NRS 3217 - Medical - Surgical Nursing II (Lecture)

PAMANTASAN NG LUNGSOD NG MAYNILA
(University of the City of Manila)

Intramuros, Manila
College of Nursing
SUBJECT OUTLINE (Student’s Copy)
PLM VISION MISSION GOALS SCHOLARS OF INTEGRITY AND EXCELLEMCE
Vision Vision 2020: (What we are)

The Pamantasan ng Lungsod ng Maynila (PLM), created by a National Charter
The Pamantasan ng Lungsod ng Maynila shall be the premier
(RA 4196, 1965), was envisioned to be Manila’s premiere for higher learning. It
people’s university pursuing public interest and national development. provides superior standards of instructions, as well as opportunities for outstanding
research in technology and other areas for the development of the intellect and to
advance human knowledge.
Mission
The Pamantasan ng Lungsod ng Maynila adopted the policy of preferential
The Pamantasan ng Lungsod ng Maynila shall form critical-minded option for the poor and therefore has prioritized education for the underprivileged
and service-oriented leaders and innovators in various disciplines but talented students of Manila. committed to the highest intellectual and ethical
through accessible and relevant quality education, transformative standards, PLM strives to produce competent graduates with integrity who will be
responsible citizens who can contribute effectively to local, national, and global
institutional research, and extension services, and key linkages.
initiatives for the progressive and sustainable development of humanity.
Guided by the values of academic excellence, integrity, and social
Core Values responsibility PLM endeavors to be one of the leading universities in the ASEAN.
The Pamantasan ng Lungsod ng Maynila shall be guided by the Mission: (Why we are here)
values of academic excellence, integrity, and social responsibility, and The PLM Board of Regents, Management, Faculty and Staff are committed:
by the principles of KARUNUNGAN, KAUNLARAN, and KADAKILAAN. 1. To be recognized by Philippines and ASEAN academic accrediting agencies
as a premiere university for its quality education, research, and extension
services.
Goals/ Key Result Areas 2. To ensure that PLM maintains a higher than the national average
performance on all Professional licensure examination taken by its
“RAISE PLM” graduates.
3. To provide students with high quality education that will give them a
Provide Relevant Quality Tertiary Education competitive advantage for employment opportunities.
Generate Augmented Resources 4. To encourage and support research initiatives that will contribute to the
Sustain Institutional Research and Extension advancement of human knowledge especially in pioneer areas not given
attention by other institutions.
Deliver Service to the Public
5. To establish a University culture that will inculcate the highest level of
Advance Employee, Faculty and Student welfare academic excellence, integrity, and social responsibility among its
Promote Public interest students, faculty, and staff.
Establish Linkages and Partnerships
COLLEGE OF NURSING
Optimize Management of Resources
I. Vision:
A leader in nursing education in the ASEAN region producing globally competitive
nurses with excellence, integrity, and social responsibility.
I. PROGRAM: Bachelor of Science in Nursing II. Mission:
1. To be recognized by Philippines and ASEAN academic accrediting agencies
II. COURSE TITLE: as a premier nursing school known for its quality education, research, and
extension service.
MEDICAL-SURGICAL NURSING II
2. To produce nurse leaders in the fields of clinical practice, research,
III. COURSE CODE: NRS 3217 - Lecture academe, and entrepreneurship with a competitive advantage for
employment opportunities.
IV. COURSE CREDIT: 9 units III. Core Values

- Community service
• 5-units (90 hours) Lecture - Academic excellence
• 1-unit (54 hours) RLE - Skills Laboratory - Research-orientedness
• 3-units (153 hours) RLE -Clinical Duty - Integrity
- Nobility
V. COURSE TYPE: Lecture, RLE-Skills Laboratory, - Global competitiveness
and RLE-Clinical Duty
VI. PLACEMENT: Third Year, Second Semester
VII. PRE-REQUISITE / CO-REQUISITE: NRS 3113,
NRS 3114, NRS 3115, and NRS 3115.1
VIII. COURSE DESCRIPTION:
VIII. COURSE DESCRIPTION:

This course deals with concepts, principles, theories, and techniques of nursing care of at-risk and sick
adult clients in any setting with alterations/problems in nutrition, and gastrointestinal, metabolism and
endocrine, perception, and coordination, acute and chronic toward health promotion, disease prevention,
restoration and maintenance, and rehabilitation. The learners are expected to provide safe, appropriate,
and holistic nursing care to at-risk and sick adult clients utilizing the nursing process.
1 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

Prepared and Collaborated by: MALEndeno//GLRianzares//BTTablizoJr.
(AY 2020-2021, Second semester)
IX. TERMINAL/LEVEL OUTCOMES:
At the end of the 3rd Year, given individuals, families, population groups and communities with
physiologic and psychosocial health problems and maladaptive patterns of health behavior in varied
healthcare settings, the learners demonstrate safe, appropriate, and holistic care utilizing the nursing
process and applying research and evidenced-based practice.
X. COLLEGE OF NURSING, BACHELOR OF SCIENCE IN NURSING PROGRAM EDUCATIONAL OBJECTIVES

Graduates of Bachelor of Science in Nursing are expected to:
1. Utilize critical thinking to synthesize knowledge derived from nursing, natural and behavioral sciences,
humanities, and arts in the practice of professional nursing with individuals, families, and communities within
the context of lifelong lived experiences.
2. Practice professional nursing competently in diverse settings as they demonstrate protective, enhancing, and
preservative interventions as an advanced beginner, utilizing a caring and manifesting critical thinking skills
with individuals, families, aggregates, and communities, at any developmental stage, and with varied lived
health experiences.
3. Utilize the requisite knowledge and skill (as a learner, novice clinician and a leader) to practice independently
and collaboratively with other health professions as an advanced beginner professional nurse.
4. Integrate research findings and nursing theory in decision making in professional nursing practice as they
apply the concepts of caring, autonomy, power and empowerment, and advocacy in nursing practice with
individuals and families.
5. Apply concepts of leadership, autonomy & management to the practice of professional nursing.
6. Integrate professional caring into practice decisions that encompass values, ethical, moral, and legal aspects
of nursing.
7. Communicate effectively by applying selected principles of caring interpersonal relationships with clients,
peers, and other health care provider.
8. Respect the dignity, worth and uniqueness of self and others while utilizing a caring approach in the praxis of
nursing.
9. Participate in the advancement of the profession to improve health care for the betterment of the global
society as they examine the broad professional, social, political, ethical, and technological issues impacting
on the environment and nursing practice and propose solutions as a member of the profession.
10. Accept responsibility and accountability for facilitating the delivery of health care needed by the public; to
ensure the effectiveness of one’s own nursing practice and professional growth as a learner, clinician, and
leader.
XI. COLLEGE OF NURSING, BACHELOR OF SCIENCE IN NURSING PROGRAM LEARNING OUTCOMES

A graduate of the Bachelor of Science in Nursing (BSN) program must attain an ability to:
PO1 Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing.
PO2 Provide safe, appropriate, and holistic care to individuals, families, population groups and communities
utilizing the nursing process.
PO3 Apply guidelines and principles of evidence-based practice in the delivery of care.
PO4 Practice nursing in accordance with existing laws, legal, ethical, and moral principles.
PO5 Communicate effectively in speaking, writing, and presenting using culturally appropriate language.
PO6 Document to include reporting up-to-date client care accurately and comprehensively.
PO7 Work effectively in collaboration with inter-, intra-, and multi-disciplinary and multi-cultural teams.
PO8 Practice beginning management and leadership skills in the delivery of client care using a systems approach.
PO9 Conduct research with an experienced researcher.
P10 Engage in life-long learning with a passion to keep current with national and global developments in general,
and nursing and health developments in particular.
P11 Demonstrate responsible citizenship and pride in being a Filipino.
P12 Apply techno-intelligent care systems and processes in the health care delivery.
P13 Adopt the nursing core values in the practice of the profession.

THE PROGRAM OUTCOMES AND THE PERFORMANCE INDICATOR (Curriculum Map)
XII. COURSE LEARNING OUTCOMES: PROGRAM OUTCOMES
By the end of the course, students must 01 02 03 04 05 06 07 08 09 10 11 12 13 14
be able to:
1. Apply knowledge of physical, social, natural and
health sciences and humanities in the nursing
care of at-risk and sick adult clients with D
problems in nutrition and gastrointestinal,
metabolism and endocrine, perception, and
coordination, acute and chronic.
2. Provide safe, appropriate, and holistic nursing
care to at-risk and sick adult clients with
problems in nutrition and gastrointestinal, D
metabolism and endocrine, perception, and
coordination, acute and chronic, utilizing the
nursing process.
3. Apply guidelines and principles of evidence-
based practice in the delivery of care for at-risk
and sick adult clients with alterations/problems P
in nutrition and gastrointestinal, metabolism
and endocrine, perception, and coordination,
acute and chronic.
4. Practice nursing in accordance with existing
laws, legal, ethical, and moral principles, and D
standards.
5. Communicate effectively in speaking, writing,
and presenting using culturally appropriate D
language in the care of at-risk and sick adult
clients.
6. Document to include reporting up-to-date
client care accurately and comprehensively in D
the care of at-risk and sick adult clients.
7. Work effectively in collaboration with inter-,
intra-, and multi-disciplinary and multi-cultural D
teams
8. Practice beginning management and leadership P
skills in the care of at-risk and sick adult clients.
9. Conduct research with an experienced
researcher in the care of at-risk and sick adult
client with alterations/problems in nutrition P
and gastrointestinal, metabolism and
endocrine, perception, and coordination, acute
and chronic.
10. Engage in life-long learning with a passion to
keep current with national and global
developments in the care of at-risk and sick
adult client with alterations/problems in P
nutrition and gastrointestinal, metabolism and
endocrine, perception, and coordination, acute
and chronic.
11. Demonstrate responsible citizenship and pride D
in being a Filipino.
12. Apply techno-intelligent care systems and
processes in the health care delivery of care to D
at-risk and sick adult clients.
13. Adopt the nursing core values in the delivery of
care to at-risk and sick adult clients. D
Legend: I – Introduce; P – Practice; D – Demonstrate

