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Republic of the Philippines 1,11 'OFFtC:IPI

OFFICE OF THE PRESIDENT
rJ
COMMISSION ON HIGHER EDUCATION
 11 L A
Central (Mee 1:5
• e, RECORDS SECTION C;
CHED MEMORANDUM ORDER
No. 15 .-
0

S e r i e s of 2 0 17

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR

OF SCIENCE IN NURSING (BSN) PROGRAM

In accordance with the pertinent provisions of Republic Act (RA) No.7722, otherwise
known as the "Higher Education Act of 1994", in pursuance of an outcomes-based
quality assurance system as advocated under CMO No. 48 s. 2012 entitled "Policy
Standards to Enhance Quality Assurance (QA) in Philippine Higher Education
Through an Outcomes-Based and Typology-Based QA", and by virtue of
Commission en banc Resolution No. 231-2017 dated March 28, 2017 the following
policies, standards, and guidelines (PSGs) are hereby adopted and promulgated by
the Commission,

ARTICLE I
INTRODUCTION
Section 1. Rationale

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

this PSG implements the "shift from competency-based standards to
outcomes-based education." It specifies the "core competencies"
expected of BS Nursing graduates "regardless of the type of HEl they
graduate from." However, in "recognition of the spirit of outcomes-based
education and the typology of HEls," this PSG also provides "ample
space for HEls offering BS Nursing program to innovate in the curriculum
in line with the assessment of how best to achieve learning outcomes in
their particular contexts and their respective missions.

ARTICLE II
AUTHORITY TO OPERATE

Section 2. Government Authority

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

Nursing program must first secure proper authority from the Commission
in accordance with this PSG. All PHEIs with an existing BS Nursing
program are required to shift to an outcomes-based approach based on
this PSG and must secure approval for such a shift. State Universities
and Colleges (SUCs), and Local Universities and Colleges (LCUs)
should likewise strictly adhere to the provisions of these policies and
standards.

Higher Education Development Center Building, C.P Garcia Ave., UP Campus, Diliman, Quezon City, Philippines
Web Site: www.ched.gov.ph Tel. Nos. 441-1177, 385-4391, 441 -1169, 441-1149, 441-1170, 441-1216.392-5296,441-1220
441-1228, 988-0002, 441-0750, 441-1254.441-1235, 441-1255,411-8910, 441-1171, 352-1871
 ARTICLE III
GENERAL PROVISIONS

Per Section 13 of RA No. 7722, the higher education institutions shall exercise
academic freedom in its curricular offerings but must comply with the minimum
requirements for specific academic programs. the general education distribution
requirements and the specific professional courses.

Section 3. The Articles that follow give minimum standards and other requirements
for the implementation of outcomes-based education (OBE) of the BSN
program. Outcomes-based education is an approach that focuses and
organizes the educational system around what is essential for all
learners to know; value, and be able to do, to achieve a desired level of
competence.

The minimum standards are expressed as a minimum set of desired

program outcomes which are stated in Article IV Section 6. CHED
designed a curriculum to attain such outcomes. This curriculum is shown
in Article V Section 9 as a sample curriculum. The number of units of this
curriculum is hereby prescribed as the "minimum unit requirement" under
Section 13 of RA 7722. In designing the curriculum the CHED employed
a curriculum map which is shown in Article V Section 11.

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

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

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

determined the physical resource requirements for the library,
laboratories and other facilities and the human resource requirements in
terms of administration and faculty. See Article VI.

Section 4. The HEls are allowed to design curricula suited to their own contexts and
missions provided that they can demonstrate that the same leads to the
attainment of the required minimum professional nursing outcomes,
albeit by a different route, provided that the curriculum delivery facilitates
the attainment of the program outcomes.

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

ARTICLE IV
PROGRAM SPECIFICATIONS

Section 5. Program Description

5.1 Degree Name

The degree shall be Bachelor of Science in Nursing (BSN). To

ensure the quality of the nursing graduate, the degree is conferred
upon completion of at least four-year BSN program offered by a
college, professional institution or university duly recognized by the
Commission on Higher Education. In the Philippines, the BSN
degree is equivalent to Level 6 of the Philippine Qualifications
Framework.

Page 2 of 63
5.2 Nature of the Field of Study

The BSN is a four-year program consisting of general education and

professional courses. Professional courses are threaded through
from the first year thru the fourth year with emphasis on the nursing
concepts with corresponding Related Learning Experiences (RLE).
The BSN program provides an intensive nursing practicum that will
refine further the nursing competencies to ensure achievement of
the BSN program outcomes required of an entry level nurse.

5.3 Program Goals

The BSN program aims to develop a professional nurse who is able

to assume entry level positions in health facilities or community
settings. The professional nurse is capable of providing safe,
humane, quality and holistic care to individuals in varying age,
gender and health-illness status; healthy or at risk families;
population groups; and community; singly or in collaboration with
other health care providers to promote health, prevent illness,
restore health, alleviate suffering and provide end of life care.

5.4 Specific Roles and Careers for Graduates

The National Nursing Core Competencies Standards of 2012

includes the three (3) major roles of the professional nurse. As a
nurse generalist, they can assume the following roles on:

1. Client Care
Utilize the nursing process in the care of: Mothers, newborns.
children, adolescents. adults and older persons; Family,
community. population groups, and persons with special needs

2. Leadership and Management

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

3. R e s e a r c h
Engage in nursing and health-related research; Evaluate
research studies: Apply research process in improving client
care

Beyond the beginning professional roles, the nurse can pursue

any of the following career options:

1. Advanced Practice Nursing

1.1. Include the following roles but not limited to:

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

Page 3 of 63
 d) Communicates effectively skills orally and in writing
e) Engages in self-directed lifelong learning
f) Assumes leadership and management role
g) Promotes the use of health systems approach in the delivery of
health care
h) Participates in the conduct of researches
1) Acts as a social advocate I mobilizer

6.3 Specific to BSN

a) Apply knowledge of physical, social, natural and health sciences,

and humanities in the practice of nursing
b) Provide safe, appropriate and holistic care to individuals. families,
population group and community utilizing nursing process
c) Apply guidelines and principles of evidence-based practice in the
delivery of care
d) Practice nursing in accordance with existing laws, legal, ethical
and moral principles
e) Communicate effectively in speaking, writing and presenting
using culturally-appropriate language
f) Document to include reporting up-to-date client care accurately
and comprehensively
g) Work effectively in collaboration with inter-. intra- and multi-
disciplinary and multi-cultural teams
h) Practice beginning management and leadership skills in the
delivery of client care using a systems approach
i) Conduct research with an e xperienced researcher
j) Engage in lifelong learning with a passion to keep current with
national and global developments in general, and nursing and
health developments in particular
Demonstrate responsible citizenship and pride of being a Filipino I)
Apply techno-intelligent care systems and processes in health
care delivery
m) Adopt the nursing core values in the practice of the profession
n) Apply entrepreneurial skills in the delivery of nursing care

