Saint Anne College Lucena Inc.

Diversion Road Brgy. Gulang-Gulang

Lucena City

BSN IV-B GROUP VII

Maningas, Maricris C.

Calvario, Raymart P.

Herrera, Franzes R.

Alvarez, Michelle Z.

Suayan, Jessica M.

Balmas, Jessie B.

Red, Macrin B.

Liu, Joana P.

Janete T. Ramirez, RN

Clinical Instructor

August 2010
 PREFACE

Our exposure at SACLI BED - Kiddie Department provided us with the opportunity to

learn and be part of their lives. Spending time with them will help us better to understand their

world. This exposure enhance our knowledge that will allow us to determine the needs of every

child and established ways to meet them, based on the behavior and attitudes that they show.

In this presentation, emphasis has been made in the child action and behavior based on

their level of growth and development, the child shows his/her needs that must be met and

satisfied to prevent regression. This presentation has been prepared to determinine the children's

needs in order to plan appropriately and make applicable interventions to provide a positive

outcome. The information presented is based on the different theories of growth and development

For those students who will make the same study, may this work serve as a guide and

source of information about growth and development. It will serve as an ideal source of knowledge

and information that will enable them to gain knowledge, skills and attitude towards the right

approach towards meeting the needs of growing child. The contents of this work have different

analysis and identification based on the different theories in nursing pediatrics. This presentation

done by BSNIV-B will make readers/students to properly understand and relate theselves to the

children and be motivated to properly approach the children.

 ACKNOWLEDGEMENT

We would like to express our appreciation and our deepest gratitude to the following

persons and institutions. This case study will not be possible without your help and support. We

would like to say thank you from the bottom of our heart.

To our mentor, Mrs. Janete Ramirez RN for being always there to guide us and motivate

us. To Mrs. Leotilda Perez, the principal of Elementary level who has been very kind to us during

our exposure.

To Ms. Michelle Panlilio, the assistant principal of Elementary level who was very

hospitable and kind during our stay with them. We thank you for your kind support.

To our department including all of our professors in Health Education who had been the

root of our knowledge, and to our school St Anne College Lucena Inc. for the continuous

development of that knowledge.

To our panelist, Mrs RED and Mam Ramirez .To all the teachers of the Basic Education

Department who has taken us under their wings that they continue to develop their pupils to their

totality.

To all the students of the Basic Education Department, we thank you for your cooperation

and you are part of this study.

Above all Lord Almighty, who gave us wisdom and knowledge to deal with the kids.
 INTRODUCTION

To become an effective health care provider one must be mold by exposure and training in

different field where our help needed most and to different areas where a health care provider is

in need. With regards into this holistic approach, it is right that we were assigned to stay at Kiddie

Department for our actual duty.

Care is being rendered not only to ill individuals but also to those who are in healthy state

and having been exposed to this area allowed us to learn a lot in child's growth and development

with the help of the different theories and theorist.

Though we had difficulties in accomplishing our tasks good, it doesn't hinder us in

performing well. Through keen observation, we were able to determine different attitudes and

behavior of children and how they interact with their classmates and teachers. We did

acknowledge the fact that each individual is unique to one another yet we know that they follow

same pattern of growth and development

 OBJECTIVES

GENERAL OBJECTIVE:

At the end of the exposure of BSN IV - B, Group VII at St Anne College - Basic Education

Kiddie Department, our group was able to gain knowledge toward the different concept of growth

and development through keen observation of the children's behaviors and attitudes and relating

it with the different theories of growth and development among preschoolers and school age

children.

SPECIFIC OBJECTIVES:

> To obtain knowledge regarding the different theories of growth and

development

> To provide guidance in the achievement of needs of the preschoolers as

well as the school age children.

> To establish trusting relationship with the children.

> To identify and understand the children's behavior, attitudes and needs.

> To assess the capabilities of the children; from preschool up to Grade III.
 Growth
And
Developmental
Milestones
CONCEPT OF GROWTH AND DEVELOPMENT

Growth

 Physical change and increase in size

 Measure quantitatively
 Growth rate vary during different stages of growth and development and rapidly during prenatal,
neonatal, infancy, adolescent stage and slow during childhood.

