INSTITUTIONAL OBJECTIVES
In keeping with its Philosophy, Vision and Mission, La Salette professes the following
institutional objectives:
1. To foster a reconciled and reconciling community through spiritual
upliftment programs and liturgical activities.
2. To sustain the quality assured education of the university through
institutional and program accreditations, professional certification, and
compliance with international standards for curricular programs and
university management.
3. To provide accessible education through various modalities of learning.
4. To lead the academic community with strategic and transformative
competencies in realizing the Vision, Mission and La Salette Philosophy of
Education.
5. To develop and implement transformative teaching and learning experience
through critical approach and values-based integration.
6. To undertake research on various disciplines and generate new knowledge
needed for the advancement of the university as well as for the national
development.
7. To realize ICT oriented learning by establishing the monitoring system to
collect and review information needed to manage an organization or on-
going activities of the university.
8. To provide industry experience through on-the-job-trainings, exposures,
internship, immersion programs and linkages.
9. To provide a holistic curriculum that integrates instruction, extension,
research, ICT, industry experience for both students and faculty.
10. To adopt an interdisciplinary approach by enhancing the institution’s interest
in the understanding of the cultural reproduction and social integration and
in spiritual and moral formation
INSTITUTIONAL OUTCOMES
Having finished their academic degree at the University of La Salette, the graduates
are expected to become:
Transformative Leaders. Active involvement in their respective community and
organization by championing the Salettinian ideals.
Reconcilers. Continue to communicate their Salettinian identity and culture through
active involvements in the evangelizing ministry of reconciliation in their local
communities, work-places and in social organizations.
Industry Competent. Demonstrate their readiness in the arena of and qualification
for employment through the established link between theoretical aspect of the
curriculum and its practical dimension as a result of their on-the-job trainings,
exposures, internship, immersion programs and linkages with relevant industries or
workplaces.
Research-Oriented. Keep abreast with current developments and trends in all
relevant technical/professional knowledge areas for successful adaptation to a
changing and complex world through continuing engagement in research projects to
contribute to the humanization of the world in general, and to the reconciling effects
on their relationships with God, with fellow human beings, with society and with
nature.
Information and Communication Technology Proficient. Demonstrate contemporary
skills applications as they offer innovative solutions in work situations through the
employment of new technology and new ways of communication.
Critical Thinkers. Engage themselves in critical reflection and communicative
discourses on uncritically assimilated assumptions, beliefs, value-system and diverse
perspectives that need to be collaboratively addressed for an emancipatory and
integral process of human growth and community building.
Holistic Persons. Demonstrate through their attitude, behavior and engagement a
synthesis of faith and lived experience, of faith and science; synthesis of cognitive,
affective and behavioral aspects of learning; synthesis of cultural and global concerns,
and a synthesis of curricular and co-curricular programs.
 PROGRAM OUTCOMES

Graduates of Bachelor of Science in midwifery program must be able to:

CODE PROGRAM OUTCOMES

BSM1 Practice midwifery in accordance with existing laws, legal, ethical and moral
principles.
BSM2 Deliver safe, proper and holistic care to individuals and families in the
community applying the standards of midwifery practice.
BSM3 Apply guidelines and principles evidence-based practice in the delivery of
care.
BSM4 Provide the necessary supervision, care and advise to woman with a
highrisk pregnancy in the absence of a specialist.
BSM5 Correctly interpret diagnostic examinations related to midwifery
care and act accordingly.
BSM6 provide Integrated Management of Childhood Illness (IMCI)
services;
BSM7 manage MCH clinics at the clinics at the community level;
BSM8 engage in independent, entrepreneurial health activities
including
BSM9 Provide basic and comprehensive family planning services.
BSM10 Facilitate community organizing and social mobilization for
BSM11 community
Manage development;
a Midwifery Educational Program and Reproductive Health
BSM12 Care Facility/Program.
Perform other health related functions as may be deemed
necessary by appropriate agency.
 PROGRAM OUTCOMES AND THEIR RELATIONSHIP TO THE INSTITUTIONAL OUTCOMES:
CODE PROGRAM OUTCOMES T R I R I C H
BSM1 Practice midwifery in accordance with existing laws, legal, ethical and moral principles.     