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

CHED's horizontal typology is based on the functional differentiation

of HE Is vi s -a-vis thei r service to the nation. Each type is
distinguished on the basis of a transparent set of distinguishi ng
features and measurable indicators relevant to national development
goals. In particular. HEIs may be differentiated functionally along, 1)
the qualifications and corresponding competencies of their
graduates; 2) the nature of the degree programs offered; 3) the
qualifications of faculty members; 4) the types of available learning
resources and support structures available; and 5) the nature of
linkages and community outreach activities. (CMO 46, s. 2012.
Article V Section 21-22)

Professional Institutions contribute to nation building by providing

educational experiences to develop technical knowledge and skills
at the graduate and undergraduate levels, which lead to professional
practice, e.g., Engineering. Medicine, Law. IT, Management,
Teacher Education, Maritime Education). Professional Institutions
develop adults who will have the technical and practical know-how
to staff the various professional sectors that are required to sustain
the economic and social development of the country and the rest of

Page 5 of 64
 the world, as well as to contribute to innovation in their respective
areas.

Colleges contribute to nation building by providing educational

experiences to develop adults who have the thinking. problem
solving, decision-making, communication, technical, and social skills
to participate in various types of employment. development activities
and public discourses, particularly in response to the needs of the
communities they serve.

Universities contribute to nation building by providing highly

specialized educational experiences to train experts in the various
technical and disciplinal areas and by emphasizing the development
of new knowledge and skills through research and development.
The focus on developing new knowledge is emphasized from the
basic post-secondary (i.e., baccalaureate) academic programs
through the doctoral programs: thus, a research orientation is
emphasized in the Bachelor, Master's and doctoral degree
programs. Universities contribute to nation building by producing
experts. knowledge, and technological innovations that can be
resources for long-term development processes in a globalized
context.

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

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

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

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

Horizontal Typology Types

PROGRAM OUTCOMES Professional Il egU niv er si t y

I
Institution __ e
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 groups and community
utilizing nursing process. ________
3. Apply guidelines and principles of
evidence-based practice in the ++
delivery of care.
Practice nursing in accordance with
existing laws. legal. ethical and moral
principles.
4. Communicate effectively in speaking.
writing and presenting using
culturally-appropriate language.
5. Document to include reporting up-to-
date client care accurately and
comprehensively.

Page 6 of 63
 7. Work effectively in collaboration with
inter-, intra- and multi-disciplinary and ++ ++ ++
multi-cultural teams
8. Practice beginning management and
leadership skills in the delivery of
++ ++ ++
client care using a systems
a.. roach.
9. Conduct research with an
experienced researcher. + + ++

10. Engage in lifelong learning with a

passion to keep current with national
and global developments in general, + + +
and nursing and health
developments in particular.
11. Demonstrate responsible citizenship
+ + +
and pride of being a Filipino.
1
12.Apply techno-intelligent care
systems and processes in health + + l ++
care delivery
13. Adopt the nursing core values in the
practice of the profession_ + + +
14_ Apply entrepreneurial skills in
the i delivery of nursing care. + + +

Legend:
 Basic competency

+ + Advanced competency

6.5. BSN Level Outcomes

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

year level. The level outcomes are as follows:

First year; At the end of the first year, given simulated situations in
selected settings, the learners demonstrate basic nursing skills in
rendering safe and appropriate care utilizing the nursing process.

Second year: At the end of the 2nd year, given a normal and high risk
mother and newborn, child, family, communities and population groups in
any health care setting, the learners demonstrate safe, appropriate and
holistic care utilizing the nursing process.

Third year At the end of the third year, given individuals, families.
population groups, and communities with physiologic and psychosocial
health problems and maladaptive patterns of behavior in varied health
care settings, the learners demonstrate safe, appropriate and holistic
care utilizing the nursing process and applying research and evidence-
based practice.

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

Page 7 of 64
 Section 7. Performance Indicators
Performance indicators are competencies that the learners have to
develop to achieve a specific program outcome.
Pro • ram Outcomes
1. Ap p l y k no w le d g e o f
physical, social, natural
and health sciences and
humanities in the
ractice of nursing.
2. Perform safe, appropriate,
and holistic care to
individuals, families,
population groups, and
community utilizing
nursing process.
3. Apply guidelines and
principles of evidence-
based practice in the
delivery of care.
4. Practice nursing in
accordance with existing
laws, legal, ethical. and
moral principles.
5. Communicate effectively
in speaking, writing and
presenting using
culturally-appropriate
language.
6. Report/document client
care accurately and
comprehensively.
L_
Performance Indicators
a. Integrate relevant principles of social, physical, natural
and health sciences and humanities in a given health
and nursing situation.
b. Apply appropriate nursing concepts and actions
holistically and comprehensively.
a. Assess with the client (individual, family, population
group, and/or community), one's health
status/competence.
b. Formulate with the client a plan of care to address the
health conditions, needs, problems and issues based on
priorities.
c. Implement safe and quality interventions with the client to
address the health needs, problems and issues.
d. Provide health education using selected planning
models to targeted clientele (individuals, family,
population group or community).
e. Evaluate with the client the health status/ competence
and /or process/expected outcomes of nurse-client
working relationship.
f. Institute appropriate corrective actions to prevent
or minimize harm arising from adverse effects
a. Provide appropriate evidence based nursing care using a
participatory approach based on:
 variety of theories and standards relevant to health and
healing
 research
 clinical practice
 client preferences
 client and staff safety
 customer care standards
a. Adhere to ethico-legal considerations when providing
safe, quality and professional nursing care.
b. Apply ethical reasoning and decision making process to
address situations of ethical distress and moral
dilemma.
c. Adhere to established norms of conduct based on the
Philippine Nursing Law and other legal, regulatory and
institutional requirements relevant to safe nursing
practice.
d. Protect clients rights based on "Patient's Bill of Rights
and Obligations."
e. Implement strategies/policies related to Informed
consent as it applies in multiple contexts. ___
a. Ensure a working relationship with the client and/or
support system base on trust, respect and shared
decision-making using appropriate
communication/interpersonal techniques/strategies.
a. Document client's responses /nursing care services
rendered and processes/outcomes of the nurse client
working relationship.
b. Ensure completeness, integrity, safety, accessibility
and security of information. _
Page 8 of 64
 c. Adhere to protocol and principles of confidentiality in
safekeeping and releasing of records and other
information
7. Collaborate effectively a. Ensure intra-agency, inter-agency, multidisciplinary and
with inter-, intra-, and sectoral collaboration in the delivery of health care.
multi-disciplinary and b. Implement strategies/approaches to enhance/support
multi-cultural teams. the capability of the client and care providers to participate in
decision making by the inter-professional team.
c. Maintain a harmonious and collegial relationship among
members of the health team for effective, efficient and safe
client care.
d_ Coordinate the tasks/functions of other nursing
personnel (midwife, BHW and utility worker).
e. Collaborate with other members of the health team in the
implementation of programs and services.
f. Apply principles of partnership and collaboration to
improve delivery of health services.
g. Collaborate with GOs, NGOs and other socio-civic
agencies to improve health care services, support
environment protection policies and strategies, and safety
and security mechanisms in the community.
h. Participate as a member of a quality team in
implementing the appropriate quality improvement process
on identified improvement opportunities
a. Participate in the development and improvement of
policies and standards regarding safe nursing practice
8. Practice beginning
and relevant to human resource management.
management and
b. Manage resources ( human, physical, financial, time)
leadership skills using
efficiency and effectively.
systems approach in the
c. Apply management and leadership principles in
delivery of client care.
providing direction to manage a community/village-
based.
d_ Use appropriate strategies/approaches to plan
community health programs and nursing service.
e. Supervise the implementation of the nursing component
of the hearth services/programs.
f. Ensure that all nursing personnel adhere to standards of
safety, bioethical principles and evidence based nursing
practice.
g. Evaluate specific components of health programs and
nursing services based on parameters/criteria.
h. Maintain a positive practice environment.
Participate in the planning and implementation of staff
development activities to enhance performance of nursing
support staff.
Evaluate performance of nursing support staff using a
standard evaluation tool.
1-
Participate in preparing a research proposal
complying with the ethical principles in nursing
9. Conduct research with a.
research.
an experienced
researcher. b. Conduct a research study as a member of a research
team.
c. Determine if the research problems/questions, learning
outcomes and /or hypotheses are clearly and logically
linked to the research purpose, concepts and
relationships, and propositions generated from the study
framework.
d. Analyze if the conceptual framework the summary of

