WORK IMMERSION:

ALLIED HEALTH PHYSICAL THERAPY STREAM

A Portfolio Presented to the Faculty of the

Senior High School Department

Silliman University

In Partial Fulfillment of the Requirements for

Work Immersion Program

Smile Fortin

Noli Luis Lopez

Emmanuel Joseph Mayagma

May 2024
 2

TABLE OF CONTENTS
Title Page 1
Table of Contents 2
Introduction
About the Portfolio 3
Immersion Course Outline 4
Rubric for the Work Immersion Portfolio 12
Rubric for the Company Profile 13
Clearance Documents
➔ Barangay Clearance, Medical Certificate, Parent’s Consent
FORTIN 15
LOPEZ 18
MAYAGMA 21
Pre-Deployment Correspondences
➔ Application Letter, Curriculum Vitae
FORTIN 25
LOPEZ 28
MAYAGMA 31
Endorsement Letter 34
Request for Immersion 35
Acceptance Forms 36
Work Immersion Agreements and Liability Waiver 37
Individual Outputs
➔ Work Philosophy Essay, Accomplished Daily Time Record,
Observation Logs, Reflective Journals
FORTIN 41
LOPEZ 49
MAYAGMA 57
Group Output
Company Profile 66
Organization Chart 69
Clinical Rules and Guidelines 70
Learning Artifacts 72
 3
ABOUT THE PORTFOLIO
The Work Immersion Portfolio is the final assessment for graduating senior high school
students from the Work Immersion Program. This portfolio completely records students'
understanding of physical therapy and their direct encounters with various patients while learning
their skills and beliefs during workplace immersion. It includes evidence from both the
pre-immersion and immersion periods.

Pre-immersion activities such as workplace preparedness lectures, professional letter

writing, and job fair interviews provide students with a solid foundation of information and
communication skills. Learning the fundamentals of applying for a job or immersion and
compiling the necessary documentation to be accepted by the various organizations/companies
that these students desired for the Immersion Program.

During the immersion phase, students create extensive observation journals that
document daily tasks, interactions, and insights acquired about the working environment. They
also create a corporate profile that outlines the company's goals and ideology. Follow their
chosen schedules for the 1-week immersion program, which they must complete within the
10-hour immersion period. Learning and observing internship students and clinical instructors to
assist the patients with their therapy sessions. Finally, reflective journals allow students to
evaluate their progress by reflecting on challenges, takeaways, and how they used newly gained
abilities in preparation for college.

The Work Immersion Portfolio is evaluated using a portfolio assessment rubric and has
two aims. It enables students to demonstrate their professional progress and readiness for future
efforts while also giving educators vital insights regarding the performance of the Work
Immersion program. This complete record bridges the theoretical and practical gaps,
demonstrating the Work Immersion program's significance.
 4

SILLIMAN UNIVERSITY

VISION
A Christian institution leading in total human development for
the well-being of society and the environment.

MISSION
▪ Infuse into the academic learning of our stakeholders the core values anchored on the
gospel of Jesus Christ towards developing individuals of faith, character, and
competence;
▪ Instill in all members of the University community social consciousness, care for the
environment, and a deep sense of justice for societal well-being;
▪ Cultivate resilient and globally competitive academic community competent in
knowledge production and innovation, positively contributing to sustainable
development.

GOALS
Silliman aims to have…
▪ a vibrant Christian life among students, faculty, staff, administrators, alumni, and the
community
▪ a diverse studentry and globally competitive graduates with character through academic
excellence
▪ a community of leading academics, knowledge producers, and highly efficient human
resource
▪ world-class facilities, innovative systems, and processes responsive to the needs of the
stakeholders
▪ visible and sustainable financial and other resources
▪ a mutually supportive relationship with the alumni imbued with a profound sense of the
Silliman spirit
▪ a heightened social awareness and constructive engagement in peace, justice, and national
and global development initiatives
▪ responsible and accountable stewards of the environment and other resources
 5
VISIBLE OUTCOMES AND OPERATIONAL
INDICATORS OF A GOOD SILLIMAN GRADUATE

Silliman University Indicators

Graduate Outcomes A Silliman graduate…

1.1 asks pertinent questions, reflecting a

Creative Critical Thinkers heightened consciousness and curiosity
1.2 sees and describes the world in a correct and
creative way
1.3 Is a problem-solver
2.1 influences society and creates impacts on the
environment positively
2.2 serves others with compassion
2.3 leads an exemplary life
Transformative Christian 2.4 discerns (and acts on) what is right and wrong
Witness 2.5 discerns (and acts on) what is good and bad
2.6 sees the divine in all that is in the world
2.7 lives out the Via, Veritas, Vita, and becomes an
image of God’s justice and love to others

3.1 participates actively in social discourse

3.2 expresses ideas and feelings accurately and in a
clearly organized manner in both writing and
speaking
3.3 listens attentively and empathetically
Effective Communicator
3.4 discerns and processes information objectively
3.5 exchanges opinions rationally, assertively but not
arrogantly, respecting others’ opinions
3.6 demonstrates appreciation of ethical and moral
standards of effective communication and
practices them

4.1 updates abilities, knowledge, skills, and

Independent, Reflective,
Life-long Learner
qualifications
4.2 values all forms of learning
4.3 strives for excellence, always
4.4 transcends challenges that are yet to be
known in the “laboratory of possibilities”
 6
WORK IMMERSION

Description:
Work immersion is one of the requirements for graduation. A senior high school student
must complete work immersion in an industry that is directly related to the student's college
goals. Work immersion exposes and familiarizes students with a work-related environment
relevant to their field of expertise, enhancing their competency. These provide them with the
responsibilities and challenges of a job or further education following graduation.

Established Goals:
By the end of the semester, the students will be able to:
1. acquire relevant and practical industrial skills under the guidance of clinical
instructors and internship students
2. enhance their communication, interpersonal, and technical knowledge and skills
3. demonstrate appreciation of the importance and application of the principles and
theories.

