-testing-

1. ORGANIZING THE COURSE
OUTLINE
Adrian Michael D. Agulto, RN
UST Graduate School

2. COURSE SEQUENCING

3. Sequencing
• Sequencing instruction/objectives helps ensure
that learners are introduced systematically to
what they must know and do to perform
competently.
• There are six approaches to sequencing
performance objectives. The approach to use is
dependent on the learning objectives and the
instructional environment and at times the
learners themselves.

4. Sequence the Different Units and
Topics
• Chronological – for time sequenced content
past – present –future
• Topical – by concepts, problems or issues
• Whole to part – from a complete description of a
model or objects to each related parts
• Part to Whole – from each part of a larger object or
abstraction to form a whole
• Known to Unknown – from what learners know and
gradually led into what they do not know
• Step-by-step linear – used for
tasks/process/procedure/methodology

5. Chronological sequencing
• The content is arranged by time
sequence with the presentation
of later events preceded by
discussion of earlier ones.
Instruction is sequenced from
past to present to future.

6. Topical sequencing
• When performance objectives are sequenced
topically, learners are immediately immersed in
the middle of a topical problem or issue.
• Learners are then led back in time to see how
the problem originated and at times forward to
see what will happen if the problem is not
solved.
• Case scenarios, case studies, problem –
solving.

7. Whole-to-part sequencing
• Learners are presented with an overarching
logic to govern what they should know.
• In this way, they can see how each part relates
to a larger conceptual system.
• Learners are first presented with a complete
model or a description of the full complexities of
a physical object, abstraction or a work duty.
• For example we study about anatomy of body
then we study about disease.

8. Part-to-whole sequencing
• Learners are presented with each part of a
larger object, abstraction, or work duty.
• By the end of instruction, they should be able to
conceptualize the entire object or abstraction or
be able to perform the entire duty.
• For the example immediately when we do
nursing care to the patient we ask about
anything to diagnose the problem and
determine the disease.

9. Known-to-unknown sequencing
• Learners are introduced to what they already
know and are gradually led into what they do
not know.
• For example in teaching how to develop Web
pages using HTML, the instructor finds out how
much the students know about the Windows
environment and how experienced they are with
the Internet before launching into instruction on
HTML.

10. Step-by-step sequencing
• Learners are introduced to a task
by either the steps in the task itself
or the knowledge they must
possess to perform competently.
• Performance objectives are
sequenced around each “chunk of
knowledge” or “specific skill.”

11. COURSE BLOCKING

12. Course Blocking
• Premise of sequencing specific courses and
corresponding clinical learning experiences
• Consist of blocks of content that are structured around
particular clinical specialty areas
• Content can relate to specific practice settings and
content areas
• Ideas of blocking brings order or organization to both
teaching and learning
• Too much course blocking can sometimes cause content
to become isolated from previous or following courses
and can impede the learner’s ability to integrate the
information

13. COURSE CONTENT

14. Course Content
• Content can be delivered in many ways depending on the
audience and the type of content. Constructing modules
that can accommodate larger groups with various sub
audiences is often the best strategy.
 Introduction to a Topic
• This would be a course or workshop on the basics of
the topic. This content would suit beginners who
have no or little prior knowledge of the subject
 Topics Delivered at an Intermediate Level
• If the learners have had some exposure to the topic
either by prior experience or education
 Topics Delivered at an Advanced Level
• advanced audience

15. TYPES OF KNOWLEDGE

16. Types of Knowledge
• Logical
 understanding of the relationship of ideas to one
another.
• If a is more than b, and b is more than c, then a is
more than c.
• Semantic
 learning the meaning of words/word definition.
• A bachelor is an unmarried male.
• Systemic
 knowledge of Mathematics and Geometry that applies
rules.
• There are three sides to a triangle. The sum of
their angles is 180 degrees.
• Empirical
 knowledge that comes through our senses.
• There is a computer in front of you right now.

