Abadingo Business-Plan PDF

Republic of the Philippines.
SOUTHEAST ASIAN COLLEGE, INC.

COLLEGE OF NURSING
RAPHA CARE SKILL ENHANCEMENT ACADEMY
RAPHA CARE CORPORATION
12TH AVENUE DF HOMES, E. RODRIGUEZ
QUEZON CITY, 1630
ANDREA MAE G. ABADINGO
BSN 191 – 4TH YEAR
January 2023
COLLEGE OF NURSING
TABLE OF CONTENTS
I. Title Page
II. Table of Contents…………………………………………………………………....2
III. Executive Summary………………………………………………………………...3
IV. Description of Products and Services……………………………………………….5
V. Technology Considerations……………………………………………………..……7
VI. Product/Service Marketplace……………………………………………………….8
VII. Marketing Strategy………………………………………………………...……….9
VIII. Organization and Staffing…………………………………………………………13
IX. Schedule………………………………………………………………………….....16
X. Financial Projections………………………………………………………………...18
XI. Findings and Recommendations…………………………………………………....22
XII. Appendices………………………………………………………………………...24
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I. EXECUTIVE SUMMARY
Company Profile
Rapha Care Skill Enhancement Academy by Rapha Care Corporation seeks to
provide skill training on nursing skills, basic life support and first aid to its target
customers as they get exposed to an environment that mimics the healthcare setting. The
academy is made possible through a partnership with different colleges/universities and
health institutions with a common goal of delivering quality skill training that will
enhance the mastery of the customers in the above mentioned skills. The academy will
have the following as core staff: Clinical Instructors, Promotion Team, Resource Team,
Student Assistance Team, Program Heads and Program Secretary.
Nature of Product and Services
As mentioned, the academy will offer skill training on the following skills:
nursing skills, basic life support and first aid through the guidance of skilled clinical
instructors to improve the students’ mastery of the skill/s. Once enrolled, the students will
be given exclusive access to supplemental materials through their student account via
phone application or website. Moreover, students will be exposed to an environment that
mimics an actual healthcare setting. Once the course is completed, the student will be
given a certification of completion.
Size and Growth Trend of the Market
The target customers of the academy are listed in category as follows: (1) Primary
Customers: Nursing Students, Nursing Graduates, Newly registered Nurses, Other
Health-allied Students or Professionals; (2) Secondary Customers: Learning Institutions,
Private Health Institutions, Government Health Institutions; and (3) Supplemental
Customers: Nursing Enthusiasts and the General Public. Some of the competitors such as
the Perioperative Nursing Skills Development Training Program of the Philippine Heart
Center and Nursing skills Enhancement of HealthCare Advantage have already
established their credibility in the field of skill training. However, Rapha Care Skill
Enhancement Academy will provide a full course of skill training available for a longer
period of time available for a larger scope of target customers.
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Financial Projections
The allocated start-up cost for the first year of Rapha Care Sill Enhancement
Academy is 9,958,000 which already includes utility fees, equipment fees, salaries of
staff, additional staffing and insurance costs, marketing fees (website, social media
accounts, phone application, promotional materials), and other miscellaneous fees.on the
other hand, the estimated profit during its first year of operations is 10,400,000.
Included in the key projections of the academy are the following: (a) to have an
increasing customer demands made possible by (b) expanding affiliation with different
colleges/universities and health institutions, (c) improving health-related technologies by
using latest technological innovations and (d) making sure that all transactions are
processed and closed yearly with no carry-over to the succeeding years. All of these will
lead to an increase in profit and will help in establishing the credibility of the academy
thereby making its own name as a trusted skill enhancement academy in the country.
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II. DESCRIPTION OF PRODUCTS AND SERVICES
Rapha Care Corporation aims to provide its intended clients an access to a service
that would become a channel of knowledge and facilitate mastery of specific
health-related skills. These services will be available in a new enhancement facility that
will be established by the company and will be named — Rapha Care Skill Enhancement
Academy.
Rapha Care Skill Enhancement Academy will be situated along the University
Belt area to maximize its accessibility to students of nearby universities. The services will
be offered to nursing students, nurses, medical-related professions, and even the general
public in their pursuit of enhancing existing knowledge and skills related to nursing, first
aid and basic life support.
The facility will have two buildings, one of which is to house the two types of
services offered. On each building, several units with conducive environments that are
tailored to cater services that will take place. That includes rooms with equipment and
layout similar to that of a hospital, and other rooms that will be used to make a simulation
of an actual hospital or emergency setting.
The services that will be offered are as follows: (1) Skills Enhancement Program,
and (2) First Aid and Basic Life Support Program.
The skills enhancement program will be offered to student nurses and graduates
of bachelor’s degree in nursing. Considering the effects of the pandemic and other
existing factors affecting the mastery of skills among student nurses, the Skill
Enhancement Program (SEP) will focus on mastering all nursing skills through focused
skills laboratory exposure and related learning experiences. A specific building will be
assigned to the program which will have its customized rooms that will mirror a hospital
setting supplied with all necessary materials needed to perform the nursing skills.
The first aid and basic life support program will accept students from different
health-allied courses and even those who are not from this line of courses. This program
will be open to anyone who wants to learn about first aid and basic life support. Those
who finish the course will be provided with a certification proving that they are capable
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of performing tasks related to the above mentioned skills which they can add to their
credentials. A specific building will be assigned for this program which will be supplied
with necessary materials and equipment to facilitate learning and mastery.
Rapha Care Skill Enhancement Academy will be beneficial to nursing students,
nursing graduates, registered nurses and even ordinary individuals as it gives them the
opportunity to enhance their knowledge and master skills through their exposure to an
environment mirroring that of a hospital or emergency setting. All of which will be useful
when taking licensure examinations, working in the hospital, or even applying it to daily
challenges related to health. This allows the clients to have a practice ground where they
can master their skills and hone their knowledge without the need to be immediately
exposed to the actual clinical setting.
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III. TECHNOLOGY CONSIDERATIONS
Rapha Care Skill Enhancement Academy will utilize two technological
innovations: (1) website, and (2) application, (3) Facebook Page, and (4) simulations .
The website will contain basic information about the academy. Individuals who
plan to enroll in the academy will see most of the necessary details on the website prior to
enrollment. This includes a brief description and coverage of the course/program offered,
details on how to enroll, and who to contact for inquiries. The website will also have a
