QUALITY MANAGEMENT SYSTEM

CODE: USAT-PM0401-D-01

USAT
Santo Toribio de Mogrovejo
VERSION: 04

Catholic University

SCHOOL OF MEDICINE

NURSING CURRICULUM

SYLLABLE OF CARE FOR CHILDREN AND ADOLESCENTS WITH HEALTH PROBLEMS

I. INFORMATIVE DATA

CARE OF CHILDREN AND ADOLESCENTS WITH HEALTH

1.1 Subject: PROBLEMS

1.2 Code: 1605314SA

1.3 Curriculum cycle: V

1.4 Credits: 8

1.5 Type of subject: (X) Mandatory () Elective

CARE FOR HEALTHY CHILDREN AND ADOLESCENTS

1.6 Prerequisite: PHARMACOLOGY

No. of theoretical hours: 2

1.7 Number of weekly hours: No. of practical hours: 12

Total number of hours: 14

1.8 Duration: From (03/21) to (07/09/2022)

1.9 Academic semester: 2022-I

1.10 Schedule Group: TO

1.11 Coordinating teacher: ADELA ROSANNA NUÑEZ ODAR anunez@usat.edu.pe

ADELA ROSANNA NUÑEZ ODAR anunez@usat.edu.pe

1.12 Teacher(s):
ANGELICA BRIGIDA VERA MECHAN AVERA@usat.edu.pe

1.13 Modality: Emergency Remote Education (ERE)

(RCD 039-2020-SUNEDU / RVM 085-2020-MINEDU)
II. SUMILLA

The subject Nursing Care of Children and Adolescents with Health Problems is mandatory and is located in
the V cycle of the study plan of the 2006 curriculum of the School of Nursing, of the Santo Toribio Catholic
University of Mogrovejo – USAT. This subject from the professional training area is of a theoretical-
practical nature, part of the practice to build the theory, which allows the student to achieve competencies
for the comprehensive care of this age group; demonstrating at all times his Christian formation,
demonstrating a social commitment; having research as its main axis and ethics, bioethics, mental health,
community health, epidemiology and administration as integrating axes. For the application of care to the
 child, adolescent, family and community using the Nursing Care Process, which together with social
projection will be fundamental elements that will allow us to face the challenge of ensuring the health of
this child population.

III. COMPETENCE(S)

3.1 Graduation profile competency(s)

The subject CARE OF CHILDREN AND ADOLESCENTS WITH HEALTH PROBLEMS, which corresponds to the
Specialty study area, contributes to the achievement of the graduation profile, specifically to the
competency(s):
- Assistance: CE1. Plans, executes and evaluates comprehensive care, applying the Nursing Care Process,
considering the code of ethics and current regulations, in the different stages of the life cycle of the
person, family and community, respecting their principles, values and beliefs.

3.2 Subject achievement(s)

Applies the nursing care process in the comprehensive care of children and adolescents with health
problems and their family, demonstrating at all times their Christian training, demonstrating a social
commitment; having research as its main axis and ethics, bioethics, mental health, community health,
epidemiology and administration as integrating axes.

IV. DIDACTIC UNITS

 Didactic unit No. 01: Generalities for nursing care of children and adolescents with health problems
Learning outcome No. 01 (RA1):
Understands and interprets the health situation of the child and adolescent, the stress factors
of hospitalization and the rights of the hospitalized child to contribute to improving nursing Contents
care.
RA1 = IND1(0.20) + IND2(0.30) + IND3(0.50)

Indicators Assessment

Description Weight Evidence Weight Instruments

IND1: identifies the main

causes of morbidity and
mortality and proposes
alternative solutions that
contribute to improving
the health situation of
children and adolescents.
IND2: identifies the
stressors of the child and
their parents during
hospitalization as well as
the rights of the child and
adolescent To facilitate
their adaptation to the
hospital environment
Alternative Solution
20.00 Proposal Report 100.00
Resolve a real or
hypothetical situation and
identify the stressors of
30.00 the hospitalized child AND 100.00
the rights of the
hospitalized child
•Report evaluation
checklist
1.1 1.1 Subject presentation
1.2 1.2 Child and adolescent health situation
1.3 1.3 Nursing care in the child and family in
the face of hospitalization: -Emotional reactions
of the sick child according to life stage.
- Impact on the family and/or caregiver. Rights
•Case resolution of the hospitalized child.
checklist 1.4 1.4 Preparation and administration of
Liquids and
Electrolytes. Hydric balance
1.5 1.5 Dextrose Conversion. -
Pharmacotherapy

Solve proposed exercises

IND3: Demonstrates
knowledge of medication
administration techniques
for the care of children
and adolescents
for preparing medications, 50.00 Exercise resolution
checklist
converting solutions, ba
50.00
Verbalizes the guidelines Checklist of
for the oxygen therapy 50.00 procedures: Oxygen
procedure therapy.

Didactic unit N° 02: Nursing Care of the High-Risk Newborn

Learning outcome No. 02 (RA2):
Prepares care plans for high-risk neonates in response to altered needs in hypothetical
situations. Contents
RA2 = IND4(0.30) + IND5(0.25) + IND6(0.25) + IND7(0.20)

Indicators Assessment

Description Weight Evidence Weight Instruments

IND4: Prepares a care plan

in response to the altered
needs in hypothetical
30.00
situations of a high-risk
neonate
IND5: Identify the initial
steps of neonatal CPR 25.00
IND6: Select the
alternatives and propose
care plans according to 25.00
hypothetical cases
Develop clinical case and Clinical case rubric
propose care plans 100.00 1
2.1 2.1 Principles of oxygen therapy
2.2 Nursing care for altered needs in the
premature neonate
2.3 2.2 Nursing care of the neonate with
respiratory distress: Meconium aspiration
syndrome
Perform the initial steps of 2.4 2.3 Nursing care in the neonate with
CPR in a hypothetical 100.00 Neonatal asphyxia
CPR Checklist
situation 2.5 2.4 Nursing care in Resuscitation
Neonatal cardiopulmonary CPR
2.6 2.5 Nursing care for the neonate with
Metabolic disorders: Hypoglycemia and
Hyperbilirubinemia
Questionnaire: 2.7 2.6 Nursing care for the neonate with
neonatal sepsis
Knowledge test 100.00 Written evaluation 2.8 2.7 First written evaluation

