catalogue 2004
TRANSCRIPT
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SSSSSAINT LAINT LAINT LAINT LAINT LOUIS UNIVERSITOUIS UNIVERSITOUIS UNIVERSITOUIS UNIVERSITOUIS UNIVERSITYYYYYBBBBBAAAAAGUIO CITGUIO CITGUIO CITGUIO CITGUIO CITYYYYYPHILIPPINESPHILIPPINESPHILIPPINESPHILIPPINESPHILIPPINES
A Center of Excellence in NA Center of Excellence in NA Center of Excellence in NA Center of Excellence in NA Center of Excellence in Nursing Educationursing Educationursing Educationursing Educationursing Education
TABLE OF CONTENTS
PAGEI. SLU Mission and Vision ...................................................................1
II. SLU Goals and Objectives ..............................................................1
III. College of Nursing Objective ...........................................................2
IV. History .............................................................................................3
V. Awards / Recognition Received ......................................................3
VI. College Pillars .................................................................................5
A. Academic Excellence...........................................................5
B. Academic Linkages...........................................................10
C. Community Extension ....................................................... 11
D. Research ...........................................................................13
VII. Program Offerings ........................................................................14
A. Associate in Health Science Education ............................14
B. Bachelor of Science in Nursing ........................................19
C. Post GN BSN ....................................................................28
D. Master of Science in Nursing ............................................29
VIII. Mobile Nursing Clinic Primer .........................................................36
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I. SLU Vision and Mission
Our institution envisions an integral human formation of the youthwho will become mature Christians and active members of the Church.This integral human formation is directed towards a Christian developmentof knowledge, skills and attitudes which is geared towards service in Churchand in society by witnessing to the values of God’s reign.
In order to realize this vision, SLU is committed to instruction, toresearch and to community service. Such activities are oriented towardsthe promotion of human dignity and happiness which leads to thedevelopment of the total person who is able to take up one’s responsibilitiesin the Church and in the world.
II. SLU Goals and Objectives
True Christian living, academic excellence, professionalresponsibility, and social awareness are the key interrelated dimensionof the institutional goals of Saint Louis University. In pursuit of theseexpressed goals, the University adopts the following general objectives:
a. To provide moral and intellectual training in a Christianatmosphere which will promote a value system founded onhuman rights; on upright living; and on the origin, dignity, anddestiny of men and women; to stand witness to the presenceof Christ in the contemporary world by itself being characterizedby institutional and personal commitment to fundamentaltruths and principles.
b. To contribute to national development by educating the youthfor intelligent, efficient, creative, and responsible utilization oftheir skills and profession, providing thereby the necessaryand enlightened leadership in the various fields of human socialdevelopment.
c. To be the seat of intellectual dedication, constantly seekingand opening up new horizons of knowledge, with the end inview of ensuring the positive application of the variedpotentialities and capabilities of men and women in responseto the needs of contemporary society and forming principledand committed persons engaged in the pursuit of collectivespiritual and material well-being.
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d. To make itself, in conjunction with other social institutions, amore dynamic and accessible instrument for promoting equality,justice, and social consciousness; to make itself a real andeffective mechanism for the advancement of equality ofopportunity among men and women, serving thus to removeprejudicial forces that impede harmonious local, national, andinternational life.
III. College of Nursing Objectives
The College of Nursing of Saint Louis University aims to producenurses who are professionally prepared to occupy the beginningpositions in nursing and who are endowed with potentials for leadershipand for higher studies. Further, it aims to produce nurses imbibed with theChristian spirit of service, social insight and commitment, and humanitariandedication. The specific objectives are as follows:
1. To prepare its graduates for the practice of nursing in varioussettings by:
a. Providing a broad basic education necessary for the properunderstanding of principles and methods of modernscientific nursing;
b. Giving enough opportunities for participation in variousprograms in the health care system, and by actualpractice in real situations – be it in the hospital, in thefamily or in community health where the student will serve.
2. To provide the broadest possible background of cultural andprofessional knowledge, and equipping the student with skillsneeded for future leadership positions in nursing.
3. To develop the personal qualities that would enable thestudent to live a wholesome, satisfying life as a Christian,as a professional and as an individual, and to contributemaximally to the welfare and development of the country andof humanity.
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IV. History
The Nursing Program of Saint Louis University started with the 2-year preparatory nursing course (Pre-Nursing) under the administrationand supervision of the College of Natural Sciences in 1968. Later in 1973,the BSN Supplemental Program was opened. The Department of Nursingwas eventually weaned from the College of Natural Sciences with theaddition of the 4-year BSN Curriculum in 1976. After a board resolution,College of Nursing was finally opened as an independent college inthe University with Dean Jesusa Lara as the pioneer dean.
New programs were eventually opened. Master of Science inNursing was opened in 1996 and the Associate in Health Science inHealth Education in 1998.
V. Awards/ Recognitions Received
1981. The EVERLASTING AWARD was given by the ProvincialGovernment of Benguet for bringing health and nursingservices to Benguet communities.
1982. LEVEL II PAASCU ACCREDITED STATUS. This initialaccreditation status was enjoyed by the College for three (3)years due to evidence of academic excellence andconsequently, gave the College the benefits of partialderegulation and curricular autonomy.
1988. The College earned its LEVEL III ACCREDITED STATUSfor five (5) years. Level III accreditation status means thatthe quality of education rendered is equivalent tointernational standards, excellent performance in the boardexamination and with extensive research and communityextension services. This status gave the College the benefitsto enjoy full administrative and curricular deregulation andfinancial authority.
1989. Through the community extension services of the College,particularly the Mobile Nursing Clinic, Health ResourceDistribution Program and the Community Organizing-Participatory Action Research funded by the Canadian
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Government, the College earned an award from the PhilippineGovernment. The REGIONAL KABISIG AWARD was given bythen President Corazon Aquino for outstanding communityhealth services.
1994. The College received LEVEL III PAASCURE-ACCREDITATION STATUS for another five (5) years. Thesame benefits were afforded to the College as of 1988.
1996. The Commission on Higher Education recognized the Collegeof Nursing as a CENTER OF EXCELLENCE IN NURSINGEDUCATION (COENE). As a COENE, the College wasinitially granted five million peso budget intended to furtherupgrade its facilities, equipment and quality education,including research and faculty educational program. As arole model in the region, the College is also expected tospearhead the upgrading of nursing education in the region.
1999. The College was again RE-ACCREDITED by PAASCU foranother four years.
2001. CHED Memorandum Order 32 granted the loneAUTONOMOUS STATUS to Saint Louis University in CAR andRegion I. The criteria for granting autonomy to SLU includeoutstanding overall performance of its graduates in thelicensure examinations under the Philippine RegulationCommission, its long tradition of integrity and untarnishedreputation and having programs that are classified as Centersof Excellence/ Centers of Development.