 DISCOTINUITY OF GROWTH RATE

Rapid growth:
a. Infancy-head
b. Puberty-trunks and extremity

Slow growth rate:

a. Pre-schooler slow and uniform growth rate

b. After puberty-decline growth rate until death

Development

 Increase in the complexity of function and skill progression

 Capacity of person to adopt to the environment
 Progressive increase in mental and emotional ability
 Follows chronological arrangement and refine skills
 Different aspects:
A. As to the areas of functions
a. Gross motor behavior
b. Fine-motor behavior
c. Language behavior
d. Personal-social behavior
B. Infantile reflex development
C. Different growth and development theories

PRINCIPLES OF GROWTH AND DEVELOPMENT

1. Growth and development are continuous, orderly sequential process influenced by maturational,
environmental and genetic factors.
2. All humans follow the same pattern of growth and development.
3. The sequence of each stage is predictable, although the time of onset, the length of the stage, and
effect of each stage vary with the person.
4. Learning can either be help or hinder the maturational process. Depending on what is learned.
5. Each development stage has its own characteristics.
6. Growth and development occur in CEPHALOCAUDAL direction.
7. Growth and development occur in PROXIMODISTAL direction.
8. Development proceeds from simple to complex or from single acts to integrated acts.
9. Development becomes increase differentiated, begins with a generalized response and progresses to
a skilled specific response.
10. Certain stage of growth and development are more critical than others.
11. The pace of growth and development is uneven.

FACTORS INFLUENCING GROWTH AND DEVELOPMENT

1. Genetic Inheritance - establish and conception.

2. Environment – family, religion, climate, school, culture, community, nutrition and affiliation.
STAGES OF GROWTH AN DEVELOPMENT

STAGE AGE SIGNIFICANT NURSING IMPLICATION

CHARACTERS
neonatal 0-28 Behavior is largely reflexive -assist parents to identify and
days and develops to more meet the unmet needs.
purposeful behavior.
infancy 1-3 y/o Physical growth is rapid. -control the infants so that
physical and psychological needs
are met.
toddler 3-6 y/o Motor development permits -safety and risk strategies must
increase physical autonomy be balanced to permit growth.
and psychosocial skills
increase.
preschool 3-6 y/o The preschooler world is -provide opportunity for play and
expanding. New experiences social activity.
and social role are tried during
play, physical growth is
slower.
School age 6-12 y/o Pre-adolescent period (10-12) -allow time and energy to pursue
peer group increase influence hobbies and schools activities,
behavior. Physical, cognitive, recognize and support child’s
social development increase achievements.
and communication skills
improved.
adolescence 12-20 Self concept changes with -assist to develop coping
y/o biological development values behavior and strategies for
are tested. Physical growth resolving conflicts.
accelerates, stress.
Young adult 20-40 A personal lifestyle develops, -accept adults chosen lifestyle
y/o persons establish relationship and assist necessary
with significant other a achievements relating to health.
commitment to something. -recognize the person
commitment, support change as
necessary for health.
Middle adult 40-65 Lifestyle changes to other -assist client to plan for
y/o changes. anticipated changes in life, to
recognize the risk factors related
to health and to focus on strength
rather than weakness.

Older adult
1. Young 65-74 -Adaptation to retirement and -assist client to help physically
adult y/o changing physical abilities is and socially active to maintain to
often necessary. peer group interaction.
2. Middle 75-84 -Adaptation to decline in speed -assist client to cope with loss
adult y/o of movement reaction time and and provide necessary safety
increase dependence on others measure.
may be necessary.
3. Old old
85 y/o -increasing physical problems -assist client with self care as
above required, and with maintaining
as much independence as
possible.

GROWTH AND DEVELOPMENT THEORIES

HAVIGHURT’S AGE PERIODS AND DEVELOPMENTAL TASK THEORY

Infancy and Early Childhood

1. Learning to walk.
2. Learning to take solid foods.
3. Learning to talk.
4. Learning to control the elimination of the body washes.
5. Learning sex differences and sexual modesty.
6. Achieving psychologic stability.
7. Forming simple concepts of social and physical reality.
8. Learning to relate emotionally to parents, siblings and other people.
9. Learning to distinguish right from wrong and developing a conscience.