Transfer:
Students, in the long run, are college- and career-ready and can proficiently demonstrate
workplace readiness and practical thinking skills that better equip them to face the demands of
higher education, employment, or any future endeavors they choose to pursue.

Enduring Understanding:
Students will comprehend that work immersion is a comprehensive approach that strives to
prepare students for the challenges and possibilities they will face in the real world, whether they
continue their education or enter the workforce immediately after senior high school.

Essential Questions:
1. What are the relevant concepts and skills necessary for further education and entry into
the workforce?
2. When can a student confirm that they are ready to meet the needs and challenges of
employment or higher education after graduation?

Values Integration: Workplace Professionalism, Accountability, Adaptability, Collaboration,

Ethical Work Behavior, and Cultural Sensitivity.
 7
EVIDENCE OF LEARNING

3rd Quarter Performance Task

Goal: Students will be able to demonstrate an understanding of work
immersion and an appreciation of the importance of credentials.
Role: Applicants
Audience: Human Resource Officers
Situation: 2024 Job Fair
Product- The application letter and curriculum vitae are the products, while the
Performance: job interview is the performance.
Standards for Criteria for the Job Interview:
Grading ▪ Appearance
▪ Greeting and Personality
▪ Communication
▪ Body Language
▪ Posture and Eye Contact
▪ Politeness
▪ General Attitude
▪ Responses to Questions
▪ Candidate Integrity
▪ Overall Demonstration of Interview Skills

Criteria for the Application Letter and Curriculum Vitae:

▪ Function
▪ Form and Content
▪ Effectiveness
▪ Grammar and Mechanics

Quarterly Assessment:
Departmentalized Examination

Written Works:
1. Work Philosophy Essay
2. Clearance Documents
 8
4th Quarter Performance Task
Goal: Students will be able to demonstrate an appreciation of business and
management processes and apply the skills and values acquired in the
immersion site.
Role: Employees
Audience: Supervisors and Clients
Situation: 2024 Portfolio Exhibit
Product- The accomplished portfolio is the product. The presentation of the
Performance: portfolio is the performance.
Standards for Criteria for the Portfolio Assessment:
Grading ▪ Sources of Learning
▪ Demonstration of Learning
▪ Mastery of Knowledge and Skills
▪ Reflection on Learning
▪ Presentation

Quarterly Assessment:
Company Profile

Written Works:
1. Weekly Observation Logs with Learning Artifacts
2. Reflective Journals

Grading System:
35% for Written Works 40%
for Performance Task
25% for Quarterly Assessment
 9
LEARNING PLAN

Date Content Learning Competencies Assessment

The learners will be able to
Week 1 Immersion Orientation 1. acquaint themselves with the Accomplished
and Stream Registration course guidelines and policies. Student Profile
2. accomplish registration (Google Form)
of their preferred stream
for the actual work
immersion.
3. recognize the purpose and
importance of the course.
Week 2 Expected Behavior in the 4. get oriented on the rights of My Work Philosophy
Workplace employers, employees, and (Essay)
1. Work ethics other persons.
2. Safety in the 5. realize the importance of
Workplace practicing confidentiality
3. Workplace in the workplace.
6. practice confidentiality in the
Rights and
workplace or wherever it is
Responsibilit necessary.
ies 7. identify the techniques for
4. Confidential solving and preventing
ity in the conflict.
Workplace
5. Effective Conflict
Resolution
and Teamwork
Week 3 Preparing Professional 8. get familiarized with the Application Letter
Correspondences different credentials for a and Curriculum
1. Application Letter job. Vitae
2. Curriculum Vitae 9. accomplish forms and other
clearances.
10. produce professional
correspondences.
11. appreciate the
importance of the
functions of credentials
for a job.
Week 2 Expected Behavior in the 4. get oriented on the rights of My Work Philosophy
Workplace employers, employees, and (Essay)
1. Work ethics other persons.
2. Safety in the 5. realize the importance of
Workplace practicing confidentiality
3. Workplace Rights in the workplace.
6. practice confidentiality in the
and Responsibilities
workplace or wherever it is
4. Confidential necessary.
ity in the 7. identify the techniques for
Workplace solving and preventing
5. Effective Conflict conflict.
Resolution
 10
and Teamwork
Week 3 Preparing Professional 8. get familiarized with the Application Letter
Correspondence different credentials for a and Curriculum
1. Application Letter job. Vitae
2. Curriculum Vitae 9. accomplish forms and other
clearances.
10. produce professional
correspondences.
11. appreciate the
importance of the
functions of credentials
for a job.
Week 4 Job Interview Skills 12. explain the purpose of an Pair Mock
1. Before Interview interview. Interview
2. During Interview 13. perform effective job interview
3. After Interview skills.
14. exhibit appropriate
appearance for an interview.
Week 5 3rd Quarter Performance Task: JOB FAIR 2024 (Simulation)
Product: Application Letter and Curriculum Vitae
Performance Task: One-on-One Interview
Week 6 Portfolio Packaging and 15. be acquainted with the Work Signed Waiver of the
Pre-Deployment Immersion rules and regulations. Work Immersion
16. analyze the terms and Rules and
Orientation conditions of the Memorandum Regulations and
of Agreement.
Terms and
17. value the importance of written
Conditions of the
agreements as a reference.
Memorandum of
Agreement
Week 7 Organizational / Company 18. identify the fundamental aspects Outline of the
Profile: Immersion Report of how a company operates. Immersion Report
19. describe the products and
services the company
offers.
20. identify the company's ideal
customers or clients.
21. illustrate how the company is
organized.
22. determine the policies,
guidelines, and expectations
that govern employee behavior
and workplace operations.
Week 8 Procurement of Pertinent 23. visit the concerned offices to Parent’s Consent,
Clearances and secure the necessary forms. Barangay
Documents 24. accomplish forms and documents. Clearances, and
25. observe business flow Medical Certificate
processes when procuring
forms and other documents
 11
Week 9 Portfolio Packaging and 15. be acquainted with the Work Signed Waiver of the
Pre-Deployment Immersion rules and regulations. Work Immersion
16. analyze the terms and Rules and
Orientation conditions of the Memorandum Regulations and
of Agreement.
Terms and
17. value the importance of written
Conditions of the
agreements as a reference.
Memorandum of
Agreement
Week 10 Submission of 26. develops effective Endorsement Letter,
Applications to communication skills through Request for
Companies and concise and coherent writing. Immersion, and
Organizations 27. articulate their skills Work Immersion
and career aspirations
and Liability Waiver
effectively.
28. explore strategies for building
professional networks.
Week Actual Workplace 29. observe the management Observation Logs
11 - 13 Immersion (Field processes in the workplace. with Learning
Exposure) 30. describe the nature of the Artifacts, Immersion
organization, the products or Report
services, and the target
(Organizational/Com
clientele.
31. illustrate the organizational
pany Profile), Daily
Time Record
structure
and its rules and regulations.
Week 14 Portfolio-Making and 32. the present compilation of Consolidated Portfolio
Output Consolidation individual and group outputs with Reflections and
33. compare school and work Refractions
application of skill, knowledge,
and attitudes.
34. reflect on Work Immersion
experiences.
Week 15 4th Quarter Performance Task: PORTFOLIO EXHIBIT
Product: Spring-bound Portfolio with Acetate
Performance Task: Immersion Report (Company Profile)
 12
RUBRICS FOR THE WORK IMMERSION PORTFOLIO