IND7: Prepare and execute

educational content on
preventive measures Educational session plan Educational session
20.00 and execution video 100.00 evaluation rubric
according to the current
health situation.
 Didactic unit No. 03: Nursing care for children and adolescents disorders of the different systems

Learning outcome No. 03 (RA3):

Develop care plans for children and adolescents with disorders of the different systems in
response to altered needs in hypothetical situations according to the current health context. Contents
RA3 = IND8(0.20) + IND9(0.20) + IND10(0.30) + IND11(0.30)

Indicators
Description Weight
IND8: Proposes a nursing
care plan for children and
proposed cases related to
adolescents with 20.00
respiratory problems
IND9: Proposes a nursing
care plan for children and
proposed cases related to
adolescents with kidney 20.00
problems
IND10: selects alternatives
and proposes care plans
according to hypothetical 30.00
cases
IND11: Prepares and
supports a care plan
according to the assigned 30.00
case, considering the
nursing care process.
Assessment
3.1 3.1 Nursing care in children with respiratory
Evidence Weight Instruments problems: Bronchiolitis, bronchial obstructive
syndrome, asthma. Pneumonia.
3.2 3.2 Nursing care for children and
adolescents with infectious CNS problems: -
Resolves and supports Meningitis.
Clinical case rubric Encephalitis and neurological sequelae (PCI)
100.00 2
the topic 3.3 3.3.Nursing care in children with seizure
syndrome
3.4 3.4 Theoretical-practical workshop
3.5 3.5 Theoretical Practical Workshop
3.6 3.6 Nursing care for children and
adolescents with infectious problems of the
Resolves and supports Clinical case rubric
Renal System:
100.00 3 Urinary tract infection (UTI). Nephritic
the topic syndrome. Nephrotic syndrome
3.7 3.7 Theoretical Practical Workshop
3.8 3.8 Theoretical Practical Workshop
3.9 •3.9 Nursing care for children and
adolescents
Questionnaire II with Hematological disorders: Hemophilia and
Solve knowledge test 100.00 Written Evaluation Anemia
3.10 3.10Theoretical and Practical Workshop
3.11 3.11Theoretical and Practical Workshop
3.12 3.12 Nursing care for children and
adolescents with eating disorders:
Malnutrition, overweight and obesity
Report preparation 3.13 3.13 Theoretical Practical Workshop
50.00 rubric 3.14 3.14 Theoretical Practical Workshop
Prevalent childhood diseases: EDA
3.15 3.14 Contagious Infectious Diseases:-TBC-
Nursing Care Process HIV_AIDS-COVID 19-HIV-AIDS
Report - supports the 3.16 3.15 Theoretical and Practical Workshop
process 3.17 3.16 Theoretical Practical Workshop
Support heading 3.18 Knowledge assessment
50.00 Nursing care 3.19 Theoretical and Practical Workshop
process (Process support)

Didactic unit No. 04: Nursing care for children and adolescents with surgical and infectious problems
contagious with higher incidence
v. DIDACTIC STRATEGIES

Learning outcome No. 04 (RA4):

Develop care plans for children and adolescents with surgical problems and contagious
infections in hypothetical situations of greater incidence Contents
RA4 = IND12(0.40) + IND13(0.30) + IND14(0.30)

Indicators
Description Weight
IND12: Proposes a nursing
care plan for children and
adolescents with higher
40.00
incidence surgical
problems
IND13: Demonstrates the
correct technique of the
different procedures in the 30.00
care of children and
adolescents
IND14: Execute a nursing
care plan in a hypothetical
30.00
situation
Assessment
4.1 4.1 Nursing care for children with digestive
malformations:
Evidence Weight Instruments •Omphalocele
•Gastrochisis Cleft lip and palate
• Rectal anus malformation
-Hypertrophic pyloric stenosis
4.2 4.2 Theoretical Practical Workshop
Questionnaire: 4.3 4.3 Theoretical Practical Workshop
Solve knowledge test 100.00 Written evaluation 4.4 4.4 Nursing care for children with neuronal
malformations:
-Hydrocephalus
- Meningocele
4.5 4.5 Theoretical Practical Workshop
4.6 4.6 Theoretical and Practical Workshop
4.7 4.7 Cardiovascular Malformations:
Prepare a demonstration •Persistence of the Ductus arteriosus
Checklist to
video of an assigned 100.00 evaluate procedure •Tetralogy of Fallot
procedure. Ventricular septal defect
•In-ear communication
4.8 4.8 Theoretical Practical Workshop
4.9 4.9 Theoretical and Practical Workshop
4.10 4.10 Third written evaluation
4.11 4.11 Evaluation of theoretical learning-
Practical
Virtually supports a 4.12 4.12 Evaluation of theoretical learning-
nursing care plan for a Practical
100.00 Case support rubric 4.13 4.14. Learning evaluation
proposed case. theorists-
Practical

For the development of the subject, the following teaching strategies will be used:
• Case studies: Another collaborative work technique is the case study evaluation, where the teacher will assign,
either in groups or individually, a specific case, then the students solve it and contribute their results on the
Moodle platform through the workshop tool to share them with the other members of the group and for them
to provide feedback according to the evaluation strategy established by the facilitator.
Exhibitions: they are presentations of work previously assigned by the teacher, they may have been carried out
 individually or in groups. What they aim to do is develop the analysis and synthesis of information, reflection,
creativity, among other aspects, as they are presented to the other members of the group. At the same time, a
discussion space can be opened for questions and contributions from the entire group, or through the
moderation of the teacher, who will guide the topics that are of interest or that need to be further explored.
Brainstorming Strategy in which a group of people generate ideas, taking advantage of the contribution of each
one, where a group conclusion is obtained to a situation or problem. It allows you to motivate the group, taking
into account the participation of everyone, under certain rules.
Interspersed questions: Questions that are posed to the student throughout
the subject with the intention of facilitating their learning (the aim is to specifically learn the information they
refer to), feedback and research (they strive to go beyond the literal content).

VI. ASSESSMENT

6.1 Evaluation criteria

The grading for all subjects will be done on the vigesimal scale, that is, from zero (00) to twenty (20). The
minimum passing grade is fourteen (14).

The evaluation will be formative and summative, input and output evaluations will be applied, considering the
evidence (for example reports, presentations on academic texts) and instruments that will be used for the
evaluation of each of them. For example: checklists, estimation scales, rubrics, essay tests, etc.