bot that will initially respond to inquiries.
For those who are already students of the academy, the website will provide
exclusive access to supplementary materials which includes video demonstrations of
necessary skills. All they have to do is to sign up on the website using their student
number which will be given upon enrollment. These files will be encrypted with security
codes making it inaccessible to others who are not students of the academy. Moreover,
class schedules and tasks will be visible once the student logs into his/her account. This
will help them keep track of their progress. Aside from the website, the academy will also
use a mobile application. This will have similar features as the website but will be more
flexible as it can be accessed through android or IOS phones.
Additionally, a facebook page will be created as a form of advertisement which
will allow the academy to reach as many students as possible. Latest updates will be
posted on this page. Visitors of the page can also be directed to the academy website and
mobile application.
Lastly, in relation to the classes that will be conducted, simulations will be used to
imitate the clinical setting as accurately as possible. Technological innovations used in
the hospital will also be present in the makeshift clinical classrooms. These will help the
students to experience being in the clinical setting and using all related equipment prior to
their actual exposure.
All these technological innovations which will be implemented by the academy
will be useful to maximize the services being offered, reach as many prospective students
as possible, and generally improve the efficiency and effectiveness of the
programs/services offered.
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IV. PRODUCT/SERVICE MARKETPLACE
There has been an increasing demand for nurses during recent years. Even more
so, when the pandemic striked, the need for additional healthcare workers in and out of
the country increased. However, due to the sudden shift in the mode of learning,
skill-based professions such as health allied courses specifically nursing opted for an
online learning which greatly affected the students mastery of the required skills.
Students were led to practice skills in a makeshift environment at home and with
hypothetical scenarios. Other companies who offer skill training such as the Perioperative
Nursing Skills Development Training Program of the Philippine Heart Center and
Nursing skills Enhancement of HealthCare Advantage are well-known competitors of
Rapha Care Skill Enhancement Academy because of their trusted affiliations. Aside from
these well-known training centers and programs, some hospitals also offer training for
their newly hired nurses.
With the resume of face-to-face classes in most health allied courses, the student
nurses are faced with the challenges of mastering skills on clinical setting with actual
equipment and more realistic cases. The abovementioned competitors can only open slots
for a specific period of time or are far from universities and colleges catering health allied
courses. Some of them also require applicants to have health-related courses or degrees
before applying to the program. Rapha Care Skill Enhancement Academy will open slots
per batch to accommodate a greater number of applicants. The new academy will be
situated along the university belt to make it accessible to nearby students. Once
well-established, expansion and planning for new branches may be started. Additionally,
partnership with colleges and universities will be a top priority to reach as many
prospective students as possible. Moreover, the academy will be more flexible with the
type of applicants that will be catered as it will accept nursing students and nursing
graduates for the nursing skills enhancement while anyone is qualified to apply under the
basic life support training and emergency medical technician/paramedics training.
Reaching the end of each course, the students will be given the chance to deploy on the
actual clinical units in partnership with the healthcare affiliations of the academy. A
certificate of completion will be given to successful completers of the course/program.
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V. MARKETING STRATEGY
Geographical Areas to be served
Rapha Care Skill Enhancement Academy first branch will be initially established
around the University Belt to cater potential students from nearby universities.
Customer to be sought
Rapha Care Skill Enhancement Academy will provide services to nursing
students, nursing graduates, registered nurses and even individuals from other fields of
work. Once successfully enrolled in the program/s, the students will be subjected to
actual skill training in the facility depending on their schedule. They will also have
exclusive access to the supplemental materials included in the website and phone
application at any time and anywhere.
Products and Services Strategy
Amidst the presence of current competitors, Rapha Care Skill Enhancement
Academy will aim to soar high in the field of skill enhancement by providing quality skill
education that is accessible at any point in time by involving technological innovation
and setting simulation thereby equipping the students with the intended skills that is as
close to reality as possible.
In relation to accessibility, wide promotion through various means such as in
social media and mass produced promotional materials will be done. Partnership with as
many colleges and universities as possible will be prioritized to make skill enhancement
more accessible to students.
Moreover, the skill training of the students will be facilitated by skillful clinical
instructors. Students will be also given the opportunity to access exclusive supplemental
materials to aid in their learning. The website and phone application will be specifically
helpful in using these materials and student inquiries.
Furthermore, unlike those of its competitors, Rapha Care Skill Enhancement
Academy will offer a full course of skill enhancement that will be continuously available
for anyone who is interested to take the course. Therefore, the courses offered will not
only be available for a limited time and will be effective in providing outstanding skill
training.
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Additionally, the setting by which the skill training will take place will be a
simulation of the actual clinical setting achieved through the use of different
technological innovation and actual clinical equipment. Each room will have its setting
tailored to fit the skills offered.
Customer Strategy
The Rapha Care Skill Enhancement Academy will target students from different
demographics and will be categorized as primary, secondary and supplemental customers.
These categories are as follows:
Primary Customers:
a) Nursing Students
b) Nursing Graduates
c) Newly registered Nurses
d) Other Health-allied Students or Professionals
Secondary Customers:
e) Learning Institutions
f) Private Health Institutions
g) Government Health Institutions; and
Supplemental Customers
h) Nursing Enthusiasts
i) General Public
Vast promotion will be done manually and virtually through various channels
such as in social media and promotional materials to attract our primary and
supplemental customers. While proposal letters will be sent to our secondary customers
in pursuit of a partnership with them.
Channels and Distribution
The academy will aim to make its services available to as many students as
possible. Prospective students will be initially reached through promotions via social
media and promotional materials. Once confirmed to be the academy’s students, they will
be given access to supplemental materials and will be introduced to an extensive training
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until the course is completed and mastery is achieved. Showed below is the process by
