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BIT International College

City of Tagbilaran
DETAILED TEACHING SYLLABUS & INSTRUCTORS GUIDE (DTS & IG)
Prepared by:
Reviewed by:
___________________
____________________
Instructor
Program Chair

BIT IC ACA Form 010/Rev 0/0306-14

Approved by:
Leah Virginia B. Lim
Dean

: COLLEGE OF NURSING

COURSE CODE
: NCM 100
COURSE TITLE
: Fundamentals of Nursing Practice
PRE-REQUISITE
: General Chemistry, Theoretical Foundations of Nursing, Anatomy & Physiology and Biochemistry
CO-REQUISITE
: None
CREDIT UNIT(S)
: 3units lecture, 2units RLE (Skills Lab)
CLASS SCHEDULE
: 11:00-12:00, MTW
STUDENT OUTCOMES: Graduates of Bachelor of Science in Nursing program must be able to apply analytical and critical
thinking in the nursing practice. The nurse must be competent in the following Key Areas of Responsibility and its
respective core competency standards and indicators:
1. Safe and quality nursing care
2. Management of resources and environment
3. Health education
4. Legal responsibility
5. Ethico-moral responsibility
6. Personal and professional development
7. Quality improvement
8. Research
9. Record Management
10. Communication
11. Collaboration and teamwork
COURSE DESCRIPTION: This course provides the students with the overview of nursing as a science, an art and a profession. It
deals with the concept of man as a holistic being comprised of bio- psycho- socio and spiritual dimensions. It includes a

discussion on the different roles of a nurse emphasizing health promotion, maintenance of health as well as prevention of illness
utilizing the nursing process. It includes the basic nursing skills needed in the care of individual clients.
COURSE LEARNING OUTCOMES(Adopted from CMO 14 s. 2009): At the end of the course and given actual or simulated situations
/conditions, the student will be able to:
CLO1. Utilize the nursing process in the holistic care of client for the promotion and maintenance of health
CLO1.1 Assess with the client his/her health status and risk factors affecting health
CLO1.2 Identify actual wellness/at risk nursing diagnosis
CLO1.3 Plan with client appropriate interventions for the promotion and maintenance of health
CLO1.4 Implement with client appropriate interventions for the promotion and maintenance of health
CLO1.5 Evaluate with client outcomes of a healthy status
CLO2. Ensure a well-organized recording and reporting system
CLO3. Observe bioethical principles and the core values (love of God, caring, love country and of people)
CLO4. Relate effectively with clients, members of the health team and others in work situations related to nursing and health; and,
CLO5. Observe bioethical concepts/ principles and core values and nursing standards in the care of clients
REFERENCE:
R1. Fundamentals of Nursing Practice, 7th edition by Patricia A. Potter and Anne Griffin Perry
R2. BIT International College Student Handbook
R3. m.youtube.com/watch?v=uNIuYDWfDrs the history of nursing and the development of the nursing profession
R4. m.youtube.com/watch?v=xxUuqBLVfsQ evolution of nursing
R5. en.m.wikipedia.org/wiki/list_of_nursing_specialties
R6. www.slideshare.net/mobile/twiggypiggy/nursing-health-teaching
R7.

EQUIPMENT:
M1. Whiteboard
M2. Pen marker
M3. Flip charts
E1. Multimedia set

E3. Simulator Dummy

E4. Electrocardiogram
E5. Cane

E2. Laptop computer

STCW REFERENCE/FUNCTION
STCW STANDARD
Knowledge,
Topics
Understanding
and Proficiency
(KUP)
Introduction of
the instructor
and students
BIT-IC Mission,
Vision, Goals
and Course
Orientation

KUP1:
Acquisition
of
basic
understanding in
Nursing
to
provide specified
service according
to standards.

Nursing

Intended Learning
Outcome

Teaching and
Learning
Activities

Introduce ones self.

Who am I?

State the BIT-IC

Mission/Vision,
Goals and show
awareness on the
central objectives,
requirements and
policies of the
course.
1. DefineNursing
2. Discuss the
History of Nursing
3. Recognize the
development of
modern nursing

Assessment
Tasks

References
and
Equipments
Required
R2

Who came
before me?

Time
Frame

30 mins.

30 mins.