BSM2 Deliver safe, proper and holistic care to individuals and families in the community applying   
the standards of midwifery practice.
BSM3 Apply guidelines and principles evidence-based practice in the delivery of care.   
BSM4 Provide carefully necessary supervision, care and advice to woman with a highrisk  
pregnancy in the absence of a specialist.
BSM5 Correctly interpret diagnostic examinations related to midwifery care and act   
accordingly.
BSM6 provide Integrated Management of Childhood Illness (IMCI) services;  
BSM7 manage MCH clinics at the community level carefully.    
BSM8 engage in independent, entrepreneurial health activities including    
management of primary health care facilities
BSM9 Provide basic and comprehensive family planning services.  
BSM10 Facilitate community organizing and social mobilization for community   
BSM11 development;
Manage a Midwifery Educational Program and Reproductive Health Care   
BSM12 Facility/Program.
Perform other health related functions as may be deemed necessary by  
appropriate agency.

COURSE INFORMATION
Course Code
Course Title
Course
Description
Course Credits
Prerequisite s

COURSE OUTCOMES
 1. Cognitive
1. Discuss significant the basic rights and needs of man and his environment
2. Discuss substantially Health and Illness its model, factors affecting health and the levels of prevention
3. Discuss carefully assessment and health care process
4. Discuss the importance of rest and sleep including proper nutrition and elimination.
5. Discuss the different types of drugs and its uses
2. Affective
1. Cautiously apply the 10 R’s of drug administration
2. Discuss carefully assessment and health care process
3. Carefully apply the importance of communication process, its principles, process and techniques.
3. Psychomotor
1. Apply correctly preventive measures, body mechanics and medical sepsis
2. Execute the importance of conducting proper physical assessment with the use of mannequin as model
3. Apply the principles of emergency care
COURSE OUTCOMES AND THEIR RELATIONSHIP TO THE PROGRAM OUTCOMES:
COURSE OUTCOMES