Page 9 of 64

10. Engage in lifelong
learning with a passion
to keep current with
national and global
developments in
general, and nursing
and health
developments
review of related literature, research design, and data
analysis procedure are logically linked with the
research purpose, problems/questions. and
hypotheses.
e. Establish if the interpretation, implications, and
recommendations are consistent with the results
considering the limitations of the study.
f. Analyze the research study/report for adherence to
standards of writing mechanics, ethical principles and
guidelines in all phases of the research study.
g. Present the research study conducted in partnership
with a research team.
a Assume responsibility for lifelong learning, own
personal development and maintenance of
competence.
b. Demonstrate continued competence and professional
growth.
c. Engage in advocacy activities to influence health and
social care service policies and access to services.
d. Model professional behavior .

particular e. Engage in advocacy activities to deal with health

11. Demonstrate
responsible citizenship
and pride in being a
Filipino.
12. Apply techno-intelligent
care systems and
processes in health
care delivery.
13.
hold the nursing
core values in the
practice of the
profession
14. Apply entrepreneurial
skills in the delivery of
related concerns and adopts policies that foster the
growth and development of the nursing profession.
a. Exemplify love for country in service of the Filipinos
b. Customize nursing interventions based on Phil culture
and values
a. Use appropriate technology to perform safe and
efficient nursing activities
b. Implement system of informatics to support the
delivery of health care.
Up
a. Demonstrate caring as the core of nursing, love God,
love of country and love of people.
b. Manifest professionalism, integrity and excellence.
c_ Project the positive professional image of a Filipino
Nurse.
a. Identify opportunities for entrepreneurial nursing
practice
.

nursing care b_ Apply strategic interventions to address health-

related concerns of individuals, families, communities
and population groups to any health care setting.
Based on the standards of the Philippine Qualifications Framework (PQF), graduates
of the BS Nursing program are expected to achieve a specific level of knowledge,
skills and values, application and degree of independence.

Knowledge, Skills Degree of

Level and Values Application Independence
6 Br o ad and co heren t Professional/creative work Independent and /or
knowledge and skills on in a specialized area of in teams of related
basic clinical nursing clinical nursing practice, field with minimal
supervision.
practice and research for research and/or further
professional, creative study.
work and lifelong
learning.

Page 10 of 64
 To provide for progressive advancement of program outcomes for Nursing, the BS in
Nursing curriculum is distinguished from curricula for post-baccalaureate, as well as,
the doctoral and post-doctoral degrees, based on the guidelines of the Philippine
Qualifications Framework (PQF). (Please see Appendix A). To ensure comparability
with other ASEAN countries, the ASEAN Qualifications Reference Framework
(AQRF) is likewise utilized.

ARTICLE V
CURRICULUM

Section 8. Curriculum Description

Higher education institutions offering the Nursing program should design

the curriculum that will effectively develop the expected program
outcomes and institutional outcomes appropriate to HEI's horizontal
typology. Higher education institutions offering BS Nursing may exercise
flexibility in their curricular offering, but should ensure that the minimum
requirements are met. Program innovations shall be subject to prior
review by the Commission. Further, the curriculum to be implemented
should be aligned with the institution's vision, mission and goals.

The Commission provides the following sample curriculum.

Section 9. Sample Curriculum

9.1 Curriculum Components

I. General Education Courses................................................................. 36 units

a) Core Courses 24 Units

Understanding the SeIf/Pang-unawa sa Sarili 3
1 Readings in Philippine History/Mga Babasahin hinggil sa
Kasaysayan ng Filipinas ( Philippine History_ Governance &
3

Constitution integrated)
The Contemporary World/Ang Kasalukuyang Daigdig
Mathematics in the Modern World/Matematika sa Makabagong
Daigdig (Biostatistics integrated )
Purposive CommunicationlMalayuning Komunikasyon (Technical
Writing integrated )
Art Appreciation/Pagpapahalaga sa Sining
Science, Technology and Society/Agham, Teknolohiya at Lipunan 3
Ethics/Etika

13) Elective Courses (Choose only 3) 9 Units

People and the Earth's Ecosystems 3
Living in the IT Era 3
The Entrepreneurial Mind*
Philippine Popular Culture*
Religion, Religious Experiences and Spirituality*
Note: * Electives recommended will be institutional choice
c) The Life and Works of Rizal 3 units I

1 1 . O t h e r C o u r s e s 1 4 u n i t s

Physical Education 8
National Service Training Program (NSTP) 1 and 2 6

Page 11 of 63
r-
 I I I . . . . . . . . . . . . . . . . . . . . . . M a j o r
C o u r s e s 1 7 u n i t s
Biochemistry (3 units lecture, 2 units lab)
Logic and Critical Thinking 3
Anatomy & Physiology (3 units lecture, 2 units lab) 5
Microbiology & Parasitology (3 units lecture, 1 unit lab)