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VI. College PillarsA. ACADEMIC EXCELENCE
Nursing Board Examination Performance. The passing rateof the graduates from 1980 to present is exemplary. Some graduatesconsistently made it as board topnotchers and the Professional RegulationCommission has always recognized SLU College of Nursing for itsexemplary performance.
PERFORMANCE OF SLU-COLLEGE OF NURSING IN THEBOARD EXAM FOR NURSES FROM 1980-2004
DATE GIVEN SLU Passing
%
National Passing
%
SLU Topnotchers
April-May 1980 100% 65% 9th place 11th place
October 1980 100% 50.4%
April-May 1981 92% 48.34%
October 1981 100% 98.21%
April-May 1982 100% 85%
April - May 1983 100% 73.41%
April-May 1984 100% 67.39% 7th place
October 1984 100% 69.98%
April-May l985 100% 65.63% 7th place
April-May 1986 97.4% 69.9% (2)14th place (2)17th place (2) 19th place
April-May 1987 96.1% 46.81%
October 1987 100%
June 1988 91.6% 43% 11th place 20th place
June 1989 100% 68.75% 12th place 20th place
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DATE GIVEN SLU Passing
%
National Passing
%
SLU Top-
notchers
Exemplary Perfor- mance
June 1990 96% 51.62% 17th place 18th place
October 1990 100% 25.3% 8th place
June 1991 98.75% 51.17% 8th place 17th place 13thplace 19th place
June 1992 100% 64.17%
June 1993 99.44% 63.72%
August 1993 100%
December 1993 100%
May 1994 100% 57.58% 10th place 16th place 12th place 17th place 13th place 18th place 14th place 19th place 15th place 20th place
December 1994 100% 66%
June 1995 100% 61.31%
November 1995 100%
April-May l996 98.55% 53.90% 3rd place 4th
December 1996 100% 54.40%
May 1997 95.86% 48.86% 8th place 17th place 11th place 18th place 14th place (2) 19th place 15th place (2) 20th place
3rd
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DATE GIVEN SLU Passing
%
National Passing
%
SLU Top-notchers
Exem-plary Per-formance
November 1997 98.25% 51.51% 1st
May 1998 98.% 54.17% 17th place (2) 20th place
3rd
November 1998 100% 57.54%
May 1999 91.74% 51.30% 7th place 16th place
4th
November 1999 98.00% 48.31% 1st
May 2000 94.18% 50.83% 7th Place 14th place 8th place 20th place
3rd
December 2000 100% 48.41%
June 2001 96.15% 54.28% 19th place 3rd
November 2001 75% 52.58%
June 2002 90.32% 46.48% 15th place 17th place
2nd
December 2002 96% 42.81%
June 2003 99% 52.76% (2) 12th place (2)15th place (1) 16th place (3)18th place (1) 20th place
1st
December 2003 96% 43% 8th place 10th place 12th place 16th place 18th place 19th place
2nd
June 2004 96.7% 55.73% 3rd
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Facilities and Equipment. The College of Nursing is located at theAdenauer Building of SLU. It has two fully equipped nursing laboratoryrooms, a nutrition laboratory and science laboratory rooms designed foreffective instruction. There are complete sets of equipment and suppliesreadily available for experiential learning.
CPR models used for return demonstrations
Equipment for computer-assisted instruction is also provided.
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Operating Room instruments and linens
Simulated ward set-up with mannequins for
demonstration purposes
Laboratories for Related Learning Experiences. Saint Louis Hospitalof the Sacred Heart is the base hospital of the College. It has a capacityof 160 beds and renders major health services. Additional affiliatinghospitals include Baguio General Hospital and Medical Center and BenguetGeneral Hospital, which are government hospitals.
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The students under the direct supervision of respective clinicalinstructors and mobile nursing clinic staff nurses are also immersed inselected barangays of the municipalities of Bokod, Atok, Kapanganand Kibungan, Benguet Province and also in selected barangays ofBaguio City.
Teaching Strategies and Methodology. The College employdifferent methodologies of teaching that enhances experiential learningsince the curriculum is competency-based. Aside from lecture-discussions,participative learning activities are employed such as case analysis, problemsolving, panel discussions, role playing, demonstration-returndemonstration and other innovative techniques.
Faculty. The faculty are well screened and adequately prepared.The College have a dynamic faculty development program that ensuresthe continuing professional advancement and developing competence ofits faculty. Preceptopship is also initiated to assist the faculty developconfidence and expertise in specific nursing areas.
B. ACADEMIC LINKAGES
Nursing schools in Region I and CAR (37 schools as catchment areas) Sister schools with nursing programs:
Saint Louis College, San Fernando La Union St Mary’s University, Bayombong, Nueva Viscaya
University of Saint Louis, Tuguegarao Affiliating Hospitals/Agencies
SLU Hospital of the Sacred Heart Baguio General Hospital and Medical Center Benguet General Hospital Philex Hospital Department of Health/Baguio Health Department Municipalities of Benguet Province Department of Social Welfare and Development Professional Organizations Philippine Nurses Association Association of Deans of Philippines Colleges of Nursing International Linkages Catholic University of Australia Flemish Interuniversity Cooperation Program between
Belguim Government, SLU and Benguet State University
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B. COMMUNITY EXTENSION
In its effort to help address the dismal health situation ofBenguet communities and as a key player in the improvement of he healthstatus of the country, the College of Nursing is currently implementingcommunity health development programs, namely:
1. Mobile Nursing Clinic (MNC) 1979 to the present
The MNC is the first and longest-running extension serviceprogram of the College of Nursing of St. Louis University. It is consideredas a model health care facility for providing primary health care services.
The MNC was initially financed by a three –year grant, with a two-year extension from the government of West Flanders, Belgium. The ABOS,a Belgian funding agency that provides financial aid to non-governmentorganizations, was the main source of theproject’s funds. After the termination of the extension grant in 1991, thefinancial and other administrative support were taken over by the University.
The MNC was one of the responses of the College of Nursing tothe inadequacy of health manpower, facilities and services to the under-served and far-flung areas of Benguet Province. It was also a cooperativeresponse to the global and national call of utilizing Primary Health Care asa strategy to health services provision, with the “overriding goal of usinghealth as a linkage to self-reliance. As such, it provides promotive,preventive, curative and rehabilitative services.” The program componentsinclude delivery of health services, training and education, linkages,coordinations and research and documentation.
It also serves as a medium or bridge for the learningexperience of student nurses during their Community Health
Nursing rotation and other community health students whoundertake field exposure or training.
