PAMANTASAN NG LUNGSOD NG MAYNILA

(University of the City of Manila)

Intramuros, Manila

College of Nursing
SUBJECT OUTLINE (Student’s Copy)

SCHOLARS OF INTEGRITY AND EXCELLEMCE

PLM VISION MISSION GOALS
Vision
VIII. COURSE DESCRIPTION:
The Pamantasan ng Lungsod ng Maynila shall be the premier
people’s university pursuing public interest and national
development.
Mission
The Pamantasan ng Lungsod ng Maynila shall form critical-minded
and service-oriented leaders and innovators in various disciplines
through accessible and relevant quality education, transformative
institutional research, and extension services, and key linkages.
Core Values
The Pamantasan ng Lungsod ng Maynila shall be guided by the
values of academic excellence, integrity, and social responsibility,
and by the principles of KARUNUNGAN, KAUNLARAN, and
KADAKILAAN.
Goals/ Key Result Areas
“RAISE PLM”
Provide Relevant Quality Tertiary Education
Generate Augmented Resources
Sustain Institutional Research and Extension
Deliver Service to the Public
Advance Employee, Faculty and Student welfare
Promote Public interest
Establish Linkages and Partnerships
Optimize Management of Resources
Vision 2020: (What we are)
The Pamantasan ng Lungsod ng Maynila (PLM), created by a National Charter
(RA 4196, 1965), was envisioned to be Manila’s premiere for higher learning. It
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.
The Pamantasan ng Lungsod ng Maynila adopted the policy of preferential
option for the poor and therefore has prioritized education for the
underprivileged but talented students of Manila. committed to the highest
intellectual and ethical standards, PLM strives to produce competent graduates
with integrity who will be responsible citizens who can contribute effectively to
local, national, and global initiatives for the progressive and sustainable
development of humanity.
Guided by the values of academic excellence, integrity, and social
responsibility PLM endeavors to be one of the leading universities in the ASEAN.
Mission: (Why we are here)
The PLM Board of Regents, Management, Faculty and Staff are committed:
1. To be recognized by Philippines and ASEAN academic accrediting
agencies as a premiere university for its quality education, research, and
extension services.
2. To ensure that PLM maintains a higher than the national average
performance on all Professional licensure examination taken by its
graduates.
3. To provide students with high quality education that will give them a
competitive advantage for employment opportunities.
4. To encourage and support research initiatives that will contribute to the
advancement of human knowledge especially in pioneer areas not given
attention by other institutions.
5. To establish a University culture that will inculcate the highest level of
academic excellence, integrity, and social responsibility among its
students, faculty, and staff.

COLLEGE OF NURSING

I. Vision:
I. PROGRAM: Bachelor of Science in A leader in nursing education in the ASEAN region producing globally competitive
Nursing nurses with excellence, integrity, and social responsibility.

II. Mission:
II. COURSE TITLE: MEDICAL-SURGICAL 1. To be recognized by Philippines and ASEAN academic accrediting
NURSING II agencies as a premier nursing school known for its quality education,
research, and extension service.
III. COURSE CODE: NRS 3217 – Skills 2. To produce nurse leaders in the fields of clinical practice, research,
Laboratory Component academe, and entrepreneurship with a competitive advantage for
employment opportunities.
IV. COURSE CREDIT: 1 unit III. Core Values
• 5-units (90 hours) Lecture
- Community service
• 1-unit (54 hours) RLE - Skills - Academic excellence
Laboratory - Research-orientedness
- Integrity
• 3-units (153 hours) RLE -Clinical - Nobility
Duty - Global competitiveness

V. COURSE TYPE: Lecture, RLE-Skills

Laboratory, 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
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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.

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.
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 THE PROGRAM OUTCOMES AND THE PERFORMANCE INDICATOR (Curriculum Map)
XII. COURSE LEARNING OUTCOMES: PROGRAM OUTCOMES
By the end of the course, students must be able
to: 01 02 03 04 05 06 07 08 09 10 11 12 13 14