which services will be delivered.
Positioning and Branding
The Academy will use three colors – Navy blue, Green and White as its color.
The navy blue represents knowledge as the academy seeks to be a vessel of knowledge
and mastery to its customers. The color green signifies perseverance of the students to
pursue excellence in the skills that they intend to master. Lastly, white will reflect faith –
not in what is known but on God who is the source of wisdom.
Integrated Marketing Communications Strategy
As part of promotion, the following will be implemented by Rapha Care Corporation:
1. Launching different social media accounts such as in Facebook, Instagram,
Twitter, Official Website and phone application to advertise the academy and its
services to as many prospective students as possible.
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2. Creating and distributing promotional materials such as flyers and/or brochures in
universities/colleges, health institutions, and public places upon approval of
needed authorities (i.e school head, hospital board, local government)
3. Creating and sending proposal letters to colleges and universities, private and
government health institutions to establish partnerships that will maximize the
potential to reach prospective students.
Customer Relations Strategy
In order to convince as many prospective students as possible, our promotion
team will continue on making efforts to advertise the academy especially during its initial
run. All social media accounts, including the website and phone application will be kept
up-to-date and responsive to any queries. Different teams will be created including those
that will handle and respond to the learning needs of the students. The academy will be
open for walk-in applicants and will have a designated plan for a facility tour to convince
prospective students.
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VI. ORGANIZATION AND STAFFING
Mission
To provide assistance in mastering nursing, first-aid and basic life support skills
through an exposure to situations and settings simulated to mirror those of the real life
scenarios.
Vision
To provide assistance in mastering nursing, first-aid and basic life support skills
through an exposure to situations and settings simulated to mirror those of the real life
scenarios.
Business History
With the sudden shift of learning modalities due to the pandemic, the learning of
students were greatly affected as the skills are no longer practiced face-to-face.
Universities opted for online skill demonstrations which served as an alternative but was
still a less effective way of teaching health-related skills.
Proposed Legal Form of Business
Rapha Care Skill Enhancement Academy will have a partnership as its legal form
wherein the academy will seek partnership with colleges and universities as well as
health institutions as its board of directors in pursuit of accomplishing the academy’s
mission and vision. With this type of legal form, there will be an increased chance of
sustaining the financial needs of the business as responsibilities with the required funds
are shared between owners. Furthermore, this partnership will lead the academy to pay no
income taxes. Most importantly, a partnership with the above mentioned institutions will
maximize the chance of offering services to a greater number of customers. The
partnership will further strengthen the credibility of the academy as it will be led by great
minds and hands of the same profession and purpose.
Aside from the established partnership among owners, the academy will become
successful with the help of all employees working together to achieve the academy’s
purpose. The initial staffing positions are as follows:
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Staffing Positions
The staff positions needed for the initial operation of the academy are indicated below.
All teams should have at least 1 registered nurse under them.
Clinical Instructors - These are registered nurses with master's degree in nursing,
registered first-aid responders, and certified basic life support providers who are capable
of assisting the students in demonstrating the skills with excellence.
Promotion Team - Responsible for handling and managing the website and mobile
application. This team will also respond to queries online. Most importantly, they will be
tasked to promote the academy through various means.
Resource Team - This team is responsible for generating the supplemental materials
provided to students via the mobile application by coordinating with the clinical
instructors for the skill demonstration. They will also be responsible for preparing and
purchasing the medical supplies needed by the students during the demonstration.
Student Assistance Team - This team will be responsible for responding to student needs
and will be the one to handle enrollment of students.
Program Heads - Head of each program offered should be a registered nurse with a
master's degree or doctoral degree in nursing.
Program Secretary - Each program will have their own secretary which will be
responsible for managing the day-to-day operations by answering phones, sending
emails, organizing meetings and taking minutes for important discussions. The secretary
will organize and handle important documents such as student records.
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Organizational Chart
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VII. SCHEDULE
The construction of facilities for the Rapha Care Skill Enhancement Academy
will commence in December 2022 and is expected to be completely operational by
August 2023. In this span of time, the website, phone application, equipment and supplies
needed will also be created and prepared. Advertisement for the first batch of students
will start a month prior to opening where students are given a 20% discount.
The schedule of activities are as follows:
Date Activities
October to November 2022 Planning Period
1st week of December 2022 Start of facility construction
2nd week of January 2023 Securing affiliations with healthcare facilities and
organizations
1st week of March 2023 First Site Visit
2nd week of March 2023 Recruitment of clinical instructors
3rd week of May 2023 Adding equipments to the makeshift setting
1st week of June 2023 Second Site Visit
Initial testing trial for the website and phone application
Start of advertising via social media offering 20%
discount to first 100 students to successfully enroll.
1st week of July 2023 Final testing trial for the website and phone application
1st week of August 2023 Official Opening of the Academy
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The above-mentioned activities should be followed upon approval of this project.
Any adjustments on the date or activity indicated should be noted by the assigned project
team.
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VIII. FINANCIAL PROJECTIONS
The financial projections for Rapha Care Skill Enhancement Academy are listed
below. These values are based on projected results starting from the first year to the fifth
year of the academy’s operations. Included in this are: estimated sales, equipment fees,
affiliation sales, utility costs, salaries of staff, additional staffing and insurance costs,
marketing fees (website, social media accounts, phone application, promotional
materials), and other miscellaneous fees.
The assumption for the following projections are as follows:
a. Increasing customer demands
b. Expanding affiliation with different colleges/universities and health institutions
c. Improving health-related technological innovations
d. All transactions are processed and closed yearly with no carry-over to the
succeeding years.
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5-year Financial Projections for Rapha Care Skill Enhancement Academy
Measure Year 1 Year 2 Year 3 Year 4 Year 5 Total (5