BSM 10

BSM 11

BSM 12
BSM 1

BSM 2

BSM 3

BSM 4

BSM 5

BSM 6

BSM 7

BSM 8

BSM 9
COGNITIVE
1. Discuss significant the basic rights and needs of man and his    
environment
2. Discuss substantially Health and Illness its model, factors affecting
health
and the levels of prevention
3. Discuss carefully assessment and health care process
4. Discuss the impt. of rest and sleep including proper nut. &
elimination.
5. Discuss the different types of drugs and its uses
AFFECTIVE
1. Cautiously apply the 10 R’s of drug administration     
2. Discuss carefully assessment and health care process
3. Carefully apply the importance of communication process, its
principles,
process and techniques.
PSYCHOMOTOR
1. Apply correctly preventive measures, body mechanics and medical      
sepsis
2. Execute the importance of conducting proper physical assessment
with the
use of mannequin as model
3. Apply the principles of emergency care
 COURSE OUTLINE:
TIME LEARNING OUTCOMES OUTLINE OF METHODOLOGY ASSESSMEN LEARNING
FRAME COURSE TOPICS T RESOURCES
6 hours At the end of the term the 1. Orientation to the Online Oral ULS Student
student will have to: biological anatomy and Lecture/discussio recitation/ Manual
1. Explain the class rules and physiology laboratory. n reflction Laboratory
guidelines. 2. Laboratory rules and About ULS Guidelines
2. Relate the VMGPO of the guidelines VMGPO Course Outline
University with the 3. Revisit the VMGPO
psychology profession. of the University in VanPutte,C;
3. Know the scientific method relation to the study of Orientation Regan, J; &
and measurement used in Anatomy & Physiology. laboratory rules Russo,A (2019).
the study of 4. The Scientific and guidelines Seeleys Essentials
anatomy/physiology. method and of Anatomy &
4. Demonstrate the steps Measurements used in Physiology 10th
involved in the scientific the study of dition.McGraw
method. anatomy/physiology. Hill Education.
New York
6 hours 1. Identify the different 1. Instruments used in Internet and Submission VanPutte,C;
instrument used in the library research of output Regan, J; &
anatomy/physiology anatomy/physiology Russo,A (2019).
laboratory. laboratory. Laboratory Seeleys Essentials
2. Understand the use and care 2. Use and care of the Exercise of Anatomy &
of the standard compound tools, instruments and ( The Physiology 10th
microscope. equipment in the Microscope) dition.McGraw
3. Appropriately utilized laboratory. Hill Education.
laboratory equipment such as 3. The Microscope. New York
microscope, dissection tools,
 general lab ware physiology
data, acquisition system &
virtual simulation
6 hours 1. Understand medical terms 1. Medical Online discussion Quiz VanPutte,C;
used in anatomy & Terminologies Regan, J; &
physiology. 2. Anatomical terms, Laboratory Output Russo,A (2019).
2. Locate & identify anatomical planes, directions, Exercise presentation Seeleys
structures. regions and cavities. (Organization of Essentials of
the Body) Anatomy &
Physiology 10th
dition.McGraw
Hill Education.
New York
6 hours 1. Identify the parts of the basic The Cell Laboratory Online VanPutte,C;
unit of life 1. Structure & Exercise Presentation Regan, J; &
2. Explain the chemical Functions (Cell Anatomy, of lab. Russo,A (2019).
foundation of life its 2. Cellular Transport Transport exercices Seeleys
influence to the structural & 3. Cell Division through Cell Essentials of
functional aspect of the Membranes, The Anatomy &
human body including the Cell’s Life Cycle) Physiology 10th
psychological aspect. dition.McGraw
Hill Education.
New York
6 hours 1. Differentiate the different The Tissues Online discussion Quiz VanPutte,C;
tissues in relation to 1. Types, Structure & Regan, J; &
structures; how the Functions Labeling Exercise Submission Russo,A (2019).
structures define the 2. Epithelial Tissue (Epithelial Tissue, of labeling Seeleys
functions of the different 3. Connective Tissue Connective activity Via Essentials of
tissues 4. Muscle Tissue Tissue, Muscle & group chat Anatomy &
5. Nervous Tissue Nerve Tissue) Physiology 10th
dition.McGraw
 Hill Education.
New York
6 hours 1. Describe the structural 1. Nerves and Reflexes Online discussion Graded Anatomy &
components of a 2. the Reflex Arc recitation Physiology 10th
typical neuron & identify dition.McGraw
them on a model or chart. Laboratory Presentation Hill Education.
1. Outline the features of a reflex exercise of lab. New York
arc and be able to apply the (Nerve & exercises
model to specific nerve Reflexes)
pathways.
2. Demonstrate nerve reflexes in
human subject.
PRELIMINARY EXAMINATION
6 hours 1. Describe the principal The Brain & Cranial Video Video VanPutte,C;
structures of the human brain. Nerves presentation analysis Regan, J; &
2. Identify the 12 pairs of cranial Russo,A (2019).
nerves & describe their Laboratory Submission Seeleys
general functions Exercise of lab. Essentials of
(The Brain & Activity via Anatomy &
cranial Nerves) group chat Physiology 10th
-Dissection dition.McGraw
Hill Education.
New York
6 hours 1. Describe the coverings of the The Spinal Cord & Online discussion Quiz True or VanPutte,C;
spinal cord. Spinal Nerves False Regan, J; &
2. Identify principal structures of Laboratory Submission Russo,A (2019).
the spinal cord. Exercise of lab. Seeleys Essentials
Exercises of Anatomy &
Physiology 10th

(Spinal Cord & Via group dition.McGraw

 Spinal Nerves) chat Hill Education.
New York
6hours 1. Describe the major features of 1. The Eye & Vision Online lecture VanPutte,C;
the eye. 2. The Ears, Hearing & and discussion Graded Regan, J; &
2. Demonstrate visual functions Equilibrium recitation via Russo,A (2019).
by mans of google meet Seeleys Essentials
3 The Skin, Tactile & Laboratory of Anatomy &
3. standard tests & Pressure Sense Exercise Physiology 10th
demonstrations. (The Eye & dition.McGraw
4. Distinguish the three main Vision) Hill Education.
divisions of the ear. Video New York
5. Identify the principal Video analysis
structures of the human ear in Presentation output
models On Dissection
6. Explain how ear structures (The Ear, Hearing
sense sound & equilibrium & Equilibrium)
stimuli. (The Skin)
7. Demonstrate some clinical
screening test for hearing &
equilibrium
6hours 1. Describe the principal The Endocrine System Online discussion Quiz essay VanPutte,C;
endocrine glands and locate & Hormones type Regan, J; &
each in a model. Laboratory Russo,A (2019).
2. Identify the major hormones Exercise Submission Seeleys Essentials
of the endocrine system, their (Endocrine of lab. of Anatomy &
sources, their targets and Glands, Exercises via Physiology 10th
their principal actions. Hormones) group chat dition.McGraw
-Physiology Hill Education.
Interactive lab New York
Simulations
6 hours 1. Identify the different bones of The Skeletal System – Online discussion Quiz True or VanPutte,C;
 the skeletal system. Bones & Joints, Range False Regan, J; &
2. Distinguish the classes of of Motion Laboratory Russo,A (2019).
joints . Exercise Presentation Seeleys Essentials
3. Describe examples of each (Overview of the of lab. of Anatomy &
joint class. skeleton, The Exercise Physiology 10th
4. Identify different types of skull, The dition.McGraw
motion in joints. vertebral column, Hill Education.
The thoracic cage New York
6hours 1. Identify the different muscles The Muscular System Online discussion Quiz VanPutte,C;
of the human body. Regan, J; &
2. Name the origin ad insertion Laboratory Submission Russo,A (2019).
of each major muscles. Exercise of labeling Seeleys Essentials
3. Describe some factors that (Organization of activity of Anatomy &
influences muscle contraction the Muscular Physiology 10th
of single skeletal muscle System, Muscle dition.McGraw
fibers. Identification, Hill Education.
4. Understand the nature of the Muscular New York
treppe phenomenon and Contraction)
tetanus, -Interactive lab
Simulation