Normativity:

6.2 Rating system

Formula to obtain the learning outcome grade (RA)

RA = average (Ratings obtained in your indicators)

Unit(s) in which
Assessment work is carried out Weight No. of evaluations

Learning outcome No. 01 (RA1) Yo 0.10 04

Learning outcome No. 02 (RA2) II 0.20 04

Learning Outcome No. 03 (RA3) III 0.30 05

Learning Outcome No. 04 (RA4) IV 0.40 03

Total scheduled evaluations 16

Formula to obtain the final grade of the subject (NF)

NF = RA1(0.10) + RA2(0.20) + RA3(0.30) + RA4(0.40)

VII. REFERENCES

7.1 USAT References

• 1. Aguilar M. Treaty on Child Nursing Elsevier Spain, 2012.

2 .Cloherty J. Eichenwald E. Hansen A. Manual of neonatology. Philadelphia 2015.
3 .Tamez R. Pantoja R. Nursing in the Neonatal Intensive Care Unit. 5th edition. Panamericana Editorial Buenos
Aires. 2015.
4 .López F. Nursing in regional blood transfusion center. 2nd ed. Alcalá la Real, Jaén: Alcalá Formation, 2014.
5 .López R., Oncological emergencies in pediatrics and Ergón support therapy, 2nd edition, 2012.
6 .Gomella C. Treaty of Neonatology. Edit Panamericana. 6th edition. 2006
7 .Cruz M., Moro M. Pan-American Medical Pediatrics Treaty, 11th edition, 2014.
8 .Álvarez J. Flores, J. Fernandez, A. Diaz R. Pediatric pharmacological guide in parenteral treatment and nursing
care. Elsevier 2016
9 .White A. Washington Manual of Pediatrics: Barcelona: Wolter Kluwer, 2nd edition. 2017
10 .Velasquez G, Oscar J. Pediatrics: tables, formulas and normal values in pediatrics Medellín: Health Book's,
2017
 11 .Harvey, Margaret. Calculation and administration of medications. Barcelona: Wolters Kluwer Edition: 5th Ed,
2018.

7.2 Additional references

• DanielsSR, YangCC, TooheySJ, Willard VW.Perspectives on Social Media From Adolescent and Young adults
with cancer. Journal of pediatric Oncology Nursing,2021,38(4):225- 232.doi10.1177/1043454221992319
• Harvey B, Peter M. Koch, Jack P. Freer & Geert Craenen (2017) Comfort Care Request for Preterm Infant:
Prescriptive Analysis, The American Journal of Bioethics, 17:1, 84-86, DOI:10.1080/15265161.2016.1251635 • •1.
American Academy of Pediatrics. Neonatal Resuscitation. 7th Edition. 2015 2. www.minsa.gob.pe .
3.www.enfermeríapediatrica.com.
4.Ministry of Health. National Action Plan for Children and Adolescents 2012 – 2021. J&O
PUBLISHERS PRINTERS SAC https://www.mimp.gob.pe/webs/mimp/pnaia/pdf/Documento_PNAIA.pdf 5.
Colombia Knowledge Center Ministry of Health and Social Protection Pan American Health Organization.
Integrated care for prevalent childhood diseases Clinical Book. Bogotá DC, Colombia: PAHO, 2015. Second
Corrected Edition.
• Gonzalo ZA,Avila-AR,Escrig F,Montserrat I et.al representation of the Neonatal Resuscitation Group of the
Spanish Society of Neonatology (GRN-SENeo) Spanish guide to neonatal stabilization and resuscitation 2021.
https://www.sciencedirect.com/science/article/pii/S1695403321002137

7.3 Teacher research

•.1. Diaz. R.; Carrasco, J. Safety in nursing care during drug administration in the hospitalized child at the
Lambayeque Regional Hospital, 2016
2 .Villarreal, Y; Chachapoyas, G. Education provided by the nurse upon hospital discharge to parents of children
after abdominal surgery in a local hospital Chiclayo, 2020
3 .Villarreal Y. Barreto M. Pediatric Nursing Dossier: Children and Adolescents with Health Problems. 2014
Chiclayo: Santo Toribio de Mogrovejo Catholic University

VIII. ACTIVITY PROGRAM

 Didactic unit No. 01: Generalities for nursing care of children and adolescents with health problems
Session (No. / dd-
mm) Contents Activities Evaluations

March 1 / 21 1.1 1.1 Subject presentation • Proposed

1.2 1.2 Child and adolescent health situation
• Teacher-student presentation alternative solution
• Syllable reading of the zoom platform report (•Report
subject evaluation
• Diagnostic evaluation. Through the checklist)
virtual classroom
• Teacher promotes research and
analysis of health situation indicators
• Student Reviews and presents
information on demographic indicators
of morbidity and mortality,
socioeconomic indicators of resources,
access and coverage. Zoom platform

March 2 / 22 1.3 1.3 Nursing care for the child and the family in the • Student identifies the stressors of the
face of hospitalization:-Emotional reactions of the hospitalized child and their rights in a
sick child according to life stage.-Impact on the given case and disseminates the rights • Resolve a real or
family and/or caregiver. Rights of the hospitalized
child. of the hospitalized child on the practical hypothetical
zoom platform situation and
• Teacher promotes the analysis of identify the
stress factors in hospitalized children stressors of the
and their rights hospitalized child
AND the rights of
the hospitalized
child (•Case
resolution checklist)

March 3 / 24 1.4 1.4 Preparation and administration of Liquids and

Electrolytes. Hydric balance • Develop water balance exercises.
Student performs proposed exercises
with the supervision of teachers
through the zoom platform
• Teacher explains the water
requirements in the different stages of
life

March 4 / 28 1.5 1.5 Dextrose Conversion. - Pharmacotherapy • Student performs conversion of

solutions and calculation of pediatric • Solve proposed
doses with the teacher's guidance exercises on
• Teacher explains how the conversion preparation of
of solutions is carried out and how medications,
doses are calculated in pediatrics conversion of
solutions, ba
(Exercise resolution
checklist)
 Didactic unit N° 02: Nursing Care of the High-Risk Newborn

Session (No. / dd-

mm) Contents Activities Evaluations

March 5 / 29 2.1 2.1 Principles of oxygen therapy • The student identifies the systems and
principles of oxygen therapy through a • Verbalizes the
virtual forum guidelines for the
• Teacher explains the oxygen therapy oxygen therapy
systems used in pediatrics procedure
(Procedure
checklist: Oxygen
therapy.)