Criteri Description Explanation Score

a
Your prior learning experience Clearly describe and document your
Sources of should be connected to the course prior learning experience and show 20
Learning learning outcomes, and your that you have met all course learning
portfolio should demonstrate that you outcomes.
have met those learning outcomes.
Your portfolio must include Include concrete documentation
documentation (i.e., artifacts) that (artifacts) that support your claim
Demonstr 20
supports the knowledge and skills that you have met course learning
ation of
you have acquired. outcomes. Artifacts may include
Learning
pre-deployment clearances,
correspondences, pictures, workshop
training certificates, and the
company profile.
You need to demonstrate that you Provide examples of how you have
Mastery have mastered the knowledge and applied the course learning outcomes
of skills reflected in the course learning in real-world experience(s) for the 20
Knowledg outcomes and that you have and/or given length of time.
e and can apply that learning in a
Skills real-world experience.
Your portfolio must include Describe how you utilized reflection
Reflection documentation of reflection (i.e., that to acknowledge your learning and 20
on you thought deeply about what leverage your learning in your
Learning produced your learning and what concrete experience.
actions generated that personal
growth).
Your portfolio should include all Make sure your portfolio includes all
required elements, including all five required elements, such as
Presentatio assessment criteria. The presentation clearances, correspondences, and 20
n must be clear and meet individual and group outputs.
postsecondary-level expectations Organize your presentation
with relatively few spelling, coherently and strive to be error-free.
punctuation or grammatical errors.
 13
RUBRIC FOR THE COMPANY PROFILE
Components of the Immersion Report:

Competency Output Score

Nature of the Business Company Profile 20
Description of the Products Written Narrative of Company Activities with Pictures 20
or Services of Products or Services
Target Clientele Business Profile 20
Organizational Structure Organizational Chart 20
Company Rules and Company Handbook or List of Rules and Regulations 20
Regulations

Rubric for Scoring Each Output:

Indicator Descriptors Score

▪ Comprehensive collection of relevant artifacts with clear organization and

coherence.
Excellent ▪ High-quality artifacts effectively demonstrating skills and accomplishments. 20
▪ Original ideas, projects, or solutions demonstrating a unique perspective or
approach.
▪ Professionally presented with attention to detail, clear formatting, and
professional language.

▪ Well-structured and logically organized presentation of artifacts.

Above ▪ Relevant and well-prepared artifacts demonstrating skills and
accomplishments. 16
Average
▪ Creative approaches and solutions demonstrating creativity and innovation.
▪ Well-presented with minor errors in formatting, grammar, or spelling.
▪ Adequately organized with some coherence and structure.
▪ Satisfactory artifacts demonstrating the student's skills and accomplishments.
Average ▪ Some evidence of creativity and innovation, but lacking depth or originality. 12
▪ Generally well-presented with some errors in formatting, grammar, or
spelling.
▪ Somewhat disorganized with gaps in structure and coherence.
Below ▪ Some artifacts lack relevance or quality, with limited representation of skills.
▪ Limited evidence of creativity and innovation, with few original ideas. 8
Average
▪ Presentation errors or inconsistencies impacting professionalism and
readability.

▪ Lacking coherence or organization.

Poor ▪ Inadequate representation of skills and accomplishments. 4
▪ Minimal evidence of creativity and innovation.
▪ Poorly presented with numerous errors in formatting, grammar, or spelling.
 14

CLEARANCE DOCUMENTS
 15
BARANGAY CLEARANCE
[FORTIN]
 16
MEDICAL CERTIFICATE
 17
PARENT CONSENT
 18
BARANGAY CLEARANCE
[LOPEZ]
 19
MEDICAL CERTIFICATE
 20
PARENT CONSENT
 21
BARANGAY CLEARANCE
[MAYAGMA]
 22
MEDICAL CERTIFICATE
 23
PARENT CONSENT
 24

PRE-DEPLOYMENT
CORRESPONDENCES
 25
APPLICATION LETTER
[FORTIN]
 26
CURRICULUM VITAE

SMILE DIONANAO FORTIN

Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) - G
Silliman University Senior High School
Dumaguete City, Negros Oriental 6200
smiledfortin@su.edu.ph
+69 976 053 3365

OBJECTIVES

● With diligence, determination, and hard work, I hope to succeed in this immersion.
● To obtain this with substantial responsibilities that use my abilities to impart new knowledge
and experience at this opportunity.
● Learn more about this opportunity and how physical therapy works for patients.
● To gain experience and knowledge as my basic understanding before entering college.