XIII. CONTENT OUTLINE:
Week Content Time Learning Activities Assessment Task
Allotment
1st ✓ SYNCHRONOUS ACTIVITY (1 hour) ✓ SYNCHRONOUS
week 1. Orientation about the Course ACTIVITY (30 minutes)
syllabus in Medical-Surgical • Question and
▪ Orientation about the following:
Nursing II (Lecture Component) Answer Portion –
1. The Course Syllabus
2. Review of the General and Virtual to facilitate
2. The Policies and Guidelines of the
Classroom (MS Teams-netiquette) clarification and to
Virtual Classroom
March policies and interim guidelines determine if
3. The Learning Activities
15-20, 1.5 3. Grading System criterion or rubrics student have other
(Synchronously and
2021 hours and computation concerns that
Asynchronously)
4. Distribution of the Learning needs to be
4. The Grading System for the Course
Materials or Modules that the addressed
Medical-Surgical Nursing II
learners need to study/work on in
(Lecture and Skills Laboratory
preparation for the first topic of
Component)
discussion next week.
• Grouping of students and
assigning of tasks per group
I. Nursing Care of At-Risk and Sick Adult
Clients with Acute and Chronic
1st to Alterations/Problems in Nutrition,
13th and Gastro-Intestinal, Metabolism
week and Endocrine, Perception and
Coordination SYNCHRONOUS:
A. Assessment • Interactive Lecture Discussion per
a. Subjective Data System with Altered Function
• Health History
March b. Objective Data
15-20, • Physical Assessment ASYNCHRONOUS:
2021 • Diagnostic Studies / Case Analysis Activity #1
Procedures 60 1.The class will be divided into 6 groups.
SYNCHRONOUS:
B. Analysis/Nursing Diagnosis hours 2.Each group will receive one (1) hypothetical
to C. Planning case scenario about any of the following • Graded Recitation
a. Planning for Health Alterations/Problems in: • Short quiz after the
Promotion • Nutrition, and Gastro-Intestinal, Lecture per day
June • Metabolism and Endocrine, • Unit Test/Long
b. Planning for Health
7-12, • Perception and Coordination
Restoration and Quiz after the
3.Each group will need to accomplish the
2021 Maintenance whole discussion of
following:
7 D. Implementation of Care the alteration per
• Trace down (SCHEMATIC PRESENTATION)
- a. Independent Nursing Care of the pathophysiologic mechanism of the system
1 • Physiologic Care disease of the given patient case scenario
2 • Psychologic Care • Identify a priority nursing problem and ASYNCHRONOUS:
, • Spiritual Care formulate a NURSING CARE PLAN (NCP) of
2 the At-risk or Sick Client based on the • Case Analysis
b. Dependent Nursing Care
0 identified data and healthcare needs • Rubric for
• Pharmacological
2 provided in the case scenario Peer group
• Therapeutics • Develop a Health Education/Teaching Plan
1 activity
• Complementary and
7 (DISCHARGE PLAN) for the client specific to • Rubric for
Alternative the priority health care needs of the client
- Case Analysis
Therapies • The group will submit their written output
1
• Nutrition and Diet and the actual presentation will be done
, per group on the next asynchronous
Therapy
2 meeting.
• Surgical Intervention
0
• Immunologic • Each student will be graded individually
2 (Professor and Peer Evaluation) and as a
Therapy
1 group (Professor and Peer Group
E. Client Education Evaluation)
7
F. Evaluation of Outcome of Care • This will be a culminating activity for the
-
G. Reporting and Documentation midterm period, covering diseases or
1
of Care conditions affecting the Gastro-Intestinal
2NOTE FOR LEARNERS:
and Endocrine system.
2
Content of this topic will not be a separate
0
independent topic but will be integrated in the
discussion
2 below of each Responses of At-Risk and
Sick Adult Clients with Acute and Chronic
1
Alterations/Problems in Nutrition, and Gastro-
Intestinal, Metabolism and Endocrine, Perception
and Coordination

1st to 1SYNCHRONOUS:
3rd 5
• Interactive Lecture Discussion per
week System with Altered Function
ASYNCHRONOUS
➢ The learner can also check out and view the following additional
15 educational video links (e.g., YouTube videos) to further assist the
March hours student in leaning more and for better understanding of the
different diseases for each organ / system, at their own phase and
15-20 time:
II. Responses to Acute and Chronic • (2540) Gastro-esophageal reflux disease (GERD) - causes,
22-27, symptoms, diagnosis, treatment, pathology - YouTube
Alterations / Problems in Nutrition • (2540) Gastroesophageal Reflux Disease (GERD) - YouTube
29-31
and Gastro-Intestinal, Metabolism • (2702) Worst Foods to Eat with Acid Reflux (GERD,
April Gastroesophageal Reflux Disease) | How to Reduce Symptoms -
and Endocrine, Perception, and YouTube
1-3, •
Coordination (2704) Achalasia (esophageal) - signs and symptoms,
2021 pathophysiology, investigations, and treatment - YouTube
A. Nutrition and Metabolic • (2704) Hiatal Hernia: Types, Symptoms & Treatment - YouTube
• (2541) Peptic ulcer disease - causes, symptoms, diagnosis,
Patterns / Responses to treatment, pathology - YouTube
Altered Nutrition and Gastro- • (2704) Peptic Ulcer Disease Nursing, Pathophysiology, Treatment |
Gastric Ulcer vs Duodenal Ulcer Part 1 - YouTube
intestinal Function • (2704) Peptic Ulcer Disease Pharmacology and Nursing Care |
Gastric and Duodenal Ulcer NCLEX Lecture Part 2 - YouTube
1. Disturbances in Ingestion • (2704) Peptic Ulcer Disease: Causes and Medications –
a. Gastroesophageal Pharmacology | Lecturio Nursing - YouTube
• (2704) Medical Surgical Gastrointestinal System: Gastritis -
Reflux Diseases (GERD) YouTube
• (2704) GI Disorders: GERD, Gastritis, peptic ulcer Disease. Part 5 -
b. Hiatal Hernia YouTube SYNCHRONOUS:
c. Achalasia • (2541) Gastrointestinal GI Bleed Nursing NCLEX Review and
Nursing Care Plan - YouTube • Graded Recitation
2. Disturbances in Gastric •
•
NCLEX Prep: Parenteral Nutrition
Digestion -Inflammatory • https://www.youtube.com/watch?v=H_Nhy7yC110&list=PLiuA Short quiz after the
a. Gastritis
m8LB9P5uqhocVrlyTnMgUG5espg4W&index=6 Lecture per day
• (2542) Diverticulitis Pathophysiology for nursing students and
b. Peptic Ulcer Disease nursing school - YouTube • Unit Test/Long
• (2543) The best way for nurses to care for Diverticulosis and
c. Gastro-intestinal Diverticulitis... Nursing Care Plan - YouTube Quiz after the
• (2704) Ulcerative Colitis and Crohn's Disease in 10 Minutes - whole discussion of
Bleeding Nursing Process - YouTube
3. Disturbances in Intestinal • (2704) The best way for nurses to care for Diverticulosis and the alteration per
Diverticulitis... Nursing Care Plan - YouTube
Disorder-Inflammatory • (2704) Diverticulitis | Diverticular Disease Nursing | Diverticulosis
system
Symptoms, Diet, Treatment NCLEX - YouTube
a. Crohn’s Disease • (2704) Medical Surgical Nursing - Inflammatory Bowel Disease:
b. Ulcerative Colitis Ulcerative Colitis, Crohn's, Diverticulitis - YouTube ASYNCHRONOUS:
• (2704) Appendicitis, Causes, Signs and Symptoms, Diagnosis and
c. Diverticulitis Treatment. - YouTube
• Self-Directed
• (2704) Appendicitis Symptoms, Examination, Nursing Assessment
d. Appendicitis | NCLEX Review Appendectomy and Peritonitis - YouTube Learning Activity
e. Peritonitis • NCLEX Prep: Appendicitis
• https://www.youtube.com/watch?v=WL18pCJbUlw&list=PLiuA (Module)
4. Disturbances in m8LB9P5uqhocVrlyTnMgUG5espg4W&index=4
• Case Analysis
• (2704) Peritonitis, Causes, Signs and Symptoms, Diagnosis and
Hepatobiliary Disorder- Treatment. - YouTube (Rubric for Peer
Inflammatory • (2704) Peritonitis | Nursing Lecture - YouTube
group activity)
• (2543) Hepatitis A, B, C, D, E Nursing Symptoms, Treatment,
a. Hepatitis Causes, NCLEX - YouTube (Rubric for Case
b. Cholecystitis • (2543) Breaking down CHOLECYSTITIS, and understanding what
this is (Nursing School Lesson) - YouTube Analysis)
c. Pancreatitis •
•
(2543) Choleycystitis Overview for Nursing Students - YouTube
• (2704) CHOLECYSTITIS, Causes, Signs and Symptoms, Diagnosis and Reflective Journal
5. Disturbances in Intestinal Treatment. - YouTube
Disorder-Obstructive • (2704) Gallstones | Clinical Presentation - YouTube
• (2704) Gallbladder: Cholelithiasis vs Cholecystitis vs
a. Volvulus Choledocholithiasis vs Cholangitis [Made Easy] - YouTube
• (2704) Cholecystitis vs. Cholelithiasis vs. Cholangitis vs.
b. Intestinal Obstruction Choledocolithiasis - YouTube
6. Disturbances in • (2704) Pancreatitis | Acute and Chronic Pancreatitis Nursing
Lecture Symptoms, Treatment, Pathophysiology - YouTube
Hepatobiliary Disorder- • (2704) How to care for Pancreatitis...Nursing Care Plan - YouTube
Obstructive • (2704) Pancreatitis Overview for Nursing Students - YouTube
• (2704) Bowel Obstruction - Causes and Pathophysiology - YouTube
a. Cholelithiasis • (2704) Bowel Obstructions: Nursing Care and Pathophysiology -
YouTube
7. Disturbances in • (2704) THE NEW NURSE - BOWEL OBSTRUCTION - YouTube
Elimination-Obstructive • (2704) Hemorrhoids: causes, types, clinical features, diagnosis, and
treatment - YouTube
a. Hemorrhoids • (2704) Hemorrhoids (Hemorrhoids) - Overview (pathophysiology,
investigations, and treatment) - YouTube
8. Disturbances in • (2543) Cirrhosis Assessment for Nursing Students - YouTube
Hepatobiliary Disorder- • (2543) Cirrhosis Interventions/Implications for Nursing Students -
YouTube
Degenerative • (2704) Cirrhosis of the Liver Nursing Care Management Symptoms
a. Liver Cirrhosis •
NCLEX - YouTube
Medical Surgical Nursing Gastrointestinal System
• https://www.youtube.com/watch?v=zV5Mb5Q3so8&list=PLQrd
x7rRsKfWpduKo2gTKhrCO8DPlUHCJ
• Gastrointestinal NCLEX Nursing
• https://www.youtube.com/watch?v=CwfJ-sQ-
xOQ&list=PLQrdx7rRsKfVVQ5TeRY7Vy1Tq3pcGTDFO
• Gastroenterology by JJ Medicine
• https://www.youtube.com/watch?v=XaFYLNKebr8&list=PLRjNoi
RtdFwVawerbrxEklpsrLcQh0XAf
• Medical Surgical Nursing Gastrointestinal System by
RegisteredNurseRN
• https://www.youtube.com/watch?v=zV5Mb5Q3so8&list=PLQrd
x7rRsKfWpduKo2gTKhrCO8DPlUHCJ