1. Apply knowledge of physical, social, natural and

health sciences and humanities in the nursing care
of at-risk and sick adult clients with problems in
D
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, metabolism and D
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 in nutrition P
and gastrointestinal, metabolism and endocrine,
perception, and coordination, acute and chronic.
4. Practice nursing in accordance with existing laws,
D
legal, ethical, and moral principles, and standards.
5. Communicate effectively in speaking, writing, and
presenting using culturally appropriate language in D
the care of at-risk and sick adult clients.
6. Document to include reporting up-to-date client
care accurately and comprehensively in the care of D
at-risk and sick adult clients.
7. Work effectively in collaboration with inter-, intra-,
D
and multi-disciplinary and multi-cultural 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 and P
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
P
alterations/problems in nutrition and
gastrointestinal, metabolism and endocrine,
perception, and coordination, acute and chronic.
11. Demonstrate responsible citizenship and pride in
D
being a Filipino.
12. Apply techno-intelligent care systems and
processes in the health care delivery of care to at- D
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. Mode of Flexible Learning: Synchronous Learning (SL), and Asynchronous, (Plan for possible Face-to-
Face Class if approved and if situation permits after the midterm exam will be made as necessary).

XIV. Course Outline and Time Frame: Due to the limitation brought about by the pandemic, for this semester,
the teaching activity in the skills laboratory would be more of lecture discussions and demonstration thru
video presentations. Once restrictions on mobility were lifted by the government, return demonstration
will be performed through the traditional face to face mode.
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Week Content Time Learning Activities Assessment Task
Allotment
1st Orientation about the 2 hours SYNCHRONOUS ACTIVITY ✓ SYNCHRONOUS
week
following: • Orientation with the Course Outline in Medical- ACTIVITY (30
• The Course Surgical Nursing 2-Skills Laboratory (in a Distance minutes)
Syllabus/Outline Education system approach and what will be the • Question and
• The Policies and guidelines in relation to its implementation) Answer
March
15-20, Guidelines of the • Discussion of General and Virtual Classroom (MS Portion – to
2021 Virtual Classroom Teams-netiquette) policies and Omnibus guidelines facilitate
• The Learning • Grading System criterion or rubrics and clarification
Activities computation and to
(Synchronously and • Distribution of the Learning Materials or Modules determine if
Asynchronously) that the learners need to study/work on in student have
• Grading System for preparation for the first topic of discussion next other
the Course Medical- week. concerns that
Surgical Nursing II • Grouping of students and their respective Clinical needs to be
(Skills Laboratory Instructors addressed
Component)

2nd I. Care for Client with 4 hours Asynchronous activity Quiz/Long Quiz
week Gastro-intestinal • Student are expected to read about Colostomy after each
problem. care and watch the following instructional Concept is
➢ Colostomy Care video in preparation for the synchronous completed
activity.
(Asynchro-
NOTE TO LEARNERS: This ✓ Video lecture on colostomy and ileostomy
March nous time/
skills activity / nursing ✓ https://www.youtube.com/watch?v=8f9 Oral
22-27, schedule will
procedure has been mtoXHfsg
2021 be utilized if rationalization
included in the topics the synchro- ✓ Video lecture on changing ostomy bag
listed and planned out nous time will pouch
https://www.youtube.com/watch?v=h8 • Grading oral
during your Medical- not be ✓

enough to CtsPAaa5Y&t=81s rationaliza-

Surgical Nursing I – skills
completely ✓ video lecture on Ostomy Barrier tion will be
laboratory component,
grade/evaluat accessories based correct
therefore this will only be
e each ✓ https://www.youtube.com/watch?v=ok responses/rat
a review and recap of the
student per q6qKO6JaQ ionale.
activity last semester.
group by ✓ additional information: Preventing leaks:
their ostomy care • Student will
respective CI https://www.youtube.com/watch?v
✓ utilize the
=CSMSmFq8g1E checklist
Synchronous Activity posted on
• The students are expected to have studied and their channel
viewed the video lectures and are ready for the and
oral rationalization. This is activity is part of the rationalized
assessment task and the student will be graded last semester
individually for this activity. as part of the
gastrointes-
tinal skills
laboratory
activity

3rd to II. Care of Client with 8 hours Asynchronous Activity Quiz/Long Quiz
4th Endocrine and • The students are expected to read in advance after each
week Metabolic disorder (Asynchro- and study to gain knowledge and Concept is
nous time/ understanding about the case Diabetes completed
DIABETES MELLITUS schedule will Mellitus. To augment their understanding of
be utilized if
a. Cause the disorder the following video lectures are Case analysis
the synchro-
March b. Diagnostic Tests nous time will
provided. Here are the links below. • Rubrics for
29-31 c. TYPES not be ✓ Diabetes Mellitus: pathophysiology, types, grading case
April d. Management: enough to assessment analysis
1-3, e. Medications: completely ✓ https://www.youtube.com/watch?v=Ek6
5-10, Insulin therapy grade/evaluat hnu1zaog
2021 • Rubrics for
f. Nursing e each ✓ Diabetes Mellitus: management
https://www.youtube.com/watch?v=bK
peer group
Responsibilities in student per ✓
group by 82X1KrCgg evaluation
Insulin Therapy
their ✓ Additional video lecture for DM
respective CI ✓ https://youtu.be/Y53V7IBn_zM?t=38
✓ https://youtu.be/Mko250V6PYI?t=28