SKILLS

● Ability to observe details when doing their duties to patients as a visual learner.
● I am dedicated to exploring new things about this opportunity and am a work-oriented
person.
● Willingness to learn new concepts, adapt to new environments, and take on new challenges
during the work immersion.
● Ability to retain interesting lessons, especially health-related ones, that could help in the long
run.

EDUCATIONAL BACKGROUND
● WITH HIGH HONORS
Silliman University Senior High School
October 2023
 27
AWARD AND RECOGNITION
● Qualifier, Rebisco Volleyball League 2023 Central Visayas Regional Finals 2023
● Third Runner up, Negros Oriental Region School Athletic Association 2023
● Participated, in Volleyball Secondary Girls Division City Meet 2022 - 2023

ORGANIZATION AFFILIATION
● Co-head, Silliman University Student Government Sports & Recreation Committee
2023 - 2024
● Team Captain, Silliman University High School Volleyball Varsity Team
2022 - 2023
● Member, Silliman University Junior High School Junior First Aiders
2018 - 2021
● Varsity Member, Silliman University Volleyball Varsity Team
2016 - 2020, 2022 - 2023

PUBLICATION AND SEMINARS

● Fixing Pain - Making Gains: Be A Physical Therapy Student!

BS Physical Therapy Students in SU - IRS April 2024
● Awareness Seminar and Career Talk
BS Respiratory Therapy Students from Cebu Doctors University March 2024
● Basic Life Support and First Aid Basics Training
Disaster Risk Reduction and Readiness April 2023

CHARACTER REFERENCE
Seve Nigel L. Tuale
Governor, Silliman University Senior High School Student Council
Hibbard Avenue, Dumaguete City
Email:seveltuale@su.edu.ph
0995 742 9921

Manolito A. Gatchalian
Head Coach, Silliman University High School Volleyball Team
Hibbard Avenue, Dumaguete City
Email: manolitoagatchalian@su.edu.ph
 28
APPLICATION LETTER
[LOPEZ]
 29
CURRICULUM VITAE

NOLI LUIS F. LOPEZ

Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) - G
Silliman University Senior High School
Dumaguete City, Negros Oriental
noliflopez@su.edu.ph
+63 916 830 3185

OBJECTIVES
● To strengthen learned skills that are necessary for medical fields.
● To promote and advocate for the significance of physical wellness.
● To gain deeper knowledge on human anatomy and bodily functions.
● To be able to apply what I have learned from the STEAM curriculum.

SKILLS
● Eagerness to learn new information and apply it to the necessary workfield.
● Being flexible around any given work environment and being open-minded to criticisms that
will contribute to my self-improvement.
● Having patience to deal with certain situations.
● A person with strong communication skills with the willingness to lead a group of people.

EDUCATIONAL BACKGROUND
● With Honors
Silliman University Junior High School
May 2021
● Moved up with High Honors
Silliman University Junior High School
May 2022
● Coursework in Progress
Silliman University Senior High School
2022 - present
 30
AWARDS AND RECOGNITION
● 1st place, Buglasan Marching Band Competition, Category - A 2019
● Champion, Buglasan Inter-Collegiate Marching Band Competition 2023

ORGANIZATIONAL AFFILIATIONS
● Member, Science Club 2018 - 2022
● Member, SU Junior High School Marching Band 2019 - 2020
● Member, Silliman University Marching Band 2021 - 2023
● Member, Renaissance Youth Leaders Forum 2022 - present
● STEAM Vice Mayor, SU Senior High School Student Council 2023 -2024
● Marketing Asst. Head, High School Affairs Committee 2023 - 2024
● Member, SUSG Sports and Recreation Committee, Secretariat Sub-Committee 2023 -
present
● Member, SU Senior High School Student Council Sports Committee 2022 - 2023
● Tutor, SUSG Advocacy Committee 6200 Bisaya Workshop 2024

PUBLICATIONS AND SEMINARS

● Evaluation of Silliman University’s Senior High School STEAM Immersion in
Preparation for Nursing
Research in Daily Life 1
December 2022

● Basic Life Support and First Aid Basics Training

Disaster Risk Reduction and Readiness
April 2023

● Awareness Seminar and Career Talk

Cebu Doctors’ University, BS Respiratory Therapy
March 2024

● Fixing Pain - Making Gains: Be A Physical Therapy Student!

Silliman University Institute of Rehabilitative Sciences
April 2024

CHARACTER REFERENCE:

Mr. Ezra Maurel Torno

Faculty, Silliman University Senior High School
Hibbard Avenue, Dumaguete City
Email: ezradtorno@su.edu.ph
 31
APPLICATION FORM
[MAYAGMA]
 32
CURRICULUM VITAE

EMMANUEL JOSEPH R. MAYAGMA

Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) – G
Silliman University Senior High School
Dumaguete City, Negros Oriental 6200
emmanuelrmayagma@su.edu.ph
+63 915 192 2990

OBJECTIVES
● To broaden knowledge on rehabilitative services
● To gain practical experience in the field of physical therapy
● To develop skills that can be of use in current and future endeavors
● To create meaningful connections with peers and professionals in order to gain new
perspectives and advices in the field
● Turn my enthusiasm into action

SKILLS
● Disciplined
● Open minded
● Active listener
● Has good time management
● Pays attention to little details
● Good at following instructions
● Open to constructive criticism and willing to change and adapt
● Fluent in speaking English, Cebuano and can understand a little bit of Tagalog

EDUCATIONAL BACKGROUND
● Silliman University Senior High School
(S.Y. 2023-current)
(S.Y. 2022-2023, With High Honors)
 33
AWARDS AND RECOGNITION
● Recipient, Honor Scholarship Grant (S.Y. 2022-2024)
● Inter-Section Rocket Competition (Longest time of flight)

PUBLICATIONS AND SEMINARS

● Seminar and Career talk for Allied Health Services
Immersion
(2024)

● Basic Life Support and First Aid Basics Training

Disaster Risk Reduction and Readiness
(2023)

● A Comparative Study on the Perceived Effects of Artificial Intelligence (AI)-Assisted