Years)
Estimated 8,400,000 20,000,000 22,000,000 25,000,000 27,000,000 102,400,000

Income
Equipment 5,000,000 1,500,000 1,000,000 1,000,000 1,000,000 9,500,000

Fees
Affiliation 2,000,000 3,000,000 4,000,000 5,000,000 6,000,000 20,000,000

Income
Utility Costs 528,000 600,000 600,000 600,000 600,000 2,928,000
Salary of 4,000,000 7,000,000 9,000,000 10,000,000 11,000,000 41,000,000

Staffs
Additional 200,000 500,000 1,000,000 1,500,000 2,000,000 5,200,000
staffing and
insurance
costs
Marketing 30,000 15,000 15,000 15,000 15,000 90,000
Fees (website,
social media
accounts,
phone
application,
promotional
materials)
Other 200,000 300,000 400,000 500,000 600,000 2,000,000
Miscellaneous
Fees
Total 9,958,000 9,915,000 12,015,000 13,615,000 15,215,000 60,718,000

Additional
Cost
Total Sales 10,400,000 23,000,000 26,000,000 30,000,000 33,000,000 122,400,000
Cash Inflow 442,000 13,085,000 13,985,000 16,385,000 17,785,000 61,682,000
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Start-Up Costs Breakdown Monthly Cost Total

Cost in 1 Year
Equipment Fees *cumulative* 5,000,000
Electric Bill 22,000 264,000
Water Bill 17,000 204,000
Internet and Phone Bill 5,000 60,000
Additional staffing and insurance costs 16,666.66 200,000
Marketing Fees (website, social media 2,500 30,000
accounts, phone application, promotional
materials)
Other Miscellaneous Fees 16,666.66 200,000
Total: 5,958,000
Salary per Staff
Clinical Instructors (5) 110,000 1,320,000