MIDTERM EXAMINATION
6hours 1. Describe the structures of 1. The Heart & Laboratory Rubrics VanPutte,C;
heart. Circulation Exercise Regan, J; &
2. Explain the function of major 2. The Blood (Structure of the Russo,A (2019).
heart structures. 3. The Lymphatic Heart, Electrical New York
3. Identify the components & System Activity of the Seeleys
functions of human blood Heart, The Pulse Essentials of
tissue. & Blood Pressure, Anatomy &
4. Demonstrate how common Circulatory Physiology 10th
blood test are performed. Pathway, Blood, Edition.McGraw
 5. Interpret results of blood test. The Lymphatic Hill Education.
6. Describe the major organs of System &
the lymphatic system. Immunity)
7. Discuss the functions of the _ Actual
lymph nodes. demonstration

6hours 1. Describe the major organs of The Pulmonary System Online Quiz VanPutte,C;
the respiratory system. & Respiration Lecture/Discussio Regan, J; &
2. Trace the movement of air n Via google Russo,A (2019).
through the respiratory. meet Seeleys Essentials
3. Demonstrate the use of Submission of Anatomy &
spirometer to determine Laboratory of answered Physiology 10th
pulmonary volumes & Exercise lab.exercisce dition.McGraw
capacities. (Respiratory s Hill Education.
4. Understand the effects of Structures, New York
exercise on pulmonary Pulmonary
volumes and capacities. Volume &
capacities
6hours 1. Describe the gross anatomical The Renal/ Urinary Online discussion Quiz VanPutte,C;
features of the kidney & their System Regan, J; &
specifics functions. Laboratory Russo,A (2019).
2. Identify the normal Exercise Seeleys Essentials
characteristic of freshly voided (Urinary of Anatomy &
urine. Structures, Physiology 10th
3. Demonstrate the use for Urinalysis) dition.McGraw
urinalysis of the dip and read Hill Education.
clinical tests strips. New York
4. Evaluate urinalysis results.
6hours 1. Identify the principal function The Digestive System Online discussion Reporting VanPutte,C;
of each major digestive organ. Metabolism & Regan, J; &
2. Describe the action of Nutrition Russo,A (2019).
 pancreatic enzymes on Laboratory Submission Seeleys Essentials
carbohydrates & lipids. Exercise of answered of Anatomy &
3. Explain the effects of ( Digestive la. exercises Physiology 10th
temperature on enzyme Structures, dition.McGraw
activity. Enzymes & Hill Education.
4. Perform test of temperature Digestion) New York
of enzyme activity.
5. Demonstrate the action of bile
on lipids.
6hours 1. Describe the organs of the The male & Female Online discussion Quiz VanPutte,C;
male & female reproductive Reproductive System Regan, J; &
system & their principal Laboratory Submission Russo,A (2019).
functions. Exercise of lab. Seeleys Essentials
1. Identify the feature of a (The Male & exercises of Anatomy &
mature sperm & mature ova in Female Physiology 10th
a prepared smear. Reproductive dition.McGraw
System Hill Education.
New York
6 hours 3. Identify major features of Development, Genetics Online discussion Graded VanPutte,C;
successive developmental & Heredity recitation Regan, J; &
stages. Laboratory Russo,A (2019).
4. Identify the phenotype and Exercise Seeleys Essentials
genotypes of of Anatomy &
human characteristics. Physiology 10th
6. Distinguish between the dition.McGraw
concepts of Hill Education.
dominant & recessive as New York
applied to inherited
traits
FINAL EXAMINATIONS
METHODOLOGY:
Lecture, laboratory exercises and activities
ASSESSMENT:
Quiz, Graded Recitation, Practical examinations, Periodical examinations, Presentation of Outputs