Middle Childhood

1. Learning physical skills necessary for ordinary games.

2. Building wholesome attitudes toward oneself as a growing organism.
3. Learning to get along with age mates.
4. Learning on appropriate masculine or feminine social role.
5. Developing concepts necessary for everyday living.
6. Developing fundamental skills in reading, writing and calculating.
7. Developing conscience, morality and scale of values.
8. Achieving personal independence.
9. Developing attitudes toward social group and institutions.

Adolescence

1. Achieving new and more mature relations with age mates and both sexes.
2. Achieving a masculine of feminine social role.
3. Accepting once physique and using the body effectively.
4. Achieving emotional independence from parents and other adults.
5. Achieving assurance of economic independence.
6. Selecting and preparing for all occupation.
7. Preparing for marriage and family life.
8. Developing intellectual skills and concept necessary for civic competence.
9. Desiring and achieving socially responsible behavior.
10. Acquiring a set of values and ethical system as guide to behavior.

Early adult

1. Selecting a mate.
 2. Learning to live with partner.
3. Starting a family.
4. Rearing children.
5. Managing a home.
6. Getting started occupation.
7. Taking civic responsibility.
8. Finding a congenial social group.

Middle Age

1. Achieving adult civic and social responsibility.

2. Establishing and maintaining on economic standard of living.
3. Assisting teenage children to become responsible and happy adult.
4. Developing adult leisure-time activities.
5. Relating oneself to one’s spouse as a person.
6. Accepting and adjusting for the physiologic changes of middle age.
7. Adjusting to aging parents.

Late Maturity

1. Adjusting to decreasing physical strength and health.

2. Adjusting retirement and reduce income.
3. Adjusting death spouse.
4. Establishing an explicit affiliation with one’s age group.
5. Meeting social and civil obligation.
6. Establishing satisfactory physical living arrangement

PSYCHOSEXUAL DEVELOPMENT THEORY

SIGMUND FREUD (1856-1939)

STAGE AGE CHARACTERISTICS IMPLICATION

Oral 0-1 y/o -Mouth is the center of pleasure Feeding produces pleasure sense of
Major conflict: WEANING comfort and safety. Feeding should
Not met: thumbsuckers, nail be pleasurable and provided when
bitter, pencil chewer, and required.
compulsive eater or smoker.
Anal 1-3 y/o -Anus and bladder are the Controlling and expelling feces
sources of pleasure. provide pleasure and sense of
Major conflict: TOILET control. Toilet training should be
TRAINING pleasurable experience.

Phallic 4-6 y/o -The child’s genital are the -the child identifies with the parent
center of pleasure, other of the opposite sex and later takes
activities can include fantasy, on a love relationship outside the
experimentation with peers and family.
questioning of adults about
sexual topics.
-CASTRATION ANXIETY
-major conflicts: OEDIPUS
AND ELECTRA COPLEX.
Latency 6-puberty -energy is directed to physical -encourage child with physical and
and intellectual activities, sexual intellectual pursuits.
impulse tend to be repressed. -encourage sports and other
Develop relationships between activities with the same sex.
peers of the same sex.
Genital Puberty- -energy is directed toward full -encourage separation from
adult sexual maturity. parents, achieving of independence
-learns how to form loving and decision making.
relationship.
-sexual desires reemerge
directed to physical changes

PSYCHOSOCIAL THEORY

ERIK ERIKSON (1902-1996)