March 6 / 31 2.2 Nursing care for altered needs in the premature

neonate • Student Develops Study Guide
assigned clinical case proposes care • Develops clinical
case and proposes
plans for the Premature neonate care plans (Clinical
• Teacher provides feedback on the case case rubric 1)
through the zoom platform

April 7/4 2.3 2.2 Nursing care for the neonate with respiratory
distress: Meconium aspiration syndrome
• Teacher provides feedback on the
case through the zoom platform
• Student develops case study guide/
Prepares care plans in situations given
in Class

April 8/5 2.4 2.3 Nursing care in the neonate with Neonatal • Teacher identifies students' prior
asphyxia knowledge and explains the factors and
care to be provided in neonates with
asphyxiation through the zoom
platform.

April 9 / 7 2.5 2.4 Nursing care in

Neonatal Cardiopulmonary Resuscitation CPR • Workshop: Teacher demonstrates the • Perform the initial
steps of Cardiopulmonary Resuscitation steps of CPR in a
Student performs re-demonstration of hypothetical
CPR through cases given through the situation (CPR
zoom platform Checklist)

April 10/11 2.6 2.5 Nursing care for the neonate with metabolic
disorders: Hypoglycemia and Hyperbilirubinemia
• Teacher provides feedback on
metabolic disorders through the zoom
platform
• Student develops Study Guide with
assigned clinical case

April 11/12 2.7 2.6 Nursing care for the neonate with neonatal
sepsis • Teacher provides feedback on
neonatal sepsis • Educational
• Teacher gives guidelines to prepare session plan and
educational session according to execution video
current health situation (Educational session
• Student develops assigned clinical evaluation rubric)
case study guide

April 14th HOLY WEEK HOLIDAY (00:01 - 23:59)

April 12 / 21 2.8 2.7 First written evaluation • Develop questionnaire

• Knowledge exam
(Questionnaire:
Written evaluation)
 Didactic unit No. 03: Nursing care for children and adolescents disorders of the different systems

Session (No. / dd-

mm) Contents Activities Evaluations

April 13 / 18 3.1 3.1 Nursing care in children with respiratory • Teacher provides feedback
problems: Bronchiolitis, bronchial obstructive • Develops clinical case assigned in • Resolves and
syndrome, asthma. Pneumonia. Learning Guide supports proposed
cases related to the
topic (Clinical case
rubric 2)

April 14 / 19 • Teacher provides feedback on nervous

3.2 3.2 Nursing care for children and adolescents with system problems
infectious problems of the CNS: - Meningitis,
Encephalitis and Neurological sequelae (PCI) • Student develops clinical case
assigned in Learning Guide

April 15 / 25 3.3 3.3.Nursing care in children with seizure syndrome • Teacher evaluates prior knowledge
and develops the topic with the
participation of the student through the
zoom platform.

April 16/26 3.4 3.4 Theoretical-practical workshop • • Misting Workshop

April 17 / 28 3.5 3.5 Theoretical Practical Workshop • • Oxygen use workshop according to
patient needs • Resolves and
supports proposed
cases related to the
topic (Clinical case
rubric 3)

May 18/2 3.6 3.6 Nursing care for children and adolescents with • Teacher evaluates prior knowledge
infectious problems of the Renal System: Urinary tract and develops the topic with the
infection (UTI). Nephritic syndrome. Nephrotic
syndrome participation of the student through the
zoom platform
• Develop assigned clinical case in
Learning Guide

May 19 / 3 3.7 3.7 Theoretical Practical Workshop

• • Video analysis of signsCharacteristics
of kidney problems

• • water balance workshop in patients

May 20 / 5 3.8 3.8 Theoretical Practical Workshop with kidney problems

May 21 / 9 3.9 •3.9 Nursing care for children and adolescents • Teacher evaluates prior knowledge
with Hematological disorders: Hemophilia and and develops the topic with student
Anemia participation. Through zoom classroom

May 22 / 10 3.10 3.10Theoretical and Practical Workshop

• Video analysis of characteristic signs in
hematological alterations and their
nursing care.

May 23 / 12 3.11 3.11Theoretical and Practical Workshop

• Nursing care in the administration of
medications in hematological problems

May 24/16 3.12 3.12 Nursing care for children and adolescents • Workshop: Nursing care for children
with eating disorders: Malnutrition, overweight and and adolescents with eating disorders:
obesity Malnutrition, overweight and obesity

May 25 / 17 3.13 3.13 Theoretical Practical Workshop • • Video analysis of eating disorders:
Malnutrition Obesity/Assessment of
nutritional status with WHO tables

May 26 / 19 3.14 3.14 Theoretical Practical Workshop Prevalent • Module discussion of prevalent
childhood diseases: EDA childhood diseases

3.15 3.14 Contagious Infectious Diseases:-TBC-

May 27 / 23 HIV_AIDS-COVID 19-HIV-AIDS • Study guide development

May 28/24 3.16 3.15 Theoretical and Practical Workshop

• Develops proposed video cases of
prevalent childhood diseases

May 29 / 26 3.17 3.16 Theoretical Practical Workshop

• • Develops proposed cases according
to IMCI
June 30/2 3.18 Knowledge assessment • Questionnaire development
• Solve knowledge
exam
(Questionnaire II
Written Evaluation)

May 31 / 30 3.19 Theoretical and Practical Workshop (process • Support of the Nursing Process
support) through the zoom platform
• PAE virtual classroom report
May 32 / 31 presentation
• Nursing Care
Process Report -
supports the
process (Report
preparation rubric)
• Nursing Care
Process Report -
supports the
process (Nursing
Care Process
Support Rubric)
Didactic unit No. 04: Nursing care for children and adolescents with surgical and contagious infectious problems
of higher incidence
Session (No. / dd-
mm) Contents Activities Evaluations

June 33/6 4.1 4.1 Nursing care for children with • Teacher carries out class development
Malformations with student participation through the
digestive: • Omphalocele • Gastrochisis Cleft lip and zoom classroom
palate • Rectal anus malformation - Hypertrophic • Develop clinical case assigned in
pyloric stenosis learning guide

• Development of more frequent

June 34 / 7 4.2 4.2 Theoretical Practical Workshop procedures in pediatrics

• Video analysis of congenital

June 35 / 9 4.3 4.3 Theoretical Practical Workshop malformations

June 36 / 13 • Teacher conducts class with student

4.4 4.4 Nursing care for children with neuronal participation through the zoom
malformations:-Hydrocephaly-Meningocele classroom
• Student develops study guide