I V . . . . . . . . . . . . . . . . . . . . . . . . . . . Profe
ssional Courses ..................................................................... 125 units
NCM 100 - Theoretical Foundations in Nursing
NCM 101 - Health Assessment (3 units lecture, 2 units lab) 5
NCM 102 - Health Education 3
NCM 103 — Fundamentals of Nursing Practice (3 units lecture, 2
units lab)
NCM 104 - Community Health Nursing I: Individual and Family as
Clients
(2 units lecture, 2 units lab)
NCM 105 - Nutrition and Diet Therapy (2 units lecture. 1 unit lab)
NCM 106 - Pharmacology 3
NCM 107 - Care of Mother, Child, Adolescent (Well Client) 9
(4 units lecture, 5 units lab)
NCM 108 - Health Care Ethics (Bioethics)
NCM 109 - Care of Mother and Child at-risk or With Problems (Acute
and Chronic) (6 units lecture, 6 units lab) 12
NCM 110 - Nursing Informatics 3
NCM 111 - Nursing Research I (2 units lecture, 1 unit lab)
NCM 112 - Care of Clients with Problems in Oxygenation, Fluid &
Electrolyte, Infectious, Inflammatory and Immunologic Response, 14
Cellular Aberration, Acute and Chronic (8 units lecture, 6 units
lab)
NCM 113 - Community Health Nursing II: Population Groups and 3
Community as Clients (2 units lecture, 1 unit lab)
NCM 114 - Care of the Older Person (2 units lecture, 1 unit lab) 3
NCM 115 - Nursin• Research ll ( RLE 2) 2
NCM 116 - Care of Clients with Problems in Nutrition and GI
Metabolism and Endocrine, Perception and Coordination, Acute 9
and Chronic
(5 units lecture, 4 units lab)
NCM 117 - Care of Clients with Maladaptive Patterns of Behavior, 8
Acute and Chronic (4 units lecture, 4 units lab)
NCM 118 - Nursing Care of Clients with Life Threatening
Conditions/acutely ill/multi-organ problems/high acuity and 9
emergency situations, Acute and Chronic (4 units lecture, 5 units
lab)

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

units lab)
NCM 120 - Decent Work Em do ment and Transcultural Nursing
NCM 121 - Disaster Nursing (2 units lecture, 1 units lab) 3
NCM 122 - Intensive Nursing Practicum (Hospital and Community
settings) (8 clinical lab)

Page 12 of 63
 SUMMARY
I. GENERAL EDUCATION COURSES 36 units
A. Core Courses 24 units
B. Elective Courses 9 units
C. Life and Works of Rizal 3 units
II. PE and NSTP 1& 2 Ill. 14 units
MAJOR COURSES IV.
17 units
PROFESSIONAL COURSES
125 units
TOTAL NO. OF UNITS 192 units

At the end of the B. S. Nursing program, the total number of related learning
experiences, skills laboratory/clinical are recommended for the following:
' No. of Hours
for Self-
RLE Contact
Directed
Hours
Courses Lab
Skils
Clinical Learning
(1 credit unit
= 51 hours) (20-30% of
Total RLE
hours)
NCM 101 - Health Assessment 0 102 20-30 hours
NCM 103 - Fundamentals of Nursing
C.N1 0 102 20-30 hours
Practice
NCM 104 -Community Health Nursing I 1 1 102 20-30 hours
NCM 107 - Care of Mother, Child,
2 3 255 51-76 hours
Adolescent (Well Client)
NCM 109 - Care of Mother and Child at-
1 5 306 61-91 hours
risk or With Problems
NCM 111 - Nursing Research I 1 0 51 10-15 hours
NCM 112 - Care of Clients with Problems
in Oxygenation, Fluid & Electrolyte,
Infectious, Inflammatory and 1 5 306 61-91 hours
Immunologic Response, Cellular
Aberration, Acute and Chronic
NCM 113 - Community Health Nursing II 0 1 51 10-15 hours
NCM 114 - Care of the Older Person 0 1 51 10-15 hours
NCM 115 - Nursing Research II 2 0 102 20-30 hours
NCM 116 - Care of Clients with Problems
in Nutrition and GI Metabolism and 1 3 204 40-61 hours
Endocrine, Perception and Coordination
NCM 117 - Care of Clients with
1 3 204 40-61 hours
Maladaptive Patterns of Behavior
NCM 118 - Nursing Care of Clients with
Life Threatening Conditions/acutely
ill/multi-organ problems/high acuity and 2 3 255 51-76 hours
emergency situations, Acute and
Chronic
NCM 119 - Nursing Leadership and
0 3 153 30-45 hours
Management
NCM 121 - Disaster Nursing 1 0 51 10-15 hours
NCM 122 - Intensive Nursing Practicum
0 8 408 81-122 hours
(Hospital and Community settings)
17 36
2, 703
53 RLE Units 540-810 hours
Total hours

At the end of the B. S. Nursing program, the total number of laboratory units/hours is
recommended for the following courses:
Page 13 of 63
 Laboratory Hours
Courses Laboratory Units (1 unit lab =
51 hours)
, B i o c h e m i s t r y 2 102
Anatomy & Physiology 2 102
Microbiology & Parasitology 1 51
Nutrition with Diet Therapy 1 51
Nursing Informatics (Computer lab) 1 5 1
TOTAL 7 units 357 hours

Section 10. Program of Study

The sample program of study with the recommended sequence of

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

Section 11. Sample Curriculum Map

11.1 Curriculum Map of the Program Outcomes

A curriculum map is the mapping of the program outcomes to the basic

and major courses of the BSN curriculum. This is prepared by making a
grid with the outcomes occupying a row and the courses occupying a
column (or the other way around). The idea is to check the outcomes to
which each course contributes. A curriculum map be developed to
validate if there is a match between desired outcomes (competencies)

1 and the content of programs. This will give the stakeholders a holistic
perspective to see how the desired outcomes will be developed in the
academic program. By making this map, the institution and the
department concerned could redesign, add, or remove courses to
develop the desired competencies. (Refer to Appendix C for the sample
curriculum map of program outcomes)

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

I Introduce the concepts/principles

-

P - Practice with supervision

D - Demonstrate across different clinical settings with minimal
supervision

11.2 Curriculum Map of Program Outcomes and Performance Indicators

A competency map is mapping of the program outcomes to the

different competencies as specified in the 2012 National Nursing Core
Competency Standards (NNCCS) and the basic and major courses of
the BSN curriculum to guide the development of the instructional
design. Refer to Appendix D for Sample Curriculum Map of Program
Outcomes and the Performance Indicators.