Learning on the Academic Performance of Grade 12 Students at Silliman University: AI
Users versus Non-AI Users.
Inquiries, Investigations and Immersion
(2023)

CHARACTER REFERENCE
Aurielle Lisa Z. Maypa
Faculty, Silliman University Senior High School
Hibbard Avenue, Dumaguete City
Email: auriellezmaypa@su.edu.ph
 34
ENDORSEMENT LETTER

Date: April 26, 2024

ASST. PROF. KEMMONS S. KILAT

Principal, Senior High School Department
Silliman University
Dumaguete City, Negros Oriental 6200

Dear Sir:

This is to introduce Smile Fortin, Noli Luis Lopez & Emmanuel Joseph Mayagma, a grade 12
Senior High School student enrolled in Silliman University Senior High School under the strand
of Science and Technology, Engineering, Agriculture, and Mathematics, and to further
endorse his/her application to your company to undergo Work Immersion for 10 hours as a
requirement of the curriculum for graduation.

Through collaboration with our partner company and organization, students will become college-
and career-ready, wherein they can proficiently demonstrate workplace readiness and practical
thinking skills that better equip them to face the demands of higher education, employment, or
any future endeavors they choose to pursue. In this regard, we request that you give our students
such opportunities by allowing them to render duty hours in your industry/organization.
Deploying our students in your industry/organization will enable them to observe and acquire
relevant and practical industrial skills under the guidance of industry experts and workers.

We request that the acceptance form be accomplished and returned to this office upon acceptance
of our student in your company. For further questions and your response, please contact or email
me at

Thank you for the favorable action, and we look forward to a more fruitful partnership with you.

Sincerely,

AURIELLE LISA Z. MAYPA

Class Adviser, Immersion Teacher
Silliman University

Noted by:

ASST. PROF. KEMMONS S. KILAT

Principal, Senior High School
Silliman University
 35
REQUEST FOR IMMERSION
 36
ACCEPTANCE FORM
April 26, 2024

ASST. PROF. KEMMONS S. KILAT

Principal
Senior High School
Silliman University

Dear Asst. Prof. Kilat:

We are pleased to confirm our acceptance of Smile Fortin, Noli Luis Lopez & Emmanuel
Joseph Mayagma, a grade 12 student under the Science, Technology, Engineering, Agriculture,
and Mathematics (STEAM) strand, to undergo ten (10) hours of Work Immersion in Energy
Development Corporation conduct field exposure as part of the Work Immersion program of
Silliman University Senior High School.

During their time with us, students will engage in various activities, gaining practical experience
and insights into our operations. We are committed to providing a safe and enriching learning
environment.

We look forward to welcoming the students and supporting their educational journey.

Please don't hesitate to reach out if you have any questions or need further assistance. Please
contact us through email at tan.nr@energy.com.ph.

Best regards,

LILY ANN D. BAUTISTA

Director, Institute of Rehabilitative Science
Silliman University
Dumaguete City, Negros Oriental 6200

Coordinator Noted by:

ASST. PROF. KEMMONS S. KILAT

Principal, Senior High School
Silliman University
 37
WORK IMMERSION AGREEMENT AND LIABILITY WAIVER
 38
WORK IMMERSION AGREEMENT AND LIABILITY WAIVER
 39
WORK IMMERSION AGREEMENT AND LIABILITY WAIVER
 40

INDIVIDUAL OUTPUTS
 41
WORK PHILOSOPHY ESSAY
[FORTIN]

As a graduating student in senior high school, I witnessed my capabilities to work with

partners and groups on big projects, and my skills have improved over time. These skills have been
in me since I was in elementary school. I found myself thinking that I could lead a group
specifically that I am interested in. I would like to share my work philosophy, which I am related to:

Team-Focused. I developed this talent through my experiences as a leader in many projects

since elementary school. Working together allows us to achieve more than individual efforts since
we can share our abilities on a project. This has also been a highlight for me as a student-athlete for
many years; therefore, I needed to incorporate this experience into my academic success for
personal growth as a student.

Dedication. Since then, I've been dedicated to the projects I've created since I've determined
that putting work into these things yields excellent outcomes in the end. I learned to be dedicated
because I wanted to produce high-quality work that followed the project's guidelines. Being devoted
means strengthening my confidence and efforts for the projects and work that I need to complete.

Leadership-Oriented. For me, a leader is someone who supports you in achieving your goals
rather than someone who can lead them forward. These talents will continue to develop as I learn
more about being a leader, as we might come across a variety of individuals or communities and
learn how to lead alongside them.

Attention to detail. I am a perfectionist when it comes to the quality of work, which must be
unique and appealing to the teacher's preferences. This expertise may provide me with an advantage
as a quality critic, but it also has drawbacks in terms of reality compared to your expectations for
your work.

Hard Work. This talent will also stay with me since I want to show that I can perform better
and learn more outside of my comfort zone. To be this hard-working student, I need to be passionate
about my work and committed to it in order to stay motivated while enjoying the process.

As a whole, my experiences have turned me into a team-focused, devoted, and

leadership-oriented individual with a keen eye for detail and a strong work ethic. These abilities not
only help me succeed academically but also prepare me for the difficulties and possibilities in life. I
am consistent in my pursuit of personal and professional development, motivated by my love of
helping others in health care. These will also result in a better balance in my life, which will boost
my productivity and creativity as these skills develop.
 42
ACCOMPLISHED DAILY TIME RECORD
 43
ACCOMPLISHED DAILY TIME RECORD
(Certificate = 2 hours)
 44
OBSERVATION LOG: April 12, 2024
 45
OBSERVATION LOG: April 16, 2024
 46
OBSERVATION LOG: April 17, 2024
 47
OBSERVATION LOG: April 19, 2024
 48
REFLECTIVE JOURNALS

As I began my first day of work immersion at the SU-IRS free clinic, I expected to gain
practical experience in the field of healthcare. Little did I know that the experience would not only
broaden my understanding of therapeutic approaches but also call into question what I believed
about patient care and professional dedication. These experiences will help me make decisions about
whether Physical Therapy is a good fit for my interests and whether I can make it a lifelong
commitment as my pre-med course.

