seat works,
assignments and oral presentations, group participation and evaluation is strongly encouraged among students. Problem set
assignments are to be solved through team effort to maximize peer tutoring and cooperative learning. Outputs are collected at the
beginning of the next class session. Students will be required to do oral presentation of assignment solutions or any special topics.
Individual contribution to group work will be rated by the instructor and by the co-group members.
4. Cooperative Learning. The goal is to have everyone learn more than they would have working alone. Nevertheless, individual work
provides the foundation for productive and synergistic group work. Teams will be formed, with three or four students per team. These
will be used in two ways, First, in-class discussion and reporting on assignment outputs will be by group (whenever possible). Second,
problem set assignments will be group activities but the submission of assignment output will be done individually. Presentation of
output will be done on a rotation basis. All students will evaluate themselves and their fellow group members with respect to
contribution to group function at least twice during the semester. This evaluation will contribute to the class standing portion of the
course grade and will be used primarily in deciding borderline grades

VIII. GRADING SYSTEM

Grades are computed based on the following criteria: * Class standing consists of quizzes, assignments, graded recitation,
Periodical Examination _ _ _ _ _ 50% and attendance. Attendance is only 5% of class standing. The
instructor may assign the 30% in varying proportions for quizzes,
Class standing _ _ _ _ _ 35%* assignments, graded recitation, etc.

Projects _ _ _ _ _ 15% * Grading of Attendance shall be determined by demerit

system, using the following formula:
TOTAL 100%
Grade in Attendance: = 100 – (number of hours absent) x (demerit point per hour)
The Final Grade of the students will be taken as the average of the
grades in the four grading periods. Thus,
For this course, the demerit point per hour of absences is __2.5__ .
��� + ���� + ���� + ���
����� ����� =
4
1.00 99-100% 2.30 83%
1.10 98% 2.40 82% No. of Allowable
Unit Eq.
1.20 97% 2.50 81% Hrs/week Absences
1.25 96% 2.60 80% 1 lec.; 0 lab 1 4 hrs.
1.30 95% 2.70 79%
0 lec.; 3 lab 1 10 hrs.
1.40 94% 2.75 78%
1.50 93% 2.80 77% 2 lec.; 0 lab 2 7 hrs.
1.60 92% 2.90 76%
1 lec.; 3 lab 2 14 hrs.
1.70 91% 3.00 75%
1.75 90% 5.00 74% 0 lec.; 6 lab 2 20 hrs.
1.80 89% INC Incomplete
3 lec., 0 lab 3 10 hrs.
1.90 88% DRP *
2.00 87% DEA ** 2 lec.; 3 lab 3 17 hrs.
2.10 86% IP ***
1 lec.; 6 lab 3 24 hrs.
2.20 85% TW ****
2.25 84% PSD Passed 4 lec.; 0 lab 4 14 hrs
3 lec.; 3 lab 4 20 hrs
* Dropped officially
2 lec.; 6 lab 4 27 hrs
Dropped due to excess absences (exceeded
** 20% absences) 3 lec.; 6 lab 5 31 hrs.
*** In progress for Thesis Writing, OJT DEMERIT POINTS PER HOUR OF ABSENCES
**** Thesis Writing (for graduate school)
Credit Unit of No. of Hours Allowable Demerit / Hour
Subject LEC LAB Absences of Absence
1 unit 1 0.0 4 hrs 6.25
1 unit 0 3 10 hrs 2.5
2 units 2 0 7 hrs 3.57
2 units 1 3 14 hrs 1.79
2 units 0 6 20 hrs 1.25
3 units 3 0 10 hrs 2.5
3 units 2 3 17 hrs 1.47
3 units 1 6 24 hrs 1.04
4 units 4 0 14 hrs 1.79
4 units 3 3 20 hrs 1.25
4 units 2 6 27 hrs 0.93
5 units 3 6 31 hrs 0.81
IX. Learning Resources

TEXTBOOK AND REFERENCES/SUGGESTED READINGS/

WEB AND LEARNING RESOURCES
PRINTED LEARNING MATERIALS
•Price, B. & Harrington, A.(2016). Critical thinking and writing for nursing
•Bastable. Jones and Bartlett, (2013) Nurse as Educators. 2nd Edition
students ( Third edition). Los Angeles: Sage.
•Gault, I., shapcott, J., Luthi, A. & Reid,G.(2017). Communication in nursing and •Clark, (2013)7th edition Innovative Teaching strategies in Nursing and Related Health Professions
healthcare ; A guide for compassionate practice. Los Angeles: Sage Classroom Skills for Nurse Educators,
•Northway, R. & Jenkins, R.(2017).Safeguarding adults in nursing practice
•Gaberson, Oermann Shellenbarger, (2015) Clinical Teaching Strategies in Nursing 4th edition
( Second edition). Los Angeles: Sage.
•Heavey,E.(2015). Statistics for nursing : A practical approach ( second
•Lynn, (2015)Taylors Handbook of Clinical Nursing Skills 2nd edition
edition). Burlington ,Massachusetts : Jones & Barlett Learning.
•Rector, C.(2018). Community and public health nursing : promoting the
•Oermann Gaberson, (2014)Evaluation and Testing in Nursing Education 4th edition
public’s health ( Ninth edition). Philadelphia
•Wolters Kluwer. Price, B. & Maguire, K.(2016). Core curriculum for forensic
nursing. Philadelphia Oerman, (2015)Teaching in Nursing and Role of the Educator

•Wolters Kluwer. Nursing 2018 drug handbook (2018). Philadelphia

•Wolters Kluwer John, J., Haskell, H. & Barach, P. (2016). Case studies in
patient safety : Foundations for core competencies.
Burlington ,Massachusetts Jones & Barlett Learning

Verified by:

MARY ROSE GRACILLA-DELOVIERES, RL, MLIS

Chief Librarian
X. Relevant Policies

GENDER SENSITIVITY ISSUES:

All oral and written communication outputs/class interactions are required to observe the gender-sensitive language. The course
prohibits discrimination and harassment based on race, ethnicity, sex (including sexual assaults), pregnancy, color, religion, national origin,
physical or mental disability, age, marital status, sexual orientation, gender identity, and genetic information. Any student who has concerns
about such behavior should inform the faculty in charge immediately.

ACADEMIC HONESTY POLICY

It is a part of your education to learn responsibility and self-discipline, particularly with regards to academic honesty. The most important
issue of academic honesty is cheating. Cheating is defined to include an attempt to defraud, deceive, or mislead the instructor in arriving at an
honest grade assessment. Plagiarism is a form of cheating that involves presenting as one’s own work the ideas or work of another.
All portions of any test, project, or final exam submitted by you for a grade must be your own work, unless you are instructed to work
collaboratively. Specific requirements will be described for collaborative projects, but all work presented must be the work of members of the
group. Research materials used must be properly cited. Cheating in a major course examination by a student will entail a failing mark or 5.0 for
the given course. Cheating, dishonesty or plagiarism in papers and other works will entail zero (0) score for the said requirement

--o0o--

Prepared by: Evaluated/Recommending Approval by: Approved: Noted:

FATIMA G. DASAL, RN, MAN

TERESITA Q. DECAL, RN,MAN NORA ELIZABETH F. MANIQUIZ, CPA, MBA,
STANLEY O. DY RN, RM,MAN, PhD. PhD.
Faculty Program Chair AVP/Dean VP for Academic Affairs