(22,000)
Promotion Team, Resource Team, Student 90,000 1,080,000

Assistance Team (6) (15,000)
Program Head and secretary (4) 72,000 864,000

(18,000)
Other staff (3) 36,000 432,000

(12,000)
Bonuses 304,000
Total: 4,000,000
Grand Total: 9,958,000
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Business Expenses in One Year Cost
Equipment Fees 5,000,000
Utility Costs 528,000
Salary of Staffs 4,000,000
Additional staffing and insurance costs 200,000
Marketing Fees (website, social media 30,000
accounts, phone application, promotional
materials)
Other Miscellaneous Fees 200,000
Grand Total: 9,958,000
Key Projections
Rapha Care Skill Enhancement academy aims to establish strong partnerships
with many colleges, universities and health institutions during its first 3 years. Within the
first year of operation, the academy will seek to partner with at least 1 college/university
within the university belt. Initially, the academy will have 3 clinical instructors for the
nursing skills and 2 for first aid/basic life support. The target sales of the academy in its
second year combining both estimated income and affiliation income would be
23,000,000 with a 54.78% increase. Listed below are the initial goals of the academy in
the first 3 years of operations:
1. To develop a feasible and profitable business within 1-3 years that has an
established credibility among colleges,universities and health institutions.
2. To expand the reach of our services by establishing partnerships with different
colleges,universities and health institutions.
3. To accommodate a great number of customers by 40% every year through
effective advertisements and established partnerships.
4. To provide quality skills training that will satisfy the learning needs of the
customers through the services offered by the academy.
5. To reach a net income of higher than 50% of sales by the third year of operations.
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IX. FINDINGS AND RECOMMENDATION
The findings of the survey and the rest of the information included in this
feasibility study supports the mission and vision of the Rapha Care Skill Enhancement
Academy as it will be a vessel of mastery to its intended customers filling up the gaps in
skill development. Presented below are the key findings of the study:
a. Technology
● Will utilize various social media accounts and materials for promotion to
reach more customers.
● Supplemental videos will be exclusively available on the phone
application and website for easy access of students.
● Will use simulation to mimic an actual healthcare setting.
b. Marketing
● Will use various promotional materials (both manual and virtual method).
● Partnership with universities/colleges and health institutions will be
pursued to reach as many students as possible.
● First branch will be positioned along the university belt. Opening branches
in other regions will be studied and pursued.
● Skill enhancement programs will be available in an extensive manner
delivered through a longer period of time.
● Programs will be available to various types of customers.
c. Organizational
● Skills training will be facilitated by credible and skillful clinical
instructors.
● Sufficient number of staff are assigned to different departments to provide
efficient service.
d. Financial
● Training fee will be maintained at a low price as much as possible.
● 5-year financial projections show 2 sources of income namely the
estimated sales or the accumulated training fee and the affiliation free
from partnerships.
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● Partnership will maximize the reach of the academy and therefore,
increase its income.
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X. APPENDICES
Bibliography
● Bloomenthal, A. (2020, November 12). General Partnership. Investopedia.
https://www.investopedia.com/terms/g/generalpartnership.asp
● Advantages and Disadvantages of a Partnership. (2021, April 19).
StartingYourBusiness.com.
https://startingyourbusiness.com/advantages-and-disadvantages-of-a-partnership/
General
● Partnership. (n.d). CFI Education Inc.
https://corporatefinanceinstitute.com/resources/knowledge/deals/general-partners
hip/
● Nursing Education. (n.d.).
https://www.phc.gov.ph/training/nursing-education/nureduc/index.php?prog_uid=
10
● HealthCare Advantage Institute. (n.d.).
http://hcainstitute.com/Nursing-Skills-Enhancement
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Marketing Survey Questionnaire

A. Profile of the Respondents
Name (Optional): _________________________ Age:

__________________________
Gender: ____ Male ____ Female E-mail Address: ____________________
Civil Status:
____ Single
____ Married
____ Separated
____ Others:___________________
Occupation:
Nursing Student
Nursing Graduate (Not yet registered)
Registered Nurse
Clinical Instructor/Professor (Please indicate degree:
________________________)
Other health related profession (Please indicate:______________________)
None of the Above
B. Survey Questionnaire
Read the following questions/statements and select the best that describes your agreement
with the questions/statements.
1. Do you have any background in any of the following skills: nursing skills,
first-aid, or basic life support?
a. Yes
b. No
2. If No, are you interested in taking a full course to learn any of these skills?
a. Yes
b. No
3. If you answered yes in question 1, did you take a formal course to learn these
skills?
a. Yes
b. No
4. How long did you learn these skills?
a. 1-6 months
b. 7-12 months
c. 1-2 years
d. 2-3 years
e. 3-4 years
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f. N/A (if you answered No in number 3)