Introducing a
New Home

Unlocking of
difficulties
The
teacher
will elicit prior
knowledge to
students.
The
studentswill

FOT
AR Guide

Graded
recitation

R1, E1, E2

oral

be graded by
giving
their
ideas. They are
also asked to
define nursing
as profession.
Theteacher will
give a lecture
with discussion
that involves the
audience at
least after the
lecture,
audience can
question, clarify
& challenge.
Theteacher will
explain to the
students the
purpose of the
video
presentation.
The
student
will be asked to
make a video
report.

Lecture
Discussion

Video
presentation

and

KUP2:Acquire
understanding on
the
basic
concepts
of
nursing
in
effectively
realizing
ones
potentials.

KUP3:
Basic
knowledge
on
Nursing
as
profession.

Nursing as an
Art

Nursing as
Profession

1. Define Arts
2. Discuss varied
concepts related to
the art of nursing

1. Growth of
Professionalism
2. Overview of the
Professional
Nursing Practice

Theteacher will
conduct a group
discussion
allowing the
participation of
everyone.
(People often
more
comfortable in
small group)

Group Discussion
Quiz

Theteacherwill
discuss
the
historical
development of
professional
nursing roles.

Socratic method

The students
will be asked to
explain in their
own words why
nursing
is
considered as
profession.

Oral test

KUP4:Understan
d the different
fields in nursing
and to efficiently
apply
the
necessary
competencies in
real-life
situations.

Fields and
Specialization in
Nursing

1. Identify different
Fields in Nursing
2. Acquire
necessary
competencies in a
chosen field.

Theteacher will
present to the
students a
powerpoint
presentation on
the topic about
the Various
fields and
specialization in
Nursing.
The student will
write on the
provided activity
sheet the
different fields
shown in the
presentation,
give its
characteristics
and explain its
impact on
nursing practice.

Using the
internet
library, the
students
are asked

Powerpoint
presentation

Filling-up
the
activity sheets.

to search
on
the
different
nursing
fields
throughout
the world.

KUP1: Thorough
understanding on
communication
and to effectively
apply its
components in a
multi-cultural
approach.

Communication in 1. Describe the

Nursing
communication
process and factors
influencing
communication.
2. Discuss ways in
which people
communicate nonverbally.
3. Differentiate and
Identify therapeutic

In
10
minutes,
students
are
instructed
to present
their topics
in front of
the class.
The
teacher
will
give
a
lecture
with
discussion that
involves
the
students.
The students
will apply basic
knowledge,
skills
and

Quiz
Graded Oral test

Checking nursing
skills
(see
attached checklist
with

Prelim

KUP2: Acquisition
of basic
knowledge on the
steps and
essentials in the
nursing process
and effectively
apply the
concepts into
practice.

Nursing Process

and non-therapeutic
communication
techniques.

attitude
in
simulated
activities in the
nursing skills
laboratory.

corresponding
rubrics)

1. Describe the
nursing process
and each of the five
steps.
2. Discuss the types
and sources of data
used in
assessment.
3. Define Nursing
Diagnosis including
its parts.
4. Identify
guidelines for
writing nursing
diagnosis.
5. Develop a plan of
care with
measurable
outcomes and
related nursing
interventions.

Theteacher will
divide the class
into 4 groups.
Each group has
its own task.
Prepare rubrics
to assess the
performance of
the students.

Collaborative
Learning

The student will

have a group
brainstorming
activity and
discussion for a
given minute in
crafting a
nursing care
plan and a
representative
of the group will
be assigned to
discuss their
output to the

Quiz
Observation

KUP3: Appreciate
the importance of
Health and Illness
and effectively
implement
nursing
responsibilities in
real-life settings.

6. Prioritize patient
health problems.
7. Describe
variables that
influence the way a
plan of care is
implemented.
8. List guidelines for
implementation.
9. Describe
evaluation, its
purpose, and its
relation to the other
steps of the nursing
process.
10. Use the
patients response
to the plan of care
to modify the plan
as needed.

Nursing in Health
and Illness

1. Define Health,
illness and wealth.
2. Discuss models
of health and
illness.
3. Describe the

other group.

Oral test
The teacher will
ask the
students what
they can say
about health
and illness.
The student will
be asked to
make a
reflection paper

Quiz

Reflection/Reactio
n Paper

KUP4: Application
of knowledge on
clients safety
practices in the
community, acute
care settings and
rehabilitation
centers.

KUP5: Integrate
nursing concepts
of stress and
adaptation into
practice.

factors affecting
health and illness.
4. Discuss the
human dimensions
and basic human
needs.
5. Describe the
levels of preventive
care.