2. Health Resource Distribution Program (HRDP) 1986 – 1989
This program was funded by the United States Assistance forInternational Development (USAID) through the Population Center forCommunity Development (PCPD), formerly Population Center Foundation
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(PCF). This is the first community health development program that utilizedthe Community Organizing Participatory Action Research (COPAR) in twocommunities of Benguet. When the Community Health Committees of thesetarget communities became functional and were capable of standing ontheir own to a certain extent, the program phased out. Program planning,implementation and evaluation was headed by Dr. Jesusa Bagan-Lara,Project Director and facilitated by Dr. Erlinda Castro-Palaganas, ProjectManager and Mrs. Carmen Cawatig-Bolinto, Project Field Supervisor.
3. International Development Research Center (IDRC) -FundedParticipatory Action Research 1989-1991
Having gained so many learning insights from the HRDPexperience, the College prepared another research proposal that wasconducted in two other Benguet communities namely, Palina, Kibunganand Bagong, Sablan. This was entitled “Developing and Testing Strategiesfor Community Participation / Mobilization in Health Care Delivery in TwoSelected Communities in Benguet Province, Northern Luzon, Philippines.”This was made possible through the leadership of Dr. Erlinda Castro-Palaganas and Mrs. Fatima Fangayen, Project Directors.
4. Nursing Clinic – January 2003 – present
This is a joint project of the College of Nursing and the AlumniAssociation of the College where health promotion and illness preventionservices are rendered to SLU students and employees, as well as patientsreferred by doctors. The program components include diabeticmanagement, cancer education, smoking cessation program, sexeducation, safe motherhood, hypertension education, stress management,weight management, graceful aging, counseling, menopause education,and tuberculosis education.
The Nursing Clinic is located at Adenauer 105. The services canbe availed by appointment.
5. Nursing/Health Missions
Volunteer faculty and students of the college organize andparticipate in nursing/health/medical missions in remote communities ofthe Cordillera (Benguet Province, Mountain Province and Kalinga). Theseprograms are done in partnership with government and non-governmentagencies.
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Nursing faculty and students with other health personnel and barangay officials during a Nursing/Health Mission
D. RESEARCH
Conduct of Research. The College has generatedregional and local faculty researches funded by CHED. Likewise, thestudents conduct relevant quantitative and qualitative nursing researches.
Research Dissemination. Yearly regional nursingresearch congress are conducted where professional and studentresearches are disseminated orally and in posters. A CollegeResearch Bulletin which contains faculty and students researches is alsopublished yearly. Faculty researches are also published in the universityresearch bulletin and national professional nursing journals.
Other Research-related Activities. Other research-relatedactivities include capability building of faculty in research, partnership withother research centers for nursing data base, research consultancy,sharing of research resources, and initiation of the Regional NursingResearch Program to improve the research component in the nursingschools
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Deans and faculty posed with Dr. Carmelita Divinagracia, Chairman of theTechnical Panel for Nursing Education, Commission on Higher Educationduring the Fifth Regional Nursing Research Congress
VII. PROGRAM OFFERINGS• Associate in Health Science Education (AHSE);• Bachelor of Science in Nursing (BSN);• BSN Supplemental/Post-GN Program;• Master of Science in Nursing (MSN)
A.ASSOCIATE IN HEALTH SCIENCE EDUCATION
What is the AHSE Program?The Associate in Health Science Education (AHSE)
Program is a two-year preparatory program common for all health courses.Students who complete the program will join the graduation rites and willbe awarded a Certificate in Associate in Health Science Education.
After completion of this program in the College of Nursing, thegraduates have the following options:
1. Enter the Bachelor of Science in Nursing (BSN) program asa third year student in other nursing schools;
2. Shift to another health course ( Pharmacy, RadiologicTechnology) offered in SLU with all of the units taken creditedtoward the chosen course;
3. Work as a health aide.
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Students who are admitted to this program will not be accommodatedinto the third year of the Bachelor of Science in Nursing program of SLU.However, these students benefit from two years of quality education thatcan serve as a good foundation to whichever of the above options theychoose after they have completed the AHSE program.
Guidelines for Admission and Retention
Quota and Qualifications for Admission:
Admission to the AHSE program is open to fresh high schoolstudents shifters or transferees. These students must have qualifiedfor admission in accordance with the SLU College Entrance Examination(CEE) for the first semester 2003-2004.
Each qualified applicant must submit all the basic requirements forincoming first years in SLU. In addition, the following SPECIAL requirementsmust be submitted:
1. Two (2) additional 2”x2” identical ID photos; and2. UNDERTAKING DULY SIGNED by the student and his/her
parent signifying their agreement to the admission and retentionpolicies of the College of Nursing for the AHSE program.
Pre-enrolment for Incoming First Years:
The qualified applicant must report to the Office of the Deanof the College of Nursing for pre-enrolment processing on the date ofenrolment indicated in the Official SLU-CEE Results, with all the basic andspecial admission requirements. Failure to do so will mean that the applicantwaives his/her right for admission into the program.
Retention Requirements:
To be retained to enroll for the subsequent semester, the studentmust have passed at least 55% of the unit load for the semester.
Policies on Leave of Absence:
A student who wishes to stop schooling for at least oneSemester must file a leave of absence with the AdmissionCommittee of the College, with the approval by the College Dean; and ifthe same student wishes to resume enrolment in theCollege, he/she should file a letter of intent to do so at least one monthbefore the scheduled enrolment.
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COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
Relg 1 Engl 1 Fil 1 Chem1a Socio 2 Philo 1 Socio 2 P E 1
I Believe Communication Arts 1 Sining ng Pakikipagtalastasan Inorganic and Organic Chem Sociology –Anthropology Logic and Critical Thinking Sociology – Anthropology-Physical Fitness
3 3 3 3 3 3 3 2
6
3 3 3 5 3 3 3 2
22 units
Relg 2 Engl 2 Fil 2 Nat Sci Math 1 Psycho 1 Comp 1 P E 2
Believing Unto Discipleship Communication Arts II Pagbasa at Pagsulat sa Iba’t-Ibang Disciplina Microbiology and Parasitology College Algebra General Psychology w/ Drug Prevention Computer Science 1 Rhythmic Activities
3 3
3 3 3
3 3 2
3
3 3 3 4 3 3 3 2
24 units
COURSE NO.
