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MIDTERMS FINAL TERM

RLE Concepts

1. Bag Technique and Urine Testing 4. Interventions for Common Signs and Symptoms
2. Herbal Preparation and other Alternative Health Care Modalities 5. First Aid
3. IMCI 6. Transfer Ambulation

NCM 104
Course Learning Content Teaching-Learning Activities Assessment
Outcomes

Classroom TA Skills Laboratory TA Clinical TA

Module 1: Bag Technique and Urine Testing

Facilitator: Ms. Nikki Rae Cayanan, RN
Total Credit Hours: 9

Statement of Purpose:
A Nurse in the community has a number of functions. Prioritization and timely performance of different nursing procedures is vital to effect optimum level of
functioning among the different clients. The use of a CHN bag contributes to the effectiveness of the Nurse in doing her roles and responsibilities.
 Bag Technique is a tool that makes use of a Public Health Bag through which the Nurse during the home visit, can perform nursing procedure with ease and deftness,
saving time and effort with the end view of rendering effective nursing care.

Pre-entry Competence:

Criteria for Mastery:

● 75% score on the Quiz
● Submission of Procedure Guide with rationale
● Individual Return Demonstration

Bag Technique Facilitator: 4.5 Group Practice 25-item quiz (online)

hours Demonstration
CLO#13: define and discuss the Ms. Nikki Rae 1. Reporting Rubrics:
terms related to bag technique: - Bag technique Cayanan, RN Approach the faculty Appendix C
- Nursing bag or Public in-charge for a 2. Active Class
Health Nurse (PHN) bag For Group briefing and schedule participation
- Family-Nurse Contact Reporters: of practice 3. Group Sociogram
- Home visit submit written demonstration.
- Plan of visit output based on
CLO#14: give the importance the learning
- Case load
of bag technique, nursing bag outcomes, two
or Public Health Nurse (PHN) weeks before
bag, and home visiting the scheduled Active Class participation
❖ Importance of Bag
class.
Technique

Class reporting,
Power point
❖ Importance of
presentation
Nursing bag
 thru virtual
ckassroom
❖ Importance of Home
visiting

Class reporting, 1. Situational/ Case

❖ Types of family- Power point Analysis
CLO#15: differentiate the types presentation 2. Active Class
nurse contact
of family-nurse contact. thru virtual Participation
● Clinic visit ckassroom
● Group conference
● Telephone Class reporting,
● Written communication Power point
● Home visit presentation

CLO#16: discuss the different 1. Situational/ Case

types of case load. ❖ Types of Case loads
Analysis
● Health Supervision 2. Active Class
● Post-Partum Class reporting, Participation
● Ante-Partum Powerpoint
● Morbid presentation
● Case Finding
● Geriatric
CLO#17: make a plan of visit Mental Health Making a Plan of
●
Class reporting, 1. Case
based on the available data. Visit:
Power point Analysis/Situational
presentation 2. Use of Group
Instructions: Prepare
❖ Contents of a Plan with picture discussion.
a ¼ sheet of short-
of Visit 3. Individual Output:
sized bond paper, ball
Plan of Visit
pen and a black small
● Demographic data
paper clip.
● General objective
● Specific objectives
 ● Nursing Actions
● SOAPIE documentation Class reporting, Basing on the data
Power point provided by the
CLO#18: identify the contents presentation teacher, make a plan
of the CHN bag. of visit 1. Completed Items for
the CHN Bag
Name the Item: 2. Active Participation
Class reporting, Identify the complete using Classroom
CLO#19: recognize the general Power point Discussion
❖ Contents of the name of the articles
guidelines in using the CHN presentation found inside the
Public Health Nurse
bag. Public Health Nurse
bag 1. Completed Items for
bag. the CHN Bag
● The contents of the bag 2. Active Participation
depend upon agency Class reporting,
using Classroom
policies and the type of Power point Discussion
services expected of the presentation Arranging the
nurse while in the Contents inside the
community or in the Nursing bag: With
the identified articles, Individually arranged
client’s home
arrange them inside items inside the Nursing
CLO#20: explain the different
the Nursing bag bag/ Simulation in
principles in Bag Technique.
based on the school’s content arrangements of
❖ General principles in
protocol. the CHN bag
the use of the nursing
bag
Individual Return
Demonstration
❖ Principles of Bag
Technique Completed procedure
Practice guide and graded
● Microbiology performance evaluation
demonstration
● Time and Energy for: Bag Technique
● Psychology
● Pharmacology
● Sociology
 ● Body Mechanics
CLO#21: demonstrate the Class Demonstration Records of Home Visit
beginning skills in: ❖ Beginning Skills in: for bag technique cases: Learner’s
guidebook and CHN
● performing bag portfolio
CLO#22: Apply bag technique
technique.
during home visits in the
community with varied clients. ● Health Supervision
❖ Home visit in the ● Post-Partum
CLO#23: Model professional Direct ● Ante-Partum
community with any of
behavior in performing nursing Observation ● Morbid
these clients: Health
related functions in the Assisting and ● Case Finding
Supervision, Post-Partum,
community using the CHN bag. Performance of
Ante-Partum, Morbid, Case ● Geriatric
Bag Technique Mental Health
Finding, Geriatric Mental ●
Health