SYNCHRONOUS:
• Interactive Lecture Discussion per
rd
3 to 15
5th hours System with Altered Function
week
ASYNCHRONOUS:
educational video links (e.g., YouTube videos) to further assist the
student in leaning more and for better understanding of the
time:
• (2704) Understanding Acromegaly - YouTube
B. Nutrition and Metabolic • (2704) Acromegaly – Endocrinology | Lecturio - YouTube
• (2704) Endocrine: Growth Hormone Acromegaly & Dwarfism -
Patterns / Responses to YouTube
Altered Endocrine Function • (2704) Growth Hormone Deficiency and Excess - Med-Surg (2020 SYNCHRONOUS:
Edition) - Endocrine | Level Up RN - YouTube
1. Disturbances in Pituitary • (2704) Endocrinology | Hypothalamus: Anterior Pituitary • Graded Recitation
March Functions
Connection - YouTube
• Short quiz after the
• (2543) DI SIADH for Nursing Students - YouTube
29-31 a. Dwarfism • (2543) SIADH vs DI (Diabetes Insipidus) for nursing RN PN NCLEX -
Lecture per day
YouTube
April b. Gigantism • Hyperthyroidism vs. Hypothyroid RN LPN NCLEX • Unit Test/Long
1-3, c. Acromegaly • https://www.youtube.com/watch?v=YyHM9xQyyas
Quiz after the
• (2704) Hypoparathyroidism vs Hyperparathyroidism |
5-10 d. Diabetes Insipidus Hyperparathyroidism and Hypoparathyroidism Nursing NCLEX - whole discussion of
YouTube
12-17, e. SIADH • (2704) Hypoparathyroidism vs Hyperparathyroidism | the alteration per
2021 2. Disturbances in Thyroid Hyperparathyroidism and Hypoparathyroidism Nursing NCLEX -
system
YouTube
Function • (2543) Addisons vs Cushing's Disease for NCLEX RN - YouTube
• (2704) Cushing's and Addison's Disease for Nursing Students -
a. Hyperthyroidism YouTube
ASYNCHRONOUS:
b. Hypothyroidism • Medical Surgical Nursing Endocrine
3. Disturbances in • https://www.youtube.com/watch?v=49Ki_in_Mgc&list=PLQrdx7 • Self-Directed
rRsKfVqW-S8Lj7cHEI1Cyh8y6qP
Parathyroid Function • (2704) Hypoglycemia vs Hyperglycemia | Endocrine System (Part 3) Learning Activity
- YouTube
a. Hyperparathyroidism • (2704) Endocrinology | Pancreas: Insulin Function - YouTube
(Module)
b. Hypoparathyroidism • Diabetes Health Management • Case Analysis
• https://www.youtube.com/watch?v=XzvPBmt3a6M&list=PLQrd
4. Disturbances in x7rRsKfXtEx17D7zC1efmWIX-iIs9 (Rubric for Peer
• Diabetes Mellitus (Type 1 & Type 2) for Nursing & NCLEX group activity)
Adrenocortical Function • https://www.youtube.com/watch?v=Y53V7IBn_zM&t=976s
a. Cushing’s Disease • Diabetes mellitus - Symptoms, Complication, Pathology of Type 1 (Rubric for Case
and Type 2, Animation
b. Addison’s Disease • https://www.youtube.com/watch?v=qn2dhw0NJxo
Analysis)
5. Disturbances in Pancreas • Diabetes mellitus (type 1, type 2) & diabetic ketoacidosis (DKA) • Reflective Journal
• https://www.youtube.com/watch?v=-B-RVybvffU&t=1s
Function • DKA diabetic ketoacidosis vs. HHS (HHNS) NCLEX
• https://www.youtube.com/watch?v=99KimaS6tTU
a. Hypo- and • NCLEX Prep - DKA Prevention for Clients with Diabetes
Hyperglycemia • https://www.youtube.com/watch?v=PjfXSot-
1AI&list=PLiuAm8LB9P5uqhocVrlyTnMgUG5espg4W&index=3
b. Diabetes Mellitus • Hyperosmolar Hyperglycemic State, Diabetic HHS vs DKA,
Animation
• https://www.youtube.com/watch?v=PWj3g3Vqnn0
• Endocrinology by JJ Medicine
• https://www.youtube.com/watch?v=IjAeZZWBHm0&list=PLRjN
oiRtdFwUuRSzhploohnaWVvbVZ7ZP
• Medical Surgical Nursing Endocrine by RegisteredNurseRN
• https://www.youtube.com/watch?v=49Ki_in_Mgc&list=PLQrdx7
rRsKfVqW-S8Lj7cHEI1Cyh8y6qP
• Diabetes Mellitus Nursing Lectures by RegisteredNurseRN
• https://www.youtube.com/watch?v=0TYlwWp1f3M&list=PLQrd
x7rRsKfWfFihyG2ecJts_BYwX9qlp
• Thyroid Nursing NCLEX Reviews by RegisteredNurseRN
• https://www.youtube.com/watch?v=ph_xeFV-
AeY&list=PLQrdx7rRsKfXmOGyE6gNpkHuDssUatA3e
6th to SYNCHRONOUS: SYNCHRONOUS:
9th C. Cognitive-Perceptual Patterns • Interactive Lecture Discussion per • Graded Recitation
15
week / Responses to Altered System with Altered Function
Cognition and Perception hours • Short quiz after the
1. Disturbances in Cerebral Lecture per day
ASYNCHRONOUS:
Function ➢ The learner can also check out and view the following additional
• Unit Test/Long
c. Disorders of educational video links (e.g., YouTube videos) to further assist the Quiz after the
Consciousness different diseases for each organ / system, at their own phase and whole discussion of
April time:
d. Increased Intracranial • States of consciousness | Processing the Environment | MCAT |
the alteration per
19-24.
Pressure (IICP) Khan Academy system
26-30. • https://www.youtube.com/watch?v=WFnyLmL9t2I
May 2. Cerebrovascular Disorders • Altered Mental Status: Common Causes & First Steps – Emergency
10-15 • Ischemic Stroke Medicine | Lecturio

• https://www.youtube.com/watch?v=mo6ZhoGEaKQ ASYNCHRONOUS:
• Hemorrhagic Stroke • York's Chronic Disorders of Consciousness (CDoC) Research Centre
2021 2013 • Self-Directed
3. Seizure Disorder • https://www.youtube.com/watch?v=wgxAw3gTxyA
Learning Activity
• Epilepsy • Increased Intracranial Pressure Nursing Pathophysiology NCLEX
Symptoms (Cerebral Perfusion Pressure) (Module)
• Status Epilepticus • https://www.youtube.com/watch?v=2_uXDgUSH0k
• Increased ICP pathophysiology - Intracranial Pressure Nursing Care • Case Analysis
4. Neurologic Infections NCLEX RN LPN
(Rubric for Peer
• Meningitis • https://www.youtube.com/watch?v=64Pqpztzch4&t=53s
• How to care for Increased Intracranial Pressure or ICP... includes group activity)
• Encephalitis interventions and rationales
(Rubric for Case
• https://www.youtube.com/watch?v=WdAK_NjQw54
5. Neurologic Trauma • NCLEX Prep - Increased Intracranial Pressure
Analysis)
• Head Injuries • https://www.youtube.com/watch?v=LU6Mz8AaUT8&list=PLiuA
m8LB9P5uqhocVrlyTnMgUG5espg4W&index=9 • Reflective Journal
• Brain Injuries • Interventions for Patients with Increased Intracranial Pressure
(3/3)
• Spinal Cord Injuries • https://www.youtube.com/watch?v=W8rvORyBVkk

• Stroke Nursing (CVA) Cerebrovascular Accident Ischemic
6. Neurologic Autoimmune Hemorrhagic Symptoms Treatment tPA
Disorders • https://www.youtube.com/watch?v=U8s427-tv58
• Stroke CVA (Cerebrovascular Accident) Hemorrhagic, Ischemic
• Myasthenia Gravis NCLEX RN & LPN NURSING
• Multiple Sclerosis • https://www.youtube.com/watch?v=FMRvGhGC0gI
• Stroke & Cerebral Ischemia – Pathology | Lecturio
• Guillain-Barre • https://www.youtube.com/watch?v=qCboF-axYsE
• Epilepsy & Seizure Disorder | Clinical Presentation
Syndrome • https://www.youtube.com/watch?v=frhzr8_spNo
• Creutzfeldt-Jakob • Seizures - Seizure Types | Generalized vs Focal Seizures | Causes of
Seizures (Mnemonic)
Disease • https://www.youtube.com/watch?v=8kYJughJXbs
• Pharmacology - ANTIEPILEPTIC DRUGS (MADE EASY)
7. Degenerative Neurologic • https://www.youtube.com/watch?v=xFUHE9gX6W8
Disorders • Epilepsy: Types of seizures, Symptoms, Pathophysiology, Causes
and Treatments, Animation.
• Alzheimer’s Disease • https://www.youtube.com/watch?v=RxgZJA625QQ&t=8s
• Status Epilepticus | Causes | Complications | Treatment |
and Dementia • https://www.youtube.com/watch?v=cCyNvXX01SI
• Parkinson’s Disease • Status Epilepticus: Emergent Management – Pediatric Neurology
| Lecturio
• Amyotrophic Lateral • https://www.youtube.com/watch?v=j5z10be-ApY
• Meningitis and Encephalitis
Sclerosis • https://www.youtube.com/watch?v=Cc47BkBBy5Q
• Huntington’s Disease • (2704) Meningitis Pathophysiology Treatment, Nursing Care NCLEX
for RN & LPN - YouTube
8. Cranial Nerve Disorders • NCLEX Prep: Head Injuries
• Trigeminal Neuralgia • https://www.youtube.com/watch?v=Tir20b4OkBc&list=PLiuAm
8LB9P5uqhocVrlyTnMgUG5espg4W&index=7
• Bell’s Palsy • Overview of Traumatic Brain Injury (TBI)
• https://www.youtube.com/watch?v=i7GidKRUzrY
• Intracranial Hemorrhage
• https://www.youtube.com/watch?v=03o2y9zRb9M
• Secondary Brain Injury EXPLAINED
• https://www.youtube.com/watch?v=dIBbSP9Q64c
• Traumatic Brain Injury (TBI) – Trauma Surgery | Lecturio - YouTube
• (2704) Neurology | Spinal Cord Lesions: Anterior Cord, Posterior
Cord, Central Cord, Brown-Sequard - YouTube
• (2704) Neurogenic Shock Versus Spinal Shock - YouTube
• (2704) Neurology | Upper Motor Neuron vs Lower Motor Neuron
Lesion | UMN vs LMN Lesion - YouTube
• (2704) How to care for a Spinal Cord Injury...Nursing Care Plan -
YouTube
• (2704) Medical Surgical Nursing - Spinal Injury - YouTube
• (2704) Spinal Cord Injury | Levels of injury - YouTube
• (2704) Neurological Disorders: Parkinson's, MS, MG, ALS - YouTube
• (2704) Myasthenia Gravis Nursing NCLEX Review Symptoms,
Treatment, Pathophysiology Interventions - YouTube
• (2704) Myasthenia Gravis - YouTube
• (2704) Cholinergic Crisis vs Myasthenic Crisis Nursing | Symptoms,
Treatment, Tensilon Test (Edrophonium) - YouTube
• Multiple sclerosis - causes, symptoms, diagnosis, treatment,
pathology
• https://www.youtube.com/watch?v=yzH8ul5PSZ8
• (2704) Creutzfeldt -Jakob Disease (CJD) - YouTube
• Understanding Guillain-Barré Syndrome
• https://www.youtube.com/watch?v=KUEunZYZgII
• Guillain-Barre Syndrome (GBS) (Described Concisely)
• https://www.youtube.com/watch?v=7vmZVNmAYf4
• Guillain-Barré Syndrome Nursing NCLEX | Guillain-Barré
Symptoms, Treatment, Causes
• https://www.youtube.com/watch?v=WovsOgA7cGs
• What are dementia and Alzheimer's | Mental health | NCLEX-RN |
Khan Academy
• https://www.youtube.com/watch?v=xUSpHmvW14c
• Stages of dementia and Alzheimer's disease | Mental health |
NCLEX-RN | Khan Academy
• https://www.youtube.com/watch?v=K7dP25_Sebo
• Everything you need to know about Alzheimers Disease as a Nurse
(Nursing Care Plans)
• https://www.youtube.com/watch?v=D4RzE3lO9pQ
• Pharmacology - DRUGS FOR ALZHEIMER'S DISEASE (MADE EASY)
• https://www.youtube.com/watch?v=euzRPrvrwj0
• What Nurses need to know about Dementia and Alzheimers
Disease (Nursing School Lessons)
• https://www.youtube.com/watch?v=Nzc6f2uFFDY
• Parkinson's Disease, Animation
• https://www.youtube.com/watch?v=NAfQoviLFR8
• Pharmacology - DRUGS FOR PARKINSON'S DISEASE (MADE EASY)
• https://www.youtube.com/watch?v=Z84iypHdftQ
• (2704) Medical Surgical Neurological System: Amyotrophic Lateral
Sclerosis (ALS) - YouTube
• (2704) Medical Surgical Nursing - MS, ALS and MG - YouTube
• (2704) Neurological Disorders: Parkinson's, MS, MG, ALS - YouTube
• (2704) GENETIC (HUNTINGTON'S DISEASE) BY MS. PRATIMA
BHARDWAJ (BILASA INSTITUTE OF NURSING, BILASPUR) - YouTube
• (2704) Huntington's Disease: 13 must-know facts (Step 1, COMLEX,
NCLEX®, PANCE, AANP) - YouTube
• (2704) Neurology | Trigeminal Nerve | Cranial Nerve V - YouTube
• (2704) Virtual Brain Seminar - Trigeminal Neuralgia - YouTube
• (2704) What is TRIGEMINAL NEURALGIA? What does TRIGEMINAL
NEURALGIA mean? - YouTube
• (2704) Bell's Palsy, Pathophysiology, Symptoms, Diagnosis and
Treatment, Animation - YouTube
• Neurology by JJ Medicine
• https://www.youtube.com/watch?v=yQnxREpGILk&list=PLRjNoi
RtdFwVSqbYyM2B-XF4QuIdE06ej
• Medical Surgical Nursing Neurological Disorders
• https://www.youtube.com/watch?v=7hLZjRP0p2U&list=PLQrdx
7rRsKfVIYayICyr1ts4FgDeQh6BM
• (2704) Pharmacology - Neurological medication full video for
nursing RN PN NCLEX - YouTube
8th week - MIDTERM EXAMINATION WEEK (MAY 3 to 8, 2021)