11.3 Program Outcomes, Course Outcomes and Learning Outcomes

To ensure that the program outcomes are achieved in the appropriate

courses as identified in the curriculum map and the competency map,
an alignment matrix must be done. This will guide the identification of
appropriate course outcomes and learning outcomes for a specific
course. (Sample alignment matrix is provided under Appendix E).

Page 14 of 63
11.4 Instructional Design

The process in the development of an instructional design to attain

learning outcomes can be found in Appendix F.

11.5 Standard of Instruction

The institution must maintain a high standard of instruction utilizing

appropriate and updated course syllabi/references and instructional
methods, strategies taking into consideration the following:

a. Professional nursing subjects should be offered with the

corresponding RLEs on pre-requisites, sequencing, continuity and
integration requirements.
b. Credit for the completion of the course shall be based on the
fulfillment of curricular requirements. The grades on professional
courses shall be based on the course credit
c. The ratio of faculty to student in science laboratory class is 1:20
while regular classroom is 1:40 with a range of 1:20-40. The
institution shall provide for a systematic and continuing plan of
evaluation of the student's progress through marking system that is
consistent and congruent with set learning outcomes.
d. A s ystem of a cademic evaluation s hall be instituted and
implemented for monitoring and evaluating students and teacher
performance.
e. There shall be a regular academic audit on instructional resources
such as syllabi, textbooks, modules, audiovisual materials and
others such as software.
f. Academic records of faculty members must be properly kept and
maintained in the College of Nursing.

11.6 Teaching learning Process.

-

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

The Related Learning Experience (RLE) is composed of Clinicals and
Skills Laboratory. The RLE activities are carefully selected to develop
competencies utilizing the nursing process in varying health
situations. The following conditions must be observed:

a. Related Learning Experience (Clinical) shall be offered

simultaneously or immediately after classroom instruction.
Classroom and RLE activities must be congruent with the
learning outcomes of the course in terms of time and context.

b. Faculty in charge of classroom instruction shall supervise students

in their RLE. In the case of team teaching, there should be close
coordination and collaboration between the lecturer and the
clinical faculty.

c. A documented RLE rotation plan showing distribution of students

and faculty supervision in each clinical area of base hospital and
affiliation agencies shall be made available.

d. Faculty compensation shall be based on the computation that one

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

e. Effectiveness and efficiency of the Related Learning Experience,

shall consider the following factors:

Page 15 of 63
 1. Quality of supervision of clinical instructors and teaching-
learning process
2. Readiness and capacity of the learner
3. Quality of the learning resources both in institutions and
communities
4. Adequate number and variety of clientele
5. Utilization of appropriate feedback mechanism
6. Adequate number of qualified nursing staff and other
personnel
7. Quality of nursing care services
8. Compliance with the required equivalence of fifty one (51) to
one (1) unit RLE
9. Ratio of student to clientele depends upon the learning
outcome and the capacity of the students.
The ratio of faculty to student for RLE (Skills Laborato ) shall be: Level1 51
Semester 2" Semester
NA 1:8
1:10 1 :10
1:10 1:10
1:10 1:10

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

setting) shall be:
Level 1st Semester 2'd Semester

1 II
III
NA
1:10
1:10
1:8
1:10
1:10
IV 1:10 1:10

The ratio of student to clientele shall be:

Level 1St Semester 2n Semester
NA 1:1
1:2 1:2
Ill 1:3 1:3
IV 1:6 1:6

The ratio depends upon the client group, e.g. ICU 1:1; Psych 1:1;
Community-based experience 1:1; Family 1:1; Population Group per
catchment area: 1-2 :1 Community (Depending on the size of the
barangay).

ARTICLE VI
REQUIRED RESOURCES

Section 12. Administration

12.1 The College shall be administered by a full-time dean with the following
qualifications:
a. Filipino citizen;
b. Registered Nurse in the Philippines with current and valid PRC ID;
c. Holder of Master's degree in Nursing conferred by a college or
university duly recognized by the Commission on Higher Education;
d. Has at least three (3) years experience of clinical practice and a
total of at least five (5) years experience in teaching, administration
and supervision in nursing education:
e. Physically and mentally fit;
Page 16 of 64
 f. Has good moral character;
g. Has no other teaching assignments or administrative functions in
other public/private institutions or higher education institutions:
h. Has a duly notarized employment contract as dean of the nursing
program of at least one (1) academic year with corresponding
academic rank renewable annually;
i. An active member of good standing of the Association of Deans of
Philippine Colleges of Nursing (ADPCN);
j. Member of good standing of accredited professional nursing
organization.

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

12.3 The Dean shall have the following functions and responsibilities:
a) Administration:
1. Ensures compliance to CHED policies, guidelines and standards
and other relevant regulations
2. Prepares short term and long term plans;
3. Manages department/college office operations;
4. Obtains recognition/accreditation of the nursing program;
5. Evaluates the performance results of the nursing program
6. Pursues personal and professional development

b) Curriculum and Instruction:

1 Initiates curriculum development programs;
2. Leads development and utilization of instructional resource
3. materi al s;
4. Ensures attainment of instructional standards in curriculum
implementation:
5. Monitors and evaluates the proper implementation of the
programs

c) Faculty:
1. Plans a rational faculty, academic and non-academic load;
2. Leads in the faculty and staff development programs;

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

e) Research and Extension

1. Initiates research and community extension projects/programs.

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

Section 13. Faculty

13.1 Faculty members shall be physically and mentally fit with good moral
character. Moreover. the faculty shall have academic preparation
appropriate to his/her teaching assignment.

Faculty members teaching professional courses must have the

following qualifications:
a. Registered Nurse in the Philippines with current/valid PRC ID

Page 17 of 63
 b, Holder of Master's degree in Nursing conferred by a college or
university duly recognized by the Commission on Higher Education:
c. At least three (3) years of clinical practice
d. A member of accredited professional nursing organization of good
standing and of a specialty nursing organization.

Faculty members teaching other courses must have the following

qualifications:
a. At least a master's degree holder of other allied medical and health
sciences for those teaching health science courses:
b. At least a master's degree holder in their area of specialization for
faculty members teaching general education courses and should
only teach courses in their specialized area.

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

13.3 The following conditions for employment must be observed:

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

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

employment contract of at least one (1) academic year, renewable
annually specifying academic rank in accordance with his academic
training and clinical expertise_ The recognized ranks are: instructor,
assistant professor. associate professor and professor as reflected in
the administrative/faculty manual_

13.5 For the initial operation of the BSN program with two (2) sections of not
more than 40 students per section, a minimum of four (4) qualified
masters prepared faculty members teaching professional and health
science courses, shall be employed.