• Prepares care plans according to

June 37/14 4.5 4.5 Theoretical Practical Workshop situations presented

June 38/16 4.6 4.6 Theoretical and Practical Workshop • Video analysis of altered needs in
patients with neurological
malformations

June 39/20 4.7 4.7 Malformations • Teacher conducts class with student
Cardiovascular: • Persistence of Ductus arteriosus • participation through the zoom
Tetralogy of Fallot Ventricular communication • Intra- classroom
atrial communication • Learning guide development

40 / June 21 4.8 4.8 Theoretical Practical Workshop

• Video analysis of altered needs in
patients with different heart diseases

• Prepares care plans in a nursing

June 41 / 23 4.9 4.9 Theoretical and Practical Workshop situation

42 / June 27 4.10 4.10 Third written evaluation • Develop questionnaire

• Solve knowledge
exam
(Questionnaire:
Written evaluation)

43 / June 28 • Virtually supports a nursing care plan

4.11 4.11 Evaluation of theoretical-practical learning
for a proposed case.

44 / June 30 4.12 4.12 Evaluation of theoretical-practical learning • Virtually supports a nursing care plan
for a proposed case.
• Virtually supports
a nursing care plan
for a proposed
case. (Case support
rubric)

45-46-47 / July 4 -5 -7 4.13 4.14. Evaluation of theoretical-practical learning • Prepare a demonstration video of an
assigned procedure • Prepare a
demonstration
video of an
assigned
procedure.
(Checklist to
evaluate procedure)
 QUALITY MANAGEMENT SYSTEM CODE: USAT-PM0401-D-01 VERSION: 03

CATHOLIC UNIVERSITY "SANTO TORIBIO DE

"MOGROVEJO"
NURSING SCHOOL
NURSING CARE FOR CHILDREN AND ADOLESCENTS WITH
HEALTH PROBLEMS

Name:

Date:

No. INDICATORS TO EVALUATE 2 1.5 1 0.5

1

State the definition of health

2 Identify the determinants of health

3 State the main indicators of morbidity and mortality at

the regional and national level of childhood.

4 State the main indicators of morbidity and mortality at

the regional and national level of adolescence.

5 State the indicators of the main determinants of health at

the national and regional level.

6 The report is well written considering

7 Prepares the situational health diagnosis of the region,

prioritizing the problems

8 Describes the proposal to contribute to solving the health

situation

9 The proposal described is feasible to carry out

10 There is order and neatness in your work

USAT
Santo Toribio de Mogrovejo Catholic University

CATHOLIC UNIVERSITY "SANTO TORIBIO DE MOGROVEJO"

NURSING SCHOOL
SUBJECT: NURSING CARE OF CHILDREN AND ADOLESCENTS WITH HEALTH PROBLEMS
HEALTH
Checklist to evaluate stressors development guide
Student's name
DATE

No. INDICATORS TO EVALUATE 2 1.5 1 0.5

State the Stressors of hospitalization of
the Newly born
Infant, preschool, school
1 and
confident teenager

2 State the most frequent emotional reactions of:

Newborn, Infant, preschooler, schoolchild and
adolescent.
3 supports the stressors and reactions of the
parents of the hospitalized child

5 Plan the nursing care of the hospitalized child

using the diagnoses
NANDA interrelated with NIC AND NOC
6 Plan nursing care for the parents of the
hospitalized child using the
diagnoses NANDA
interrelated with the NIC AND NOC
7 He studied and prepared for class
8 States and supports the rights of the
hospitalized child

9 Demonstrate initiative and confidence during

class

10 Answers the questions of his teacher and his

classmates
USAT
Santo Toribio de Mogrovejo Catholic University

CATHOLIC UNIVERSITY "SANTO TORIBIO DE MOGROVEJO"

NURSING SCHOOL
SUBJECT: NURSING CARE FOR CHILDREN AND ADOLESCENTS WITH HEALTH PROBLEMS

Checklist to evaluate development guide for MEDICATION EXERCISES, BH, CONV

Name :
DATE:

No. INDICATORS 2 1.5 1 0.5

Presents work in
an orderly and
1 timely manner

2 Performs the
correct analysis of
the liquids after
calculating the
total volume

3 Correctly perform
the analysis of
electrolytes per
kilo of weight

5
Properly calculate
the cc that must
be applied

Correctly
analyze the
dose of
medication that
corresponds to
the child per
kilo of weight
7 Perform the BH in
shape
ordered
 8 Calculate
metabolic water
and
insensible losses
of
according to the
age that
corresponds
9
Makes the
conversion of
solutions correctly

10 Makes he
weight calculation
correctly

CATHOLIC UNIVERSITY "SANTO TORIBIO DE MOGROVEJO"

NURSING SCHOOL
SUBJECT: NURSING CARE FOR CHILDREN AND ADOLESCENTS WITH HEALTH PROBLEMS
CHECKLIST TO EVALUATE OXYGENOTHERAPY Name:
DATE:

No. INDICATORS 2 1.5 1 0.5

1
Define what oxygen
therapy is
Indicates the material
and equipment to be
used in oxygen therapy
2

3
Identify the principles of
oxygen therapy

4 Recognize low flow

system

5 Recognize high flow

systems

6 Identify the oxygen

therapy system that
should be used

7 Defines what is hypoxia,

hypoxemia, and fio

8 identifies in which cases

oxygen therapy is
administered
 9
What is pulse oximetry?