Rubrics
Total pts. Possible Total pts. earned

Cover page 5 pts. _________

Introduction (discuss concepts involved) 10 pts. _________
Hypothesis (prediction) 10 pts. _________
Materials List (items used) 10 pts. _________
Procedure (step-by-step format) 15 pts. _________
Data (graphs/tables) 15 pts. _________
Conclusion (results based on hypothesis, errors) 20 pts. _________
Application (relate to your life) 5 pts. _________
TOTAL PTS. EARNED _________ / 100
Grading system:

The student grade is composed of:

a. Class standing (CS) which includes quizzes, recitations, laboratory exercises and laboratory outputs
b. Periodical Examination(PE)refer to prelim, midterm or final
>PG is computed as:
PG=2/3ofCS+1/3 of PE
>MG is computed as:
MG=2/3ofCS+1/3of PE Cumulative MG 2/3of MG+1/3 of PG
>FG is computed as:
FG=2/3ofCS+1/3 of PE Cumulative FG 2/3of FG+1/3 of MG
>The percentage equivalent of Periodical Exam. & the different component of the CS is computed as:
%=( Raw score/ No. of items) 50+50
Passing Mark is 75%&above
Failing Mark will be given to students on the following instances.
1. The student failed to take the final examination
 2. The student failed to submit major course requirements.
FDA (failure due to absences) Mark will be given to students who have incurred a significant number of absences.
Please refer to the ULS Inc. student handbook Sec.3.3,4,6

Course requirement:
- Laboratory Manual
-
Classroom policy:
According to the University of La Salette Inc. Student Handbook Sec.5.7.
1 .A class hour begins and ends with prayer. Classroom prayer must be recited with decorum.
2. Respect, orderly and decent behavior and conduct shall be observed inside the classroom at all times.
3. A Student may be allowed to leave the room with the permission of the instructor and /or authorized personnel of the
University while the class is onsession.
4. Students who wish to sit in class must secure permit from the instructor.
5. Students are not allowed to stay inside the classroom.
6. Students are not allowed to attend classes if not in proper uniform. It must be observed.
7. Attendance is necessary, tardiness and absences should be replaced accordingly
o A 15 minutes allowance from the schedule time will be observed. A student who comes in beyond 15 minutes will be
considered and marked late.
o A student who is late beyond 30 minutes will be marked absent but still required to attend the class.
o Special quizzes/ exam will be given as a privileged to students with excused absences ( sickness with confinement,
death of the immediate member of the family, unavoidable circumstances beyond one’s control)
8. Active Class participation
o During the classroom discussion student is required to recite/share their ideas on the topics.
9 .Research Work and Reports
Students were given specific topic to research
o Discuss in the classroom.

REFERENCES:
  Required Textbook
VanPutte, C; Regan, J; 7 Russo, A (2019) Seeley’s Essentials of Anatomy & Physiology 10 th edition. McGraw Hill
Education New York 10121

 BOOKS
BC Campus (2018) Anatomy and Physiology Chap 27 The Reproductive System.
http://opentetbc.ca/anatomyandphysiology/

Cohen, BJ & DePetris, A (2017)Medical Terminology: An Illustrated Guide. Wolters Kluwer Philadelphia PA 10103 USA

Levitzky, MG (2018)Respiratory Physiology 8th editon. McGraw-Hill Medicine, New York NY Chap 1: Functions &
Structures of the Respiratory
System

Snell, RS (2010) Clinical Neuroanatomy 7th edition. Lippincott Williams and Wilkins.

 Websites
American lung Association (2018) Lung Diseases, http://www.lung.org/lung-health-and-diseases/all-diseases. html

Barha,CK & Lui-Ambrose T (2016). Somatic Motor System. Neuro-epidemiology. Handbook of Clinical Neurology.
Science Direct. http://www.sciencedirect.com/topics/neuroscience

Medline Plus (2017) Neurologic Diseases. US National Library of Medicine. http://medlineplus.gov/neurologic

diseases.html

REVISION AND APPROVAL NOTATION

NAME POSITION/DESIGNATION SIGNATURE DATE

Last Revised by
Last Updated by

Reviewed by

Endorsed by Lilia D. Antonio, PhD College Dean

Approved by Madeilyn B. Estacio, PhD VP for Academics