STAGE AGE CENTRAL SIGNIFICANT INDICATORS INDICATORS
TASK PERSON OF POSITIVE OF NEGATIVE
RESOLUTION RESOLUTION
Infancy 0-18 Trust vs. mistrust mother Learning to Mistrust,
mos trust others withdrawal,
strangement
Early 18mos- Autonomy vs. father Self control -Compulsive self
childhood 3 y/o shame and doubt without loss of restraint or
self esteem, compliance
ability to
cooperate
Late 3-5 y/o Initiative vs. Basic family Learning the Lack of self
childhood guilt degree to which confidence,
assertiveness pessimism, fear of
and purpose wrong doing.
influence the
environment.
School age 6-12 Industry vs. Peer group Beginning to Loss of hope,
y/o inferiority create, develop sense of being
and manipulate. mediocare.
Adolescence 12-18 Identity vs. role External group Coherent sense Feelings of
y/o confusion of self plan to confusion and
actualize one’s possible antisocial
ability. behavior.
Young adult 18-25 Intimacy vs. partner Intimate Impersonal
y/o isolation relationship relationship.
with other
people.
Adulthood 26-65 Generativity vs. partner Creativity, Self –indulge,
y/o stagnation productivity, lack of interest.
concern for
others.
Maturity 65- Integrity vs. mankind Acceptance and Sense of loss/
death despair uniqueness of contempt for
one’s own life. others.

INTERPERSONAL THEORY

HACKY STACK SULLIVAN (892-1949)

STAGE AGE CHARACTERISTICS

Infant 0-18 mos -child is able to use words that covey the same meaning to the child as
 they do others.
-basic needs are met: infants are in a state of well being.
-basic needs not met: fear like state occurs, manifested by excessive
crying.
-Good me feelings occur when acceptance is sensed
-bad me feelings occur when infants experiencing anxiety.
Early 18mos- 6 -children are able to communicate better with others thereby
childhood y/o facilitating interpersonal relationship.
-children learn to recognize sign’s indicating approval or disapproval
of their behavior.
-excessive parental disapproval during this time may cause children to
view themselves and the world as negative.
Late 6-9 y/o -increase intellectual ability and developing internal control over
childhood behavior. Children learn to pay attention to others wishes, form
satisfying relations with peers of both genders and sometimes oppose
rules.
Pre 9-12 y/o -children participate in expanding in an expanding world that provides
adolescence confrontation with rules and knowledge about themselves. They
realize their status within the peers groups is based on the performance
are vulnerable to teasing and become interesting in relating closely to
appear of same gender CHUM.
Early 12-15 y/o -independence is mastered.
adolescence -early adolescents may demonstrate a variety of behavior including
rebellion. Dependence, cooperation and collaboration as they become
independent.
Late 15-19 y/o -initial feelings of love to opposite gender are emerging, as the
adolescence individual learns to master expression of sexual impulse and use of
communication skills in interaction.

COGNITIVE THEORY

JEAN PIAGET (1896-1980)

PHASES AND STAGES AGE SIGNIFICANT BEHAVIOR

SENSORIMOTOR PHASE 0-2 y/o
Stage1 use of reflexes 1.1 mos -most action is reflexive.
Stage2 primary circular 1-4 mos -perception of events is centered on the body.
reaction
Stage3 secondary circular 4-8 mos -acknowledges with external environment.
Reaction -actively makes changes.
-motor vision is coordinated.
-recognized familiar objects.
Stage4 coordination of 8-12 mos -can distinguish a goal from means of attaining
secondary schemata it. Search from hidden object.
Stage5 tertiary circular 12- 18 mos -tries to discover new goals from a means of
reaction attaining it.
-rituals are important, solicits help of others.
-interest in novelty and repetition.
Stage6 invention of new 18-24 mos -interprets the environment by mental image.
means Uses make believe and pretend play.
PRECONCEPTUAL PHASE 2-4 y/o -uses egocentric approach to accommodate the
demands of an environment. Everything is
significant and relates to me.
-explores the environment.
-language development is rapid
-associate words with objects.
INTUITIVE PHASE 4-7 y/o -egocentric diminish
-thinks of one idea at a time.
-includes other in the environment.
-sophisticated language.
CONCRETE 7-11 y/o -solves concrete problems
OPERATIONAL PHASE -begins to understand relationships such as size
understand left and right.
-cognizant of viewpoints.
FORMAL OPERATIONAL 11-15 y/o -uses rational thinking capable of systematic
PHASE abstract thought
-reasoning is deductive and futuristic.
OBSERVATION
AND
ANALYSIS
PRE-ELEMENTARY
(3-6 YEARS OLD)
THEORIES OF OBSERVATION ANALYSIS