10 SYNCHRONOUS:
hours • Interactive Lecture Discussion per
System with Altered Function
D. Motor-Coordination Patterns /
Responses to Altered ASYNCHRONOUS:
➢ The learner can also check out and view the following additional SYNCHRONOUS:
Coordination educational video links (e.g., YouTube videos) to further assist the
1. Musculoskeletal Trauma or student in leaning more and for better understanding of the
• Graded Recitation
Overuse time: • Short quiz after the
• Medical Surgical Nursing Musculoskeletal
• Contusions, Strains, • https://www.youtube.com/watch?v=69fgitQRfQ4&list=PLQrdx7 Lecture per day
and Sprains •
rRsKfWneHnbIPNR7NaQlkAONQjt
(2702) Bone Fractures Types Nursing Interventions, Treatment,
• Unit Test/Long
• Injuries to the Signs and Symptoms NCLEX - YouTube Quiz after the
• (2702) Nursing Cast Care NCLEX Practice Question for Fractures -
th
Tendons, Ligaments, & YouTube whole discussion of
10 - Menisci • (2702) Fractures Nursing Care - YouTube the alteration per
•
11th • Fractures and •
(2702) Bone remodeling and repair - YouTube
(2702) Paget’s Disease of Bone (Osteitis Deformans) | Causes, system
week Pathogenesis, Symptoms, Diagnosis & Treatment - YouTube
Dislocation • (2702) Osteoporosis Treatment, Symptoms, Pathophysiology
Nursing Care NCLEX Lecture - YouTube
2. Degenerative Bone • (2702) Osteomalacia: Definition, Risk factors, Treatment and
Disorders Management - YouTube
ASYNCHRONOUS:
•
• Osteoarthritis
(2702) Difference between osteoporosis and osteomalacia | Basic
•
concept building | - YouTube
• Self-Directed
3. Metabolic Bone Disorders •
(2702) 8 types of drugs used in Osteoporosis - YouTube
(2702) Gout | Causes, Pathophysiology, Risk Factors (ex. Diet), Learning Activity
• Osteoporosis Symptoms, Diagnosis, Treatment - YouTube
May • (2702) Best & Worst Foods to Eat with Gout | Reduce Risk of Gout (Module)
• Osteomalacia
17-22. Attacks and Hyperuricemia - YouTube
• Case Analysis
24-29 • Paget’s Disease • (2702) Rheumatoid arthritis - causes, symptoms, diagnosis,
treatment, pathology - YouTube (Rubric for Peer
2021 • Gout and Gouty • (2702) Osteoarthritis vs rheumatoid arthritis symptoms | NCLEX-
group activity)
RN | Khan Academy - YouTube
Arthritis • (2702) Spine Curvature Disorders - Scoliosis, Kyphosis, Lordosis -
(Rubric for Case
YouTube
4. Spinal Column Deformities • (2702) Spinal Deformities. Symptoms - YouTube Analysis)
• Scoliosis • (2702) Kyphosis Symptoms - YouTube
• Reflective Journal
• (2702) Lordosis. Symptoms - YouTube
• Kyphosis • (2702) Scoliosis - Curvature of the Spine - YouTube
• Lordosis •
•
(2702) Scoliosis | Scoliosis Surgery | Nucleus Health - YouTube
(2702) Crutches, Canes, and Walkers Nursing NCLEX Assistive
5. Musculoskeletal Infections Devices Review - YouTube
• (2702) Cane Nursing Assistive Devices Mobility NCLEX (Gait &
• Osteomyelitis Stairs) - YouTube
• Septic Arthritis • (2702) Septic Arthritis - Overview (causes, pathophysiology,
treatment) - YouTube
6. Muscular Disorder • (2702) Osteomyelitis - Symptoms & Causes - YouTube
• (2702) Duchenne and Becker Muscular Dystrophy - Causes,
• Muscular Dystrophies Symptoms, and Treatment - YouTube
• Rhabdomyolysis •
•
(2702) Muscular Dystrophy - YouTube
(2703) What is RHABDOMYOLYSIS? What does RHABDOMYOLYSIS
mean? RHABDOMYOLYSIS meaning & explanation - YouTube
• (2703) Rhabdomyolysis - an easy overview - YouTube
• Medical Surgical Nursing Musculoskeletal by RegisteredNurseRN
• https://www.youtube.com/watch?v=69fgitQRfQ4&list=PLQrdx7
rRsKfWneHnbIPNR7NaQlkAONQjt
5 hours SYNCHRONOUS:
12 th E. Cognitive-Perceptual Patterns • Interactive Lecture Discussion per
week / Responses to Altered Visual System with Altered Function
SYNCHRONOUS:
Function
1. Blindness ASYNCHRONOUS: • Graded Recitation
2. Correctable Refractive ➢ The learner can also check out and view the following additional • Short quiz after the
educational video links (e.g., YouTube videos) to further assist the
Disorders student in leaning more and for better understanding of the Lecture per day
May 31 • Myopia/Hyperopia
time:
• Unit Test/Long
June • Presbyopia •
•
(2702) Blindness - YouTube
Astigmatism Explained
Quiz after the
1-5 • Astigmatism • https://www.youtube.com/watch?v=u14x39-0Tvw whole discussion of
• Nearsighted vs Farsighted - What Does it Mean to Be Nearsighted? the alteration per
2021 3. Inflammatory Eye • https://www.youtube.com/watch?v=Kw5bhsBZhGQ
Disorders • (2703) Eye defects - Myopia | Don't Memorize - YouTube system
• (2703) Eye defects - Hyperopia, Astigmatism, Presbyopia | Don't
• Hordeolum / Chalazion Memorize - YouTube
•
• Conjunctivitis (2703) Ophthalmology 375 External hordeolum Stye Chalazion
Internal Difference Compare Glands Eyelid eye - YouTube ASYNCHRONOUS:
• Uveitis • (2703) Internal Hordeolum//Anatomy of eyelids//Chalazion//Stye
vs Chalazion//acute internal hordeolum - YouTube • Self-Directed
• Dry Eye Syndrome • (2703) Conjunctivitis (Pink Eye) in the eye lecture - Symptoms,
Learning Activity
Treatment, Types - YouTube
4. Eye Trauma • (2703) Conjunctivitis || Ophthalmology Videos || Practice Online (Module)
• Orbital and ocular •
Education - YouTube
(2703) Ophthalmology 070 a Conjunctivitis What is Types Infection • Case Analysis
Trauma Allergic Classification Eye Cause Red - YouTube
(Rubric for Peer
• (2703) Dry Eye Animation - YouTube
5. Intraocular Disorders • (2703) Uveitis Eye Symptoms and Causes - YouTube group activity)
• Glaucoma • (2703) Orbital Fractures | Miscellaneous Conditions |
(Rubric for Case
Ophthalmology Lectures | V-Learning - YouTube
• Cataracts • (2703) Effects of Orbital Injury - YouTube Analysis)
• (2702) Aqueous Humor Eye Circulation Flow Animation: Open-
6. Retinal Disorders Angle vs Closed-Angle Glaucoma - YouTube • Reflective Journal
• Retinal detachment • GLAUCOMA | Types | Pathophysiology | Nursing Management |
Medical Management || The Nurses Station
• Diabetic Retinopathy • https://www.youtube.com/watch?v=p64FGfC6bpA
•
• Age-Related Macular Glaucoma: Open-Angle, Closed-Angle, Symptoms, Pharmacology,
Pathophysiology Nursing NCLEX
Degeneration • https://www.youtube.com/watch?v=I4f6RiBROYE
• Glaucoma Test - Glaucoma Diagnosis
• https://www.youtube.com/watch?v=rThSOv5tRVA

