CHED PSGs for Bachelor of Science in Nursing

Republic of the Philippines
OFFICE OF THE PRESIDENT

COMMISSION ON HIGHER EDUCATION
CHED MEMORANDUM ORDER

No.______
Series of 2016
SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN

NURSING
In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known
as the “Higher education Act of 1994”, and in pursuance of an outcomes-based quality assurance
system as advocated under CMO No. 46 s. 2012, the following policies, standards and guidelines
(PSGs) are hereby adopted and promulgated by the Commission.
ARTICLE I
INTRODUCTION
Section 1. Rationale
Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG
implements the “shift to learning competency-based standards/outcomes-based education.” It
specifies the “core competencies” expected of BS Nursing graduates “regardless of the type of HEI
they graduate from.” However, in “recognition of the spirit of outcomes-based education and the
typology of HEIs,” this PSG also provides “ample space for HEIs offering BS Nursing program to
innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in
their particular contexts and their respective missions.
ARTICLE II
AUTHORITY TO OPERATE
Section 2. Government Authority
All Philippine Higher Education Institutions (PHEIs) intending to offer BS Nursing program
must first secure proper authority from the Commission in accordance with these PSGs. All PHEIs
with an existing BS Nursing program are required to shift to an outcomes-based approach based on
these PSGs and must secure approval for such a shift. State universities and colleges (SUCs), and
local colleges, professional institutions and universities (LCUs) should likewise strictly adhere to the
provisions in these policies and standards. Autonomous and deregulated HEIs should also comply
with CHED minimum requirements as embodied in CMO 44 s. 2008, “Policies and Guidelines for the
Grant of Autonomous and Deregulated Status to Private Higher Education Institutions”.
PSG for BSN-OBE as of August 16, 2016

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ARTICLE III
GENERAL PROVISIONS
Section 3. The Articles that follow give minimum standards and other requirements for the
implementation of outcomes-based education (OBE) of the BSN program. Outcomes-based
education is an approach that focuses and organizes the educational system around what is essential
for all learners to know, value, and be able to do, to achieve a desired level of competence.
The minimum standards are expressed as a minimum set of desired program outcomes
which are stated in Article IV Section 6. The Technical Committee designed a curriculum to attain
such outcomes. This curriculum is shown in Article V Section 9 as a sample curriculum. The number
of units of this curriculum is hereby prescribed as the “minimum unit requirement” under Section 13
of RA 7722. In designing the curriculum the Technical Committee employed a curriculum map which
is shown in Article V Section 10 as a sample curriculum map.
Using a learner-centered/outcomes-based approach the Technical Committee also

determined appropriate curriculum delivery methods as shown in Article V Section 10.4
instructional design .
Based on the curriculum and means of its delivery, the Technical Committee determined the
physical resource requirements for the library, laboratories and other facilities and the human
resource requirements in terms of administration and faculty. See Article VI.
Section 4. The PHEIs are allowed to design curricula suited to their own contexts and missions
provided that they can demonstrate that the same leads to the attainment of the required minimum
professional nursing outcomes, albeit by a different route, provided that the curriculum delivery
facilitates the attainment of the program outcomes.
The PHEIs can use the CHED Implementation Handbook for Outcomes-Based Education
(OBE) and the Institutional Sustainability Assessment (ISA.
ARTICLE IV
PROGRAM SPECIFICATIONS
Section 5. Program Description
5.1 Degree Name

The degree shall be Bachelor of Science in Nursing (BSN). To ensure the quality of
the nursing graduate, the degree is conferred upon completion of at least four-year BSN
program offered by a college, professional institution or university duly recognized by the
Commission on Higher Education. In the Philippines the BSN degree is equivalent to Level 6
of the Philippine Qualifications Framework.
5.2 Nature of the Field of Study

The BSN is a four-year program consisting of general education and professional
courses. Professional courses are threaded through from the first year thru the fourth year