GROWTH AND
DEVELOPMENT

Sigmund Freud's • Sucking of fingers There is a regression

Psychosexual Theory • Pencil biting on the part of a child
(Oral Phase) • Lip biting (occurs doing these activities,
when the teacher maybe their oral needs
recognize a wrong were not satisfy during
deed by the student) their oral phase

Sigmund Freud's • Recognize the need Shows mastery in

Psychosexual Theory to use comfort room toilet training
(Anal Phase) and excuses
themselves

Jean Piagef s Can recognize objects Children who belong

Cognitive with the in this stage can
Development Theory corresponding colors. associate words with
(Pre-Conceptual Can differentiate left objects
Phase) from right

Hacky Stack Sullivan's • Obeys teacher's They can recognize

Interpersonal Theory command and follow authorities
• Borrow politely the like teachers
things needed to a • In this part of
classmate and return it childhood, the can
politely recognize signs
indicating approval or
disapproval and
accept interference
from others

Erik Erikson's • Participate in class Children in this phase

Psychosocial Theory discussion have the ability to
(Autonomy VS Doubt) cooperate and
toexpress oneself in
discussions

Erik Erikson's • Put waste on trash Children in this stage

Psychosocial Theory can develops initiative in
(Initiative vs Guilt) doing simple task
Lawrence Kohlberg’s Coach a kinder in The child think she is
Moral Theory ( Pre- answering activities helping a classmate,
moral) because in this stage a
child may feel what is
good is pleasant and
what is bad is painful.
 GRADE ONE
(6-7 YEARS OLD)
THEORIES OF OBSERVATION ANALYSIS

GROWTH AND
DEVELOPMENT

Sigmund Freud's Pencil biting The child may not

Psychosexual Theory totally get over with the
oral stage. It indicates
regression and oral
fixation.

Sigmund Freud's Always asking Indication of mastery of

Psychosexual Theory permission to pee the anal stage.

Hacky Stack Sullivan's • Having a close friend It is stated on his

Interpersonal theory of best friend childhood state that
children learn
satisfying relation with
peers of same sex.

Jean Piaget's Cognitive • With better Children on the intuitive

Theory communication skill phase learn a more
sophisticated language

Lawrence Kohlberg's • Doesn't want to be Pre conventional level:

Moral Theory punished Punishment and
Obedient Orientation
Stage: the child is
responsive to cultural
rules of labels of good
and bad in this way fear
of punishment is
developed.

Erik Erikson’s Most of the students This showcase the

Psychosocial Theory aim to be the best in the sense of competence
class which is included in
Erikson’s school age
level: industry vs
inferiority
 GRADE TWO
(7-8 YEARS OLD)
THEORIES OF OBSERVATION ANALYSIS

GROWTH AND
DEVELOPMENT

Robert Havighurst's • Most of the kids are Children at the middle

Developmental Task into plays that requires childhood learn
motor skills. They love physical skills
roaming around the necessary for their
classroom daily living including
play. Also, they learn
to get along with other
kids.

Sigmund Freud's Into cooperative play Children's energy is

Psychosexual Theory diverted into physical
and intellectual
manner, thus they
develop relationship
among peers of the
same age.

Hacky Stack Sullivan's Obey older person Indication of

Interpersonal theory acceptance of
subordination.

Hacky Stack Sullivan's • Cheating during Children at late

Interpersonal theory play childhood sometimes
intend to oppose rules.

Erik Erikson's • Some are loner It may indicate

Psychosocial Theory withdrawal which is
sign that there is
failure in achievement
of developmental task
during school age
level which is industry
vs inferiority
GRADE THREE
(8-9 YEARS OLD)
THEORIES OF OBSERVATION ANALYSIS

GROWTH AND
DEVELOPMENT

Sigmund Freud's • Extremely Energy is direct into

Psychosexual Theory hyperactive physical and
intellectual activities.

"Hacky Stack • Some don't pay Role opposition may

Sullivan's attention in doing occur in late childhood
interpersonal theory seatwork and refer to stage.
just play

Freud's reychosexual
Theory

Erik Erikson's • Some are fond of Children at Latency

Psychosocial Theory erasing the writings on stage are very modest
the board and in and industrious.
sweeping the floor Children begin to
created develop and
manipulate, this task is
also stated in the
stage of industry vs.
inferiority.