• Understanding Acute Angle Closure Glaucoma
• https://www.youtube.com/watch?v=wHKo0CPtaMY
• Development of Glaucoma Animation, Open Angle vs Angle
Closure Glaucoma.
• https://www.youtube.com/watch?v=TgjdPgSxeYg
• Trabeculectomy Surgery for Glaucoma, Animation.
• https://www.youtube.com/watch?v=uVOzlNl__6c
• (2702) Biggest Differences Between Glaucoma and Cataracts |
NCLEX RN Review - YouTube
• Cataracts | Causes, Risk factors, Subtypes (Cortical, Nuclear,
Posterior subcapsular), Treatment
• https://www.youtube.com/watch?v=bz4d2CxQNz0
• What Causes Retinal Detachment
• https://www.youtube.com/watch?v=MjVwA4KquZM
• Flashes & Floaters - A Sign of Retinal Detachment
• https://www.youtube.com/watch?v=Ny-4TtIygKo
• (2703) Retinal Detachment Causes, Symptoms and Treatments -
YouTube
• Retinal Detachment Causes, Symptoms and Treatments
• https://www.youtube.com/watch?v=9DZabPmn8MY
• Diabetic retinopathy | Endocrine system diseases | NCLEX-RN |
Khan Academy
• https://www.youtube.com/watch?v=VIrkurR446s
• (2702) Eye Drop Administration Nursing | Instill Eye Drops Punctal
Occlusion for Glaucoma - YouTube
5 hours SYNCHRONOUS: SYNCHRONOUS:

• Interactive Lecture Discussion per • Graded Recitation
System with Altered Function
• Short quiz after the
F. Cognitive-Perceptual Patterns Lecture per day
ASYNCHRONOUS:
13 th / Responses to Altered
• Unit Test/Long
Auditory Function educational video links (e.g., YouTube videos) to further assist the Quiz after the
week student in leaning more and for better understanding of the
1. Hearing Impairment different diseases for each organ / system, at their own phase and whole discussion of
• Conductive hearing time:
the alteration per
• NCLEX Prep: Hearing Loss
loss • https://www.youtube.com/watch?v=6-grxm0giTQ system
• Sensorineural hearing • (2702) What is Sensorineural Hearing Loss? - Ear Problems -
YouTube
loss • (2702) Conductive Hearing Loss Explained - YouTube
ASYNCHRONOUS:
• (2702) Miracle-Ear - The Science of Hearing Loss - YouTube
• Presbycusis • (2702) Cochlear Implant Animation - YouTube
2. Inflammatory Ear • Otitis Media: Anatomy, Pathophysiology, Risk Factors, Types of • Self-Directed
OM, Symptoms and Treatment, Animation
Disorders • https://www.youtube.com/watch?v=rPGUFaKqL4Y
Learning Activity
• Otitis Externa /Otitis
• Otitis Externa (Module)
• https://www.youtube.com/watch?v=5hCS8JF-b-M
Media • ENT Mastoiditis What is Mastoid Inflammation Infection Acute • Case Analysis
June Coalescent Pain behind ear
(Rubric for Peer
7-12, • Mastoiditis • https://www.youtube.com/watch?v=un0CXHyTBmY
/Labyrinthitis • (2702) Labyrinthitis - clinics, causes, symptoms, diagnosis, group activity)

2021 complications, treatment - YouTube
3. Balance Disorders • Understanding the Causes of Vertigo (Rubric for Case
• https://www.youtube.com/watch?v=kx4mQB0QzvQ Analysis)
• Vertigo and Motion • (2702) Causes of Meniere's Disease and Treatment Options |
sickness Meniere's Disease Cure? - YouTube • Reflective Journal
• (2702) Meniere's Disease - What Happens in the Inner Ear? -
• Meniere’s disease YouTube
• (2703) Meniere's Disease | Nursing Lecture. - YouTube
4. Ear Trauma • (2703) Ruptured Eardrum | Tympanic Membrane Perforations -
• Foreign Body YouTube
• OTOSCLEROSIS | Causes | Pathophysiology | Diagnosis | Nursing
obstruction Management | The Nurses Station
• https://www.youtube.com/watch?v=6LUnP3t97LI
• Otosclerosis for NEET-PG & FMGE students
• https://www.youtube.com/watch?v=KTdLas7_TYg
5. Other Ear disorders • (2703) OTOSCLEROSIS, Causes, Signs and Symptoms. Diagnosis and
• Otosclerosis Treatment. - YouTube
• (2702) Medications Can CAUSE Hearing Loss | Ototoxic Drugs and
• Ototoxicity Chemicals - YouTube
• Acoustic neuroma • (2703) What is an Acoustic Neuroma? - YouTube
• (2703) Acoustic Neuroma - Causes, Symptoms, Treatments &
More… - YouTube
• (2703) Treating Acoustic Neuromas at Penn Medicine - YouTube
• (2703) What’s the success rate of stapedectomy? || Restored
hearing - YouTube
• (2703) Care of Patients with Ear & Hearing Disorders - YouTube
NOTE FOR LEARNERS: SYNCHRONOUS: • The activities and
st
Content of this topic will not be a separate • Interactive Lecture Discussion per assessment tasks for
1 to independent topic but will be integrated in the
System with Altered Function this part of the syllabus
13th discussion of Nursing Care and Responses of At- is not an entirely
week Risk and Sick Adult Clients with Acute and Chronic
independent learning
Alterations/Problems in Nutrition, and Gastro- ASYNCHRONOUS:
Intestinal, Metabolism and Endocrine, Perception • The learner can also check out and view the following additional activity or tasks, but it is
and Coordination educational video links (e.g., YouTube videos) to further assist the already interrelated
III. Evidence-Based Practices for the different diseases for each organ / system, at their own phase and
and integrated in the
Care of At-Risk and Sick Adult Clients
time: activities on specific
• Philippines Patients’ Bill of Rights
March • https://www.youtube.com/watch?v=F0NQpypW0Nc
diseases on each
with Acute and Chronic Alterations /
15-20, • Examples of Autonomy, Beneficence, Nonmaleficence, and Justice system.
Problems in Nutrition, and Gastro- - Ethical Principles
2021 Intestinal, Metabolism and • https://www.youtube.com/watch?v=h5ow1-ezNyc
• Ethics for Nurses: An Overview of the Provisions – Nurse – Case
Endocrine, Perception and Manager – CEUs
• https://www.youtube.com/watch?v=mkMQbB1SgZU
Coordination • Nursing Fundamentals - Informed Consent, Advance Directives,
to Reporting and Nursing Documentation
• https://www.youtube.com/watch?v=9u53jNI4qoU
IV. Relevant Legal, Moral and Ethical • Nursing Fundamentals - Interprofessional Team, Nursing Ethical
Principles, Torts
Standards of Care • https://www.youtube.com/watch?v=-GbHCggPoWA
June A. Patient’s Bill of Rights

• The role of the Research Nurse
7-12, B. Advance Directives, Living will • https://www.youtube.com/watch?v=LV43f3HPujo
2021 C. Ethical Principles on • https://www.youtube.com/watch?v=LTVJqY0czAQ
• Filipino Nurses have truly Hearts of GOLD
Beneficience Non Maleficience, • https://www.youtube.com/watch?v=Y59VGe9wZdU
Autonomy and Justice • Filipino Nurses featured on BBC TV Show in UK “Saving our nurses”
• https://www.youtube.com/watch?v=s0LruYisGq0
D. RA 9442: Magna Carta for • Implementing Health & Wellness in the Filipino Culture
• https://www.youtube.com/watch?v=zc0dA32yIAU
Persons with Disability • COLLABORATION IN HEALTH CARE TEAMS:
E. RA 10054: Motorcycle Helmet • https://www.aacom.org/docs/default-
source/insideome/ccrpt05-10-11.pdf?sfvrsn=77937f97_2
Law
F. Scope of Nursing Practice based Case Analysis Activity #2 ASYNCHRONOUS:
on RA 9173 1.The class will be divided into 6 groups. • Case Analysis
V. Collaboration the Delivery of Care 2.Each group will receive one (1) hypothetical • Rubric for
case scenario about any of the following Peer group
VI. Nurses’ Role as a Member of the Alterations/Problems in: activity
Research Team • Nutrition, and Gastro-Intestinal,
• Rubric for
• Metabolism and Endocrine,
Case Analysis
VII. Continuing Professional • Perception and Coordination
Development Programs 3.Each group will need to accomplish the
following:
• Trace down (SCHEMATIC PRESENTATION)
VIII. Filipino Culture, Values, and
of the pathophysiologic mechanism of the
Practices in Relation to the Care of disease of the given patient case scenario
At-Risk and Sick Adult Clients with • Identify a priority nursing problem and
Acute and Chronic Alterations / formulate a NURSING CARE PLAN (NCP) of
Problems in Nutrition, and Gastro- the At-risk or Sick Client based on the
Intestinal, Metabolism and identified data and healthcare needs
Endocrine, Perception and provided in the case scenario
Coordination • Develop a Health Education/Teaching Plan
(DISCHARGE PLAN) for the client specific to
IX. Online Databases / Journal Articles the priority health care needs of the client
• The group will submit their written output
Related Assessment and Provision
and the actual presentation will be done
of Care of At-Risk and Sick Adult per group on the next asynchronous
Clients with Acute and Chronic meeting.
Alterations / Problems in Nutrition, • Each student will be graded individually
and Gastro-Intestinal, Metabolism (Professor and Peer Evaluation) and as a
and Endocrine, Perception and group (Professor and Peer Group
Coordination Evaluation)
This will be a culminating activity for the
X. Attributes and Core Values of a final term (post midterm) period, covering
Nurse in Adult Health Care diseases and conditions affecting the
Perception and Coordination.
14th week – FINAL TERM EXAMINATION WEEK (JUNE 14 to 19, 2021)
XV. COURSE ASSESSMENT/ GENERAL and ONLINE COURSE POLICIES

The students will be graded according to the following:
MEDICAL-SURGICAL II – LECTURE COMPONENT (5 units)
Requirement/Class Participation:
1. Recitation During Class Discussion -------------------------------------------------------20% 70%
2. Reporting (Oral-Video Recorded and Written Presentation) ----------------------30%
100%
3. Case Analysis/Case study/Case Presentation------------------------------------------25%
4. Self-Directed Learning Activity (Module/Journal/Learning Exercises) ----------25%
Examinations:
a. Short Quiz (Online/Offline Exercises) ----------------------------------- 15% 30%
b. Long/Unit Exam (Formative Examination) -----------------------------35% 100%
COURSE c. Term Exam (Summative Examination) ----------------------------------50%
ASSESSMENT TOTAL 100%
NOTE: All students must achieve at least an average grade of 75% on all types of examinations; and requirement. A zero-
based grading system will be utilized as stipulated by the Board Resolution No. 3982 in all colleges of the University
since it was first implemented in the School Year 2016 – 2017 (first semester), as cited in the PLM Faculty Manual
under the Faculty responsibilities page 5-3 (2017).
Transmutation of Grades:
98 – 100 ---- 1.00 86 – 88 ---- 2.00 75 – 76 ---- 3.00
95 – 97 ---- 1.25 83 – 85 ---- 2.25 Below 75 ---- 5.00 (Failed)
92 – 94 ---- 1.50 80 – 82 ---- 2.50 Dropped Unofficially ---- DU
89 – 91 ---- 1.75 77 – 79 ---- 2.75 Dropped Officially ---- DO
Incomplete ---- INC