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 NOTE TO LEARNERS: You
have the responsibility to
read in advance and equip
yourself with the
necessary knowledge
about the topic since the
skills laboratory for our
activities are advanced
and is not simultaneous
(different time frame of
discussion) with the
lecture component of the
Medical-Surgical Nursing
II course.
5th to III. Care of Client with
7th Neurologic Disorders
week
CEREBRO-VASCULAR
DISEASE (CVA)
a. Overview of CVA
b. Assessment:
nous time will
NIHSS
grade/evaluat
April
12-17,
19-24
26-30,
2021
MSN II CLUSTER//bttablizojr//malendeno//jpreyes//lpandi//glrianzares//mrcoladilla//
Synchronous Activity
• Due to the complexity and the danger associated
with the management for DM specifically the insulin
injection procedure, the said procedure cannot be
performed in the absence of a competent and
licensed instructor at the side of the learner.
Instead, the student will be provided with a
hypothetical case scenario them to analyze and
stimulate their critical thinking skills. Hence, it is a
must that they read and study in advance about
Diabetes Mellitus (DM) for them to be able to apply
their understanding about DM, so that they can
solve and answer critical questions posted by their
respective clinical instructor during the oral case
presentation. This will be a graded activity.
• Mechanics:
1. This will be a group activity.
2. The case will be given ahead of time (a week
before the presentation)
3. The presentation will be done with their
respective clinical instructors on their breakout
rooms.
4. The group will be given the hypothetical case
for them to analyze and present to their
respective CI, and they are expected to search
for evidence-based answers to the critical
questions posted for them during the breakout
sessions.
5. The presentation will focus on the critical
questions raised to be answered by the group
and by each student
6. Proving and clarificatory questions will be asked
during this presentation.
7. All of the group members are expected to
answer or take part in answering questions.
8. For the spirit of fairness, the group will be asked
to grade the degree of participation of each
member in the preparation of the case analysis.
Submission of such will be done via the
individual chat box at the MS Teams. This will be
rendered confidential, no information about
the individual grade will be discussed to any
member to avoid any unnecessary emotional or
relational problems later.
NOTE:
✓ The basis for grading is the sufficiency in proving
clear and correct answers.
8 hours Asynchronous Activity Quiz/Long Quiz
• The students are expected to read in advance after each
(Asynchro- and study to gain knowledge and Concept is
nous time/ understanding about the case Cerebrovascular completed
schedule will Accident (CVA). To augment their
be utilized if
understanding of the disorder the following Modified return
the synchro-
video lectures are provided. Here are the links demonstration
not be below.
enough to ✓ Stroke (CVA) Pathophysiology, diagnostics, • Rubrics for
completely clinical manifestations, and investigations grading
• https://www.youtube.com/watch?v=U8s4 modified
e each 27-tv58 Return
student per • https://www.youtube.com/watch?v=FMR demonstra-
group by vGhGC0gI tion (the
their • https://www.youtube.com/watch?v=qCbo checklist of
respective CI F-axYsE procedure will
• https://www.youtube.com/watch?v=k_p0 be the basis of
aASogkU grading)
Edited by: malendeno
 NOTE TO LEARNERS: You • For this activity, the student/s will be oriented • Rubrics for
have the responsibility to with use of National Institute of Health Stroke peer group
read in advance and equip Scale (NIHSS) and later the student/s will be evaluation
yourself with the performing the stroke scale assessment utilizing
necessary knowledge the NIH stroke scale.
about the topic since the ✓ To gain understanding in the use of the
skills laboratory for our instrument, the following demonstration
activities are advanced and test video are hereby provided.
and is not simultaneous • https://www.youtube.com/watch?v=R3O
(different time frame of RpRlMpY8
discussion) with the • https://www.youtube.com/watch?v=M8k
lecture component of the AbUho2Ug
Medical-Surgical Nursing • https://www.youtube.com/watch?v=Tu3T
II course. BiqrVcI
• https://www.youtube.com/watch?v=do2C
bY_Nm5c
✓ The NIHSS scoring sheet.
• https://www.stroke.nih.gov/documents/NIH
_Stroke_Scale.pdf
Synchronous Activity
• For this part, the student will be tested on the
conduct of assessment utilizing the NIHSS and
they will be provided with specific cases to be
assessed.
Mechanics
1. This will be a group activity. Each grouping will
be composed of 4 members.
2. This will be a synchronous activity.
3. Those groups to undergo the assessment exams
will be invited to enter the breakout room, while
the others will be waiting at the main meeting
room. Once the group is done the next group
will then be allowed to enter the breakout
room.
4. The clinical instructor will provide a specific case
for the group to assess, and they will provide
their assessment score and its interpretation.
The student/s should be ready to justify (give
appropriate rationale) about the result of their
assessment scores (using the NIHSS) for the
patient case given to them.
5. The CI may ask the student/s clarificatory and
proving questions during the actual conduct of
the activity.
NOTE:
✓ The correctness of answer in each area of
assessment and to questions raised by the CI will be
the basis for the grading.