The clinic was welcomed by a neatly ordered facility filled with a variety of specialist
equipment. Each piece of tool is designed to help patients on their path to recovery. I was exposed to
a wide variety of patients, each dealing with their own set of issues.

From toddlers with OCD and Autism to stroke patients dealing with neurological limitations,
each meeting provided significant insights into the complexity of human resilience and
vulnerability. As I assisted in therapy sessions, I found myself drawn to a little child who was
struggling with motor control. Despite our best efforts, communication impediments created
substantial challenges, underscoring the significance of empathy and adaptation in patient care.
Seeing the progressive growth of a stroke survivor demonstrated the transforming impact of
physical therapy sessions. Their unwavering devotion to restoring function and relieving pain
demonstrated the significant influence of allied health professions.

The webinar, titled "Fixing Pain - Making Gains, Be a Physical Therapy Student," was
hosted by the internship students and provided vital insights into pursuing a physical therapy career.
The challenges of college life to sharing personal experiences of achievement and resilience. The
webinar provided a comprehensive overview of the profession's duties and advantages.

In there little clinic, I've met new people who are happy about their careers and are using this
as their starting point to become a doctor soon. I am grateful to the internship students and the
clinical instructors for teaching us about the power of human connection and healing. I hope that
these persons we met have a better life and continue to inspire and impact more others so that there
is hope in what lies ahead.

Finally, my immersion experience provided me with not just a deeper knowledge of the
difficulties of physical therapy, but also a stronger sense of purpose. As I seek a profession in
healthcare, I hope to face these obstacles with new knowledge and inspiration. While the road ahead
may be difficult, I am inspired by the dedication and commitment to serving humanity with passion
and honesty. This entire work immersion taught me that the key to overcoming these challenges is to
make helping others a lifelong aim.
 49
WORK PHILOSOPHY ESSAY
[LOPEZ]

There are certain key components that I believe creates a great worker. When entering work
environments that are time-pressured and demand your utter-most attention. You would need
to at least have these qualities ready to prepare you for your future work.

1.) Time Management. Being able to manage your time speaks a lot of volume on how
organized you are as a person. If you know how to manage your time, you are most
likely able to achieve your goals at your desired timeframe. You’ll also be able to
appreciate your work-life balance. Your time management is what defines you as a
good worker.

2.) Respectfulness. If you respect yourself, others will tend to respect you as well. Being
respectful is not only important but it shows a strong bond between you and your
co-workers. To attain a work-friendly environment and relationship, you have to learn
how to respect others.

3.) Punctuality. If you have the quality of being able to manage your time, you’ll most
likely observe punctuality or the act of being early and on time. This is very
important to practice considering not all people will depend on you and your
availability.

I live by these three components and I hope you may too. I assure you that if you have one
of these three, if not all, you will become successful in your chosen field/profession.
 50
ACCOMPLISHED DAILY TIME RECORD
 51
ACCOMPLISHED DAILY TIME RECORD
(Certificate = 2 hours)
 52
OBSERVATION LOG: April 12, 2024
 53
OBSERVATION LOG: April 16, 2024
 54
OBSERVATION LOG: April 17, 2024
 55
OBSERVATION LOG: April 19, 2024

Name of NOLI LUIS F. LOPEZ Stream: ALLIED HEALTH

Student: PHYSICAL THERAPY

Location: SU-VALENCIA COMMUNITY Date: April 19, 2024

BASED REHABILITATION
CLINIC

Fourth Day

For our last day of Work Immersion, we were heading to Valencia! I was pretty
excited considering the clinic in Valencia offered CBR (Community-Based
Rehabilitation). Meaning, we were to go to the households of the patients and treat
them there. Upon reaching the clinic, we were greeted by the interns and
introduced to the interior works of their clinic. Midway our arrival, came a young
patient who had ADHD and OCD, who was really uneasy and had little to no
attention span at all. As we observed an intern assigned to the patient treating their
disorders, introducing the child with familiar colors, shapes, and toys. Hoping that
his current state would be treated and mitigated.

Lastly, we approached a patient’s house that was located very far from the
clinic. He suffered a stroke and needed to be attained to. We performed exercises to
regain his muscular ability. Also, made sure he followed his daily medicines and
house exercises.

Name of Cooperating Company / SU - INSTITUTE OF

Organization: REHABILITATIVE SCIENCES
Name of Immersion Mentor:

Signature of Immersion Mentor:

 56
REFLECTIVE JOURNALS

Back in 2022, when I first heard about the concept of “Immersion” from my older
cousin, she used to brag all the time about how they got to experience “work immersion” in
their time in Senior High. She always wished for me to experience it before going to college
since its demolition due to the pandemic. Then, I would always seek opportunities to get
myself immersed in courses that I like, such as open houses or conducting surveys on
students from other departments. Just to gain a little too much information on what to expect
when I graduate from Senior High School.

Fast forward, during my election days from the Student Council, I would propose events
like a “Course Tour” or “Career Talks” in hopes to help students better understand what
options they can apply for college. When it was brought to my attention that we would be
having Immersion for the second semester, I was brought to joy knowing what I could
possibly experience early in this stage of my life. So, I took every part of this opportunity
and placed it to my advantage. For the ones interested in Physical Therapy, we had the
option to choose from different clinics to immerse in. So, I immersed myself in all of them to
gain more knowledge and have this once-in-a-lifetime experience.

I would really like to imply that I have learned a lot in my time inside the Free PT Clinic
and Valencia Community Based Clinic, it gave me a sense of what to expect when I undergo
internship for the PT program here in Silliman. I got to meet new people, learn new
information, and most importantly, secure my decision for my career. I would like to express
my happiness in having this opportunity to better prepare myself for the future. Before
Immersion, I was having little doubts on what to take, but now I am more confident and
ready for what the future holds.