10
Identify the different
devices used in oxygen
therapy

USAT
Catholic University
Sonto Toribio de Mogrovejo

RUBRIC TO EVLAUATE DEVELOPED CASE GUIDE 1

NAME OF
THE
STUDENT
DATE

CRITERION GOOD (2.) REGULAR (1.5) BAD (0.5) PUNCTUATION

It has very good Has good Has scarcity

PARTICIPATE IN CLASS participation stake and stake and
DEMONSTRATING THAT contribution during contribution during
YOU HAVE REVIEWED and class class
BIBLIOGRAPHY contribution during
class
development is considers in his considers in he
IN THE GUIDE DEVELOP evident of work 75% of the I work only 50% of
THE REQUESTED ITEMS all requested items requested items the items
read requested

the correct HE evidence he gestational age

STATE AND calculation of the incorrect calculation of calculation is not
DEMONSTRATE THE age the age evident
CALCULATION OF gestation for the gestation for the
GESTATIONAL AGE AS respective respective
REQUESTED classification classification
 It is evident that he HE evidence in The anatomical,
has correctly shape incomplete neurological and
identified the the characteristics physiological
IDENTIFIES THE anatomical , characteristics of the
anatomical,
ANATOMICAL, neurological and premature neonate are
physiological and
PHYSIOLOGICAL AND physiological of the not evident.
neurological
NEUROLOGICAL premature neonate
characteristics of
CHARACTERISTICS OF the premature
THE PREMATURE neonate

Demonstrates Demonstrates good He doesn't seem to

STATES PREVENTIVE complete knowledge of know the subject very
MEASURES knowledge of the the well.
topic. issue.

states a part of the does not state the

STATES AND Enunciate the complications premature
RECOGNIZES THE complications that complications
COMPLICATIONS THAT can
THE PREMATURE CAN introduce he
PRESENT premature neonate

Identify the Identify the Identifies the patient's

issues of the issues of the problems but there is
patient of patient in a reasoned more than 1 error.
IDENTIFY reasoned and way and
consistent manner consistent with data
ALTERED NEEDS FOR
with data analysis analysis
PERFORM THE
 USAT

CHECKLIST TO EVLAUATE NEONATAL CPR

NAME OF
STUDENT

DATE

INDICATORS TO
No. EVALUATE 2 1.5 1 0.5
State the questions to
ask to know if the RN
1 requires CPR
maneuvers

2 Identify and list material

and equipment in an
orderly manner

3 Enunciates the initial

steps of CPR in an orderly
and safe manner

5 State with certainty in

which cases PPV should
be started and how to do
it.

6 State with certainty in

which cases chest
compressions should
be initiated and how to
perform them.

7
Indicates in which cases
MR SOPA should be used

8
Indicates dose ,
presentation and
adrenaline concentration

9 Indicates the volume

expanders, dose and
infusion time

10
Adequately develop the
given case
 USAT

CHECKLIST TO EVALUATE EDUCATIONAL TALK

PRACTICE OFFICE:

ISSUE: DATE:

STUDENT:

NOTE:

—
No. INDICATORS TO EVALUATE 2 1 0
1 Prepare in advance the contents to be
developed
2
Clearly lay out session objectives for users

3 Prepare and use support material for the

session
4 has mastery and knowledge of
the subject
5 Activate attention and motivate
participants
6 Communicates clearly with participants/has a good tone of
voice/appropriate posture
7 The content of the topic is relevant to the group of participants/use of terms
appropriate for the participants
8 At the end of the topic, make a summary to
reinforce the objectives
9 Conduct an evaluation with the participants at the
end of their topic
10 Take into account the context of the participants
(culture, language)

0 Deficient 1Regular 2Well

 RUBRIC TO EVLAUATE CASE GUIDE 2 RESPIRATORY PROBLEMS
NAME OF
STUDENT

DATE

CRITERION GOOD (2.) REGULAR (1.5) BAD (0.5) PUNCTUATION

PARTICIPATE IN Has very good Has good Has scarcity

CLASS participation and stake stake and
DEMONSTRATING contribution during contribution during class
THAT YOU HAVE class and
REVIEWED contribution
BIBLIOGRAPHY during class

HE evidence he considers 75% of considers only 50% of

IN THE GUIDE development of all the requested the requested items in
DEVELOP THE requested items read items in his work the work
ITEMS
REQUESTED

is evident the calculation is the proper calculation of

correct calculation of evident medications to nebulize
STATE AND
medicines for incorrect is not evident
DEMONSTRATE THE
nebulize medication to
CALCULATION OF
nebulize
MEDICINES TO
NEBULIZE

IT IS EVIDENT THAT It is shown The characteristics are

YOU HAVE CORRECTLY incompletely the not evident of
IDENTIFIED THE characteristics of each pathology
CHARACTERISTICS OF each pathology respiratory
IDENTIFY THE EACH RESPIRATORY respiratory
CHARACTERISTICS PATHOLOGY
OF EACH
PATHOLOGY

Demonstrates Demonstrate a He does not know the

complete knowledge of good preventive measures
STATEMENT preventative measures. Knowledge of very well.
PREVENTIVE preventive
MEASURES measures.

STATE AND State the differences state some of the does not state the
RECOGNIZE THE correctly differences differences of
DIFFERENCES pathologies
BETWEEN
SOB BRONCHIOLITIS
AND ASTHMA
 Identify patient Identifies patient Identify the
problems in a reasoned problems in a issues of the
and consistent manner reasoned and patient, but there is
with data analysis consistent manner more than 1 error.
IDENTIFY NEEDS with data analysis
ALTERED TO CARRY and makes clinical
OUT THE judgments with 1
RESPECTIVE error.
PLANNING

Issues clinical Issues clinical

judgments collected in judgments
diagnostic labels collected in
STATEMENT
following NANDA diagnostic labels Issue diagnoses
CORRECTLY
taxonomy II following NANDA nurses evil
THE
taxonomy II, with labeled or missing
DIAGNOSES
one error diagnoses.
NURSE (NIC)

State the criteria for Enunciate the State the criteria for
results criteria of results that do not
corresponding to results match or correspond to
STATEMENT each label corresponding to the diagnostic label.
CORRECTLY diagnostic without each diagnostic
NURSING OUTCOME mistakes label with
CRITERIA (NOC) minimum error

The correct Some few interventions

interventions for each interventions without scientific basis
diagnostic judgment related to are evident
STATEMENT with a scientific basis scientifically based
CORRECTLY are evidenced in the diagnostic
THE work. judgment are
NURSING evident.
INTERVENTIONS AS
WORTH THE CASE
(NIC)

TOTAL OF
POINTS
RUBRIC TO EVLAUATE CASE GUIDE 3: HEMATOLOGICAL PROBLEMS

NAME OF
STUDENT
DATE

CRITERION GOOD (2.) REGULAR (1.5) BAD (0.5) PUNCTUATION

Has very good Has good participation Has little participation and
PARTICIPATE IN participation and and contribution contribution during class
CLASS contribution during during class
DEMONSTRATING class
THAT YOU HAVE
REVIEWED
BIBLIOGRAPHY

The development considers 75% of the considers only 50% of the

IN THE GUIDE of all the requested requested items in his requested items in the work
DEVELOP THE items is evident. work
ITEMS Read
REQUESTED

it is evident and more than 50% of the adequate treatment is not

STATES THE states all the treatments that evident
DIFFERENT treatments should be used are
TREATMENTS FOR evident
ALL AND ANEMIA

IT IS EVIDENT THAT The characteristics of The characteristics of each

YOU HAVE each blood pathology pathology are not evident
CORRECTLY are incompletely
IDENTIFIED THE evident.
IDENTIFY THE
CHARACTERISTICS
CHARACTERISTICS
OF EACH
OF EACH
PATHOLOGY LLA-
PATHOLOGY
Anemia

Demonstrates Demonstrates good He does not know the

complete knowledge of preventive measures very
STATES PREVENTIVE knowledge of preventive measures. well.
MEASURES preventive
measures.