17. UNIT BLOCKING

18. Unit Blocks: NCM 100 - FUNDAMENTALS
OF NURSING PRACTICE
Existing Revised
I. Historical Aspect of
I. Nursing as a Profession Nursing
II. Professional Aspect of
II. Nursing as an Art Nursing
III. Health and Illness III. Fundamental Aspects of
Nursing Care
IV. Ethical and Legal Aspect
of Practice

19. Let us examine the structure of each unit.
Existing Revised
I. Nursing as a I. Historical Aspect of
Profession Nursing
A. Profession
1. Definition
2. Criteria A. History of Nursing
B. Nursing
1. Definition
B. Development of modern
2. Characteristics
Nursing
3. Focus: Human Responses
4. Personal and professional qualities of a
nurse
C. History of Nursing
1. In the world
2. In the Philippines

20. K. Levels of Care
1. Health Promotion
2. Disease Prevention
3. Health Maintenance
4. Curative
5. Rehabilitative
L. Basic Interventions to Maintain
1. Healthy Lifestyle,
2. Oxygenation
3. Fluid and electrolyte balance
4. Nutrition
5. Elimination
6. Temperature regulation
7. Mobility and exercise
8. Hygiene and Comfort,
9. Safety, Security and Privacy
10.Psychosocial and Spiritual Concerns
41
Document for Public Consultation
M. Meeting needs related to death and
dying/grief and grieving
1. Concept of death and dying/grief and
grieving
2. Care of the terminally ill patients and their
families .

21. G. Different Fields in Nursing
1. Institutional Nursing ( hospital staff nursing)
2. Community Health Nursing ( School nursing /
industrial
nursing/public health nursing )
3. Independent nursing practice
4. Nursing in Education
5. Nursing in other fields
40
Document for Public Consultation
H. Communication Skills
1. Effective communication
2. Purposes of therapeutic communication
3. Components of communication
4. Criteria for effective verbal communication
5. Guidelines for active & effective listening
6. Guidelines for use of touch
7. Developmental consideration in
communication
8. Communicating with people who are
a. Physically challenged
b. Cognitively challenged
c. Aggressive

22. 9. General guidelines for trans-cultural
therapeutic
communication
I. Nursing Process
1. Assessment
2. Nursing Diagnosis (as a concept and
process)
3. Planning (long-term, short-term, priority
setting,
formulation of objectives)
4. Intervention (collaborative, independent
nursing
interventions)
5. Evaluation (formative, summative)
6. Documentation of plan of care /reporting
J. Health and Illness:
1. Recall concepts learned about man as an
individual and as
a member of the family
2. Define Health. Wellness and Illness
3. Explain the dimensions of wellness
4. Discuss the Health-Illness Continuum
5. Enumerate the stages of wellness and Illness
6. Describe the three levels of Prevention

23. K. Levels of Care
1. Health Promotion
2. Disease Prevention
3. Health Maintenance
4. Curative
5. Rehabilitative
L. Basic Interventions to Maintain
1. Healthy Lifestyle,
2. Oxygenation
3. Fluid and electrolyte balance
4. Nutrition
5. Elimination
6. Temperature regulation
7. Mobility and exercise
8. Hygiene and Comfort,
9. Safety, Security and Privacy
10.Psychosocial and Spiritual Concerns
41
Document for Public Consultation
M. Meeting needs related to death and
dying/grief and grieving
1. Concept of death and dying/grief and
grieving
2. Care of the terminally ill patients and their
families .

24. II. Nursing as an Art II. Professional Aspect
of Nursing
1. Definition of Arts A. Nursing as a Profession
2. Why is nursing an art? 1. Concepts
3. Concepts related to the art of 2. Roles and Responsibilities of a
nursing Professional nurse
4. Self-awareness/concept 3. Criteria
(Who am I?)
4. Characteristics
5. Self enhancement (How do I
5. Personal and professional qualities
become a better person?)
of a nurse
6. Caring : An Integral
6. Scope of Nursing Practice based on
Component of Nursing
RA 9173
7. Nursing – Client Relationship
8. Therapeutic communication
9. Focus of Nursing

25. *please see hand-out.
B. Nursing as an Art
1. Concepts of Nursing as an Art
2. Caring : An Integral Component of
Nursing
3. Nursing – Client Relationship
4. Therapeutic communication
5. Focus of Nursing
C. Different Fields in Nursing
Profession
1. Institutional Nursing ( hospital staff
nursing)
2. Community Health Nursing
( School nursing /industrial
nursing/public health nursing )
3. Independent nursing practice
4. Nursing in Education
5. Nursing in other fields