CLO#24: define the terms Urine Testing

1. Active
related to urine testing: - Urine
participation via
- Urine testing Facilitator: virtual classroom
- Enuresis Group Practice (Graded)
- Diuretics Ms. Nikki Rae R. Demonstration 2. Post quiz (online)
- Ketone bodies Cayanan, RN 3. Group sociogram
- Hematuria (for the group
Approach the faculty
reporters)
- Uric acid in-charge for a
briefing and schedule
For Group of practice
❖ Importance of Urine Reporters: demonstratioon
CLO#25: discuss the
Testing submit written 4.5 Active participation via
importance of urine testing.
output based on virtual classroom
hours
the learning (Graded)
outcomes, two
 ❖ Factors affecting weeks before
CLO#26: identify the factors urination the scheduled
influencing urination. ● Growth and class. Active participation via
virtual classroom
Development
Class reporting, (Graded)
● Psychosocial
● Fluid and Food intake Power point
presentation
● Medication
● Muscle Tone and Activity
● Surgical and Diagnostic
Procedures or Class reporting,
Examinations Power point
● Personal Habits presentation

CLO#27: explain principles
involved in urine testing.
CLO#28: compare the
characteristics of normal and
abnormal urine and cite
❖ Principles involved
in Urine Testing Class reporting, Active participation via
Power point virtual classroom
● Anatomy and Physiology presentation (Graded)
● Microbiology
● Time and Energy Class reporting,
Power point
● Psychology
presentation
● Sociology
● Chemistry
● Body Mechanics
Class reporting,
Power point
❖ Comparative presentation
Analysis between
Normal and Abnormal
1. Active participation
Urine as to:
via virtual classroom
(Graded)
● Color; Clarity
possible causes of ● Odor; Volume 2. Group Case
abnormalities. ● pH; Specific Gravity Tabular Scenarios
● Presence of: Ketones, Presentation and
Glucose, Proteins, Blood Analysis

❖ Common Urinary
Class reporting,
Problems and its
Power point
CLO#29: identify the common Causes:
presentation
urinary problems and causes. 1. Active participation
● Nocturia via virtual classroom
● Dyuria (Graded)
2. Group Case
● Retention
Scenarios
● Frequency
● Incontinence
● Hesitancy 1. Active participation
● Hematuria Class reporting, via virtual
Power point classroom (Graded)
presentation 2. Group Case
CLO#30: explain the different with pictures Scenarios
❖ Ways of Specimen
ways of specimen collection and
Collection 1. Active participation
test.
via virtual classroom
● Urinalysis (Graded)
● Clean Catch or 2. Group Case
Midstream specimen Scenarios
CLO#31: state the different Class reporting,
method of urine testing. ● Sterile Technique Power point
● Time urine Specimen presentation, Active participation via
● First Morning Specimen with pictures virtual classroom
● Random Specimen (Graded)
 ❖ Methods of Urine
CLO#32: enumerate nursing Testing: Class reporting, 1. Active participation
responsibilities before, during Power point via virtual classroom
and after urine testing. presentation, (Graded)
● Clinitest
2. Demonstration of
● Acetest with pictures
reporters to class
● Benedict’s Test 3.
4. Individual Return
DemonstrationCompl
❖ Nursing eted procedure
CLO#33: demonstrate guide and graded
beginning skills in urine testing. Responsibilities related performance
Urine Testing: evaluation for: Urine
Testing
● Before Practice 5. Performance
● During demonstration Checklist of Five (5)
● After Performed Cases
CLO#34: perform urine testing
with high-risk population groups
in the community. Class Demonstration
❖ Beginning Skills in: Direct
for bag technique
Observation
● performing bag Assisting and
technique. Performance of
Urine testing