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with emphasis on the nursing concepts with corresponding Related Learning Experiences
(RLE). The BSN program provides an intensive nursing practicum that will refine further the
nursing competencies to ensure achievement of the BSN program outcomes required of an
entry level nurse.
5.3 Program Goals
The BSN program aims to develop a professional nurse who is able to assume entry
level positions in health facilities or community settings.The professional nurse is capable of
providing safe, humane, quality and holistic care to individuals in varying age, gender and
health-illness status; healthy or at risk families; population groups; and community; singly or
in collaboration with other health care providers to promote health, prevent illness, restore
health, alleviate suffering and provide end of life care.
5.4 Specific Roles and Careers for Graduates

The National Nursing Core Competencies Standards of 2012 includes the three (3)
major roles of the professional nurse. As a nurse generalist , they can assume the following
roles :
1. Direct Client Care

Care of Mothers and Children , the Adolescents, Adults and Older Persons
Care of the Family, Community and Population groups
Special population groups such as those with mental health aberrations and person
with disabilities
2. Leadership and Management

Managers and Leaders of Nursing service units and health services and programs
3. Research
Clinical ,Health services and action researches; Epidemiologic and operations researches;
Educational researches; and Environmental researches.
Beyond the beginning professional roles , the nurse can pursue any of the following career
options:
1. Advanced Practice Nursing
1.1.Telehealth Nursing , Nursing Informatics, Ambulatory Care Nursing , Cardiovascular

Nursing , Critical Care Nursing , Renal Nursing, Enterostomal and Wound Care
Nursing , Diabetes Educator , Emergency Care Nursing, Gerontology Nursing,
Oncology Nursing, Hospice/Palliative Nursing, Orthopedic Nursing, Nephrology
Nursing, Neurologic Nursing and Entrepreneurial Nursing
1.2. Public Health /Community Health Nursing
Occupational Health Nursing, , School Nursing, Home Health Nursing, Health and
Wellness Nursing, Military Nursing
2. Nursing Education Specialist

Nursing Education Specialist 1 and 2

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3. Leadership and Governance
Middle Manager and Executive
5.5 Allied Fields
The BSN program is allied to the following health related programs:
1. Health Related Program

a. Medicine
b. Dentistry
c. Optometry
d. Physical Therapy
e. Occupational Therapy
f. Speech Language Pathology
g. Pharmacy
h. Public Health
i. Medical Technology
j. Radiologic Technology
k. Respiratory Therapy
l. Nutrition and Dietetics
2. Social Sciences
a. Sociology
b. Anthropology
c. Psychology
Section 6. Program Outcomes

Program outcomes are the sets of competencies (related knowledge, skills, and attitudes)
that all learners are expected to demonstrate.
The minimum standards for the BS Nursing program are expressed in the following minimum
set of program nursing outcomes:
6.1 Common to all programs in all types of schools

a) Articulate and discuss the latest developments in the specific field of practice (PQF
level 6 descriptor)
b) Effectively communicate orally and in writing using both English and Filipino.
c) Work effectively and independently in multi-disciplinary and multi-cultural teams.
(PQF level 6 descriptor)
d) Act in recognition of professional, social, and ethical responsibility (based on RA
7722)
e) Preserve and promote “Filipino historical and cultural heritage”.
6.2 Common to Health Professions

a) Demonstrates clinical competence in specific profession
b) Observes ethical conduct in the practice of the profession
c) Pursues inter-professional education
d) Communicates effectively skills/Educator
e) Engages in self-directed lifelong learning

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f) Assumes leadership and management role
g) Promotes the use of health systems approach in the delivery of health care
h) Participates in the conduct of researches
i) Acts as a social advocate / mobilizer
6.3 Specific to BSN
a. Apply knowledge of physical, social, natural and health sciences, and