FUNDAMENTALS OF NURSING
• W. Ball, Joyce E. Dains, John A. Flynn, Barry S. Solomon, Rosalyn W. Stewart, SEIDEL’S GUIDE TO PHYSICAL
EXAMINATION: AN INTERPROFESSIONAL APPROACH, Copyright © 2019 by Elsevier, Inc.
• Ackley, Betty J., (editor); Ladwig, Gail B., (editor); Makic, Mary Beth Flynn, (editor); Nursing Diagnosis
Handbook: An Evidence-Based Guide to Planning Care, Copyright © 2017 by Elsevier, Inc. All rights reserved
• Audrey Berman, Shirlee Snyder, and Geralyn Frandsen; Kozier & Erb’s Fundamentals of Nursing: Concepts,
Practice, And Process - Tenth edition., Copyright © 2016 by Pearson Education, Inc.
• Pamela L. Swearingen (special project editor), ALL-IN-ONE NURSING CARE PLANNING RESOURCE: Medical-
Surgical, Pediatric, Maternity, Psychiatric Nursing Care Plans – 4th Edition, Copyright © 2016 by Mosby, an
imprint of Elsevier Inc.
• Lippincott Nursing Procedures – Seventh edition, Copyright ©2016, by Wolters Kluwer
• Donita D'Amico, MEd, RN, Colleen Barbarito, EdD, RN, Health & Physical Assessment in Nursing D’AMICO
BARBARITO, 3rd Edition, Copyright © 2016, by Pearson Education, Inc.
• Margaret R. Colyar, DSN, APRN, C-FNP, Advanced Practice Nursing Procedures, Copyright © 2015 by F. A.
Davis Company
• Anne M. Van Leeuwen, Mickey Lynn Bladh, Davis’s Comprehensive Handbook of Laboratory Diagnostic Tests
with Nursing Implications, Copyright © 2015 by F. A. Davis Company
• Veronica “Ronnie” Peterson, BA, RN, BSN, MS, Clinical Companion for Fundamentals of Nursing; Just the
Facts, 8th Edition, Copyright © 2013 by Mosby, an imprint of Elsevier Inc.
PHARMACOLOGY
• Burchum, J.R., & Rosenthal, L.D., Lehne’s PHARMACOLOGY for NURSING CARE, 10th Edition Copyright ©
2019, by Elsevier Inc
• Kee, J.LF., Hayes, E.R., & McCuistion, L.E., PHARMACOLOGY A Patient-Centered Nursing Process Approach,
8th Edition, Copyright © 2015, by Saunders, an imprint of Elsevier Inc.
• Adams, M.P., Holland Jr., L.N., & Urban, C.Q., PHARMACOLOGY FOR NURSES, A Pathophysiologic Approach,
4th Edition, Copyright © 2014, by Pearson Education, Inc.
• Karch, A.M., Focus on Nursing Pharmacology, 6th Edition Copyright © 2013, by Wolters Kluwer Health
Lippincott Williams & Wilkins
TEXTBOOK
PATHOPHYSIOLOGY
REFERENCES
• KATHRYN L. McCANCE, MS, PhD, and SUE E. HUETHER, MS, PhD; Pathophysiology: The Biologic Basis for
Disease in Adults and Children, Eighth Edition, Copyright © 2019 by Elsevier, Inc. All rights reserved.
• Margaret Eckman, Debra Share (Editors), Pathophysiology made incredibly easy! —5th edition © 2013 by
Lippincott Williams & Wilkins
MEDICAL-SURGICAL NURSING
• Donna D. Ignatavicius, MS, RN, ANEF; M. Linda Workman, PhD, RN, FAA; Meg Blair, PhD, MSN, RN, CE; Cherie
Rebar, PhD, MBA, RN, FNP, COI; Chris Winkelman, RN, PhD, CCRN, ACNP, CNE, FCCM, FANP; Medical-Surgical
Nursing Patient-Centered Collaborative Care, 8th EDITION; Copyright © 2016 by Elsevier, Inc. All rights
reserved.
• Sharon L. Lewis, Shannon Ruff Dirksen, Margaret McLean Heitkemper, Linda Bucher; special editor, Mariann
M. Harding, Medical-Surgical Nursing: Assessment and Management of Clinical Problems, – Ninth edition
Copyright © 2014 by Mosby, an imprint of Elsevier Inc.
• Anne-Marie Brady, Catherine McCabe, Margaret McCann (Editors), Fundamentals of Medical-Surgical
Nursing: A Systems Approach, This edition first published 2014 by John Wiley & Sons, Ltd
• Suzanne C. Smeltzer, EdD, RN, FAAN; Brenda G. Bare, RN, MSN; Janice L. Hinkle, PhD, RN, CNRN; and Kerry H.
Cheever, PhD, RN; Brunner & Suddarth’s Textbook of Medical-Surgical Nursing. — 12th ed. Copyright ©
2010 by Wolters Kluwer Health / Lippincott Williams & Wilkins.
• Linda Anne Silvestri, PhD, RN, SAUNDERS COMPREHENSIVE REVIEW FOR THE NCLEX-RN® EXAMINATION;
Copyright © 2014, by Saunders, An Imprint of Elsevier Inc.
• Med Surg Quick Notes, version 1.0 © 2013 SimpleNursing.com.
• Black, Joyce, M. And Jane Hokanson Hawks, Medical-Surgical Nursing, Clinical Management and Positive
Outcomes, 8th Edition, © 2009 by Saunders an Imprint of Elsevier Inc.
Disclaimer: I am not requiring the students to buy all the listed books above for references; I just posted/listed
the most updated version of the books for pharmacology of nursing that I have seen/searched on the internet.
You can use whatever reference material (open educational resources on the internet) or version of
pharmacology of nursing books you have at home or that of which you can borrow. A little reminder for
everyone: Even if you have the most updated version of the book if that only stayed in the bookshelves and
not read by you, it will not serve its purpose for your learning to occur. (Endeno, M.A.L., 2020)

▪ https://www.khanacademy.org/science/health-and-medicine/gastrointestinal-system-diseases
▪ https://www.khanacademy.org/science/health-and-medicine/endocrine-system-diseases#diabetes
▪ https://www.khanacademy.org/science/health-and-medicine/nervous-system-diseases
▪ https://www.khanacademy.org/science/health-and-medicine/mental-health
▪ https://www.khanacademy.org/science/health-and-medicine/muscular-skeletal-diseases
▪ https://www.wisc-online.com/learn/career-clusters/health-science
▪ https://www.open.edu/openlearn/search-results?as_q=nursing#gsc.tab=0&gsc.q=nursing&gsc.page=1
▪ https://www.youtube.com/c/LecturioNursing/videos
▪ https://www.youtube.com/c/Lecturio-Medical-Education-Videos/videos
▪ https://www.youtube.com/channel/UCRC_6Oe5Ozvfc_kMERAPmsg/videos
▪ https://www.youtube.com/user/khanacademymedicine/playlists
ONLINE
▪ https://www.youtube.com/c/osmosis/videos
REFERENCES ▪ https://www.youtube.com/c/SimpleNursing/playlists
▪ https://www.youtube.com/watch?v=MLmeRKgJMOs&list=PLWBdQ8iSKNHu0sDiG-Z_yFMb5pj9ZQYSk
▪ https://www.youtube.com/watch?v=zV5Mb5Q3so8&list=PLQrdx7rRsKfWpduKo2gTKhrCO8DPlUHCJ
▪ https://www.youtube.com/watch?v=49Ki_in_Mgc&list=PLQrdx7rRsKfVqW-S8Lj7cHEI1Cyh8y6qP
▪ https://www.youtube.com/watch?v=7hLZjRP0p2U&list=PLQrdx7rRsKfVIYayICyr1ts4FgDeQh6BM
▪ https://www.youtube.com/watch?v=69fgitQRfQ4&list=PLQrdx7rRsKfWneHnbIPNR7NaQlkAONQjt
▪ https://www.youtube.com/watch?v=gG8kh8MfnGY&list=PLQrdx7rRsKfUhd_qQYEbp0Eab3uUKhgKb
▪ Magazines Archive - Johns Hopkins Nursing Magazine (jhu.edu)
▪ https://libguides.und.edu/c.php?g=656518&p=4649224
▪ https://medlineplus.gov/druginformation.html
▪ https://www.who.int/medicines/publications/essentialmedicines/en/
GENERAL COURSE/CLASSROOM POLICY
1. Passing rate for all examinations is 75% of the total number of items given
2. NO SPECIAL ACTIVITIES shall be given to students with unexcused absences and the rate will be ZERO. However, if it is excused, the
student will be given the chance to submit / complete the activity within the timeframe provided by the instructor.
3. Special major exams will be given for excused absences. However, a passing rate of 75% of the total number of items given is required.
4. The student must get a FINAL GRADE of 75% to pass the course
5. NO REMOVAL EXAMS or SPECIAL PROJECTS will be given to all students who have incurred a failing FINAL GRADE
6. Any submitted written work that has at least 20% similarity when run in a plagiarism software shall incur a rating of ZERO. Any submitted
video with content acquired from another source without attribution or permission and content from another students’ submitted wo rk
shall incur a rating of ZERO.
7. Any untoward conduct or behaviors inside the classroom could be a ground for failure (e.g., cheating on exams/quizzes or improper
conduct as stipulated in Guidelines of OSDS for misconduct)
Based on Pamantasan Administrative Order (PAO) no. 16- ACA. s.2020- “OMNIBUS GUIDELINES ON THE CONDUCT OF
FLEXIBLE LEARNING AND TEACHING IN PLM STARTING AY 2020-2021”
• Please refer to your course syllabus/outline to determine in advance what topic and activities to be done every week.
✓ Be updated with post and notification in the MS Teams and other social media apps that the class will agreed upon to
use to facilitate information dissemination like Messenger, Facebook, etc.
• Students are expected to follow timeline as set for the class, including deadline submission of class activities and
requirements.
• During synchronous on-line class, students are expected to dress up properly and as possible find an appropriate place at
home for the conduct of the class.
• Students are expected to be on time in their synchronous meeting. Should uncontrollable circumstances happen like
problem in internet connection, power interruption and the like, student should immediately communicate to his/her
professor so necessary arrangement can be given to him to cope with the missed class activities before the next week
CLASSROOM meeting.
POLICIES and • Everyone is expected to observe proper netiquette as follows:
REGULATIONS ✓ All video cameras need to be open at the beginning of the class and at the end of the class. During lectures and
presentation, video cam can be turned off if you prefer but always be ready to open it once ask.
✓ Keep your audio off if it is not your turn to speak. Ask permission to speak or raise hand and wait to be recognized
before speaking
✓ At the start of the class, please write in the Chat Box your full name as you enter the class, and write it again before
you log-out of the class
✓ Do not ABUSE the CHAT BOX – This is for sharing ideas and question related to the lesson only. This should not be used
for any other purposes.
✓ No YELLING and SARCASM in the Chat Box this means also NO ALL CAPS writing in the Chat Box.
✓ Always be respectful, kind, and professional.
• All synchronous meeting will be recorded so that it can be reviewed again.
• Only Lesson Proper Discussion will be recorded
• Recording of virtual classes by the students, whether thru direct or indirect means, is prohibited.
• Sharing of videos, lectures, and notes of professors without proper permission shall not be allowed.
• In the same way, taking screenshots of videos and images of classmates during an online class, and/or sharing the same
without the owner’s consent or permission is prohibited.”
• Students should leave their online classes in an appropriate manner by properly informing their professors beforehand that
they intend to leave.” PAO No.16
• Should you have any concern with your Faculty, communicate to her on the prescribed consultation hours designated to
your class.
• The passing rate for all examinations is on Zero-based computation of grades
• The student must get FINAL GRADE of 75% to pass the course.
• Any untoward conduct or behaviors will be dealt accordingly based on College & University Guidelines.
“Any violation of the abovementioned rules shall be subject to appropriate disciplinary actions as provided in the PLM
Student Manual, the University Code, and other applicable University rules and regulations.”