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

9th to IV. Care of Client with 8 hours Asynchronous Activity Quiz/Long Quiz
11th Musculo -Skeletal • The student will be provided with a video after each
week disorders (Asynchro- demonstrations and video lectures on the use of Concept is
• Video Demonstration nous time/ mobility assistive devices. The following are the completed
on the proper use of schedule will links:
be utilized if
Mobility Assistive ✓ https://youtu.be/GzTp6Xy6ako Written
the synchro-
Devices (Ambulation ✓ https://youtu.be/gCep_iNHXLc?t=4 rationale
nous time will
Aids) ✓ https://youtu.be/i_lGxg3GGy4?t=47
not be
✓ Cane ✓ https://youtu.be/8qL1XjfKEnk?t=299
enough to Actual (face-to-
May ✓ Walker completely
✓ https://youtu.be/k2-w3LZlCVk?t=11
✓ https://youtu.be/ZOKwNOgw7FM face) Return
10-15 ✓ Crutches grade/evaluat Demonstration of
17-22. e each
24-29 • Due to limitations in the suited paraphernalia to be the proper use of
student per
2021 used for the return demonstration, a written ambulation aids
group by
their rationalization will be submitted instead. This will (if face-to-face
respective CI be an individualized submission. Each step in the classes will be
procedure must be provided with an evidenced approved to
based rationale. To prove such, the rationale must proceed after
be provided with a proper citation. Submission midterm period)
MSN II CLUSTER//bttablizojr//malendeno//jpreyes//lpandi//glrianzares//mrcoladilla//
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 NOTE TO LEARNERS: You
have the responsibility to
read in advance and equip
yourself with the necessary
knowledge about the topic
since the skills laboratory for
our activities are advanced
and is not simultaneous
(different time frame of
discussion) with the lecture
component of the Medical-
Surgical Nursing II course.
In addition, the topic about
the use of ambulation aids or
assistive devices has already
been introduced during your
BACON lecture class, thus is
just another
12th V. Care of Clients with 8 hours
to Sensory Disorders
13th • Eyes (Asynchro-
week nous time/
• Ears schedule will
NOTE TO LEARNERS: You
have the responsibility to
read in advance and equip
yourself with the
necessary knowledge
about the topic since the
skills laboratory activities
are advanced and is not
simultaneous (different
time frame of discussion)
with the lecture
component of the
Medical-Surgical Nursing
II course.
14th week – FINAL EXAMINATION WEEK (June 14 - 19, 2021)
MSN II CLUSTER//bttablizojr//malendeno//jpreyes//lpandi//glrianzares//mrcoladilla//
must be in MSWord; no pdf file or picture will be If notà actual live
accepted. This is to facilitate checking for video return
similarities and of proper citing. demonstration of
NOTE: the proper use of
• If and when the situation permits, and Face-to-Face ambulation aids
classes has been approved to resume after the will be done by
midterm period we will continue our skills activity each student to
in the school setting (GK-Nursing Laboratory) since their respective
the skills laboratory is a component Related CI
Learning Experience (RLE) for Medical-Surgical
Nursing II course.
Asynchronous Activity Quiz/Long Quiz
• The students are expected to read in advance after each
and study to gain knowledge and Concept is
understanding about the common cases or completed
alterations in visual and auditory function. To
be utilized if
augment their understanding of the disorder Case analysis
the synchro-
nous time will
the following video lectures are provided. Here • Rubrics for
not be are the links below. grading case
enough to ✓ Sensory assessment analysis
completely ✓ https://youtu.be/Kn9LLI1NtT4
grade/evaluat ✓ Cataract • Rubrics for
e each ✓ https://youtu.be/ohoogNikCLk
peer group
student per ✓ https://youtu.be/nPwpiOT2w8E
group by their evaluation
✓ senile cataract
respective CI
✓ https://youtu.be/WaAfeuXepvs
✓ cataract surgery preparation
✓ https://youtu.be/-ajvOj8oTnY
✓ cataract surgery
✓ https://youtu.be/dPQ_7NXWQ6o
✓ Migraine, Cluster Headaches, Macular
Degeneration and Cataracts
✓ https://youtu.be/0D2WBQY2kFg
✓ Care of patient with Cataract
✓ https://youtu.be/5-elcxH_ZkU
✓ Glaucoma and Ménière's disease
✓ https://youtu.be/SSGg_wq-o6I
✓ Living with Meniere's Disease
✓ https://youtu.be/gU5-iQ8De_4
✓ https://youtu.be/dEDZ6WThVPU
Synchronous Activity
• Same mechanics and procedure for the conduct
of activity just like with the Case analysis of DM
Edited by: malendeno
XV. COURSE ASSESSMENT/ GENERAL and ONLINE COURSE POLICIES
The students will be graded according to the following:
MEDICAL-SURGICAL II - SKILLS LABORATORY GRADE (1 unit)