26. III. Fundamental Aspects
III. Health and of Nursing Care
Illness A. Nursing as Science
1. Recall concepts learned about 1. Health and Illness
man as an individual and
as a member of the family B. Nursing Process
2. Define Health. Wellness and 1. Assessment
Illness 2. Nursing Diagnosis
3. Explain the dimensions of 3. Planning
wellness 4. Intervention
4. Discuss the Health-Illness 5. Evaluation
Continuum
6. Documentation
5. Enumerate the stages of
wellness and Illness
C. Levels of Care
6. Describe the three levels of
1. Health Promotion
Prevention
2. Disease Prevention
3. Health Maintenance
4. Curative
5. Rehabilitative

27. No existing Unit IV. IV. Ethico-legal
Aspect of Practice
A. Overview of the Code of Ethics for
Nurses/Filipino Bill of Rights/Legal
Aspects
B. Professional Aspects of Nursing
Practice
1. Bill of Rights
2. Code of Ethics
C. Legal Aspects of Nursing Practice
9. Moral accountability/Responsibility
D. Growth of Professionalism
1. Profession Development
2. Specialized Education
3. Nursing Autonomy

28. COURSE MAPPING

29. COURSE MAP
FUNDAMENTALS OF NURSING PRACTICE
UNIT 1: Historical Aspect UNIT 2: Professional Aspect UNIT 3: Fundamental Aspect of UNIT 4: Ethico-legal Aspect
of Nursing of Nursing Nursing Care of Practice
A. Overview of the Professional
Nursing Practice
A. History of Nursing A. Overview of the Code
1. Roles and Responsibilities of
a Professional nurse A. Nursing as Science of Ethics for
B. Development of Nurses/Filipino Bill of
2. Scope of Nursing Practice 1. Health and Illness
modern Nursing based on RA 9173 Rights/Legal Aspects
B. Nursing Process
B. Nursing as an Art 1. Assessment
1. Concepts of Nursing as an B. Professional Aspects
2. Nursing Diagnosis of Nursing Practice
Art 3. Planning
2. Caring : An Integral 1. Bill of Rights
4. Intervention 2. Code of Ethics
Component of Nursing
5. Evaluation
3. Nursing – Client Relationship
6. Documentation C. Legal Aspects of
4. Therapeutic communication
5. Focus of Nursing Nursing Practice
C. Levels of Care 1. Moral
1. Health Promotion accountability/Responsibi
C. Nursing as a Profession lity
2. Disease Prevention
1. Definition
3. Health Maintenance
2. Criteria
4. Curative
2. Characteristics
5. Rehabilitative
3. Personal and professional
qualities of a nurse

30. UNIT 3: Essential Aspect of
UNIT 2: Professional Aspect of Nursing Nursing Care
D. Communication Skills
D. Growth of Professionalism 1. Effective communication
1. Profession Development 2. Purposes of therapeutic communication
2. Specialized Education 3. Components of communication
3. Nursing Autonomy 4. Criteria for effective verbal communication
5. Guidelines for active & effective listening
E. Different Fields in Nursing 6. Guidelines for use of touch
1. Institutional Nursing ( hospital staff nursing) 7. Developmental consideration in communication
2. Community Health Nursing ( School 8. Communicating with people who are
nursing /industrial
a. Physically challenged
nursing/public health nursing )
b. Cognitively challenged
3. Independent nursing practice
c. Aggressive
4. Nursing in Education
9. General guidelines for trans-cultural therapeutic
5. Nursing in other fields
communication
E. Basic Interventions
1. Healthy Lifestyle,
2. Oxygenation
3. Fluid and electrolyte balance
4. Nutrition
5. Elimination
6. Temperature regulation
7. Mobility and exercise
8. Hygiene and Comfort,
9. Safety, Security and Privacy
COURSE MAP 10.Psychosocial and Spiritual Concerns
11. Post mortem care

31. Activity 2 & 4 - Reorganizing
Course Content & Course
Mapping