Freud's Psychosexual • Pencil bitter The child may not

Theory Compulsive eater totally get over with
the oral stage. It
indicates regression
and oral fixation.
DOCUMENTATION
 NARRATIVE REPORT
For our third rotation, the Basic Education Department of St Anne College Lucena, Inc. was the
assigned area for BSN IV-Group 7. On August 4, 2010 we had our meeting with our Clinical
Instructress, Ms. Janete Ramirez. It was our fisrt time in this area so we are excited and some of us have
different expectation. On the first day of our duty we had a thorough discussion about the milestone of
growth and development and in the afternoo we had a role play. The group was divided into two and we
have given different assignement to do. The role play was all about growth and development and every
one of us have a good time and everyone was happy after the play because of the child act that we
portray.

On the second day of our duty we are instructed to proceed to the BED Computer Lab. Inside we
had taken our seats and waited for Principal and Assistant Principal to arrive.We had our orientation at
the BED Computer Lab together with the BED Assistant Principal, Ms. Michelle Pallilo. We have
orientation about the school's policies, together with the rules and regulation to allow us as we gather
data. Certain confidentiality was imposed most especially for the children. Role model actions are also
implemented. Afterwards Ms. Michelle Pallilio distributed our assigned areas. These are starting from
the Pre elementary up to the Grade 3 and including the clinic as well.As we go into their rooms proper
introductions were made as well as purpose of our stay. Observations were done such as the children's
behavior, the way they do things and the way they interact with people around them.

On the last week of our duty we are all busy trying to finish all the requirements needed for our
duty. Our observation was continued and we have learned new things as well. We've also enhanced our
knowledge and skills as a nurse in the Clinic. With the supervision of our Clinical Instructress we are
guided in taking care of the patients being admitted.On the last day of our duty we had a case
presentation entitled Down syndrome and the presentation was done at the care giving room and they
were the audience for our presentation. It was a memorable moment for the group because the audience
was cooperative and they are interested and want to learn more about the topic. We ended our
presentation well and everybody enjoy that moment.

All in all we had a great experience during our stay at the Basic Education Department We
gained new learnings as we interact with the children of different grade levels. We discovered that each
child is unique in his own way and how his needs should be properly provided. We will be forever
grateful that we were given this opportunity to be with them.
 CLINIC

AS OF AUGUST 4-11, 2010

Date Patient’s Name Department Chief Remarks

Level Complaint
Sarah Bacay 4th yr. highschool Muscle sprain > Paracetamol given with
at left knee hotcompress
>transfer to hospital for
further evaluation

Patricia Ann Atienza 2nd yr. Temp taking T= 38.3 °C

highschool
Johanna Sarez College student Headache, T= 36 °C
blurring of BP= 90/60 mmhg
vision Paracetamol given
Katrina Lara College Student Allergy, DOB, >transfer to hospital for
August 5, Ibarrola HRM Runny nose further evaluation
2010 >Alerta given 1tab 10mg
Joveth Racsag BED Faculty Temp taking T= 36.3 °C
>paracetamol given
Chrystel Ann Santos Grade I Headache Mefenamic Acid given
Ms. Michelle Palilio Ass’t. principal Temp taking T= 38.8 °C
of BED
Joseph Mangcoy BS Criminology Wound OS (1pc.)
dressing
Carl Justine Rabina Grade II Mouth sore Oral antiseptic solution
given
Mark Nikko Grade VI Headache with T= 36.5 °C
Peñaflorida cough >paracetamol given
>went home accompanied
by guardian
John Darel Grade VI Cough with T= 37.3 °C
August 6, Valenzuela colds since >paracetamol given
2010 yesterday
Rico Marasigan 4th yr. Headache with Paracetamol given
highschool colds
st
Daphrie Ferrer 1 yr. highschool Headache Paracetamol given 1tsp
BP= 110/80mmhg
Victor Lozano 4th yr. highschool Headache Bed rest
Jonelyn Santiyo Grade VI Cough. T= 38.1 °C
August 9, Headache, P= 71 bpm
2010 bodyache Wt. = 40 kg.
Paracetamol 5 mg given
Kentrome enverga Grade VI Toothache Mefenamic 250mg given
Dennis Lopez College Teacher BP taking BP= 120/80mmhg
August 11, Ederlina J. BS Criminology Fever T= 38.2 °C
2010 Moralidad BP= 120/80mmhg
Rochelle Ilagan HRM student Headache T=37.5 °C
CURRICULUM
VITAE
Name: Michelle Z. Alvarez