Requirement/Class Participation:
1. Rationalization (Oral and written)-------------------------------------30% 70%
2. Case Analysis/case study-------------------------------------------------20% 100%
3. Return Demo/modified return demo/critical thinking-----------50%
Examinations:
a. Short Quiz (Online/Offline Exercises) ----------------------------------- 15% 30%
b. Long/Unit Exam (Formative Examination) -----------------------------35% 100%
c. Term Exam (Summative Examination) ----------------------------------50%
COURSE TOTAL 100%
ASSESSMENT
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
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 work 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
CLASSROOM will agreed upon to use to facilitate information dissemination like Messenger, Facebook, etc.
POLICIES and • Students are expected to follow timeline as set for the class, including deadline submission of class activities
REGULATIONS 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 meeting.
• Everyone is expected to observe proper netiquette as follows:
- 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.

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 • 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.”

XVI. 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 Myself the name the name the name the name the name the name the name the name the name the name the name the name the name
of your of your of your of your of your of your of your of your of your of your of your of your of your
Group groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma groupma
Participation) tes being tes being tes being tes being tes being tes being tes being tes being tes being tes being tes being tes being tes 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

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 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: ______
SUBJECT/COURSE: ________________________ TOPIC OF STUDY: ___________________________

GUIDELINES IN GRADING:
• 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

_____

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C. GROUP CASE STUDY/GROUP CASE ANALYSIS EVALUATION RUBRIC
Reference: Lifted from Case study evaluation rubric (slideshare.net)

NAME: ___________________________________ BSN ___ BLOCK ___ GROUP ___ DATE: ______
SUBJECT/COURSE: ________________________ TOPIC OF STUDY: ___________________________