13.6 The College of Nursing shall have an updated five-year faculty

development program (FDP). The FDP consists of written activities and
programs toward the development of the faculty for intellectual.
personal, and professional as well as ethico-moral and spiritual growth.

The program may be in the form of:

a. graduate studies;
b. scholarship and research grants;
c. continuing professional development and in-service programs;
d. clinical skills enhancement on official basis for at least two weeks
per year;
e. career advancement programs
f. lifelong and self-directed learning activities.

13.7. Teaching Load. The teaching load of faculty members should be as

follows:
a. Full-time faculty members may carry a combined RLE and
classroom load of not more than thirty-six (36) hours per week which
include consultation hours and other activities related to RLE
instruction. research and extension services.
b. Full-time faculty members may design independent study for
students which could be credited towards RLE instruction.

Page 18 of 63
 c. Nurses who are employed in government and private institutions
and at the same time who serve as part time faculty or clinical
instructors must secure permit from the principal employer/s to be
given a maximum RLE and/or classroom load of 8-16 hours per
week per semester, provided they will render services on their off-
duty hours. Moreover, the Chief Nurse/Training
Coordinator/Supervisor/Head Nurse should not assume any
administrative and clinical supervisory function in any nursing
school.

13.8 The college of nursing must have a faculty manual containing

information and policies on all matters pertaining to the faculty such as
faculty development program, benefits and privileges, code of
conduct . and accountability

13.9 There must be a functional integration between the college and nursing
service department of the base hospital. There must be a faculty
clinical orientation on policies, standards, guidelines and expectations
of affiliation agencies. Likewise, nurses from affiliating agencies
employed as preceptors or clinical instructors must be oriented on the
BSN Curriculum and the expectations of the course.

Section 14. Library

14.1. Library personnel, facilities and holdings should conform to existing

CHED requirements for libraries which are embodied in a separate
CHED issuance.

14.2. Journals. For the opening of new BS nursing program, the HEI shall
have a regular and updated subscription to at least seven (7)
professional foreign nursing journals and at least two (2) local journals
in the following areas:

a) Maternal and Child Nursing

b) General Nursing
c) Nursi ng Research
d) P s y c hi a t r i c N ur s i ng
e) Nursing Management/Leadership
f) Pediatric Nursing
g) Medi cal-Surgical Nursing
h) Community Health Nursing

For the recognition of the BS nursing program, the subscription of

foreign nursing journals should be regularly updated and maintained.
The number of copies of these journals shall be increased depending
upon the student population.

In addition to the core book collection. a core periodical collection of

current and relevant titles (local and foreign) shall also be provided.
Periodicals shall include serials, magazines and newspapers of hard
and/or soft copies.

Section 15. Laboratory and Facilities

Laboratories should conform to existing requirements as specified in

RA 6541, The National Building Code of the Philippines" and
Presidential Decree 856, "Code of Sanitation of the Philippines." List of
required and recommended equipment are listed in each course
requirement.

Page 19 of 63

s u e \ alt.
 A system for identification of laboratory equipment, supplies and
models should be observed.

15.1. Classroom Requirements:

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

minimum of 20
and maximum of 40 students.

1. All students should be safe and comfortably seated.

2. The ventilation and temperature for the entire room should be
conducive for learning and instruction.
3. The audiovisual facilities should be properly situated to ensure
clear presentation visible from all areas of the classroom .

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

square meters.

b) For science laboratory classroom must accommodate maximum of

Twenty (20) students

1. At least one (1) fire extinguisher placed outside the door in each
science laboratory/nursing skills laboratory. The fire extinguisher
must have a record of refill and expiry date attached to the unit;
2. At least two (2) doors which will serve as an entrance and exit;
3. There shall be sepa rate laboratory rooms for Physics,
Chemistry, Anatomy-Physiology, Microbiology and Parasitology
4. Laboratory rooms shall be adequately equipped with available
safety and emergency care facilities.

15.2 Nursing Skills Laboratory

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

a nd c o nd uc i v e to d em o ns t r a tio n a nd p r a c t i c e l e a r ni ng . Its
demonstration room and practice area for return demonstration must
have an area of at least 8m. x 14m. or 112 sq.m. The nursing skills
laboratory simulates major areas in hospital setting and equipped with
basic instruments, equipment and supplies. to aid in the development
of the competencies in performing nursing procedures. Specifically,
the nursing skills laboratory shall have

a. An amphitheater-style demonstration room that can

accommodate a maximum of 40 students at one time with
lavatory and running water:
b. Ratio of bed to practicing students is 1:2 or a practice area for
return demonstration where there is one (1) bed to two (2)
students at any given time;
c. At least two (2) doors which will serve as an entrance and
exit;
d. At least one (1) fire extinguisher placed outside the door in
each science laboratory/nursing skills laboratory. The fire
extinguisher must have a record of refill and expiry date
attached to the unit;
e. Basic demonstration models namely:
1. Birthing mode!
2. N e w b o r n M o d e l
3. Adult bisexual model with the following contraptions for;
3.1 basic life support

Page 20 of 63
 3.2. tracheostomy care
3.3. colostomy care
3.4 catheterization
3.5 enema
3.6 parenteral/intravenous (IV)

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

to facilitate learning.

g. Equipment
1. Electrocardiogram (ECG) monitoring demonstration
2. Suction apparatus

15.3 Virtual Nursing Skills Laboratory

Higher education institutions are strongly encouraged to put up Virtual

Skills Laboratory to supplement and complement the attainment of
learning outcomes prior to actual experience_

15.4 Clinical Facilities and Resources

The general guidelines for the affiliation of nursing students are provided
in the Joint Administrative Order of DOH No. 2013-0034 and CHED
CMO No. 35 s. 2013 entitled "Policies and Guidelines on the Affiliation
of Higher Education Institutions with Hospitals and Other Health
Facilities for the Training of Students in Health Professions Education_

Related Learning Experiences (RLEs) are teaching-learning

opportunities designed to develop the competencies of students utilizing
processes in various health situations. These could be sourced from,
but not limited to: lying-in clinics, schools, industrial establishments,
community, out-patient clinics and general and specialty hospitals.
Adequate and appropriate base hospital shall be required to be the
prime clinical learning resource.

Base Hospital. The base hospital is a health facility utilized by a higher

education institution with nursing program offering as a source of basic
or primary related learning experiences. The hospital maybe
independent or owned or operated by the institution or utilized by the
institution in accordance with an effective and duly notarized
Memorandum of Agreement between the institution and the base
hospital which clearly specifies the responsibilities of each party.