Safety

1. Identify factors
that affect safety in
an individuals
environment.
2. Identify patients
at risk for injury.
3. Describe nursing
intervention to
prevent injuries to
patients in
healthcare settings.
4. Evaluate the
effectiveness of
safety interventions.

about the
present data of
Philippine health
and illness
status.
Theteacher will
give a lecture
with discussion
that involves the
students.
The
studentswill
apply
basic
knowledge,
skills
and
attitude
in
simulated
activities in the
nursing skills
laboratory.

Lecture
Discussion

and

Checking nursing
skills
(see
attached checklist
with
corresponding
rubrics)

Eliciting
knowledge

Theteacher will
ask the
students what
they can say
Pre test
about stress and
adaptation.

prior

Stress and
Adaptation
KUP6: Thorough
understanding on
different cultures
and efficiently
applies cultural
considerations in
real-life settings.

Cultural Diversity

KUP1: Basic
knowledge on
nutrition, its
effects and
contribution to
ones life.

Nutrition

1. Define stress,
adaptation and
homeostasis.
2. Discuss methods
to regulate
homeostasis of the
body.
3. Describe
indicators and
effects of stress in
the body.
1. Discuss concepts
of cultural diversity.
2. Describe cultural
influences on
healthcare.
3. Discuss cultural
factors that affect
nursing care.
1. Briefly discuss
the digestive
process.
2. List the six
classes of nutrients
explaining
significance of

Theteacher will
give a lecture
with discussion
that involves the
audience at
least after the
lecture,
audience can
question, clarify
& challenge.
The student will
select a partner
and share their
different views
and
perspectives on
stress and
adaptation.

The teacher
will give a
lecture with
discussion that
involves the
students,will
group students

Lecture
Discussion

and

Mastery test

Think-pair-share

Quiz
Graded
recitation

Midterm
Oral

each.
3. Describe
nutritional changes
throughout the
lifespan.
4. Discuss dietary
modification
required by various
religious and ethnic
groups.
5. Identify basic
types of diet
therapy.
6. Describe nursing
responsibilities
regarding nutrition
and diet therapy.

KUP2:Acquire
new knowledge in
nursing health
education, and
effectively
demonstrate its
techniques and
approaches in
daily living.

Health Teaching
1. Define teachinglearning process.
2. Discuss factors
affecting patient
learning.
3. List and describe
steps in teachinglearning process.

into five and

have Reading
in journals, and
monographs in
the library.
The student
will be asked to
proceed at the
library and
make their
reading with
reflection
pertaining
nutrition, health
and fitness.

Reading
reflection

and

The teacher
will discuss the
concepts on
health teaching
that actively
involves the
students.

Lecture
Discussion

and

The
studentwill be

School
Community

Quiz
and

4. Define the
learning domains
and appropriate
teaching strategies.

KUP3:Thorough
knowledge on the
different concepts
of documentation.

asked to
participate in
periodic
medical-dental
mission
conducted by
the department
and effectively
demonstrate
teachinglearning skills
on different
clients.

Documentation

affiliations

Class conference
1. List guidelines for
effective
documentation.
2. Identify
abbreviations and
terms commonly
used in charting.
3. Describe the
purposes of patient
records.
4. Compare and
contrast different

Theteacher will
divide the class
into 4 groups.
Each group is
assigned for
various
documentation
methodologies.
Prepare rubrics
to assess the
performance of
the students.
The student will
have a group

Collaborative
learning

Reading

and

methods of
documentation.
5. Discuss various
methods of
reporting.

KUP4: Acquire
basic
understanding on
the different
models of health

Healthcare
Delivery

1. Describe

conference and
discussion for a
given minute in
documentation,
they will make a
sample of a
welldocumented
dataand a
representative
of the group will
be assigned to
discuss their
output in front of
the class. Scan
and make
reflection on the
evidencedbased practices
of
documentation
in nursing
practice.

The teacher
will discuss the
concepts on
health teaching
that actively
involves the

reflection

Post test

Lecture
Discussion

and

care delivery
systems and
effectively apply
concepts into
practice.

Systems

KUP5: Appreciate
concepts on loss
and end-of-life
issues in real life
settings.
Loss and Endof-life issues

healthcare settings
and services.
2. List and define
the members in the
healthcare team.
3. Discuss the
various methods of
healthcare delivery.
4. Identify the
financial aspects of
healthcare.
5. Describe trends
and issues in health
care delivery
including evidencebased practice.
6. Discuss
admission and
discharge
procedures.