DESCRIPTIVE TITLE HRS/WEEK LEC
HRS/WEEK LAB
UNITS
AHSE CURRICULUM
FIRST YEAR—LEVEL I
FIRST SEMESTER
SECOND SEMESTER
NSTP Civic Service 6
6 units
SUMMER
17
Relg 3
Heca 1 Ana Physio a Econ 1a Litt 1 Math 7 P E 3
Discipleship in Community
Health Care I (4 + 3) Anatomy and Physiology Health Economics and TAR The Literature of the Philippines Basic Statistics Individual/Dual Sports and Games
3
4
3 3 3 3
2
9
4
3 7 3 3 3 3 2
27 units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
Regl 4 Phys 1 Heca 2 Philo 3 STS Econ 1a PE 4
Living Like Jesus College Physics Health Care (3 + 2) Philosophy of Human Person Science, Technology & Society Health Economics and TAR Team Sports and Games
3 2 3 3 3 3 2
3 6
3 3 5 3 3 3 2
22 units
SECOND YEAR—LEVEL II
FIRST SEMESTER
SECOND SEMESTER
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Course Description
AHSE Subjects
Health Ethics (3 units)The course aims at developing among students an understanding
of the important concepts and principles of bioethics. At the end of thecourse, the student should be sensitive to ethical considerations and faceethical issues in health care, community work and public issues responsibly.
Health Economics (3 units)The course focuses on concepts, principles, and techniques of
resource utilization for the production of services in the health care deliverysystem.
Science, Technology and Society (3 units)This is an integrative course that will capture the holistic view of
how science, technology and society interact and affect each other. It willemphasize the implications of the interactions to the health status of Filipinosand to the health care profession in the country. Furthermore, the coursewill be presented in a historical and futuristic perspective, focused on thePhilippine setting.
Health Care I ( 4 units lecture and 3 units laboratory)Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease prevention atthe individual level utilizing the health care process.
Health Care II (3 units lecture and 3 units laboratory)Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease Prevention inthe family and community level. The course also ncludes principlesand processes to community health development. It highlights on thedevelopment of community health care competencies utilizing thecommunity organizing-participatory-action research
Anatomy and Physiology ( 6 units lecture and 2 units laboratory)This course includes the definition of anatomical terms,
correlation of human biologic structure with normal physiologic function,basic regulatory mechanisms which promote homeostasis, andfamiliarization of some physiological parameters which serve as indicatorsfor the organism’s state of health.
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B. BACHELOR OF SCIENCE IN NURSING
This is a 4-year nursing course. It is competency-based andcommunity oriented curriculum that prepares an individual to be a beginningnurse practitioner.
Guidelines on Admission and Retention
I. Policy on the Admission of BSN First Year Students
Effective First Semester School Year 2002-2003, all incoming firstyears for BS Nursing (BSN I) in Saint Louis University shall undergo theAssociate in Health Science Education (AHSE) Program under the Collegeof Nursing in accordance with the pertinent guidelines on quota,qualifications, and requirements for admission and subsequent retention:
A. Quota and Initial Program:
Admission to BSN I in SLU is based on quota. The students mustpossess all the qualifications and must comply with theadmission requirements for the AHSE program under the College of Nursing.
B. Qualifications for Admission:
The applicant for admission to the ASHE program under BSN I:1. Must have qualified for admission in accordance with
the SLU College Entrance Examination (CEE) for FirstSemester 2003-2004, and;
2. Must be physically fit as assessed by the SLU MedicalClinic
C. Admission Requirements:
Each qualified applicant must submit all the basic requirements forincoming first years in SLU. Additionally, the following SPECIAL requirementsmust be submitted:
1. Two (2) additional 2”x2” identical ID photo;2. UNDERTAKING DULY SIGNED by the student and his/
her parent signifying their agreement to the admissionand retention policies of the College of Nursing.
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3. Medical Certificate from the SLU Medical Cliniccertifying that the student is physically fit for admissionin BS Nursing; ( This is to be accomplished during thepre-enrolment processing and submitted on or beforethe scheduled date of enrolment. Failure to do so willdisqualify the applicant from admission.)
D. Pre-enrolment for Incoming First Years:
SEVEN DAYS before the respective scheduled date of enrolmentas indicated in his/her Official SLU-CEE Result, the applicant mustreport to the Office of the Dean of the College of Nursing for pre-enrolmentprocessing, with all the basic and special admission requirements.
II. Retention Requirements for First Year and Second Year Students:
To be retained to enroll for the subsequent semester, the student:1. Must have passed at least 55% of the unit load for the
semester; and,2. Must be physically fit as assessed by the SLU Medical Clinic
before the start of enrolment for the first semester of the newschool year.
A. Quota for BSN Proper (starting on the Third Curriculum III.Admission and Retention Policies for Third and Fourth YearStudents:
1. Admission to the BSN Proper will be limited in slots.Graduates of the ASHE Program under the College ofNursing who are interested to proceed to BS NursingProper shall be competitively screened for the open slotsbased on the following guidelines and requirements:
a. Have not incurred any dropped or failing grade inany subject;
b. Physically fit as assessed by the SLU Medical Clinic;
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c. Have ranked among the top ASHE graduates based on:
1. Average Grade in the ASHE program ... 85%2. Attitude and Conduct ............................. 15%
2. Application to BSN Proper: Qualified applicants for BSNProper should submit their application before the end ofthe second semester of their second year in theAHSE program for screening at the Office of the CollegeDean.
B. Retention Requirements for the Third Year and Fourth YearBSN Curriculum
To be retained in BSN Proper, the student:
1. Must have passed at least 60% of the unit load for thesemester;
2. Must have not failed in any subject twice; and
3. Must have been cleared as physically fit by the SLU Medical Clinic at the start of the semester.
IV. Policies on Leave of Absence:
1. A student who wishes to stop schooling for at least one semestermust file a leave of absence with the Admission Committee of theCollege, with the approval by the College Dean; and one monthbefore the scheduled enrolment.