5. Where did you learn these skills?
a. Self taught
b. At a university
c. At a training center
6. In the span of learning these skills, were you able to practice them in a setting that
mimicked an actual healthcare setting?
a. Yes
b. No
7. For how long were you able to practice these skills in a clinical setting or to a
setting close to that of a clinical setting?
a. For days
b. For weeks
d. For months
e. For years
8. If you were to rate your satisfaction in those times that you practiced these skills,
how much would you give (1 being the lowest and 10 being the highest)?
_______
9. Rate your perceived mastery of the skills that you learned (1 being the lowest and
10 being the highest).
_______
10. Rate your perceived need to attend a training program to master these skills (1
being the lowest and 10 being the highest).
_______
11. If the skill enhancement academy is located near you (or your university), how
likely will you consider enrolling (1 being the lowest and 10 being the highest)?
_______
12. How much of your daily time is your preferred span for your skill enhancement
(with breaks)?
a. 1-2 hours
b. 3-4 hours
c. 5-6 hours
d. 7-8 hours
13. How much are you willing to spend to enroll in a skill enhancement program?
a. Php 5,000/month
b. PhP 7,500 per month
c. PhP 10,000 per month
14. Which among the following will you consider in deciding to enroll at Rapha Care
Skill Enhancement Academy? Select all that applies.
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Training fee
Near at home/school
Popularity of the academy
Credibility of the company
Available programs
Work opportunities after completion
Requirements upon enrollment
Others: _______________________
15. From your answer in question 14, kindly rank each factor from what you will
most likely to consider and least likely to consider (1 being the highest).
1:__________________________
2:__________________________
3:__________________________
4:__________________________
5:__________________________
6:__________________________
7:__________________________
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Survey Results
Figure 1: Distribution of the respondents by age (n=51)
The figure above shows the distribution of the respondents according to their
ages. Among all respondents, 47.1% (24) were 21 years old, followed by 31.4% (16) who
are 22 years old, 5.9% (3) each for both 19 and 23 years old, and the rest of the ages 17,
18, 20, 28, and 30 years old with 2% (1) each. This concludes that most of the
respondents are between the ages of 21-22 years old.
Figure 2: Distribution of the respondents by gender (n=51)
The figure above shows the distribution of the respondents according to gender.
Among all respondents, 76.5% (39) were female while 23.5% (12) were male. This
concludes that the respondents were dominated by women.
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COLLEGE OF NURSING
Figure 3: Distribution of the respondents by civil status (n=51)
The figure above shows the distribution of the respondents according to their civil
status. This shows that 98% (50) of all the participants are single while only 2% (1) is
separated.
Figure 4: Distribution of the respondents by occupation (n=51)
occupation. Among all respondents, 62.7% (32) are nursing students, 11.8% (6) are from
other health related courses/profession, while 25.5% (13) are not from any of the above
mentioned choices (nursing students, nursing graduates, registered nurses, or from other
health related courses/profession). This shows that our respondents were mostly from the
nursing profession and are currently students.
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COLLEGE OF NURSING
Figure 5: Distribution of the respondents who are from other health related profession
aside from nursing (n=6)
The figure above shows the distribution of the respondents who are from other
health related professions aside from nursing. Both medical technology and radiologic
technology amounts for 33.33% (2) each while 16.66% (1) for psychology and another
16.66% (1) whose profession is not indicated.
Figure 6: Distribution of the respondents on whether they had a background in any of the
following skills: nursing skills, first-aid, or basic life support or not (n=51)
The figure above shows the distribution of the respondents on their background
on any of the following skills: nursing skills, first-aid, or basic life support. Among all
respondents, 68.6% (35) had a background on these skills while 31.4% (16) did not. This
30
COLLEGE OF NURSING
concludes that more than half of the respondents already had a previous background of
the abovementioned skills.
Figure 7: Distribution of respondents including those with no background knowledge of
any of the above mentioned skills on their interest in taking a full course to learn these
skills (n=51)
The figure above shows the distribution of respondents on their interest in taking
a full course to learn these skills. Among all respondents, 86.3% (44) said that they are
interested, while 11.8% (6) answered that they may be interested, and only 2% (1) said
that they are not interested. This concludes that almost all of our respondents had an
interest in taking a full course to learn these skills.
Figure 8: Distribution of respondents including those with a background knowledge of
any of the above mentioned skills on whether they took a formal course to learn these
skills (n=51)
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COLLEGE OF NURSING
The figure above shows the distribution of respondents on whether they had a
formal course that teaches these skills. Among all respondents, 49 % (25) had taken a
formal course while 51% (26) had not. This shows that the number of respondents who
took and did not take a formal course to learn any of these skills are closely tied with only
1 respondent making those who did not take a formal course as the majority.
Figure 9: Distribution of the respondents by the amount of time they had to learn these
skills (n=51)
The figure above shows the distribution of the respondents according to the time
they spent learning these skills. Among all respondents, 43.1% (22) said that they had 1-6
months, 17.6% (9) said they had 3-4 years, 7.8% (4) had 7-12 months, 3.9% (2) for both
1-2 years and 2-3 years, while 23.5% (12) answered not applicable. This shows that most
of the respondents only had a 6-month long period of learning these skills.
Figure 10: Distribution of the respondents depending on the source by which they
learned these skills (n=51)
The figure above shows the distribution of the respondents according to the
source by which they learned these skills. Among all respondents, 54.9% (28) answered
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COLLEGE OF NURSING
that they learned it at a university, 5.9% (3) learned it at a training center, 3.9% (2) only
self-taught, while 35.3% (18) answered not applicable. This concludes that more than
half of the respondents were able to learn these skills at a university/college.
Figure 11: Distribution of the respondents depending on whether they learned these
skills in a setting that mimics an actual healthcare setting or not (n=51)
setting by which they learned these skills. Among all respondents, 33.3% (17) answered
that the setting they had when learning these skills is similar to an actual healthcare
setting while 25.5% (13) answered that it was not. The remaining 41.2% (21) answered