● Home visit in the

community with any
of these clients: Health
Supervision, Post-Partum,
Ante-Partum, Morbid, Case
Finding, Geriatric Mental
Health
RLE Module 3M :Herbal Preparation and other Alternatives Health Care Modalities
Facilitator: Ms. Genivieve Diputado
Total Credit Hours: 6

Statement of Purpose: Therapeutic use of medicinal plants as substitutes for or in combination with pharmaceutical drugs.

Pre-entry Competence:

Criteria for Mastery:

● 75% score on the Quiz
● Submission of Procedure Guide with rationales
● Individual Return Demonstration

Herbal Preparations Facilitator: 4.5 25-item quiz

and other Alternative hours
Health Care Modalities Mr. Reporting Rubrics:
Lepiten,Benedict Appendix C

- Herbal preparation Group Socio gram

CLO#64: define the terms - Traditional and Group Practice
related to herbal medication Alternative Health Care For Group Demonstration Learner’s feedback
and other alternative health - Traditional Medicine Reporters:
care modalities: - Biomedicine submit written
 - Alternative health care output based on
modalities the learning Approach the faculty
- Herbal medicine outcomes, two in-charge for a
- Natural products weeks before the briefing and schedule
scheduled class. of practice
demonstration.

CLO#65: Discuss R.A. #8423 or ❖ R.A. #8423 or the Learner’s feedback

the Traditional and Alternative Traditional and Class reporting,
Medicines Act of 1999. Alternative Medicines Power point
Act of 1999 presentation

Class reporting,
CLO#66: List down and discuss Power point
alternative health care ❖ Alternative Health presentation
modalities as practiced in the Care Modalities Learner’s feedback
Philippines ● Acupressure
● Acupuncture
● Aromatherapy
● Chiropractic
Class reporting,
● Herbal Medicine or
Power point
Phytomedicine presentation

● Massage
● Nutritional therapy
● Pranic healing
● Reflexology
CLO#67: state the importance Learner’s feedback
of herbal preparations. Class reporting,
❖ Importance of Herbal Power point
Preparations presentation

CLO#68: explain the common

Learner’s feedback
methods of preparing and
administering herbal medicines.
 ❖ Medicinal Plant
Preparations Class reporting,
Power point
● Decoction presentation with
● Infusion pictures
● Poultice
● Extract
● Juice
● Liniment
● Ointment
● Fomentation
● Tincture
● Latex
● Plaster
● Syrup
● Resin
● Washes
CLO#69: enumerate the ● Oil
indications and preparations of ● Elixir
the ten medicinal plants
endorsed by the Department of Class reporting,
Power point Learner’s feedback
Health
presentation with
❖ Medicinal Plant
pictures
Indications and
Preparations
● Lagundi
● Yerba buena
● Sambong
● Tsaang gubat
● Niyog-niyogan
● Bayabas
● Akapulko
● Ulasimang bato or
Pansit-pansitan
● Bawang
● Ampalaya
 CLO#70: Discuss the Learner’s feedback
contraindications in the use of
herbal preparation. Class reporting,
❖ Contraindications for Power point
herbal preparations presentation

CLO#71: explain the scientific

principles involved in preparing ❖ Scientific principles
and administering herbal Class reporting, Learner’s feedback
involved in herbal
medicines. Power point
preparations
presentation

● Plant Taxonomy
● Botany
● Pharmacology
● Microbiology
● Anatomy and Physiology
● Safety and Security
● Time and Energy

CLO#72: state the guidelines

in herbal preparation. Learner’s feedback

❖ Guidelines in herbal
preparations
 ● Growing, cultivation,
and harvesting plant
materials
● Handling plant Class reporting,
materials including Power point
drying and storage presentation
● Identification,
gathering and collection
of specific parts of the
herb Learner’s feedback
● Basic preparations in
CLO#73: cite nursing herbal preparations
responsibilities in administering ● Actual applications of
herbal medications. herbal medicines