The base hospital of a nursing program should meet the following

requirements:

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

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

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

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

c. Should be accessible and located within the region where the

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

Page 21 of 63
 d. Sixty per cent (60%) of the total bed capacity of the base
hospital shall be used for the RLEs of students.

e. Should have a master rotation plan indicating the

schedule/areas of all the schools utilizing the hospital for
training of students.

Affiliation Hospital is an accredited health facility being utilized by the

HEIs in specialized areas for supplementary clinical learning of students.
This shall be bound by Contract of Affiliation (COA). A COA is a legal
document duly notarized that shows the terms and conditions between
the HEI and the health facility as its affiliation hospital. The COA shall
contain provisions for acquisition of clinical skills of students in
specialized areas. Cross regional affiliations will not be allowed unless in
cases where specialty areas cannot be found in the region.

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

agency/ies being used by the students for RLEs either conducted in
urban or rural community should have the following facilities:
a. classroom for conference
b. library
c. comfort room
d. dressi ng room
e. lounge
f. locker

Provision should be made for adequate physical facilities, supplies and

equipment for effective nursing care and attainment of learning outcomes
of students_

The nursing service should be provided with a designated training

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

The faculty and the nursing service personnel of the affiliation agency
should work together in the planning, implementation and evaluation of
the related learning experiences of students.

There should be an adequate number of patients varying in age, sex,

level/acuity and types of illness desired for teaching-learning experience
of different curricular levels.

ARTICLE VII
QUALITY ASSURANCE

The policies, standards. and guidelines is hereby issued to ensure high quality
nursing education in the country. Nursing schools are advised to undergo external
accreditation by relevant accrediting agencies recognized by the Commission_

Section 16. Continuous Quality Improvement

To ensure conti nuous quality improvement HEIs are strongly

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

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

P Page 22 of 63
?!.
 nursing education development and regulatory bodies such as the
Professional Regulatory Board of Nursing will provide assistance to
these programs to undertake self-study or self-assessment together
with their development plans for improvement and will joi ntly work
together until external accreditation becomes possible. In addition to
national external accreditation, the nursing program can seek
international accreditation through institutional recognition.

ARTICLE VIII
COMPLIANCE OF HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI
shall develop the following items which will be submitted to CHED when they apply
for a permit for a new program.

Section 17. A complete set of institutional and program outcomes

Section 18. Proposed curriculum, and its justification, including a curriculum map.
Section 19. Proposed performance indicators for each outcome. Proposed
measurement system for the level of attainment of each indicator.
Section 20. Proposed outcomes-based syllabus for each course, arranged in
sequence following the curriculum matrix (all professional, major, GE,
mandated courses)
Section 21. Administration, faculty. and staff profile with supporting documents
Section 22. Teaching assignments vis-à-vis faculty qualifications per term
Section 23. List of library, laboratory, and classroom facilities and equipment, with
supporting documents
Section 24. List of available support services, with supporting documents
Section 25. Proposed system of program assessment and evaluation
Section 26. Proposed system of program Continuous Quality Improvement
(CQI)

For existing programs, the CHED shall conduct regular monitoring and evaluation on
the compliance of HEIs to this PSG using an outcomes-based assessment
instrument.

ARTICLE IX
SANCTIONS FOR NON-COMPLIANCE

Section 27. Sanctions

Non-compliance with the provisions of this CMO, after due process.

shall cause the Commission to impose sanctions. The sanctions for
HEIs offeri ng nursing programs shall be based on the 3 -year
consolidated institutional performance in the Licensure Examinations for
nurses and the outcome of the monitoring visits, and shall adhere to the
following guidelines.

Compliance of Nursing schools shall be based on the following major

areas:

a) Performance of their graduates in the Philippine Nurse Licensure

Examination

The i nstitutional passing cumulative weighted average or

performance of the graduates of HEIs in the Licensure Examination

Page 23 of 63
 for Nurses. first takers only, for the past three (3) years based on
data provided by the Professional Regulatory Board for Nursing.

b) Result of the Joint CHED-P RC monitoring and evaluation activities

1_ Philippine Nurse Licensure Examination Performance
2. Dean/Administration
3. F a c u l t y
4. Curriculum and Instruction
5 . RLE Program and Accreditation of Training Facilities
6 . Students (Ad mission. Promotion a nd Reten tion)
7 . Laboratory, Clinical and Physical Facilities
8 . L i b r a r y a n d L e a rn i n g F a c i l i t i e s
9. R e s e a r c h
10. Community Outreach
1 1 . L i n k a g e s a n d I n t e r n a t i o n a l i za t i o n

Effective Academic Year 2018-2019 and yearly thereafter, higher

education institutions offering Nursing program whose average
passing percentage in the licensure examinations is thirty percent
(30%) and below for the past three (3) consecutive years (2015.
2016 and 2017), equivalent to six examination periods, shall be
imposed sanctions based on the following:

Overall Licensure
Performance Action/s
'Passing Average)
Warnin
46-55 %
CHED monitoring visit in two (2) years
31-45% Probation for phase out
CHED m onitoring vis it in 1 year
Below 30% Phase out program
Stop admissions with gradual phase out

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

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

Eff ective Academic Year 2018 -2019 and yearly thereafter, higher education
institutions offering Nursing program subjected to Joint CHED -PRC monitoring and
evaluation shall be imposed sanctions based on the following:

Non-Compliance with
Areas of Evaluation in Action/s
PSG
W a r n i n g
Yearly visit
1 area
Phase-out if non-compliant during the second
visit
Probation ________________
2 areas Revisit in 6 months
Phase out if non-compliant on the second visit
Phase out program
More than 2 areas
Stop admissions with gradual phase out

Page 24 of 63
 ARTICLE X

TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS

Section 28. Transitory Provision

All private HEIs, SUCs and LUCs with existing authorization to operate
Bachelor of Science in Nursing (BSN) program are hereby given a
period of three (3) years from the effectivity thereof to fully comply with
all the requirements in this CMO. However, the prescribed minimum
curricular requirements in this CMO shall be implemented starting
Academic Year (AY) 2018-2019

Section 29. Repealing Clause

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

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

Section 30. Effectivity Clause

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

Quezon City, Philippines Mari 8 , 2017

For the Commission:

4
PATRICIA B. LICUANAN, Ph.D.
Chairperson

Attachments:

Appendix A - Philippine Qualifications Framework

Appendix B- Sample BSN OBE Curriculum
Appendix C- Sample Curriculum Map
Appendix D- Sample Curriculum Map of Program Outcomes
Ap pendix E- Sample Alignment Matrix
Appendix F- Sample Instructional Design and Syllabi