I. CONTENT LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 LEVEL O

Identifies and Identifies and Identifies and Identifies and
understands ALL OF understands MOST understands SOME understands No correct
Identification of the THE MAIN HEALTH OF THE MAIN OF THE HEALTH FEW OF THE health issues
Main Health ISSUES/ NURSING HEALTH ISSUES/ ISSUES/ HEALTH ISSUES/ were identified
Issue/Priority Nursing PROBLEMS in the case NURSING PROBLEMS NURSING NURSING
study in the case study PROBLEMS in the PROBLEMS in
Problem case study the case study
INSIGHTFUL AND THOROUGH SUPERFICIAL INCOMPLETE
THOROUGH ANALYSIS ANALYSIS of MOST of ANALYSIS of SOME ANALYSIS of the No attempt to
Analysis of the of ALL the HEALTH the HEALTH ISSUES/ the HEALTH HEALTH ISSUES/ analyze
Issues/Problems ISSUES/ NURSING NURSING PROBLEMS ISSUES/ NURSING NURSING issues/problems
PROBLEMS PROBLEMS PROBLEMS were made
Well documented, Appropriate, well Superficial and/or LITTLE ACTION, No action nor
Comments on reasoned and thought out INAPPROPRIATE and/or comment was
effective pedagogically comments about solutions / INAPPROPRIATE made
appropriate solutions / interventions, or solutions /
solution/interventions comments on interventions, or proposals for interventions,
(Medical-Surgical and solutions / proposals for solutions/ or proposals for
Nursing interventions, or solutions/ interventions to solutions/
Strategies/Interventions) proposals for interventions to SOME of the interventions to
solutions/ MOST of the HEALTH HEALTH ISSUES/ ALL of the
Note: The interventions to ALL ISSUES/ NURSING NURSING HEALTH ISSUES/
Solution/Interventions of the HEALTH PROBLEMS PROBLEMS NURSING
maybe presented in the ISSUES/ NURSING PROBLEMS
case already or proposed PROBLEMS
by students)
Links to Course EXCELLENT RESEARCH GOOD RESEARCH LIMITED RESEARCH INCOMPLETE No citations
INTO THE ISSUES AND DOCUMENTED AND DOCUMENTED RESEARCH AND were annexed
Readings and WITH CLEARLY LINKS to the material LINKS to any LINKS to any or placed to
Additional Research DOCUMENTED LINKS readings readings support
(With observance of to class (and/or positions
proper citation of outside)
Literatures or references) readings

II. PRESENTATION LEVEL 4 LEVEL 3 LEVEL 2 LEVEL 1 LEVEL 0

Very clear and concise Clear flow of ideas Most ideas flow Hard to follow
flow of ideas but focus is lost at the flow of Did not
Demonstrates times ideas attempt to
Delivery and Demonstrate interest in topic deliver
Enthusiasm passionate interest in and engagement Limited evidence Lack of
the topic and with the class of interest in and enthusiasm
engagement with the engagement with and interest
class the topic
Visuals augmented and Use of visuals Use of visuals Use of visuals
Visuals extended mostly related to loosely related to unrelated to No visuals
comprehension of the materials the material the material ever used
issue in unique ways
Response to Excellent response to Good response to Satisfactory Limited
Question question / comments question / response to response to Did not
and discussion with comments and question / question / attempt to
appropriate content discussion with comments and comments and respond
supported by theory or some connection discussion with discussion with
research made to theory or limited reference no reference to
research to theory or theory or
research research
Mastery of Excellent and salient Very satisfactory Satisfactory Poor
Subject Matter discussion points about discussion, discussion, discussion, Showed no
the case study addressed addressed surficial addressed little knowledge of
important features of the of the features the case
information about case study of the case under study
the case study study

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GUIDELINES IN GRADING:
LIKERT Score VERBAL INTERPRETATION PERCENTAGE
Scale SCORE
Level 4 3.25-4.00 Excellent work 100%
Level 3 2.50-3.24 Very strong work 92%
Level 2 1.75-2.49 Sufficient effort 83%
Level 1 1:00-1.74 Barely pass 75%
Level 0 0 Failed 74%

NOTE/DISCLAIMER:
The MSN II - skills laboratory is a component of RLE for NRS3217 - Medical-Surgical Nursing II (MSN II) course, all the learning
content and activities that we have formulated and planned out was listed and identified to meet the unofficial plan of the
university/college for a possible face-to-face after the midterm period (still this is subject for approval and clearance based on the
IATF guidelines, #COVID-19 cases, CHED and PLM rules and regulations for the resumption of face-to-face classes in this time of
pandemic). All the Clinical Instructors of the skills Laboratory of MSN II has collaborated, discussed, and agreed upon the chosen
and planned out activities and grading system that will be done/implemented for the semester for this course. Should face-to-face
classes be approved to resume after the midterm period, changes and adjustment will be made in the initially planned out activities,
as well as the grading system posted for each class/block/MS teams’ channel. All the future changes (if there would be), in the
implementation of this course outline/plan of activities will be discussed and be made available to the students.

Prepared by:

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

Cluster Head – MSN II – Skills Laboratory Component
AY 2020-2021 – Second Semester

Dr. Marilyn R. Coladilla RN, MAN

Cluster Member – MSN II – Skills Laboratory

Maria Andrea L. Endeno RN, MAN

Cluster Head—MSN II – Theoretical (Lecture) Component
Cluster Member – MSN II Skills Laboratory

Liezel B. Pandi RN, MAN

Cluster Member – MSN II – Skills Laboratory

Dr. Jennifer P. Reyes RN, MAN

Cluster Member – MSN II – Skills Laboratory

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