1. List and define

types of loss.
2. Describe the grief
process and the

students.
Assign
students to
make a sample
of discharge
summary.
Prepare rubrics
for assessing
student activity.
The
studentwill be
asked to
construct a
conceptual
map on health
care delivery
systems.

Theteacher
will present to
the student a
powerpoint
presentation on
the topic about
the Loss and
End-of-life

Quiz
Crafting
of
discharge
summary
(see
attached rubrics)

Conceptual
Mapping

Power
point
presentation

Mastery test

stages of grief.
3. Compare the
various definitions
of death.
4. List the clinical
signs of
approaching death.
5. Identify ethical
and legal issues in
end-of-life care.
6. Describe nursing
responsibilities after
death.

issues in the
nursing
practice.
The student will
write on the
provided activity
sheet their
reflection about
grief/ loss and
list down the
bioethical and
legal issues
shown in the
presentation,
explain its
impact to ones
life.

Graded
recitation

oral

Filling-up
sheets

activity

Theteacher will
ask the
students what
they can say
about stress and
adaptation.

KUP6: Application
of concepts in
Nursing
spirituality.

KWL Chart
Spirituality

1. Identify three
spiritual needs
common to all

Theteacher will
give a lecture
with discussion;
involve the

Pre test

people.
2. Describe spiritual
influences on
everyday living,
health and illness.
3. Discuss spiritual
beliefs and
practices.
4. List factors that
influence spirituality.

students in reallife setting

(community
outreach
programs and
hospital
exposures).
The student
will select a
partner and
share their
different views
and
perspectives
on spirituality.

Lecture
Discussion

and

Community and
hospital
simulation(see
attached rubrics)
Mastery test

Think-pair-share
KUP1:Recognize
and explain the
essential aspects
of vital signsin
performing the
highest quality
care for clients
across the
lifespan.

Vital Signs

1. Explain the
physiologic
processes involved
in the homeostatic
regulation of
temperature, pulse,
respirations, and
blood pressure.
2. Compare and
contrast factors that
increase or

The
will

teacher

Semifinal

KUP2: Acquisition
of knowledge in
asepsis and
infection and to
apply ways in
preventing and
minimizing the
effects of
infection.

decrease body
temperature, pulse,
respirations, and
blood pressure.
3. Identify sites for
assessing
temperature, pulse,
respirations and
blood pressure.
4. Know the normal
ranges for body
temperature, pulse,
respirations and
blood pressure.
Asepsis and
Infection
prevention

1. Explain the
infection cycle and
nursing
interventions used
to break the chain
of infection.
2. List the stages of
infection.
3. Identify patients
at risk for
developing
infection.
4, Identify factors

KUP3:
Understand the
concepts of
activity and
exercise and
effectively to
ones life and with
the clients.

that reduce the

incidence of
healthcareassociated
infection.
5. Describe
strategies for
implementing
Center for Disease
Control guidelines
for standard and
transmission-based
precautions when
caring for patients.
Activity and
Exercise

1. Describe the role

of skeletal,
muscular and
nervous systems in
the physiology of
movement.
2. Identify variables
that influence body
alignment and
mobility.
3. Differentiate
isotonic, isometric
and isokinetic

KUP4: Application
of knowledge in
physical
assessment,
examination and
diagnostic tests
into nursing
practice.

exercises.
4. Describe the
effects of exercise
and immobility on
the major body
systems.
5. Identify principles
of proper body
alignment.
6. Identify principles
of safe patient
handling and
movement
techniques when
positioning, moving,
lifting and
ambulating patients.
Physical
Assessments
and Diagnostic
Tests

1. Explain the
purposes and types
of health
assessment.
2. Identify the
guidelines for
conducting a health
history.
3. List the key
points for preparing

KUP5:
Demonstrate
understanding on
the related
concepts of
pharmacology
and to effectively

the patient and

environment for
health assessment.
4. Identify the
techniques for the
sequence of
inspection,
palpation,
percussion and
auscultation.
5. Identify how to
document
significant health
assessment
findings in a
concise and
descriptive manner.
6. Understand the
purpose and
preparation for
selected diagnostic
tests.
7. Describe nursing
responsibilities
before, during and
after diagnostic
procedures.
Pharmacology

apply the ten

rights in giving a
medication into
practice.