I would like to thank the Kuya’s and Ate’s for being passionate about their craft
and taking their time to share their knowledge and expertise to us (students). I would like to
express my gratitude to the Clinical Instructors for overseeing everything that went on when
we were immersed in their respective facilities. My deepest thanks goes to the IRS Dean, Dr.
Lily Bautista for giving us the opportunity to experience what PT may be like for us. Lastly,
to the Senior High School, for being with us in company with every endeavor that we dream
of.
 57
WORK PHILOSOPHY ESSAY
[MAYAGMA]

Throughout my journey as a student, I have developed certain skills. Skills that

were meant to be used in class which I later realized could be applied to not only my
career in physical therapy but also life in general.

Discipline. It is the most important aspect to get good at as a person and in the
workplace is a must. Without discipline, simple tasks that take maybe a few minutes
can take an hour or even more. Distractions and temptations are everywhere, it is
your choice. I would like to quote a saying that goes “Discipline is the ultimate form
of self love, because it is sacrificing the time you have now for an even better time in
the future”. Not exactly word for word but you get the message.

Time management. This one goes hand in hand with discipline. Without time
management, a person's ability to be at their most efficient and in turn be more
productive is hindered. Time management is a very good start to learning discipline.
With time management, stress is reduced as you are not chasing deadlines. Your life
will also have balance as you will also have more time for family, friends, and
hobbies you may have.

Lastly, respect. Respect is what holds a workplace together. Without respect there
will be no synergy. Treating everyone with respect develops good work-relationships
which only does good for the productivity and wellbeing of the workplace. These
three are what I would say are the bare minimum in creating a productive, safe and
efficient workplace.
 58
ACCOMPLISHED DAILY TIME RECORD
 59
ACCOMPLISHED DAILY TIME RECORD
(Certificate = 2 hours)
 60
OBSERVATION LOG: April 12, 2024
 61
OBSERVATION LOG: April 16, 2924
 62
OBSERVATION LOG: April 18, 2024
 63
OBSERVATION LOG: April 19, 2024

Name of EMMANUEL JOSEPH R. Stream: ALLIED HEALTH

Student: MAYAGMA PHYSICAL THERAPY

Location: SU - CBR Valencia Date: April 19, 2024

OBSERVATION NOTES

Last day

Our clinic for our last day was situated in Valencia which meant we had a little
road trip ahead of us. Upon getting there, since this was a new clinic for us, we
were then introduced and taken on a tour again. The first patient of the afternoon
was a kid who had autism and OCD. It was a sight to watch and what impressed
me the most was the patience and tolerance of the interns there who dealt with a
kid who would not listen or do as told at all for a solid hour.

After a short wait we were then taken to the house of the patient they were
treating this afternoon (home visit). The patient suffered from a stroke as well
which also affected half of his body but unlike the stroke patient from the first day,
what he had was spastic which means that instead of him being limp, his muscles
would contract. He was then taken through exercises and walking. The last day was
very memorable as the kuyas and ates were very entertaining to all of our questions
and the patient himself also shared a bit of his interest in plants.

Name of Cooperating Company / SU - INSTITUTE OF

Organization: REHABILITATIVE SCIENCES
Name of Immersion Mentor:

Signature of Immersion Mentor:

 64
REFLECTIVE JOURNALS
My first physical therapy immersion experience was an eye-opening one. While at first
it felt very observational, with a tour and inventory tasks, it laid the basis for what was to
come. Observing patient interactions and equipment use instilled a sense of professionalism
and the importance of a well-equipped facility.

Witnessing diverse cases, from a child to an athlete needing muscle release, showcased
the broad spectrum of physical therapy. Assisting with stretching, transfers, and gait training
provided a glimpse into the practical application of physical therapy. The informative
webinar by senior interns further solidified my interest. Learning about the various
specializations like sports PT and pediatrics broadened my perspective, while the potential
internship locations across the Philippines sparked a sense of adventure. Highlighting the
pros and cons of PT as a pre-med student offered valuable foresight, and the Japan exchange
program served as a powerful motivator to excel in my studies.

The Valencia CBR session cemented my fascination. Observing the immense patience
and techniques used with a child with autism and OCD emphasized the importance of
emotional intelligence and individualized care. The home visit for a stroke patient with
spasticity provided me with the variety of cases PTs could be handling, showcasing the
adaptability of physical therapy. The open and engaging environment with the interns and
patients created a lasting impression.

Overall, the immersion experience was more than just an introduction to physical
therapy. It was a journey of discovery and igniting my curiosity about the profession's depth
and potential impact. It highlighted the importance of patience, adaptability, and a passion
for helping others, qualities I believe I possess and am eager to cultivate further. The
experience has solidified my desire to pursue physical therapy and explore its diverse
possibilities.
 65

GROUP OUTPUT
 66
COMPANY PROFILE

SU - INSTITUTE OF REHABILITATIVE SCIENCE

Vision
The Institute of Rehabilitation Sciences - Physical Therapy Program aims to be the lead program
that produces Physical Therapists who exercise their profession with the skill and knowledge of the
personal commitment to Christian living.

Mission
The main goal of the Institute of Rehabilitative Sciences - Physical Therapy Education is to produce
physical therapists who are scientifically competent to deliver the full spectrum of physical therapy
services required in modern health care, and to fulfill professional responsibilities including but not
limited to patient/client care, education, administration and management, lifelong learning, health
promotion, advocacy, community service and development, and research.

Statement of Philosophy
The Silliman University Institute of Rehabilitative Sciences - Physical Therapy Program upholds the
University’s philosophy to make available to all high quality Christian Education. It shall pursue
excellence in learning, teaching, research and extension; making the program’s life relevant to
national development and service to others. To this end, its faculty believes that the human being is
created in the image and likeness of God and is environmental components. He is a member of a
family, a community and the world and his day-to-day encounter with life effects his whole being.

Physical Therapy is a humanistic science that seeks to assist the person in meeting his/her health
needs and problems. This is achieved through independent practice or in collaboration with health
and non-health disciplines by promoting and restoring health, preventing illness and treating disease
conditions, and by improving functional capabilities that provide the best care through rehabilitative
techniques.