Submission of Procedure
Individual direct Guide with filled-up
❖ Nursing observation,
Class reporting, rationale
responsibilities in assisting and
Power point
administering herbal performance of
presentation with
medications herbal preparation
pictures
● Before Records of Cases:
● During Learner’s guidebook and
CLO#74: Perform herbal ● After CHN portfolio
preparation with a family in the
community using homegrown
herbal plant. ❖ Herbal planting and
preparations Performance Checklist of
(1) Performed Case
● Choose a seed to grow
with the family and discuss
its indications and
contraindications
● Demonstrate actual
preparation of the herbal
plants
RLE Module 3F :IMCI
Facilitator: Mr. John Carlo Divina
Total Credit Hours: 6

Statement of Purpose:

A strategy offering simple and effective methods for child survival, healthy growth, and development based on the combined delivery of essential interventions at
community, health facility, and health systems levels. The process includes preventive and curative measures to address the most common conditions affecting the young
children (DOH, 2011)

Pre-entry Competence:

Criteria for Mastery:

● 75% score on the Quiz
● Submission of Procedure Guide with rationales
 Reporting Rubrics:
Integrated Facilitator: 4.5 Appendix C
Management of hours
Childhood Illness Mrs. Seno, Nina Group Socio gram
(IMCI) Marie 1. Quiz
2. Learner’s Feedback

❖ Integrated
For Group
Management of
CLO#93: Describe Integrated Reporters:
Childhood Illness
Management of Childhood submit written
Illness (IMCI) as to its definition output based on
● Strategy: Includes three
and strategy the learning
main components
outcomes, two
o Improvements in case
weeks before the
management skills of scheduled class.
health care staff
o Improvements in the
health system needed
for effective Class reporting,
management of Pre-recorded
childhood illness Powerpoint
o Improvements in presentation
family and community
practices

❖ IMCI protocol
guidelines for health 1. Quiz
workers 2. Learner’s Feedback
CLO#94: analyze the IMCI Class reporting,
protocol guidelines for health ● Assessing signs that Pre-recorded
workers using an integrated indicate severe disease Powerpoint
approach. ● Assessing a child’s presentation
nutrition, immunization,
and feeding
 ● Teaching parents how to
care for a child at home
● Counseling parents to
solve feeding problems
● Advising parents about
when to return to a
home facility 1. Quiz
2. Situational/ Case
CLO#95: Classify and Analysis
❖ Case management
distinguish the case process according to
management process as to: age Class reporting,
appropriate case management ● Age-appropriate case Pre-recorded
and visit management Powerpoint
● Visit presentation 1. Learner’s
Feedback
2. Situational Case
CLO#96: examine the IMCI Analysis
❖ IMCI management
case management process
process
Class reporting,
● Assess
Pre-recorded
● Classify
Powerpoint
● Identify presentation
● Treatment
● Counsel Case Analysis
● Follow-up care
1. Learner’s
CLO#97: compare recording Feedback
forms used in IMCI.
2. Quiz
❖ Recording forms

● Sick young infant

● Sick child
● Weight for age chart Class reporting,
Pre-recorded
Powerpoint
presentation
 MIDTERM EXAMINATION

20
CLO#75: Utilize learned 1.Overview of Overall Overall Facilitator: minutes

knowledge, positive attitude Community Health Facilitator: Ms. Nikki Rae R. Midterm
and appropriate skills in Nursing Ms. Nikki Rae R. Cayanan Examination
providing caring care given 2.Health Care Delivery Cayanan and all members of Appendix B: Table of
various analytical situations. System and all 1.5 Community Health Specifications for
members of hours Nursing I Midterm theory
Community
Health Nursing I

1.Bag Technique and

Urine Testing Practical
2.Herbal Medications and Examination
other Alternative Health Appendix C: Table of
Care Modalities Specifications for
3. IMCI Midterm Practical

RLE Module 1F: Interventions of common Signs and Symptoms

Facilitator: Ms. Genevieve Diputado
Total Credit Hours: 6

Statement of Purpose:

Signs and symptoms vary from physiologic to psychologic manifestations which may cause discomforts among clients which nurse’s need to provide interventions.