KUP6: Application

1. Briefly discuss
the history of drugs.
2. Describe the
difference in drug
name, types of
preparations, and
types of
medications order.
3. Identify selected
drug classifications
and actions.
4. Understand the
principles of
pharmacokinetics
and
pharmacodynamics.
5. Understand the
implications of
adverse effects,
toxic effects, drug
interactions,
idiosyncratic effects,
and drug allergies.
6. Identify essential
patient information
necessary to
establish
medication history.

of concepts in
rest, sleep and
pain into real-life
settings.

7. Identify the 10
rights in giving the
medication.
8. Identify factors
influencing drug
action in the body.
Rest, Sleep and
Pain

1. Describe the
functions and
physiology of sleep.
2. Identify variables
that influence rest
and sleep.
3. Identify the arerelated variables in
the sleep cycle.
4. Describe
common sleep
disorders and
assessment keys.
5. Describe nursing
strategies to
promote rest and
sleep.
6. Describe specific
elements of the
pain experience.
7. Identify factors

KUP1: Acquisition
of basic
knowledge in

Urine elimination

that may affect

individuals pain
experience.
8. Identify
differences between
acute and chronic
pain.
9. List the
components of a
complete pain
assessment.
10. Identify the
correct use of nonpharmacologic pain
relief measures and
different treatment
modalities.
11. Discuss the
importance of
teaching and
counseling skills to
empower patients
to direct their own
pain management
program.
1. Describe the
physiology of
urinary system.

Final

anatomic and
physiologic
concepts of urine
elimination.

2. Identify variable
that influence
urination.
3. Identify the
components of
urinary elimination
history, methods for
assessing urinary
elimination
problems.
4. Identify
diagnostic testing
related to abnormal
and normal urine
constituents, and
urine specific
gravity.
5. Instruct how to
promote normal
urine, facilitate use
of toilet, bedpan,
urinal, and
commode; perform
catheterizations,
assist with urinary
diversions, apply an
external catheter,
and irrigate a

catheter.
6. Describe nursing
interventions that
can be used to
manage urinary
incontinence
effectively.
7. Describe nursing
interventions that
can prevent the
development of
urinary tract
infections.
KUP2:Acquisition
of basic
knowledge in
anatomic and
physiologic
concepts of bowel
elimination.

Bowel
elimination

1. Describe the
physiology of bowel
elimination.
2. Identify variables
that influence bowel
elimination.
3. Identify the
components of a
bowel elimination
history, methods for
assessing
elimination
problems, and
appropriate

diagnostic testing.
4. Identify
appropriate nursing
interventions to
promote regular
bowel habits.
5. Identify comfort
measures to ease
defecation, and
appropriate nursing
interventions for
incontinence,
constipation,
diarrhea, and flatus.
6. Identify
appropriate nursing
actions and
interventions when
administering
cathartics, laxatives
and anti-diarrheal.
7. Identify
appropriate nursing
actions and
interventions when
administering
enemas, rectal
suppositories, rectal

KUP3: Thorough
application of
related concepts
on Skin and
Wound Care.

catheters,
performing digital
removal of stool,
and designing a
bowel training
program.

Skin and Wound

Care

1. Describe the
functions of the
integumentary
system.
2. Describe factors
influencing skin
integrity.
3. Identify wound
classifications.
4. Identify the
common types of
drains.
5. Describe the
processes involved
in wound healing
and factors that
affects it.
6. Discuss the
processes involved
in the development
of pressure ulcers,

KUP4:Effective
demonstration on
necessary skills
and concepts in
perioperative
nursing.

and those at risk for

developing
pressure ulcers.
7. Describe the
various stages of
pressure ulcers.
8. Identify nursing
interventions to
prevent pressure
ulcer formation in
adults.
9. Identify the terms
used to assess and
document the
condition of
wounds.
10. Discuss
therapeutic
methods of hot and
cold applications.
Perioperative
Nursing

1. Describe the
surgical experience,
including
perioperative
phases,
classifications of
surgery, types of

anesthesia, and
ambulatory surgery.
2. Discuss informed
consent and
advance directives.
3. List the
components of a
preoperative
nursing history and
physical
assessment to
identify patient
strengths as well as
factors that
increase the risk for
surgical and
postoperative
complications.
4. Identify nursing
interventions to
prepare a patient
physically and
psychologically for
surgery.
5. Identify
assessments and
interventions
specific to the

prevention of
complications in the
immediate and
early postoperative
phases.