State the state some of the does not state the

STATE AND differences differences differences of the
correctly pathologies
RECOGNIZE THE
DIFFERENT TYPES OF
ANEMIA AND
LEUKEMIA
 Identify patient Identifies patient Identify the problems of the
problems in a problems in a patient but there is more
reasoned and reasoned manner than
consistent manner consistent with data 1
IDENTIFY NEEDS with data analysis analysis and makes mistake.
ALTERED TO CARRY clinical judgments
OUT THE with 1 error.
RESPECTIVE
PLANNING

Issues clinical Issues clinical

judgments judgments collected in
collected in diagnostic labels
STATEMENT
CORRECTLY diagnostic labels following NANDA Issues nursing diagnoses
THE following NANDA taxonomy II, with one mislabeled or missing
DIAGNOSES taxonomy II error diagnoses.
NURSE (NIC)

State the result State the result State the criteria for results
criteria criteria corresponding that do not match or
corresponding to to each diagnostic correspond to the diagnostic
STATEMENT each diagnostic label with minimal label.
CORRECTLY label without error
NURSING OUTCOME errors
CRITERIA (NOC)

The correct Some interventions few interventions without

interventions for related to scientifically scientific basis are evident
each diagnostic based diagnostic
CORRECTLY STATE judgment with a judgment are evident.
THE scientific basis are
NURSING evidenced in the
INTERVENTIONS AS work.
NEEDED BY THE
CASE (NIC)

TOTAL POINTS
SANTO TORIBIO CATHOLIC UNIVERSITY OF MOGREOVEJO NURSING SCHOOL

SUBJECT: NURSING CARE FOR CHILDREN WITH HEALTH PROBLEMS

CYCLE: V

RUBRIC TO EVALUATE THE NURSING CARE PROCESS REPORT

SURNAMES AND
NAMES: DATE:

CRITERIA COMPLETE IN DEVELOPMENT 1. ELEMENTARY o.5 POINT TOTAL

1.5 POINTS POINTS
Make a cover and of the six
Cover Contains: Make a cover and of requested requirements, it only
the Six requested contains 3 aspects
requirements, only
two aspects are
missing.

* Logos of the Institution:

* Institutional name:

* Name of
Student:

* Name of the
subject:
* Name of
job:

* Date

Index

It contains an index
Contains index with with the different Contains index with the
different Titles titles and subtitles in different titles and subtitles, but
and which it mentions it does not mention which page
subtitles in which it what number of HE finds the
mentions what page page is found, information and is not paginated
number
The workitisispaginated.
on and but No HE generally the work
finds the job
paginated.
Introduction

A general idea of the entire nursing A general idea of theA general idea of the entire
process is captured. It describes why entire process isnursing process is captured. But
this case was chosen and not another. captured of it is not described why this case
It includes the general description Nursing. HE was chosen and not another, it is
where the nursing process was Describe why thisnot included the general
developed, the objective, importance case was chosen anddescription where the nursing
of the nursing process and a brief not another. But itprocess was developed, the
presentation of each of the phases of only includes theobjective, importance of the
the process. It is advisable to write it at general descriptionnursing process and it does not
the end of the work to have elements where the nursinginclude a brief presentation of
for its elaboration. process waslsd phases of the process
developed, the
objective,
importance of the
process of
Aim nursing and
presentation missing
Write down what is expected with the Write down what is of Write down only what is
completion of the Nursing Process, each of the
expected the of expected with the completion
phases
with
specifying What?, How?, When? and the process.of the
completion of the Nursing Process, but
Where do I carry out the Nursing Process of does not include What?, How?,
Process? Nursing, But it only When? and Where do I carry
mentions 3 requested out the Nursing Process?
aspects

Methodolog takes into account the takes into account the into account the order of the
y order of the nursing order of the nursing process of Nursing
process considering process considering considering ASSESSMENT:
ASSESSMENT :Physical, ASSESSMENT: physical, psychological,
psychological, economic and social, physical, psychological economic and social,
DIAGNOSIS; PLANNING , DIAGNOSIS; PLANNING
EXECUTION AND EVALUATION takes economic and social, EXECUTION AND EVALUATION
DIAGNOSIS; unrelated to the case
PLANNING
EXECUTION

AND
Theoretical Includes: • Definition and
EVALUATION
framework relevant aspects of the domains
• Definition and relevant aspects of • Definition and affected according to the child's
the affected domains according to the relevant aspects ofhealth situation in an incorrect
child's health situation the affected domainsway
according to the
child's health
situation in an
Application of the It includes the incomplete manner It only contains the following
It only contains
Nursing Care following sections: the following sections:
Procedure sections:
• Identification data • Identification • Identification data
data
 • Problem situation • Rating of the 13 Domains
• Problem situation
• Rating of the 13
• Rating of the 13 Domains • Nursing Diagnoses
Domains
• Nursing Diagnoses
• Diagnostics of • Care Planning
NANDA Nursing • Care Planning

• Goals
• Care Planning • Goals

• Nursing Intervention • Nursing Intervention

• Goals

• intervention of • Assessment
Nursing
• Assessment

Assessment

It carries out the

assessment of 4
It carries out the assessment needs detected in the It carries out the assessment of
of 5 needs detected in the person, contains 4 needs detected in the person,
person, contains relevant relevant data, but contains relevant data, but does
data, significant data from does not use not use significant data from the
the assessment and uses the significant data from assessment and uses the
established format. the assessment and established format.
uses the established
format.

Diagnosis Based on the data obtained Based on the data Based on the data obtained,
structure obtained structure as structure at least 3 nursing
as minimum 5 minimum diagnoses using diagnoses
diagnoses of 4 nursing NANDA, but No are
Nursing using diagnoses using developed of shape
diagnoses NANDAand NANDA diagnoses and hierarchical.
are developed of are
hierarchical form. developed
hierarchically.