Pre-entry Competence:

Criteria for Mastery:

● 75% score on the Quiz
● Submission of Procedure Guide with rationales
 ● Individual Return Demonstration

Interventions for Facilitator: Group Practice 1. Quiz (online)

Common Signs and Ms. Genevieve Demonstration 2. Reporting
Symptoms Diputado Rubrics: Appendix
Approach the faculty C
CLO#98: define the following For Group in-charge for a
3. Group Sociogram
terms related to interventions - Intervention Reporters: briefing and schedule
for common signs and - Sign submit written of practice
symptoms - Symptom output based on demonstration.
- Syndrome the learning
outcomes, two
1. Active Class
- Fever Participation via
- Tepid Sponge Bath weeks before the
scheduled class. Virtual Classroom
- Cough
- Chest physiotherapy
(graded)
- Chest tapping 2. Individual
- Expectorant situational/ case
- Diarrhea analysis
- Dehydration
- Rehydration Class reporting,
- Oral Rehydration Power point
Solution (ORESOL) presentation
- Oral Rehydration
Therapy

Class reporting,
❖ Importance of Tepid Power point
CLO#99: state the importance presentation
Sponge Bath:
of: tepid sponge bath, chest
tapping and ORESOL
preparation
❖ Importance of Chest
tapping
 ❖ Importance of
ORESOL preparation: Class reporting,
Power point
CLO#100: differentiate the ❖ Types of Fever presentation 1. Active Class
types of: fever, cough and Participation via
diarrhea ● Intermittent Virtual Classroom
● Remittent (graded)
● Relapsing 2. Individual
● Constant situational/ case
analysis
❖ Types of Cough

● Productive 1. Active Class

● Non-productive Participation via
Virtual Classroom
❖ Types of Diarrhea (graded)
2. Individual
● Acute situational/ case
● Chronic analysis

CLO#101: identify the

associated signs and symptoms
of: fever, cough and diarrhea ❖ Associated signs of
Fever

❖ Associated signs of
Cough
1. Active Class
Participation via
❖ Associated signs of Virtual Classroom
Diarrhea (graded)
2. Individual
CLO#102: explain the following: situational/ case
principles and guidelines of analysis
tepid sponge bath, chest ❖ Principles involved in
tapping and ORESOL the Intervention of Class reporting,
preparation Common Signs and Power point
Symptoms presentation

● Anatomy and Physiology

● Body Mechanics
● Microbiology
● Psychology
● Physics 1. Active Class
Participation via
Virtual Classroom
(graded)
2. Individual
CLO#103: discuss general situational/ case
❖ General guidelines
guidelines and nursing Class reporting, analysis
involved in Tepid
interventions in the Power point
Sponge Bath
management of: fever, cough presentation
and diarrhea
❖ General guidelines
involved in Chest
tapping

❖ General guidelines in
ORESOL preparation 1. Active Class
Participation via
❖ Nursing interventions Virtual Classroom
in the management of (graded)
fever, cough and 2. Individual
diarrhea situational/ case
analysis
● Before tepid sponge bath,
chest tapping and
administration of
ORESOL
● During tepid sponge bath,
chest tapping and
 administration of
ORESOL
● After tepid sponge bath,
chest tapping and
administration of Simulation of practiced
CLO#104: show beginning skills ORESOL demonstration.
in: tepid sponge bath, chest
tapping and ORESOL
preparation Completed procedure
Practice guide and graded
❖ Beginning Skills in: demonstration performance evaluation
Class reporting, for: tepid sponge bath,
● Tepid sponge bath Power point chest tapping and
● Chest tapping presentation ORESOL preparation
● ORESOL preparation Class Demonstration
-Made at home for tepid sponge bath,
-Pre-packed formula chest tapping and
ORESOL preparation Records of cases:
Learner’s guidebook and
CHN portfolio
RLE Module 2F: First Aid
Facilitator: Mr. John Carlo Divina
Total Credit Hours: 12

Statement of Purpose:

The provision of initial care for an illness or injury. It is usually performed by a first responder, but trained personnel, to a sick or injured person until definitive
medical treatment can be accessed

Pre-entry Competence:

Criteria for Mastery:

● 75% score on the quiz
● Submission of Procedure Guide with rationales
● Individual Return Demonstration

First Aid Facilitator: 4.5 25-item quiz

hours
CLO#125: define the following Mr. John Carlo Group Practice Reporting Rubrics:
terms related to first aid - accidents - injuries Divina Demonstration Appendix C
- bandaging - joints
- bites - poisoning Approach the faculty Group Socio gram
- burns - seizure in-charge for a
- dislocation - shock For Group briefing and Learner’s feedback
- emergency care - splinting Reporters: schedule of practice
- fainting - sprain submit written demonstration.
- first aid - strain output based on
- frostbite - torniquet the learning
 - hematoma - trauma outcomes, two
- hemorrhage - wound care weeks before
- infarction the scheduled
class.