2. If the same student wishes to resume enrolment in the College,he/she should file a letter of intent to do so at least
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COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
Relg 1 Engl 1 Fil 1 Chem1a Math 1 STS Philo 1 Socio 2 P E 1
I Believe Communication Arts 1 Sining ng Pakikipagtalastasan Inorganic and Organic Chemistry College Algebra Science, technology and Soc Logic and Critical Thinking Sociology—Anthropology Physical Fitness
3 3 3 3 3 3 3 3 2
6
3 3 3 5
3 3 3 3 2 28
Units
Relg 2 Engl 2 Fil 2 Nat Sci Philo 2a Psych 1 A n a -Physio P E 2
Believing Unto Discipleship Communication Arts II Pagbasa at Pagsulat sa Iba’t-Ibang Disciplina Microbiology and Parasitology Health Ethics General Psychology w/ Drug Prevention Anatomy & Physiology Rhythmic Activities
3 3 3 3 3 3 6 2
3
2
3 3
3 4 3
3 7
2 28
units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
BSN CURRICULUM
FIRST YEAR-LEVEL 1
FIRST SEMESTER
SECOND SEMESTER
23
NSTP Philo 3
Civil Service Philosophy of Human Person
6 3
6 3 9
Units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
Relg 3 BSN101 Heca 1 Hist 1 Econ 1a Litt 1 Chem1bP E 3
Discipleship in Community Strategies of Health Education Health Care I (4 + 3) Philippine History Health Economics and TAR The Literature of the Philippines Biochemistry Indi vidual/Dual Sports and Games
3 3 4 3 3 3 2 2
9
3
3 3 7 3 3 3 3 2 27
units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
Relg 3 Phys 1 Comp 1 Heca 2 Pol Sci1 BSN102 Math 7 Engl 4 P E 4
Living Like Jesus College Physics Computer Science 1 Health Care II (3 + 3) Politics & Governance Basic Nutrition Basic Statistics Public Speaking Team Sports and Games
3 2 3 3 3 2 3 3 2
3
9
2
3 3 3 6 3 3 3 3 2 29
units
SUMMER
SECOND YEAR—LEVEL II
FIRST SEMESTER
SECOND SEMESTER
24
NCM 100 NCM 100a
Foundation of Nursing Related Learning Experiences (153 hrs)
3
9
3
3 6
units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
NCM101 NCM101a BSN 103 Hist 2
Promotive and Preventive Nursing Care Management Related Learning Experiences (408 hrs) Introduction to Nursing Research Life and Works of Dr. Jose Rizal
8 3 3
24
8
8
3
3 22
units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
COURSE N0.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HHRS/WEEK LAB
UNITS
NCM102 NCM102a Hist 1d
Curative and Rehabilitative Nursing Related Learning Experiences (408 hrs) Asian Civilization
8
3
24
8 8
3 19
units
SUMMER
THIRD YEAR—LEVEL III
FIRST SEMESTER
SECOND SEMESTER
25
NCM
Related Learning Experience (204 hrs)
4 units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
NCM104 NCM104a
Curative and Rehabilitative Nursing Care Management II Related Learning Experiences(408 hrs)
8
24
8
8 16
units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
NCM105 NCM105a
Nursing Management & Leadership Related Learning Experiences and Intensive Practicum (408 hrs)
8
24
8
8 16
Units
COURSE NO.
DESCRIPTIVE TITLE
HRS/WEEK LEC
HRS/WEEK LAB
UNITS
SUMMER
FOURTH YEAR—LEVEL IV
FIRST SEMESTER
SECOND SEMESTER
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COURSE DESCRIPTION
AHSE Subjects
Health Ethics (3 units)The course aims at developing among students an understanding
of the important concepts and principles of bioethics. At the end of thecourse, the student should be sensitive to ethical considerations and faceethical issues in health care, community work and public issues responsibly.
Health Economics (3 units)The course focuses on concepts, principles, and techniques of
resource utilization for the production of services in the health care deliverysystem.
Science, Technology and Society (3 units)This is an integrative course that will capture the holistic view of
how science, technology and society interact and affect each other. It willemphasize the implications of the interactions to the health status of Filipinosand to the health care profession in the country. Furthermore, the coursewill be presented in a historical and futuristic perspective, focused onthe Philippine setting.
Health Care I ( 4 units lecture and 3 units laboratory)Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease prevention at theindividual utilizing the health care process.
Health Care II (3 units lecture and 3 units laboratory)Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease Prevention inthe family and community level. The course also includes principlesand processes to community health development. It highlights on thedevelopment of community health care competencies utilizing thecommunity organizing-participatory action research.
Anatomy and Physiology ( 3 units lecture and 2 unit laboratory)This course includes the definition of anatomical terms,
correlation of human biologic structure with normal physiologic function,basic regulatory mechanisms which promote homeostasis, andfamiliarization of some physiological parameters which serve as indicatorsfor the organism’s state of health.
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Nursing Subjects
BSN 101 - Strategies of Health Teaching ( 3 units )This subject covers the principles and concepts of client teaching
with emphasis on health and illness. It include the theory of learning, theteaching- learning process and well as the strategies in teaching individuals/groups of clients of varying ages.
BSN 102 – Basic Nutrition ( 3 units)It covers the basic nutrients, their functions, sources,
metabolism, physiology and interrelationships including humannutritional requirements and importance of good nutrition to one’s health,the family and the community.
BSN 103 – Introduction to Nursing Research ( 3 units)This course is designed to acquaint the students to the
research process and provides them with an opportunity to use researchmethods in the investigation of nursing problems. It is planned to developcritical and appreciative interest in scholarly writings, scientific thinkingand the habit of using them.
NCM 100 – Foundations of NursingUnits: 3 units lecture, 3 units RLE (153 hours)
This course provides the student with the overview of nursingas a science, an art and a profession. It shall include a discussion onthe different roles of a nurse emphasizing on health promotion, illnessprevention utilizing the nursing process as a basis for nursing practice.
NCM 101 – Promotive and Preventive Nursing Care ManagementUnits: 8 units lecture, 8 units RLE (408 hours)
This course is designed to provide the students with thedevelopmental theories and concepts, and to critically analyze health needsand concerns of the individual, family and community. Classroom andRLE will provide the students with activities to Develop skills, knowledgeand attitudes, and value on health promotion and identification andmanagement of risk factors.
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NCM 102 – Curative and Rehabilitative Care Management IUnits: 8 units lecture and 8 units RLE (408 hours)
It include the concepts and principles of nursing caremanagement of clients with alterations in human functioning across thelifespan in varied settings using a holistic approach.
NCM 103 – Related Learning ExperienceUnits: 4 units ( 204 hours)
This RLE focuses on the enhancement of students skills by previousconcepts given in NCM 101 and 102.
NCM 104 – Curative and Rehabilitative Nursing CareManagement II Units: 8 units lecture and 8 units RLE (408 hours)
It includes concepts and principles of nursing care management ofclients with alterations in human functioning across the life span in variedsetting. This is a continuation of NCM 103 and NCM 104
NCM 105 – Nursing Management and LeadershipUnits: 8 units lecture and 8 units RLE (408 hours)
It focuses on the development of nursing leadership andmanagement skills essential to the professional nurse. It includes ethico-moral aspects of health care and nursing practice, the nurses’responsibilities for personal and professional growth.
C. POST – GN BSN
Graduates in Nursing (GN) who wish to go to the BSN programshall fulfill the requirements of the BSN Curriculum.
