Course Name: ACUTE/CRITICAL CARE NURSING
Course Code: Elec II
Course Description: This course is designed to introduce the student to care for critically
ill patients. Emphasis is on rapid assessment, setting priorities, rapid decision-making
and appropriate nursing interventions. The course may include cases with
cardiovascular, pulmonary, renal, neurologic, and multisystem alterations.
CourseCredit: 2 units lecture
ContactHours: 36 Lecture Hours
Prerequisite: All ProfessionalSubjects
Placement: 4th year, 2nd Semester
Course Objectives:
At the end of the course, students should be able to:
1. Utilize the nursing process in the care of patients with acute/critical
condition.
2. Identify trends and issues related to the care of acutely/critically ill
patients.
3. Apply principles of decision-making, critical thinking and
independentjudgmenttothecareofpatientsinacute/critical condition.
4. Observe bioethical principles, core values, and standards of nursing care.
5. Promote personal and professional growth.
Course Outline:
1. Critical care nursing concept
2. Characteristics of acute illness and injury
3. Nursing Process applied to acutely/critically ill patients
Health Assessment
Correlation of pathophysiology to nursing assessment and
management
4. Trends in the management of acute and critically ill patients
5. Psychosocial concerns in acute illness [e.g. role transition, sleep
deprivators, sensory overload, powerlessness, altered body image]
6. Critical Thinking
Self- directed decision-making skills
Critical thinking skills
Course name: QUALITY HEALTH CARE NURSING
Course Code: Elec II
Course Description: This course deals with concepts, principles and dimensions of
quality health care, quality standards for Health Provider Organizations is and
implementing a Performance Improvement/management program in the health care
system.
Course Credit: 2 units lecture
Contact Hours/Sem: 36 Lecture Hours
Prerequisite: None
Course Objective:
At the end of the course, and given actual health care management and clinical
case scenario, the student will be able to:
1. ImplementthePhilHealthQualityStandards
2. ApplyPerformanceImprovementProgramutilizing the rationale and steps
for performance improvement and TQM.
3. Utilize the documentation-Evaluation Action Trend using a
frameworkthePlan-Do-Check-Act (PDCA) Cycle.
4. Select/useappropriatelyQualityImprovementTools.
5. FormQualityCirclesandQualityTeams
6. ImplementQualityImprovementactivities.
Course Outline:
A. Quality standards for Health Provider Organizations
i. PatientRights and Organizational Ethics
ii. Patient Care Standards
iii. Leadership and Management
iv. HumanResourceManagement
v. Information Management
vi. Safe Practice and Environment
vii. Improving Performance
B. Rationale and Steps for Performance Improvement
C. TQM Program Implementation Steps
D. The DocumentationEvaluationAction Trend
1. Documentation
Safety
Consistency of purpose
Standardization
Improvement
2. Evaluation
Reflectionandanalysis
Integrative
3. Action
Improved performance based on the information
E. The Plan-Do-Check-Act (PDCA) cycle
F. Quality Improvement Tools
1. Problem Identification Tools
Affinity Diagram
Brainstorming
Flowchart
Nominal Group Technique
2. Problem Description Tools
Bar graph
Check sheet
Force File Analysis
Line Graph
Pareto hart
Pie chart
3. Problem Analysis Tools
Fishbone Diagram
Matrix Diagram
Scatter plot Diagram
4. Solution Development Tools
Prioritization matrix
Process Decision program Chart (PDPC)
Tree Diagram
5. Quality Monitoring Tools
Control Chart
Histogram
Radar Chart
G. Quality Circles and Quality Teams
H. Quality Improvement Activities
Clinical Practice Guidelines
Clinical Pathways
Medical/ Nursing Audit
Utilization Review
Complaints Analysis
Morbidityandmortalitymeetings
SentinelEventsMonitoring
CredentialingandClinicalPrivileging
VarianceReportingandAnalysis
Course name: CARE OF THE CHRONICALLY ILL AND THE OLDER PERSON
Course Code: Elec II
Course Description: It deals with the concepts, principles and techniques of nursing
care management of those with chronic illness and the older persons
Course Credit: 2 units lecture
Contact hours: 36 Hours
Prerequisite: None
Placement: 4th year, 2nd Semester
Objectives: At the end of the course, given scenarios/situations, the students should be
able to:
1. Utilizethenursingprocessinthecare of patients with chronic illness and care
of the older person
2. Discuss special concerns, issues and trends in caring for the chronically ill
and the older person
Course Outline:
I. Chronic Illness
A. KeyProblemAreasExperienced in by Patients with Chronic Illness
B. Review of the Pathophysiology of selected chronic conditions:
Heart Disease, Hypertension, Chronic Obstructive Pulmonary
Disease, Diabetes, Cancer, Dementia, Stroke
C. Specific assessment focus and management of the above
conditions
D. Health Education in Chronic Illness
E. Behavioral Management in chronic illness
Coping interventions for powerlessness, hopelessness,
sensory deprivation, sleeplessness, etc.