CLO#126: state the

importance and aims, and
hindrances to first aid ❖ Importance of First Class reporting, Learner’s feedback
Aid Power point
presentation
❖ Aims of First Aid

❖ Hindrances in First
Aid

Class reporting,
Power point
CLO#129: cite the roles and presentation Learner’s feedback
characteristics of a first aider
❖ Roles,
Characteristics, and
Responsibilities of a
First Aider
● Being a First Aider
● Characteristics
CLO#130: explain the different ● Responsibilities:
principles involved in first aid Class reporting,
Power point
❖ Principles involved presentation Learner’s feedback
in First Aid

● Anatomy and Physiology

● Body Mechanics
● Microbiology
 ● Pharmacology
● Sociology
● Psychology
● Chemistry
● Physics
● Time and Energy
● Safety and Security

CLO#131: enumerate the Class reporting,

❖ Guidelines in
different guidelines in Power point
performing First Aid
performing first aid presentation Learner’s feedback

CLO#132: discuss the nursing

interventions for some medical ❖ Nursing
emergencies Interventions for the Class reporting,
following medical Power point
emergencies presentation Learner’s feedback

● Epistaxis
● Animal Bites (Snakes,
dogs, or any rabid
animal)
● Wounds (Open and
Closed)
● Burns
● Frostbite
● Poisoning (Irritant,
narcotics, and Class reporting,
corrosives) Power point
● Choking (Partial or presentation
complete obstruction)
● Dislocation
● Strain
● Sprain
● Fractures
 ● Shock
● Fainting
● Seizure
CLO#133: show materials
needed for first aid ● Materials Needed for
First Aider Learner’s feedback

CLO#134: perform beginning
skills in bandaging and
splinting
Class reporting,
❖ Beginning Skills in: Power point
presentation Practice Individual Return
● performing bandaging demonstration Demonstration
for: scalp injury, forehead
injury, ear, cheek, jaw
injury, shoulder, injury,
Class Demonstration Completed procedure
burnt chest, cow sling,
for bandaging and guide and graded
sailor’s sling, burnt hand,
splinting performance evaluation
horizontal wound on hand,
for: bandaging and
vertical hand injury, elbow
splinting
injury, hip injury, genital
injury, knee injury, leg
injury, sprained ankle with
shoe

● performing splinting

RLE Module 3F: Transfer and Ambulation

Facilitator: Ms. Genivieve Diputado
Total Credit Hours: 9

Statement of Purpose: Safety is always foremost in the provision of holistic nursing care to both the well and ill client. It is undoubtedly one of the cornerstone factors
to consider in the journey towards optimal health, recovery, and attainment of quality of life. Proper transfer and ambulation is essential in the promotion of health and
prevention of injury for both the client and the nurse.

Pre-entry Competence: The level II learner must have comprehensive knowledge of the following prior concepts:
 ● Human Anatomy and Physiology
● Body Mechanics and Range of Motion Exercises

Criteria for Mastery:

● 75% score on the quiz
● Submission of Procedure Guide with rationales

Transfer and Facilitator: 4.5 25-item online quiz

Ambulation Ms. Genivieve hours
Diputado
- Transfer
For Group Group Practice
- Ambulation
Reporters: Demonstration
- Ambulatory
submit written Approach the faculty
- Non-ambulatory
output via in-charge for a
- Alignment
assignments briefing and schedule
- Braces
based on the of virtual practice
- Canes
learning demonstration.
- Carry
outcomes, two
- Crutches
weeks before the
CLO#118: define the following - Gait
scheduled class. Reporting and
- Hydraulic lift
terms related to transfer Sociogram Rubrics
- Lift sheet
ambulation. Virtual Class
- Mobility
reporting with Non-graded Video
- Movement
Power point Assignment
- Orthostatic
presentation
hypotension
Quiz
- Stretcher
- Transfer belt
- Walker
- Weight
Virtual Class
CLO#119: discuss the - Wheelchair
reporting with
importance, indications and Power point
contraindications, and factors ● Importance of presentation
transfer and
ambulation
affecting transfer and
ambulation ● Indications of
transfer and
ambulation