not applicable. This concludes that among those who took a formal course, a little more
than half of them actually learned these skills in a setting similar to that of healthcare
setting.
Figure 12: Distribution of the respondents depending on the amount of time they learned
these skills in a setting that mimics an actual healthcare setting (n=51)
The figure above shows the distribution of the respondents by the amount of they
had learned these skills in a setting that is similar to an actual healthcare setting. Among
33
COLLEGE OF NURSING
all respondents, 27.5% (14) answered that they only had days, while 15.7% (8) had years.
On the other hand, 7.8% (4) had months and 3.9% (2) had weeks. The remaining 45.1%
(23) answered not applicable. This concludes that for those who learned these skill in a
formal course, majority of them only had days of exposure in a setting that is similar to
an actual healthcare setting while learning these skills.
Figure 13: Distribution of the respondents by their satisfaction during the times that they
learned those skills (n=51)
satisfaction in their previous experience of learning these skills. Among all respondents
who have had a background on these skills, 17.6% (9) rated their satisfaction as 7,
followed by ratings of 6 and 8 with both 11.8% (6). 5.9% (3) gave a rating of 5, while
3.9% (2) gave 2 and 3 ratings each. The least would be those who gave 9 and 10 ratings
which only have 2% (1) each. On the other hand, 41.2% (21) of the respondents gave 0
rating as theory didn’t have any previous experience. This indicates that more than half of
those who had previous experiences in learning these skills, rated their satisfaction higher
than 5 or half of the scoring scale.
34
COLLEGE OF NURSING
Figure 14: Distribution of the respondents by their perceived mastery of the skills they
learned (n=51)
perceived mastery of the skills they learned. Among all respondents, 19.6% (10) rated
their mastery on 5, followed by 17.6% (9) who rated 7. Rates 3, 4, 6 and 8 all have 3.9%
(2) each while rates 1, 9, and 10 have 2% (1) each. The remaining 41.2% (21) answered 0
as they didn’t have previous experience learning these skills. This shows that most of
those who had previous experience learning these skills perceived their mastery on 5 or
half and above of the scoring scale.
Figure 15: Distribution of the respondents by their perceived need to attend a training
program to master these skills (n=51)
perceived need to attend a skill enhancement program. Among all participants 51% (26)
rated their need as 10, followed by 17.6% (9) who rated theirs at 8, 9.8% (5) for each of
rate 5 and 9. Lastly, 3.9% (2) answered 4, 6, and 7 each. The majority of the respondents
expressed the necessity of enrolling in a skill enhancement program.
35
COLLEGE OF NURSING
Figure 16: Distribution of the respondents by their likelihood to enroll in the academy if
it were close to their location (n=51)
likelihood that they will enroll into the academy if it were close to their location. Among
all respondents, 37.3% (19) rated it on 10, followed by 19.6% (10) of those who rated 8,
15.7% (8) of those who rated 9, 11.8% (6) of those who rated 7, 5.9% (3) for both 4 and 5
rating, and the least would be the rating of 2 with only 3.9% (2). Most of the respondents
perceived that they are likely to enroll in the academy so long as it is close to their
location.
Figure 17: Distribution of the respondents by the amount of daily time they prefer to
allot for skill enhancement program (n=51)
The figure above shows the distribution of the respondents by the amount of daily
time they prefer to allot for attending the skill enhancement program. Among all
respondents, 43.1% (22) said that they would like to give 1-2 hours followed by 39.2%
(20) of those who would like to give 3-4 hours.11.8% (6) of the respondents chose 5-6
hours while 5.9% (3) would like to allot 7-8 hours. This shows that most of the
respondents are only willing to give 1-4 hours of their daily time and only a few would
give a longer number of hours.
36
COLLEGE OF NURSING
Figure 18: Distribution of the respondents by the amount of money they are willing to
spend to enroll in the skill enhancement program (n=51)
amount of money they are willing to spend to enroll in a skill enhancement program.
Among all respondents, 92.2% (47) are only willing to allot 5,000 every month, while the
remaining percentage is willing to allot 7,500 and 10,000 per month garnering 3.9% (2)
each.
Figure 19: Considerations of the respondents in their decision to enroll in Rapha Care
Skill Enhancement Program (n=51)
The figure above shows the considerations of the respondents in their decision to
enroll in the academy. The values are presented according to the number of respondents
who chose the category. Among all considerations, on top is the training fee with 86.3%
(44), followed by location at 80.4% (41), credibility of the company with 78.4% (40),
both available programs and work opportunities on rank 4 with 72.5% (32), requirements
upon enrollment with 37.3% (19), popularity of the academy with 19.6% (10), and the
least of all would be the flexibility (time) with only 2% (1) of the respondents choosing
37
COLLEGE OF NURSING
it. This concludes that the top consideration would be the training fee while the least
would be the flexibility of time.
Figure 20: distribution of top and least considerations as identified by the respondents
(n=51)
The figure above shows the distribution of top and least priority among all
considerations of the respondents. As shown, the ranking of these considerations starting
from the most considered are as follows: training fee, credibility location, work
opportunities, available programs, popularity, flexibility and other considerations on the
same rank, and lastly, requirements upon enrollment as the least among all
considerations.
38
COLLEGE OF NURSING
Curriculum Vitae
ABADINGO, ANDREA MAE G.
Blk 1 Lot 18 DF Homes, Hagonoy, Taguig City
09686093262/09088952286
abadingo.andreamae7@gmail.com
SUMMARY OF QUALIFICATIONS
● Computer literate
● Can communicate effectively
● Purpose-driven and goal-oriented
● With a high sense of responsibility, passion, and initiative to accomplish tasks
● Aims to produce quality output/service
EDUCATION
TERTIARY SCHOOL
Southeast Asian College, Inc.
Bachelor of Science in Nursing
August 2022 – Present
Expected time of graduation: June/July 2023
Far Eastern University- Manila
Bachelor of Science in Nursing
August 2019 – June 2022
RSA Scholar
Dean’s Lister
SENIOR HIGH SCHOOL
Senator Renato “Companero” Cayetano Memorial Science and Technology High School
STEM Strand
Jun 2017 - April 2019
Graduated with Honors
39
COLLEGE OF NURSING
JUNIOR HIGH SCHOOL
Senator Renato “Companero” Cayetano Memorial Science and Technology High School
Jun 2014 - April 2017
With Honors
ELEMENTARY SCHOOL
Dei Gloriam Sto. Nino Learning Center
Jun 2008 - April 2014
Graduated as Valedictorian
HONOR AND AWARDS
Second Honor Dean's Lister
For first semester AY. 2019-2020
Ramon S. Ang Scholar granted during first year | 2019
With Honors
Awarded during high school graduation | 2019
Academic Excellence in English
Awarded during high school graduation | 2019
Valedictorian
Awarded during elementary graduation | 2014
MEMBERSHIPS AND AFFILIATIONS
President of Library Club since Grade 9
SRCC’s English Broadcasting member in Grade 11
SRCC’s Filipino Broadcasting member in Grade 12
40