1. Must fulfill admission requirements of the University2. Must take all general education subjects specified for the BSN
Program3. For professional nursing subjects: A. Applicants shall be evaluated on a case to case basis considering the following:
1. Fundamentals of Nursing I 2. Fundamentals of Nursing II with Nursing Process
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3. Nursing Care of the Adolescents, Adults and theAged I and II
4. Maternal and Child Nursing I and II 5. Psychiatric Nursing I 6. Communicable Disease Nursing 7. Community Health Nursing I 8. Primary Health Care
B. Related Learning ExperienceProfessional experiences obtained must be certified byimmediate superior and/ or administrator.Certification shall include: 1. Year and length of time in service 2. Areas of assignment 3. Evaluation of performance
Full time staff nursing experiences (hospitals,public health, occupational health nursing, school nursing,military nursing) may be credited twenty (20) hours of RelatedLearning Experiences (RLE) for every year, but not to exceedtwo-hundred (200) hours towards NCM 105.
D. MASTER OF SCIENCE IN NURSING
Specific Objectives of the Graduate Program in Nursing
The graduate program in nursing aims to:
1. Provide concrete opportunities for the nurse practitioner toutilize findings of nursing research in their profes sionalnursing practice through in-depth study of currenttrends, researches, issues and problems in nursingpractice.
2. Define and clarify the various roles of a Clinical Nurse Specialistin the hospital and community setting.
3. Increase the competence of nurses who shall assumeleadership roles and major responsibilities in any field ofspecialization in nursing practice.
4. Present opportunities for direct participation and conduct ofnursing research in specific fields of specialization.
5. Encourage nurses with good potential and capabilities to givetheir utmost personal and professional contributions in thealleviation of suffering through independent nursing practice.
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Admission Requirements:
BSN degree holder At least one year professional clinical practice related to chosen
field of specialization Language proficiency Official transcript of records Certificate of employment SLU Graduate School Entrance Examination passing result
*The program coordinator may suggest additional coursesdepending on the needs of the student.
Revised Curriculum for Master of Science in Nursing (MSN)
The MSN graduate program has 5 areas of specialization for thegraduate student to choose from: Maternal and Child Health Nursing; AdultHealth Nursing; Community Health Nursing; Mental Health and PsychiatricNursing; and Nursing Administration. Each area requires the completionof 39 units of which 6 units are to be credited to the thesis and 33 units toacademic courses.
Course Requirements:Basic Courses .............................. 12 unitsMajor Courses .............................. 12 unitsNursing Electives .......................... 19 unitsThesis ........................................... 16 units Total .................................. 39units
Core/Basic Courses (12 units):NU-201 Research Methods of NursingNU-202 Statistical Methods Applied to NursingNU-203 Behavioral Perspectives in Health – Sociological, Anthropological, PsychologicalNU-204 Advanced Pathophysiology
Fields of SpecializationA. Maternal and Child Health Nursing (12 units)
NU-211 Child Development and AdjustmentNU-212 Advanced Obstetric and Gynecologic NursingNU-213 Advanced Pediatric NursingNU-214 Intensive Practice on Maternal-Child Nursing
B. Adult Health Nursing (12 units)NU-221 Adult Health CareNU-222 Advanced Medical Nursing
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NU-223 Advanced Surgical NursingNU-224 Intensive Practice on Adult Health Nursing
C. Community Health Nursing (12 units)NU-231 Advanced Primary Health CareNU-232 Advanced Family Health CareNU-233 Advanced Community Health and DevelopmentNU-234 Intensive Practice in Community Health Nursing
D. Mental Health and Psychiatric Nursing (12 units)NU-241 Theories of PersonalityNU-242 Nursing Interventions in Mental Illness – IndividualNU-243 Advanced Community Mental HealthNU-244 Intensive Practice in Mental Health and Psychiatric Nursing
E. Nursing Administration (12 units)NU-251 Concepts and Theories of Nursing AdministrationNU-252 Health Services, Finances, and Management Control SystemNU-253 Human Resources Management in Health ServicesNU-254 Practicum in Nursing Administration
Nursing Electives: Choose 9 units from the following:NU-215 Seminar in NursingNU-216 Oncologic NursingNU-217 Entrepreneurship in NursingNU-225 Gerontological NursingNU-226 Critical care NursingNU-227 Rehabilitation NursingNU-235 Ecology, Health and IllnessNU-236 Comparative Health Care SystemNU-237 Disaster NursingNU-245 Psychological Dimensions of NursingNU-255 Curriculum Planning and Development in Nursing
EducationNU-256 Organization and Administration of Schools of NursingNU-257 Administration of Nursing Services
Thesis: (6 units)NU-299A Thesis Writing INU-299B Thesis Writing II
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Course Description
Basic/Core Courses
NU-201 Research Methods in Nursing (3 units)It covers the research process and its application to nursing practice.It is planned to develop critical and appreciative interest in scholarlywritings, scientific thinking and the habits of using them.
NU-202 Statistical Methods Applied to Nursing (3 units)This course deals with statistical issues and procedures applicableto nursing research. It also deals with the use and interpretation ofstatistics in the three major areas of nursing – clinical practice,education and management.
NU-203 Behavioral Perspectives in Health - Sociological,Anthropological, Psychological (3 units)This course presents an overview of existing thinking andvalues in nursing for the welfare of society. It is designed to providethe students with the philosophy of nursing and its sociologicaland psychological bearing on the nurse, man and society.
NU-204 Advanced Pathophysiology (3 units)This course focuses on selected pathophysiological phenomenaand human responses. The nurse is taught to assume a major rolein assessing, monitoring, managing and evaluating thesephenomena.
Major Courses
A. Maternal and Child Health Nursing (NU-211 to NU-214)It focuses on child growth, development, and adjustment; the sickchild and his adaptations towards his illness; pregnancy, laborand delivery; family planning and responsible parenthood;gynecologic problems and the families’ adaptations toward stressand illness. The intensive practicum will include clinical experiencein maternal and child care with emphasis on the role of a clinicalnurse specialist.
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B. Adult Health Nursing (NU-221 to NU-224)It covers the physiologic and pathophysiological factors as well asthe psychosocial dimensions of the patient in response to illness.It also focuses on the care of adult clients with medical and/orsurgical dysfunctions. The clinical practicum requires theperformance of clinical nurse specialist roles in an area ofspecialization in medical-surgical nursing.
C. Community Health Nursing ( NU-231 to NU-234)This includes primary health care and communityorganizing-participatory action research. It also presents theconcepts in community health nursing and the development of acomprehensive community diagnosis and a community healthprogram plan utilizing research-oriented approach for communitydevelopment. In the intensive practicum, the student chooses aspecific community, utilizing COPAR.
D. Mental Health and Psychiatric Nursing (NU-241 to NU 244)It covers theories of human behavior and the psychopathologicalconditions and therapeutic interventions. It also includes communitymental health concepts. The intensive experience focuses onthe role of clinical nurse specialist in mental health and psychiatry,both in the hospital and community setting.