Page 25 of 63
Appendix A Philippine Qualifications Framework

LEVEL 6 7 8

KNOWLEDGE, Graduates at this Graduates at this Graduates at this

SKILLS AND level will have a level will have level have highly
VALUES broad and coherent advanced knowledge advanced
knowledge and skills and skills in a systematic
in their field of study specialized or multi- knowledge and
for professional work disciplinary field of skills in highly
and lifelong learning study for professional specialized and/or
practice, self-directed complex
research and/or
lifelong learning multidisciplinary
field of learning for
complex research
and/or professional
practice or for the
advancement of
learning _____
APPLICATION Application in Applied in Applied in highly
professional work in professional work that specialized or
a broad range of requires leadership complex multi-
discipline and/or for and management in a disciplinary field of
further study specialized or multi- professional work
disciplinary that requires
professional work innovation, and/or
and/or research leadership and
and/or for further management
study and/or research in
a specialized or
multi-disciplinary
field

DEGREE OF Independent and /or Independent and or in Independent

INDEPENDENCE in teams of related teams of and/or in teams of
field multidisciplinary multi-disciplinary
and more complex
setting
QUALIFICATION Baccalaureate Post-Baccalaureate Doctoral Degree
TYPE Degree and Post-Doctoral
Program
Programs

co'
Page 26 of 63
I Appendix B Sample BSN OBE Curriculum Program of Study

FIRST YEAR

I First Semester
Course Course Name Lab RLE Units

I No. SL C

Cr) CO CO LC) 1.0 CO CO N

GEC 1 Understanding the Self
GEC 2 Readings in Philippine History

I
NCM 100 Theoretical Foundation of Nursing
MC 1 Anatomy and Physiology

0
MC 2 Biochemistry

I
GEC 3 Mathematics in the Modern World
GEC 4 Art Appreciation
PE 1 Physical Education ( Wellness
and Fitness)

I Total
Total Hours per week: Lecture - 23 x 1 = 23
Lab - 4 x 3 = 12
23 4 0 0 27

I
Total - 35 hrs/week

Second Semester

I Course
No.
Course Name Lec Lab
SL
RLE
C
Units

rg, CO CO CO CO N CO CO

0 0 0 C) 0 0 0 0

CO LnCOLOvNc CO
O N O N 0 0 0
GEC 5 Purposive Communication

I NCM 101 Health Assessment

0 0 0 0 x 0 0
NCM 102 Health Education
NCM 103 Fundamentals of Nursing Practice

I
MC 3 Microbiology and Parasitology
PE 2 Physical Education (Self defense)
GEC 6 Ethics 0

I
GEC El The Entrepreneurial Mind
Total 23 1 4 0 28
Total Hours per week: Lecture - 23 x 1 = 23
Lab - 5 x 3 = 15

I Total - 38 hrs/week

I
SECOND YEAR
First Semester
Course Name Lec Lab RLE Units

I
Course SL C
No.
N

NCM 104
"cr

Community Health Nursing 1

T
N

(Individual and Family as Clients)

I
—

NCM 105 Nutrition and Diet Therapy

0

0 0 CO 40 CD 0
m r

CO CO❑7
0

NCM 106 Pharmacology

0
C D
C O

NCM 107 Care of Mother, Child, Adolescent

N

I
0

NCM 108 (Well Clients)

C O

0 0 0
0

Health Care Ethics (Bioethics)

CO CO N

NSTP 1
N

NSTP 1
PE 3
Physical Education 3 (Swimming)

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

I
Total - 43 hrs/week

I
Page 27 of 63

I
Second Semester
Course Course Name Lec Lab RLE Units
No. SL C _
GEC E2 Living in an IT Era (informatics) 3 0 0 0 3
NCM 109 Care of Mother, Child at Risk or 6 0 1 5 12
with Problems (Acute and Chronic)
NCM 110 Nursing Informatics 2 1 0 0 3
GEC 7 Science. Technology and Society 3 0 0 0 3
NSTP 2 NSTP 2 3 0 0 0 3
PE4 PE4 S orts 2 0 0 0 2
Total 19 1 26
1
Total Hours per week: Lecture - 19 x 1 = 19 I I 5
Lab - 7 x 3 = 21
Total - 40 hrs/week

THIRD YEAR

First Semester
Course Course Name Lec Lab RLE Units
N o . SL
NCM 111 Nursing Research 1 2 0 1 3
8 0 1 5 14
NCM 112 Care of Clients with Problems in
Oxygenation, Fluid and
Electrolytes, Infectious,
Inflammatory and Immunologic
Response, Cellular Aberrations,
Acute and Chronic
NCM 113 Community Health Nursing 2 2 0 1 3
(Population Groups and
Community as Clients)
NCM 114 Care of Older Adult 2 0 0 3
Total 14 0 2 7 23
Total Hours per week: Lecture - 14 x 1 = 14
Lab - 9 x 3 = 27
Total - 41 hrs/week

Second Semester
Course Course Name Lec Lab RLE Units
No. SL C
NCM 115 Nursing Research 2 0 0 2 0 2
NCM 116 Care of Clients with Problems in 5 9
Nutrition, and Gastro-intestinal,
Metabolism and Endocrine,
Perception and Coordination
(Acute and Chronic)
NCM 117 Care of Clients with Maladaptive 4 8
Patterns of Behavior, Acute and
Chronic
MC 4 Logic and Critical Thinking 3 0 3
Total 112 0 22
Total Hours per week: Lecture 12 x 1 = 12
-

Lab - 10 x 3 = 30
Total - 42 hrs/week

Page 28 of 63
 FOURTH YEAR
First Semester
Course Course Name Lec Lab RLE Units
No. SL C
NCM 118 Nursing Care of Clients with Life 4 0 1 4 9
Threatening Conditions, Acutely III/
1 Multi-organ Problems, High Acuity
and Emergency Situation, Acute
and Chronic
NCM 119 Nursing Leadership and 4 0 0 3 7
Management
NCM 120 Decent Work Employment and 3 0 0 0 3
Transcultural Nursing
GEC E3 GEC Elective 3( Institutional 3 0 0 0 3
choice)
RIZAL 1 Life, Works and Writings of Rizal 3 0 0 0 3
Total 17 0 1 7 25
Total Hours per week: Lecture - 17 x 1 = 17
Lab - 8 x 3 = 24
Total - 41 hrsiweek

Second Semester
Course Course Name Lec Lab RLE Units
No. SL

rf) CO
NCM 121 Disaster Nursing 2

cD
NCM 122 Intensive Nursing Practicum 0 8

CI'
(Hospital and Community settings)

CO
GEC 8 The Contemporary World 3 0
Total 5 0 1 8 14

Total Hours per week: Lecture - 5 x 1 = 5

Lab - 9 x 3 = 27
Total - 32 hrslweek

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