Planning What was planned It planned What was planned does not
corresponds to data found corresponds to data correspond to data found in the
in the assessment in found in the assessment in accordance with
accordance with the assessment in the diagnoses found,
diagnoses accordance with the but HE find
found and HE diagnoses found, developed of shape
found developed fromshape but continuous and hierarchical.
keep going and are not developed
hierarchical. of
continuous and
hierarchical way.
Execution This stage corresponds to This stage This stage corresponds to
what is valued and in corresponds to what evaluated and in accordance
accordance with the was valued and in with the detected diagnoses, the
diagnoses accordance with the activities HE find
detected, the activities are diagnoses detected, planned and carried out not
planned and carried out the hierarchically
of shape activities are planned according to the patient's needs,
hierarchical according to the and not in a coherent and logical
patient's needs in a and way.
coherent and logical carried out in a
manner. hierarchical manner
according to to the
need of
the
patiently but not in a
coherent and logical
way.

ASSESSMENT In this pulled apart This section This section summarizes and
HE summarizes and confirms the results of the work,
synthesizes and confirms confirms the results informs if they were achieved
the results of the work, of the work, informs if the goals
reports whether the the proposed proposed, but it is not clearly
proposed objectives were objectives were noted what was learned, how it
achieved, notes achieved, HE was learned, and it does not
clearly that write down clearly have recommendations for the
you learned, as it that you learned, application of the Nursing
you learned and what the how you learned it Process. Presents as
recommendations would be and but it does not at least once to your advisor
for the application of the have the
Nursing Process. Introduce recommendations for
your advisor at least three the application of the
times Nursing Process.
Present at least 2
times to your advisor

Annexes and References In annexes considers In annexes consider In annexes consider cards
Bibliographical pharmacological cards, drug pharmacological cards pharmacological, does not
analysis and analysis , perform drug analysis and does
nutritional analysis of not perform analysis
,Use references for medications and does nutritional
development and are not performanalysis ,Use for he
structured with Vancouver nutritional ,Use development
shape for development references and No are
references and are structured with Vancouver
structured with shape
Vancouver shape

Presentation It must be prepared in Time HE finds It is written in Time New Roman

New Roman 12 font, 1.5 line written in Time New font 12, with line spacing.
spacing, justified text, Roman font 12, 1.5 1.5, text
review line spacing, text justified, but it has more than 10
spelling, original text and justified, spelling mistakes, it is original
follow a logical sequence but how much more text and does not have a logical
than 5 faults sequence
spelling, it is original
text and has a logical
sequence

NOTE:
SIGNATUR SIGNATURE OF
E OF STUDENT
TEACHER
 SUBJECT: NURSING CARE OF CHILDREN AND ADOLESCENTS WITH HEALTH PROBLEMS CYCLE: V

CHECKLIST TO EVALUATE THE SUPPORT OF THE NURSING CARE PROCESS

SURNAMES AND NAMES: _________________________

DATE:

CRITERIA - ITEMS SCORE TOTAL

PAE exhibition 2.5 1.5 1 0

Has proper posture and clothing for support

Present the nursing care process through the problem situation with
mastery and security

Master the topic and emphasize the relevant ideas and compare with
the given case

locates a list of diagnoses according to priority

Presents interventions in order to be carried out with adequate

scientific basis

Supports pharmacological cards demonstrating safety and knowledge

Clarity in presentation - Articulation and tone of voice

Clarity and security when answering questions.

 RUBRIC FOR SUPPORT OF PROPOSED CASES
NAME OF
STUDENT

DATE

CRITERION GOOD (2.) REGULAR (1.5) BAD (0.5) PUNCTUATION

Has very Has good Has scarcity

ANSWER good participation participation and participation and does
QUESTIONS and contribution contribution not identify the case
SHOWING THAT identified the case identifying the
YOU KNOW THE case
TOPIC

Easily states the State with some Enunciate with

KNOW THE pathophysiology of difficulty the difficulty the
PATHOPHYSIOLOGY the given case pathophysiology of pathophysiology of
OF THE DISEASE the given case. the given case
IDENTIFIED IN CASE

Enunciate with Enunciates with a Enunciate with

ease he little difficulty he difficulty he
STATE THE
treatment of the treatment of the treatment of the given
DIFFERENT
given case given case case
TREATMENTS FOR
THE CASE

Completely state It is shown No enunciates he

the signs and incompletely he clinical picture of the
symptoms that chart clinical given case
IDENTIFY THE
may occur in the of the given case
CLINICAL PICTURE
case.
FROM THE GIVEN
CASE

Demonstrates Demonstrates He does not know

complete good knowledge of very well the
knowledge of preventive preventive measures
STATEMENT preventive measures in the in the given case.
PREVENTIVE measures for the given case.
MEASURES given case.

Enunciate the State significant State significant data

STATEMENT AND
main significant data with some with more than 2
RECOGNIZE THE
data of the case errors errors error
DATA
MEANINGFUL
OF THE CASE
Identifies the Identify the Identifies the needs of
altered needs of altered needs of the patient under
IDENTIFY NEEDS the patient under the patient under study but there is
ALTERED TO CARRY study in a study with 1 error. more than 1 error.
OUT THE reasoned and
RESPECTIVE coherent manner.
PLANNING
 Issues clinical Issues clinical
judgments judgments
collected in collected in
STATEMENT diagnostic labels diagnostic labels Issues nursing
CORRECTLY
following NANDA following NANDA diagnoses evil
THE
taxonomy II taxonomy II, with labeled or missing
DIAGNOSES
one error diagnoses.
NURSE (NIC)

Enunciate the Enunciate the State the criteria for

criteria of criteria of results that do not
results results match or correspond
STATEMENT corresponding to corresponding to to the diagnostic
CORRECTLY each diagnostic each diagnostic label.
NURSING OUTCOME label label with
CRITERIA (NOC) minimum error
without
mistakes

The correct Some Few interventions

interventions for interventions without scientific
CORRECTLY STATE each diagnostic related to basis are evident.
THE judgment with a scientifically based
NURSING scientific basis are diagnostic
INTERVENTIONS evidenced in the judgment are
AND THEIR work. evident.
BASIS AS
DEMANDED BY THE
CASE (NIC)

TOTAL OF
POINTS