XIII. RUBRICS FOR GRADING/ASSESSMENT
A. PEER and SELF – EVALUATION
(In terms of contribution of oneself or the members of the group to the success of the group activity)
Lifted from Chad Manis (2012), Teacher-Written Eduware, LLC (Quick Peer Evaluation Form Group Self Evaluation Checklist (studylib.net))
NAME: ___________________________________ BSN ___ BLOCK ___ GROUP ___ DATE: ______
SUBJECT/COURSE: ________________________ TOPIC OF STUDY: ___________________________
GUIDELINES IN GRADING:
• Write the names of your group members in the numbered boxes.
• Then, assign yourself a value for each listed attributes and conditions of participation in the group task.
• Finally, do the same for each of your groupmates and sum up or get the total of all the values for your group.
• Be objective in grading yourself as well as your groupmates. Please try to be as honest and fair as possible in your
assessment
• Please ensure that the student can justify (with valid proof) to your professor (and to your groupmate as well) the
explanation how did your groupmate got a score equivalent to as high as 100% or a grade below 75%, when needed.
• The verbal interpretation of the Likert scoring system are as follows:

LIKERT SCORE VERBAL INTERPRETATION PERCENTAGE SCORE
5 Excellent work; was crucial component to group’s success 100%
4 Very strong work; contributed significantly to group 90%
3 Sufficient effort; contributed adequately to group 80%
2 Insufficient effort; met minimal standards of group 70%
1 Little or weak effort; was detrimental to group 60%
ATTRIBUTE 1 2 3 4 5 6 7 8 9 10 11 12 13
(Indicate (Indicate (Indicate (Indicate (Indicate (Indicate (Indicate (Indicate (Indicate (Indicate (Indicate (Indicate (Indicate
(Conditions of the the the the the the the the the the the the the
Group Myself
name of name of name of name of name of name of name of name of name of name of name of name of name of
Participation) your your your your your your your your your your your your your
groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma
tes tes tes tes tes tes tes tes tes tes tes tes tes
being being being being being being being being being being being being being
evaluate evaluate evaluate evaluate evaluate evaluate evaluate evaluate evaluate evaluate evaluate evaluate evaluate
d) d) d) d) d) d) d) d) d) d d d d
Participated well
and was
dependable in
attending all group
discussion
Helped keep the
group on
task/project by
motivating them
Willingly accepted
assigned tasks by
showing interest
and enthusiasm
Contributed
positively useful
ideas to the group
during meeting or
group discussion
Completed work
on time or made
alternative
arrangements.
Helped others
with their assigned
work/task when
needed.
Did work
accurately and
completely.
Contributed a fair
share
to written output.
Worked well with

other
group members.
Overall was a
valuable
member of the
team
TOTAL SCORE

B. GROUP ACTIVITY - SELF EVALUATION CHECKLIST
Lifted from Chad Manis (2012), Teacher-Written Eduware, LLC (Quick Peer Evaluation Form Group Self Evaluation Checklist (studylib.net))
NAME: ___________________________________ BSN ___ BLOCK ___ GROUP ___ DATE: ______
• As a team, decide which answer best suits the way your team worked together.
• Then, complete the remaining sentences.
CRITERIA YES NO EXPLANATION OF ASSESSMENT
We finished our task on time, and
we did a good job!
We encouraged each other and we
cooperated with each other
We used the video conferencing (via
MS teams/ZOOM/FB Messenger)
and chat boxes in our
communication and collaboration
We did best at ______
Next time we could improve at
_____
C. GROUP CASE STUDY/GROUP CASE ANALYSIS EVALUATION RUBRIC

Reference: Lifted from Case study evaluation rubric (slideshare.net)
NAME: ___________________________________ BSN ___ BLOCK ___ GROUP ___ DATE: ___
I. CONTENT LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

Identifies and understands Identifies and understands Identifies and Identifies and
Identification of the Main ALL OF THE MAIN HEALTH MOST OF THE MAIN HEALTH understands SOME OF understands FEW OF
Health Issue/Priority Nursing ISSUES/ NURSING ISSUES/ NURSING THE HEALTH ISSUES/ THE HEALTH ISSUES/
Problem PROBLEMS in the case study PROBLEMS in the case study NURSING PROBLEMS in NURSING PROBLEMS in
the case study the case study
INSIGHTFUL AND THOROUGH ANALYSIS of SUPERFICIAL ANALYSIS INCOMPLETE ANALYSIS
Analysis of the THOROUGH ANALYSIS of MOST of the HEALTH of SOME the HEALTH of the HEALTH ISSUES/
Issues/Problems ALL the HEALTH ISSUES/ ISSUES/ NURSING ISSUES/ NURSING NURSING PROBLEMS
NURSING PROBLEMS PROBLEMS PROBLEMS
Comments on effective Well documented, reasoned Appropriate, well thought Superficial and/or LITTLE or NO ACTION,
solution/interventions and pedagogically out comments about INAPPROPRIATE and/or INAPPROPRIATE
(Medical-Surgical and Nursing appropriate comments on solutions / interventions, or solutions / solutions /
Strategies/Interventions) solutions / interventions, or proposals for solutions/ interventions, or interventions, or
Note: The proposals for solutions/ interventions to MOST of proposals for solutions/ proposals for solutions/
Solution/Interventions maybe interventions to ALL the HEALTH ISSUES/ interventions to SOME interventions to ALL of
presented in the case already or of the HEALTH ISSUES/ NURSING PROBLEMS of the HEALTH ISSUES/ the HEALTH ISSUES/
proposed by students NURSING PROBLEMS NURSING PROBLEMS NURSING PROBLEMS
Links to Course Readings and EXCELLENT RESEARCH INTO GOOD RESEARCH AND LIMITED RESEARCH AND INCOMPLETE
Additional Research THE ISSUES WITH CLEARLY DOCUMENTED LINKS to the DOCUMENTED LINKS to RESEARCH AND LINKS
(With observance of proper DOCUMENTED LINKS to material any readings to any readings
citation of Literatures or class (and/or outside
references) readings)
II. PRESENTATION LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

Very clear and concise flow Clear flow of ideas Most ideas flow but Hard to follow the flow
of ideas Demonstrates interest in focus is lost at times of ideas
Demonstrate passionate topic and engagement with Limited evidence of Lack of enthusiasm and
Delivery and Enthusiasm interest in the topic and the class interest in and interest
engagement with the class engagement with the
topic
Visuals augmented and Use of visuals related to Limited use of visuals No use of visuals
extended comprehension of materials loosely related to the
Visuals
the issue in unique ways material
Response to Question Excellent response to Good response to question / Satisfactory response to Limited response to
question / comments and comments and discussion question / comments question / comments
discussion with appropriate with some connection made and discussion with and discussion with no
content supported by to theory or research limited reference to reference to theory or
theory or research theory or research research
Mastery of Subject Excellent and salient Discussion addressed Discussion addressed Little or no effort was
discussion points about the important information surface features of the done to
Matter
case study about the case study case study
LIKERT SCORE VERBAL INTERPRETATION PERCENTAGE SCORE
Level 4 Excellent work 100%
Level 3 Very strong work 90%
Level 2 Sufficient effort 80%
Level 1 Insufficient or Little or weak effort 70%
D. ORAL PRESENTATION (REPORTING) EVALUATION RUBRIC

Name:__________________________________________ Course:________________________ Date:________
ORAL PRESENTATION RUBRIC

NO EVIDENCE BEGINNING DEVELOPING PROFICIENT EXEMPLARY SCORE
(0) (1) (2) (3) (4)
CRITERIA
(0%), Did not… (25%), Slightly… (50%), Moderately… (75%) Highly… (100%) Greatly…
discussed proper discussed proper discussed proper discussed proper discussed gave proper
background information background information background information background information background information
on the topic given on the topic given on the topic given on the topic given on the topic given
presented appropriate presented appropriate presented appropriate presented appropriate presented appropriate
material selected for the material selected for material selected for the material selected for the material selected for the
topic the topic topic topic topic
KNOWLEDGE have essential have essential have essential have essential have essential
BASED information given to information given to information given to information given to information given to
allow the audience to allow the audience to allow the audience to allow the audience to allow the audience to
effectively evaluate the effectively evaluate the effectively evaluate the effectively evaluate the effectively evaluate the
topic topic topic topic topic
have a clear have a clear have a clear have a clear have a clear
understanding of the understanding of the understanding of the understanding of the understanding of the
material presented material presented material presented material presented material presented
have pertinence or have pertinence or have pertinence or have pertinence or have pertinence or
relating presentation relating presentation relating presentation relating presentation relating presentation
directly and significantly directly and significantly directly and significantly directly and significantly directly and significantly
MASTERY OF to the matter at hand to the matter at hand to the matter at hand to the matter at hand to the matter at hand
THE SUBJECT have depth of have depth of have depth of have depth of have depth of
commentary commentary commentary commentary commentary
not read, but spoken not read, but spoken not read, but spoken not read, but spoken not read, but spoken
can answer questions can answer questions can answer questions can answer questions can answer questions
presented main ideas in presented main ideas in presented main ideas in presented main ideas in presented main ideas in
an orderly and clear an orderly and clear an orderly and clear an orderly and clear an orderly and clear
manner manner manner manner manner
have a length of have a length of have a length of have a length of have a length of
presentation within the presentation within the presentation within the presentation within the presentation within the
PRESENTATION assigned time limits assigned time limits assigned time limits assigned time limits assigned time limits
SKILLS possessed the talk possessed the talk possessed the talk possessed the talk possessed the talk
needed to maintain the needed to maintain the needed to maintain the needed to maintain the needed to maintain the
interest of the audience interest of the audience interest of the audience interest of the audience interest of the audience
have the skills to be have the skills to be have the skills to be have the skills to be have the skills to be
responsive to audience responsive to audience responsive to audience responsive to audience responsive to audience
questions questions questions questions questions
have clear objectives have clear objectives have clear objectives have clear objectives have clear objectives
have logical structure have logical structure have logical structure have logical structure have logical structure
use signposting use signposting use signposting use signposting use signposting
(something that acts (something that acts (something that acts (something that acts (something that acts
ORGANIZATION as guidance or a clue to as guidance or a clue to as guidance or a clue to as guidance or a clue to as guidance or a clue to
an unclear or complicated an unclear or complicat an unclear or complicate an unclear or complicate an unclear or complicate
issue) ed issue) d issue) d issue) d issue)
can communicate well can communicate well can communicate well can communicate well can communicate well
the information the information the information the information the information
have the impression of have the impression of have the impression of have the impression of have the impression of
becoming very interesting becoming very becoming very becoming very becoming very
to audience (very boring) interesting to audience interesting to audience interesting to audience interesting to audience
(not so boring) (interesting) (highly interesting) (very highly interesting)
OVERALL demonstrate demonstrate demonstrate demonstrate demonstrate
pleasantness to listen to pleasantness to listen to pleasantness to listen to pleasantness to listen to pleasantness to listen to
IMPRESSION
demonstrate very good demonstrate very good demonstrate very good demonstrate very good demonstrate very good
communication skills communication skills communication skills communication skills communication skills
Can summarize major Can summarize major Can summarize major Can summarize major Can summarize major
points of talk points points points points
TOTAL SCORE
COMMENTS:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