E. Nursing Administration (NU-251-254)It gives emphasis on the philosophy of nursing administration, andthe management processes and procedures in any health carefacility. It also deals with the financing of health programs andprojects, and utilization of human resources in health care delivery.The practicum consists of related experiences and activities in thework setting with emphasis on the role of a nurse administrator.
Elective Courses
NU-215 Seminar in Nursing (3 units) This course is designed for the nurse to understand and be
updated to various concepts, trends, issues and problems inthe society, health care system and most especially in nursingpractice
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NU-216 Oncologic Nursing (3 units)This course involves the discussion of cellular aberrations in bodysystems giving emphasis on the roles of the oncology nurse in thecare of the client. It also includes discussion on modes of nursingand medical therapy, death and dying and rehabilitation.
NU-217 Entrepreneurship in Nursing (3 units)This course focuses on the issue and concerns of anindependent nurse practitioner. It will also discuss the basis forsound practice, management concepts, marketing strategies,human relations and development. Principles and theories ofOrganization and management, and economics will also bediscussed in this course.
NU-225 Gerontological Nursing (3 units)This course embodies the study on the processes of aging andthe problems of the elderly. Nursing process is dealt within thecontext of restorative care with an interdisciplinary approach toaddress the needs of the older, disabled adult.
NU-226 Critical Care Nursing (3 units)It presents critical care concepts and principles as well as the rolesof a critical care nurse. It includes the pathophysiologic discussionof critical cardiovascular, pulmonary and neurologic conditions aswell as the utilization of the nursing process in the care of criticalpatients.
NU-227 Rehabilitation Nursing (3 units)This course involves the discussion of concepts pertaining to therehabilitation of patients across the lifespan resulting from physicaland mental dysfunctions. It will also include discussions on conceptsof disability and responses of the disabled client.
NU-235 Ecology, Health and Illness (3 units)This course provides an in-depth study of community healthdevelopment using the general systems model: organization andmanagement of nursing services in the community including trendsand issues in ecological diversity.
NU-236 Comparative Health Care System (3 units)This course is an in-depth study of the different health care systemsas practiced in the ASEAN countries, Europe, Middle East and theUnited States of America.
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NU-237 Disaster Nursing (3 units)It includes discussions on the nature and effects of disasters tothe individual, family and community; common emergencyconditions arising from a disaster; decision-making and nursinginterventions in disaster situations; and community organizing aftera disaster.
NU-245 Psychological Dimensions of Nursing (3 units)This course focuses on the concepts, principles, andtheories underlying clients’ behavioral responses in health andillness and the nursing approaches related to these responses.
NU-255 Curriculum Planning and Development in NursingEducation (3 units)The course includes concepts, principles, strategies and processesinvolved in curriculum planning, development and change andchanges in curriculum development in the country.
NU-256 Organization and Administration of Schools of Nursing (3 units)
This course is concerned with current issues,concepts, problems, principles and processes involved in theorganization and administration of schools of nursing.
NU-257 Administration of Nursing Services (3 units)This course emphasis will be on management in nursing, showingthe process of linking together work groups that are organizedaround specific problems or issues related to nursing practice.The course will prepare graduate nurses moving toward leadershippositions in nursing services.
Thesis Writing
NU-299A Thesis Writing 1 (3 units)This course is designed to guide the thesis writer to undergo theresearch process with the assistance of a research adviser. Itrequires the completion of a research proposal.
NU-299B Thesis Writing II (3 units)The student is assisted to finish a research report and to successfullypass the oral defense.
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THE SLU-MOBILE NURSING CLINIC
A PRIMER
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VIII. Mobile Nursing Clinic
1. WHAT IS SLU-MNC?
The Mobile Nursing Clinic (MNC) is the first and longest-runningextension service program of the College of Nursing of St. LouisUniversity.
As a result of an impact evaluation of the Mobile Nursing Clinicconducted from January 1986 to June 1987, the Mobile Nursing Clinicwas considered as a model health care facility for providing primaryhealth care services.
2. HOW DID THE PROGRAM START?
The SLU College of Nursing, which opened in June 1975, launchedthe Mobile Nursing Clinic project in mid-1979 as a response to theneed for promoting Primary Health Care,specifically to depressed areas not accessible to health services,manpower and facilities.
The MNC was initially financed by a three –year grant, with a two-yearextension from the government of West Flanders,Belgium. The ABOS, a Belgian funding agency that provides financialaid to non-government organizations, was the main source of theproject’s funds.
After the termination of the extension grant in 1991, the financial andother administrative support were taken over by the University.
3. WHY WAS THE MOBILE NURSING CLINIC LAUNCHED?
The MNC was one of the responses of the College of Nursing to thedismal health situation such as inadequacy of health manpower,facilities and services to the under-served andfar-flung areas of Benguet Province.
It was also a cooperative response to the global and national call ofutilizing Primary Health Care as a strategy to health servicesprovision, with the “overriding goal of using health as a linkage to self-reliance. As such, it provides promotive, preventive, curative andrehabilitative services.”
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Far-flung and depressed communities of Benguet Province that are often inaccessible by ride.
It also serves as a medium or bridge for the learningExperience of student nurses during their Community HealthNursing rotation and other community health students whoundertake field exposure or training.
4. WHY IS IT CALLED A MOBILE NURSING CLINIC?
It is called mobile because originally, it literally moved to as manyinaccessible communities to another in its effort to deliver healthservices to a wider coverage. After the institutionalization of communityorganizing-participatory action research (COPAR) concepts in the Collegeof Nursing between 1987-1992, however, the movement from onecommunity to another was determined by the readiness of the communitiesto take care of their own health to a certain extent.
It is also called a nursing clinic because it is managed and staffed mainlyby nurses, composed of a Project Director, an MNC Supervisor andCommunity Health Nurses. From its opening in 1979 to 1997, a MedicalTechnologist has always been a part of the MNC team. However, becauseof the growing movement from curative to promotive and preventive healthservices, the College decided to hire nurses only.
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5. WHAT ARE THE PROGRAM COMPONENTS OF MNC?
With COPAR as a vital ingredient in all its activities, MNC has thefollowing program components:
A. HEALTH SERVICES:(1) Nursing clinic consultations (clinic or home-based),
utilizing the nursing process approach and focusing onthe following:
a. Medical-surgical (e.g. hypertension, first aid, etc.}b. Pediatric (e.g. immunizations – usually in
coordination with other agencies such asthe Department of Health)
c. Mental Health and Psychiatric Nursingd. Maternal and Child Health Nursing
Prenatal careIntranatal care – attending to home deliveriesPost-natal care
e. Communicable diseasesf. Simple laboratory procedures – urinalysis, stool
exam, sputum smearing, benedict’s testing
(2) Referral of complex cases to hospitals and private healthpractitioners
(3) Setting up herbariums (garden, “botika” containing crude drugand finished product preparations)
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MNC staff assisting in home delivery
A herbal garden set up and maintained by Barangay Health Workers and community volunteers through the help of MNC staff.