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Republic of the Philippines.

SOUTHEAST ASIAN COLLEGE, INC.

RAPHA CARE SKILL ENHANCEMENT ACADEMY

RAPHA CARE CORPORATION

12TH AVENUE DF HOMES, E. RODRIGUEZ

QUEZON CITY, 1630

ANDREA MAE G. ABADINGO

BSN 191 – 4TH YEAR

II. Table of Contents…………………………………………………………………....2

III. Executive Summary………………………………………………………………...3

IV. Description of Products and Services……………………………………………….5

VI. Product/Service Marketplace……………………………………………………….8

VII. Marketing Strategy………………………………………………………...……….9

VIII. Organization and Staffing…………………………………………………………13

XI. Findings and Recommendations…………………………………………………....22

Rapha Care Skill Enhancement Academy by Rapha Care Corporation seeks to

academy is made possible through a partnership with different colleges/universities and

Student Assistance Team, Program Heads and Program Secretary.

Nature of Product and Services

phone application or website. Moreover, students will be exposed to an environment that

given a certification of completion.

Size and Growth Trend of the Market

Customers: Nursing Students, Nursing Graduates, Newly registered Nurses, Other

Health-allied Students or Professionals; (2) Secondary Customers: Learning Institutions,

Private Health Institutions, Government Health Institutions; and (3) Supplemental

Center and Nursing skills Enhancement of HealthCare Advantage have already

period of time available for a larger scope of target customers.

colleges/universities and health institutions, (c) improving health-related technologies by

II. DESCRIPTION OF PRODUCTS AND SERVICES

that would become a channel of knowledge and facilitate mastery of specific

aid and basic life support.

of an actual hospital or emergency setting.

and (2) First Aid and Basic Life Support Program.

with necessary materials and equipment to facilitate learning and mastery.

Rapha Care Skill Enhancement Academy will be beneficial to nursing students,

exposed to the actual clinical setting.

III. TECHNOLOGY CONSIDERATIONS

Rapha Care Skill Enhancement Academy will utilize two technological

bot that will initially respond to inquiries.

exclusive access to supplementary materials which includes video demonstrations of

flexible as it can be accessed through android or IOS phones.

Additionally, a facebook page will be created as a form of advertisement which

imitate the clinical setting as accurately as possible. Technological innovations used in

their actual exposure.

All these technological innovations which will be implemented by the academy

as possible, and generally improve the efficiency and effectiveness of the

IV. PRODUCT/SERVICE MARKETPLACE

Nursing skills Enhancement of HealthCare Advantage are well-known competitors of

their newly hired nurses.

basic life support training and emergency medical technician/paramedics training.

certificate of completion will be given to successful completers of the course/program.

Geographical Areas to be served

Rapha Care Skill Enhancement Academy will provide services to nursing

application at any time and anywhere.

Products and Services Strategy

Amidst the presence of current competitors, Rapha Care Skill Enhancement

education that is accessible at any point in time by involving technological innovation