● Contraindications
(Precautions) of Reporting and
transfer and Sociogram Rubrics
ambulation Virtual Class
reporting with Non-graded video
● Factors affecting Power point assignment
CLO#120: explain the principle transfer and presentation
involved in transfer and ambulation Quiz
ambulation

● Principles involved in
transfer and
ambulation
● Body Mechanics
● Safety and Security Virtual Class
● Microbiology reporting with
● Psychology Power point
CLO#120: describe the presentation
● Physics
mechanical devices used in
● Anatomy and
transferring and ambulating
Physiology
patients as to its description ● Time and Energy
and purpose.
● Mechanical devices
used in transferring
patients:
● Stretcher
● Spine board
● Wheel chair
● Transfer belt Virtual Class
● Hydraulic lift reporting with
CLO#121: explain the
guidelines in the measurement
of crutches and proper use of ● Mechanical devices Power point
crutches used in ambulating presentation
patients:
● Canes
● Walkers
● Crutches
Reporting and
CLO#122: explore safety points ● Measurement of
Sociogram
or issues when a patient is on a Crutches
Virtual Class
stretcher and wheelchair and ● Measurement of
reporting with Discussion Forum
the basic guidelines in Axillary Crutch
Power point (Individual Participation)
● Measurement of
transferring and ambulating presentation
Elbow Crutch
patients Quiz
● Proper use of
crutches

Reporting and
● Guidelines in proper
Virtual Class Sociogram
use of crutches
reporting with
CLO#125: Discuss the different ● Proper positioning Power point Non-graded Quiz
type of gaits and carry ● Proper walking presentation
including its indications, ● Proper sitting Quiz
advantages and guidelines ● Proper standing up
● Using the stairs with
crutches

● Safety points to
consider when using
a Stretcher

● Safety points to
consider when using
a wheelchair
 ● Types of gait

● Four-point gait
● Four-point alternate
gait
● Four-point crutch
walking gait
● Three-point gait
● Three-point alternate
gait
● Three-point crutch
walking gait
● Two-point gait
● Two-point alternate
gait
● Two-point crutch
walking gait
● Swing-To gait
● Swing-Through

● Types of Carry

● One-Person help
● Two-Person help
● Three-Person help

Virtual Class Reporting and

● Nursing
CLO#123: discuss nursing reporting with Sociogram
Responsibilities in
responsibilities before, during Power point
transferring and
and after ambulating and presentation Non-graded Video
ambulating patients
transferring patients. Assignment
● Before transferring
and ambulating Quiz
patients
 ● During transfer and
ambulation of
patients Reporting and
● After transferring and Practice Sociogram
CLO#124: demonstrate the ambulating patients Virtual Class demonstration
beginning skills. demonstration Video Assignment /
● Beginning skills in: with video/visual Pre-Recorded Return Demonstration
aid Demonstration for
● Transferring patients transfer and Quiz
from bed to chair to ambulation
wheelchair Submission of filled-up
● Transferring from bed procedure guide
to stretcher and vice
versa Performance Checklist of
● Proper transport of Performed Cases
patient using:
stretcher and
wheelchair (flat or
level surface, ramps
or inclined surfaces,
through doors and
elevators), canes,
crutches, and walkers
 FINAL EXAMINATION

Final term
CLO#147: utilize learned Final Term Concepts Overall 1.5 Overall Facilitator: Examination
knowledge, positive attitude Facilitator: hours Ms. Nikki Rae R. Refer to the table of
and appropriate skills in 1. Interventions for Ms. Nikki Rae Cayanan Specifications for Final
providing caring care given Common Signs R. Cayanan and all members of term theory
various analytical situations. and Symptoms and all Community Health
2. First Aid members of Nursing I
3. Transfer Community Practical
Ambulation Health Nursing 20 Examination
I minutes Refer to the table of
Specifications for Final
Term Practical

Prepared by: Approved by:

Ms. Nikki Rae R. Cayanan RN, MSN Dr. Rommel P. Merioles

Team Leader, CHN I Dean

Noted by:

Ms. Josie Fe A. Ortega

Chairman, Level II