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B. TRAINING AND EDUCATION
(1) Community level
a. Teaching activities for health promotion and maintenance,prevention of diseases, and leading causes of illnesses anddeaths conducted to specific groups like Adult Groups,Community Health Workers, Core Group members, pre-school, elementary and high school pupils and student
A health education program conducted outdoor
b. Mass information education campaigns on current healthneeds of the communities
c. Capability building for community health workers, leaders ofthe organization and other committees
d. Building of functional community structures
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Barangay health workers trained to do sputum smearing, a testneeded to help diagnose tuberculosis. The Association ofBarangay health Workers is an example of a functional people’sorganizations organized and trained by the MNC staff
(2) College level
a. MNC coverage areas are also the Associate in Health ScienceEducation (AHSE) & Community Health Nursing exposureareas for students, thus, serving as the medium for theirlearning experiences.
b. As such, MNC staff nurses act as preceptors to thestudents while they also take care of following up thestudents’ areas when the students and faculty leave.
c. Orientation of nursing students’ organization in order todevelop their love for Community Health Nursing andcommunity development
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SLU student nurses in blue uniform with an MNC staff ready for home visits
C. LINKAGES AND COORDINATIONS (NETWORKING)(1) Identify and establish networks for more affordable and faster
referral systems. Examples of hospitals that we have establishednetworks include Benguet General Hospital, Baguio GeneralHospital, Benguet Laboratories, La Trinidad Rural Health Unitfor TB Screening, Dr. Juan (Ortho cases), and Dr. EdwinPalaganas (EENT cases). Networks for research activitiesincluded the other two extension service programs of the Collegethat phased out, namely:
a. Health Resource Distribution Program (HRDP) – 1986to 1992
b. International Development Research Centre (IDRC)-Assisted Research Project (1986-1987)
(2) Serve as a venue for exposure of community health studentsand others interested in community health work.
(3) Initiate and maintain harmonious and cooperative relationshipswith concerned government and other non-governmentinstitutions, directly health-related or indirectly health relatedagencies in the pursuit of multi-sectoral approach to healthdevelopment. Examples of government and non-government
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organizations include the following3.1. Government agencies
- Department of Health, Department ofEducation, Phil National Red Cross, Department ofAgriculture, Population Commission, DENR, DILG(LGU), Commission on Higher Education
3.2 Non-government agencies- Medical Outreach Mission Foundation, Inc.
(MOMFI) - Philippine Information Agency (PIA)
- Project Luke- Plan International- Women’s Health- Community Health Education Services in the
Cordillera Region
Joint Projects of SLU College of Nursing and MNC staff with government andnon-government agencies.
D. RESEARCH AND DOCUMENTATION(1) Integrated in all program components is recording
and reporting of outputs(2) Conduct and plan for more scholarly research activities(3) Keep a copy of community diagnoses and progress
report of the areas covered(4) Participatory Action Research (PAR) is integrated in the phases of Community Organizing process when the MNC staff, faculty and students conduct community diagnosis with the community leaders.
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6. WHAT ARE THE AREAS COVERED BY MNC?
MNC covers the far-flung, under-served barangays or communitiesin any of the 13 municipalities of Benguet Province. These areas areclassified as either core or sporadic. Core areas are the areaswhere MNC staff immerse or where active community organizing workis being conducted. These are chosen based on their Poverty level,non-availability of health services and strategic location so as toaccommodate peripheral areas, which could also avail of the servicesof the MNC.
Sporadic areas are those that are visited on a monitoring or followup basis. These are commonly the areas where MNC has phased outor areas that have strongly requested for MNC’s services but havenot been endorsed or approved yet as MNC catchment and studentexposure areas. These have possibilities of becoming core areas.
7. WHAT ARE THE ACHIEVEMENTS OF MNC TO DATE?
Throughout the MNC’s twenty three years of operation (coveringthe period from 1979-2002), it has served 106 out of the 136barangays and 13 municipalities comprising Benguet Province. Atpresent, there are 9 core areas being serviced by three CommunityHealth Nurses from 1998 to date.
(1) Total no. of sick clients attended: 3063 (sick clients attended2000-2002)
(2) Total no. of herbariums put up: 4 (2000-2002)(3) Total no. of herbariums still functional: 10(4) Total no. of community health workers trained: 94(5) Total no. of active community health workers: 72(6) Total no. of organizations strengthened: 8(7) Total no. of organizations formed: 8(8) Total no. of functional people’s organizations: 16(9) No. of formal researches conducted since 1979: 2
a. The Mobile Nursing Clinic: A Model Health CareFacility for Providing Primary Health Care Services(1979-1982)
B. Impact Evaluation of the Mobile Nursing Clinic As A ModelHealth Care Facility for Providing Primary Health CareServices (January 1986- June 1987)Total list of updated community diagnoses on file : 92
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(11) Total list of community development progress reports on file:92 ( 1998-2002)
(12) Awards received
1981. The EVERLASTING AWARD was given by the ProvincialGovernment of Benguet for bringing health and nursingservices to Benguet communities.
1989. Through the community extension services of theCollege, particularly the Mobile Nursing Clinic, HealthResource Distribution Program and the CommunityOrganizing-Participatory Action Research funded by theCanadian Government, the College earned an awardfrom the Philippine Government. The REGIONALKABISIG AWARD was given by then President CorazonAquino for outstanding community health services.
8. WHO ARE CONSIDERED AS THE PRIME MOVERS OF THE MNC?
The founder and first Project Director of the MNC was Dr.Jesusa Bagan-Lara, the first Dean of the SLU-College of Nursing (1979-1992) followed by Dean Fatima Fangayen (1992-2001) and finally byDean Mary Grace Lacanaria (2001 to the present. Mrs. ElisaRessurreccion was the first MNC Supervisor. She was followed by thefollowing:
Mrs. Bernadette Padaco-Lozano
1. Miss Angie Mayo (1987-1990)2. Mrs. Carmen Cawatig-Bolinto (Sept 1991-May 1996)3. Mrs. Catalina Alinduza (June 1998-May 2001)4. Mrs. Carmen C. Bolinto (June 2002- present)
9. WHERE CAN WE FIND THE MNC OFFICE?
The Mobile Nursing Clinic OfficeCorner A-4144th Floor, Adenauer BuildingSt. Louis University, Baguio City
Tel. No. 442-3043 local 294
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For more information:
call: 442-3043 local 294443-2001 local 294442-2193 local 294444-8246 local 294444-8247 local 294444-8248 local 294
e-mail: [email protected]: 074-442-2842