Physical Therapist is one who acquired the essential knowledge, skills and desirable attitudes so that
he/she can function efficiently in any work-setting.
 67
Bachelor of Science in Physical Therapy
A 4-year college course program

Level I

General: At the end of the first year, the students recognize that the human being is a unified yet
unique whole with biological, psychological, social and spiritual needs and that as individuals, they
have responsibilities toward themselves, family, community and the world.

Specific: The students are able to:

1. Recognize the needs, rights, preferences, dignity and in tegrity of others as well as their own.
2. Recognize activities that enhance the growth of their whole being and the maximization of
their potentials.
3. Recognize value and responsibility as a creature loved by God.
4. Identify the roles they need to play as members of the family, the community, the nation and
the world.
5. Recognize their biological, psychological, social and spiritual nature.
6. Interpret their ideas and feelings and those of others.
7. Communicate effectively in both oral and written forms.

Level II

General: At the end of the second year, the students increase their knowledge of the human being
and of their environment. In addition, they acquire introductory knowledge of Physical Therapy as a
profession and develop a positive attitude toward their future role as health care providers.

Specific: The students able to:

1. Acquire a deeper holistic understanding of the human being.
2. Show appreciation, for the various artistic expressions of human ideas and experiences.
3. Participate in activities that develop their potentials and that encourage them to become
goal-oriented individuals.
4. Accepts responsibility and accountability for every action and decision they make.
5. Use analytical thinking in evaluating observed and learned facts about human relations.
6. Use effective communication skills in understanding human nature and the environment.
7. Observed ethical decision-making in their day-to-day actions.
8. Acquire basic computer skills
9. Acquire introductory knowledge in Physical Therapy and related medical terminology
 68
Level III

General: At the end of the third year, the students acquire adequate knowledge to understand the
biological makeup of human beings in the light of health concepts, as well as develop the beginning
skills and positive attitudes pertinent to Physical Therapy practice.

Specific: The students able to:

1. Acquire knowledge and skills on the basic concepts of human anatomy, physiology, and
pathology, human growth and development, and physical therapy techniques.
2. Relate these concepting physical therapy skills in the implementation of various physical
modalities.
3. Demonstrate beginning skills in caring for patients in the clinical setting.
4. Sustain activities which nurture their human potentials and development as future health care
professionals.
5. Define self accountability.
6. Recognize their role as change agents in meeting health care needs.
7. Manifest professional adjustment in varied teaching-learning settings.
8. Acquire basic knowledge of teaching principles.
9. Acquire knowledge of theories and principles in conducting community-based rehabilitation

Level IV

General: At the end of the fourth year the students learn professional skills in Physical Therapy
acquire the knowledge on the rehabilitative significance of specific diseases, and recognize their
moral and ethical responsibilities in the practice of their profession. In addition, they acquire
beginning skills in research.

Specific: The students able to:

1. Apply the different concepts associated with the disease process and physical therapy
techniques underlying rehabilitative management.
2. Related pathologic changes, brought by stress and illness to patient care.
3. Apply physical therapy and rehabilitative management to more complex health situations.
4. Demonstrate moral and ethical accountability towards the client they serve, their peers, their
superiors, and the community.
5. Plan and implement health-teaching strategies to help create a therapeutic environment for
clients.
6. Establish and maintain good inter-personal relationships with peer, superior, client, other
member of health team, and other allied professionals.
7. Demonstrate confidence, positive attitude, and values in performing their role as student
physical therapists.
8. Apply the ethical and legal dimensions of Physical Therapy in caring for patients.
9. Manifest personal and professional growth as student physical therapist.
10. Demonstrate beginning skills in research.
 69
ORGANIZATIONAL CHART
 70
CLINIC RULES AND REGULATIONS
General Conduct and Decorum:
● The student shall maintain professional behavior and core values of a medical
professional (Physical Therapist).
● Understand that daily attendance and punctuality are mandatory.
○ Daily Time Record (DTR) should be individually filled up and signed before, and
after leaving the center.
● Consistently demonstrate professional conduct in actions and attire.
● Maintain confidentiality of information received and heard about the patient/client.
● Phones and other gadgets are not allowed in the treatment area.

Appearance:
● Must wear a white T-shirt (without any prints; NO plunging necklines, NO cropped
tops), jeans (not tattered) or joggers (dark colors), and rubber shoes (any color). NO
printed/checkered/light-colored pants.
● Tattoos must be appropriately covered.
● It is always strongly suggested to maintain a presentable haircut. Male students should
have their hair trimmed off the collar. Female students with long hair must tie hair neatly.
Beards and mustaches should be neatly shaved off.
● Keep fingernails short and clean without nail polish.
● Must not wear accessories or jewelry except a wristwatch and/or wedding ring.

Health and Safety:

● Must wear a face mask during patient treatment/observation.
● Must not report to duty if ill and with a temperature greater than 37 degC. A medical
certificate from the University clinic must be presented for absences due to illnesses to be
allowed to make up the missed hours. Medical certificates from other doctors will not be
honored.
 71
Contact Information:

● Institute of Rehabilitative Sciences - Free Clinic (IRSFC)

○ 09168511522; irs_citp@su.edu.ph
Or
○ Roselle Franz B. Felisilda, PTRP Clinical
Supervisor - IRSFC 09753035866;
rosellebfelisilda@su.edu.ph

○ Alexa C. Tiu, PTRP

Clinical Instructor - IRSFC
09958911871; alexactiu@su.edu.ph

● SU - Valencia Community-Based and Outpatient Rehabilitation Clinic

(SU-V CBORP)
○ 09151927977; irs_valencia@su.edu.ph
Or
○ Jarome Rey T. Simon, PTRP
Clinical Supervisor - SU-V C-BORP
09062562038; jarometsimon@su.edu.ph

○ Hazelyn M. Pabiania, PTRP

Clinical Instructor - SU-V C-BORP
09667120393; hazelynmpabiania@su.edu.ph
 72

LEARNING ARTIFACTS