Age: 19 y/o

B-day: September 29, 1991

Gender: Female

Adress: Brgy. Wakas Tayabas, Quezon

Birth Place: Tayabas, Quezon

Status: Single

Religion: Roman Catholic

Educational Attainment:

Primary: Wakas Elementary School

Secondary: Luis Palad National High School

Tertiary: Saint Anne College Lucena Inc.

Name: Jessica M. Suayan

Age: 19 y/o

B-day: December 26, 1990

Gender: Female

Adress: Candelaria, Quezon

Birth Place: Candelaria, Quezon

Status: Single

Religion: Roman Catholic

Educational Attainment:

Primary: Candelaria Elementary School

Secondary: Lady Mediatrix Institute

Tertiary: Saint Anne College Lucena Inc.

Name: Raymart P. Calvario

Age: 19 y/o

B-day: October 27, 1990

Gender: Male

Adress: Perez, Quezon

Birth Place: Alabat, Quezon

Status: Single

Religion: Roman Catholic

Educational Attainment:

Primary: Mainit Sur Elementary School

Secondary: Alabat Island National High School

Tertiary: Saint Anne College Lucena Inc.

Name: Jessie B. Balmas

Age: 18 y/o

B-day: December 12, 1991

Gender: Female

Adress: Sta. Cruz Laguna

Birth Place: San Juan Metro Manila

Status: Single

Religion: Born Again Christian

Educational Attainment:

Primary: Union College

Secondary: Basic Christian International School

Tertiary: Saint Anne College Lucena Inc.

Name: Eleena Macrin B. Red

Age: 20 y/o

B-day: May 3, 1990

Gender: Female

Adress: Gumaca, Quezon

Birth Place: Gumaca, Quezon

Status: Single

Religion: Roman Catholic

Educational Attainment:

Primary: Gumaca East Central School

Secondary: Gumaca National High School

Tertiary: Saint Anne College Lucena Inc.

Name: Maricris C. Maningas

Age: 35 y/o

B-day: December 29, 1974

Gender: Female

Adress: Pleasantville Subd. Lucena City

Birth Place: Manila

Status: Married

Religion: Roman Catholic

Educational Attainment:

Primary: Justo Lukban Elementary School

Secondary: Araullo High School

Tertiary: Saint Anne College Lucena Inc.

Name: Joanna P. Liu

Age: 32 y/o

B-day: September 1, 1978

Gender: Female

Adress: St.Thomas Village Kanlurang Mayao Lucena City

Birth Place: Pagbilao, Quezon

Status: Married

Religion: Roman Catholic

Educational Attainment:

Primary: Pagbilao Central Elementary School

Secondary: Pagbilao Academy

Tertiary: Saint Anne College Lucena Inc. – BSHRM – Undergraduate

International Academy of Management and Economics – BSBA – Graduate

St. Anne College Lucena Inc. – BSN - Present

Name: Franzes R. Herrera

Age: 31 y/o

B-day: January 24, 1979

Gender: Male

Adress: Clayton St. Plesant Ville Sudb. Phase III, Ilayang Iyam L.C.

Birth Place: Mauban, Quezon

Status: Single

Religion: Roman Catholic

Educational Attainment:

Primary: Lucena East2 Elementary School

Secondary: Manuel S. Enverga Memorial College of Arts and Trade

Tertiary: National University – BSECE– Graduate

AMA – BSCoE – Undergraduate

St. Anne College Lucena Inc. – BSN - Present

DURING OUR ORIENTATION WITH MRS. MICHELE PANLILIO

Waiting for our room assignment

AT THE CLINIC

GRADE I
 GRADE II

GRADE III