E. WRITTEN REPORT EVALUATION RUBRIC
Name:__________________________________________ Course:________________________ Date:________
WRITTEN REPORT RUBRIC
NO EVIDENCE BEGINNING DEVELOPING PROFICIENT EXEMPLARY SCO
CRITERIA (0) (1) (2) (3) (4) RE
I. CONTENT / INFORMATION
No evidence of focused Totally unrelated topic Remotely related topic Somewhat relevant topic Directly relevant topic
a. Topic* topic
Central idea and clarity Central idea and clarity The central idea is expressed Central idea and clarity purpose Central idea is well developed,
purpose are absent purpose are incompletely though it may be vague or too are generally evident throughout and clarity purpose is exhibited
b. Clarity of expressed and maintained broad; Some sense of purpose is the written report throughout the written report
Purpose* maintained throughout the
written report
No evidence of critical, Little evidence of critical, There are good, relevant Evidence of critical, careful Abundance of evidence of
c. Critical and careful thought analysis careful thought analysis supporting examples and thought and analysis and/or critical, careful thought and
Origin Thought* and/or insight and/or insight evidences insight analysis and/or insights
No examples and evidence There are too few There are some examples and There are good, relevant Evidence and examples are vivid
d. Use of Examples examples and evidence, or evidences, though general supporting examples and and specific, while focus remain
they are mostly irrelevant evidences tight
e. Quality of Unable to find specific Few details available which Details are somewhat sketchy Some details are non-supporting Supporting details specific to
Information details do not support topic but still support topic to the subject subject
II. STRUCTURE
There is no apparent Poorly organized; no logical There is some level of Paper has a clear organizational Paper is logically organized
organization to the paper. progression; beginning and organization though digressions, structure with some digressions,
a. Organization* ending are vague ambiguities, irrelevances are too ambiguities, or irrelevances
many
b. Flow of thought Very Difficult to follow Difficult to follow Moderately Difficult to follow Easily followed Very Easily followed
No transitions of sentences Poor transitions of Ineffective transitions of Basic transitions of sentences Effective, smooth, and logical
c. Transitions and paragraphs of the sentences and paragraphs sentences and paragraphs of the and paragraphs of the written transitions of sentences and
written report. of the written report. written report. report. paragraphs of the written report.
No format Rambling Unstructured format Structured format Professional format
d. Format (lengthy and confused or
inconsequential.) format
e. Sentence Limited sentence structure Uses simple sentences Uses compound sentences Uses complex sentences Manipulates complex sentences
Structure given to content for effect/impact
Confusing punctuations Too many punctuations More than two but less than ten One to two punctuation or No punctuation or mechanical
f. Punctuation/ and mechanics with and/or mechanical errors punctuation or mechanical mechanical errors errors
Mechanics meaning compromised with meaning sometimes errors
compromised
III. LANGUAGE
a. Grammar Numerous errors distract More than ten errors but More than two but less than ten Only one or two errors No errors
Usage from understanding still understandable errors
Vocabulary is Vocabulary is Vocabulary is used properly Vocabulary is varied, specific and Vocabulary is sophisticated and
undeterminable unsophisticated, not used though sentences may be simple appropriate correct as are sentences which
b. Vocabulary properly in very simple vary in structure and length
sentences
c. Use of No use of subject specific Uses subject specific Infrequently uses subject specific Frequently uses subject specific Uses and manipulates subject
Vocabulary vocabulary vocabulary too sparingly vocabulary correctly vocabulary correctly specific vocabulary for effect
d. Tone Writer’s tone exhibits Writer’s tone exhibits Writer’s tone exhibits some level Writer’s tone emerges and is Writer’s tone is clear, consistent,
numerous levels of numerous levels of of audience sensitivity but can be generally appropriate to and appropriate for intended
audience sensitivity which audience sensitivity that tolerated audience audience
destructs the audience slightly destructs the
attention audience attention
IV. OVERALL IMPRESSION
a. Neatness Illegible writing; loose pages Illegible writing but intact Legible writing, some ill-formed Legible writing, well-formed Typed; clean; neatly bound in a
pages letters, print too small or too large; characters; clean and neatly report cover; illustrations
papers stapled together bound in a report cover provided
b. Timeliness Did not submit written Written report submitted Written report submitted two class Written report submitted one Written report submitted on
report more than one week late periods late class period late time
c. Completeness No layout. Layout and presentation Layout and presentation Layout and presentation Layout and presentation
requirements addressed requirements fulfilled. requirements fulfilled. Major requirements fulfilled. Ideas are
to a minor extent. Major ideas are well developed and ideas are well developed and well developed.
Written report is too require minor reinforcement; requires minor reinforcement; Written report is of appropriate
short or unnecessarily Written report is short in length. Written report is of length
long. appropriate length
d. Suitability of No attempts were made to Attempts were made to The presentation content and The presentation content, The presentation content,
presentation tailor the presentation tailor the presentation structure were tailored to the structure and delivery were structure and delivery were
content to the intended content to the intended audience and to the intended tailored to the audience and closely tailored to the audience
for purpose and
purpose of informing, purpose of informing, purpose of informing, interesting or to the intended purpose of and to the intended purpose of
audience interesting or persuading interesting or persuading. persuading. informing, interesting or informing, interesting or
Limited use of tables, Well-planned effort is evident in the persuading. persuading.
graphs, and charts to use of tables, graphs, and charts to Significant use of tables, Excellent use of tables graphs
present written reports present written reports graphs, and charts to present and charts to present written
written reports reports.
e. Creativity / No creativity / originality, Limited use of creative Used numerous creative An interesting creative and An interesting, innovative,
Originality mostly copy pasted. approaches in the written approaches in the written report. original approach is used the creative, and original approach is
report. written report. used the written report.
f. Bibliography No evidence of bibliography Limited sources used. Limited sources used. Sources A range of sources used and A good range of sources used
and other or sources used. Sources referenced, but referenced, and correctly correctly referenced. and correctly referenced.
not always correctly. referenced.
presentation
requirements
TOTAL SCORE
NOTE: *weight is doubled in scoring
COMMENTS:
____________________________________________________________________________________________
____________________________________________________________________________________________
____________________________________________________________________________________________

Prepared by:
Prof. Maria Andrea L. Endeno, MAN, RN

Cluster Head – MSN II (Lecture Component)
AY 2020-2021 – Second Semester
NOTE: Presented, Collaborated and Discussed the content and grading system for the NRS 3217 Medical- Surgical Nursing II
course (Both for the Lecture and Skills Laboratory component) was done with:
Prof. Glenn L. Rianzares, MAN, RN

Cluster Member – MSN II (Lecture Component)
Prof. Benjamin T. Tablizo, Jr., LPT, MAN, RN

Cluster Head – MSN II (Skills Laboratory Component)
We, the whole class, declare that the entire grading system for Pharmacology in Nursing, including its general policies was discussed and
explained to us during our orientation/consultation with our Professor. All questions appertaining to it was entertained and answered. Thus,
we are affixing our signature and student number to attest to its clarity and observance of the above premise.
NAME OF STUDENTS Signature and Student Number Date
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NRS 3217 - Medical - Surgical Nursing II (Lecture)

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NRS 3217 - Medical - Surgical Nursing II (Lecture)

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PAMANTASAN NG LUNGSOD NG MAYNILA

(University of the City of Manila)

PLM VISION MISSION GOALS SCHOLARS OF INTEGRITY AND EXCELLEMCE

Vision Vision 2020: (What we are)

IV. COURSE CREDIT: 9 units III. Core Values

VIII. COURSE DESCRIPTION:

1 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

X. COLLEGE OF NURSING, BACHELOR OF SCIENCE IN NURSING PROGRAM EDUCATIONAL OBJECTIVES

XI. COLLEGE OF NURSING, BACHELOR OF SCIENCE IN NURSING PROGRAM LEARNING OUTCOMES

2 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

Legend: I – Introduce; P – Practice; D – Demonstrate

3 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

4 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

5 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

10-15 • Ischemic Stroke Medicine | Lecturio

6 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

8th week - MIDTERM EXAMINATION WEEK (MAY 3 to 8, 2021)

7 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

8 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

5 hours SYNCHRONOUS: SYNCHRONOUS:

/Labyrinthitis • (2702) Labyrinthitis - clinics, causes, symptoms, diagnosis, group activity)

9 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

XV. COURSE ASSESSMENT/ GENERAL and ONLINE COURSE POLICIES

10 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

11 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

12 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

• The verbal interpretation of the Likert scoring system are as follows:

Worked well with

13 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

C. GROUP CASE STUDY/GROUP CASE ANALYSIS EVALUATION RUBRIC

I. CONTENT LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

II. PRESENTATION LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1

D. ORAL PRESENTATION (REPORTING) EVALUATION RUBRIC

ORAL PRESENTATION RUBRIC

15 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

NOTE: *weight is doubled in scoring

16 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

Prof. Maria Andrea L. Endeno, MAN, RN

Prof. Glenn L. Rianzares, MAN, RN

Prof. Benjamin T. Tablizo, Jr., LPT, MAN, RN

NAME OF STUDENTS Signature and Student Number Date

17 2021/College of Nursing / BSN / NRS 3217 Medical-Surgical Nursing II

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