Social Support System and Family in Chronic illness
F. Issues and Trends in Chronic Care
II. Care of the Older Persons
a) Factors that affect normal functioning of the older persons
Demographic of Aging
Theories of Aging
Socioeconomic Aspects of Aging
The Aging Family The Well Older Person Changes in the
Older person and their implications to Care
Physical
Physiological
Biological
Social
Psychological
Emotional
b) Cultural factors/ethnicity such as regard for elders, perception of
health
c) Risk factors associated with chronic illness
d) Patterns of Illness of the older persons
e) Comprehensivegeriatricassessment
f) Nursing Diagnosis related to Wellness, & chronic illness
g) Problems related to the older person
Physiologic functioning
Behavioral
Safety
h.) Needs for Self-care, life support, health maintenance
i.) Health problems in chronic illness
j.) Levels of Care
k.) Principles in the care of the older persons
Wellness
Health promotion
Chronic Illness
Recovery and Rehabilitation
Quality of Life
l.) Nursing Interventions for specific problems of the older persons
include care that support:
Wellness
Nutrition support
Activity and exercise
Stress management
Physiologic functioning
Activity and exercise
Nutrition support
Respiratory management
Tissue perfusion management
Electrolyte and acid-base balance management
Skin/wound management
Physical comfort promotion
Behavioral
Coping assistance
Patient education
Spiritual care
Safety
Risk reduction activities
Management of the environment
Bioethical components of care
m.) Community resources for care of older persons
n.) Criteria for evaluation
Indicators for wellness
Responses to care
o.) Gerontological nursing concepts, standards of care
p.) Ethical aspects in the care of the older person
q.) Current trends and issues in the care of the older person
r.) Evidence based interventions in the care of older persons
GUIDELINES FOR IMPLEMENTING RELATED LEARNING EXPEREINCES
The Bachelor of Science in Nursing (BSN) curriculum is a competency-based
and community-oriented curriculum. The teaching-learning process is composed of the
theoretical/didactic and experiential/RLE. The related Learning Experiences (RLEs) is
composed of Clinical and Skill Laboratory. The RLE activities are carefully selected to
develop competencies utilizing the nursing process in varying health situations.
Hence, the challenges depend greatly in the preparedness and ability of the
faculty to organize the learning experience in the classroom or various health situations
based on the clearly-defined objectives.
The RLE is viewed in terms of changes in the behavior of the students and not
just in terms of content. The faculty must be competent in selecting RLE that will provide
for continuity, sequence, and integration of principles, concepts, skill and values that
have been previously learned in the classroom and other situations.
In coming up with the proposed formula for determining cost of RLE per student,
considerations were given to (a) Rules and Standards of Nursing Education and the
prescribed units and hours for the RLE in the BSN Curriculum, (b) faculty preparation,
and competence. The following should be considered:
1. A Class is composed of 48-50 students
2. Faculty-student Ration for RLE (clinical in hospital/community setting) per
semester and year level shall be:
2nd year level
1:8 students to a group (1st Semester)
1:8 students to a group (2nd Semester)
rd
3 year level
1:10-12 students to a group (1st Semester)
1:10-12 students to a group (2nd Semester)
th
4 year level
1:12-15 students to a group (1st Semester)
1:12-15 students to a group (2nd Semester)
3. Related Learning Experiences hours required for the whole program is
2,346 Hours
4. Basis for Computation to Determine RLE Fee:
Number of hours assigned to faculty X hourly rate = Fee
Hourly rate shall be specified in the guidelines for Affiliation promulgated by
the Department of Health
5. Computation of RLE hours: 1unit = 51 hours