humanities in the practice of nursing
b. Provide safe, appropriate and holistic care to individuals, families, population
group and community utilizing nursing process
c. Apply guidelines and principles of evidence-based practice in the delivery of
care
d. Practice nursing in accordance with existing laws, legal, ethical and moral
principles
e. Communicate effectively in speaking, writing and presenting using culturally-
appropriate language
f. Document to include reporting up-to-date client care accurately and
comprehensively
g. Work effectively in collaboration with inter-, intra- and multi-disciplinary and
multi-cultural teams
h. Practice beginning management and leadership skills in the delivery of client
care using a systems approach
i. Conduct research with an experienced researcher
j. Engage in lifelong learning with a passion to keep current with national and
global developments in general, and nursing and health developments in
particular
k. Demonstrate responsible citizenship and pride of being a Filipino
l. Apply techno-intelligent care systems and processes in health care delivery
m. Adopt the nursing core values in the practice of the profession
n. Develop entrepreneurial skills in the delivery of nursing care
6.4 Common to a Horizontal Type as defined in CMO 46 s 2012
CHED’s horizontal typology is based on the functional differentiation of HEIs vis-à-vis their
service to the nation. Each type is distinguished on the basis of a transparent set of
distinguishing features and measurable indicators relevant to national development goals. In
particular, HEIs may be differentiated functionally along, 1) the qualifications and corresponding
competencies of their graduates; 2) the nature of the degree programs offered; 3) the
qualifications of faculty members; 4) the types of available learning resources and support
structures available; and 5) the nature of linkages and community outreach activities. ( CMO 46,
s.2012, Article V, section 21-22)
Professional Institutions contribute to nation building by providing educational experiences

to develop technical knowledge and skills at the graduate and undergraduate levels, which
lead to professional practice, e.g., Engineering, Medicine, Law, IT, Management, Teacher
Education, Maritime Education). Professional Institutions develop adults who will have the
technical and practical know-how to staff the various professional sectors that are required
to sustain the economic and social development of the country and the rest of the world, as
well as to contribute to innovation in their respective areas.

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Colleges contribute to nation building by providing educational experiences to develop adults
who have the thinking, problem solving, decision-making, communication, technical, and
social skills to participate in various types of employment, development activities and public
discourses, particularly in response to the needs of the communities they serve
Universities contribute to nation building by providing highly specialized educational
experiences to train experts in the various technical and disciplinal areas and by emphasizing
the development of new knowledge and skills through research and development. The focus
on developing new knowledge is emphasized from the basic post-secondary (i.e.,
baccalaureate) academic programs through the doctoral programs; thus, a research
orientation is emphasized in the Bachelor, Master’s and doctoral degree programs.
Universities contribute to nation building by producing experts, knowledge, and technological
innovations that can be resources for long-term development processes in a globalized
context.
Graduates of State Universities and Colleges must, in addition, have the
competencies to support “national, regional and local development plans.” (RA
7722)
A PHEI, at its option, may adopt mission-related program outcomes that are not
included in the minimum set. To distinguish among HEIs according to horizontal
typology types, HEIs are encouraged to develop Bachelor of Science in Nursing
curricula that provide enhancements in selected program outcomes, such as but not
limited to:
Horizontal Typology Types

PROGRAM OUTCOMES Professional College University
Institution
1. Apply knowledge of physical, social, natural and

health sciences, and humanities in the practice of + + +
nursing.
2. Provide safe, appropriate and holistic care to

individuals, families, population groups and + + +
community utilizing nursing process.
3. Apply guidelines and principles of evidence-based

practice in the delivery of care. + + ++
4. Practice nursing in accordance with existing laws,

+ + +
legal, ethical and moral principles.
5. Communicate effectively in speaking, writing and + + +

presenting using culturally-appropriate language.
6. Document to include reporting up-to-date client + + +
care accurately and comprehensively.
7. Work effectively in collaboration with inter-, intra- ++ ++ ++
and multi-disciplinary and multi-cultural teams

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8. Practice beginning management and leadership
skills in the delivery of client care using a systems ++ ++ ++
approach.
9. Conduct research with an experienced researcher. + + ++
10. Engage in lifelong learning with a passion to keep

current with national and global developments in + + +
general, and nursing and health developments in
particular.
11. Demonstrate responsible citizenship and pride of + + +
being a Filipino.
12.Apply techno-intelligent care systems and + + ++
processes in health care delivery
13. Adopt the nursing core values in the practice of +
+
the profession. +
14. Develop entrepreneurial skills in the delivery of + + +

nursing care
Legend:
+ basic competency
++ advanced competency
6.5. BSN Level Outcomes
These are outcomes expected to be achieved at the end of the specific year level. The level
outcomes are as follows:
First year: At the end of the first year, given simulated situations in selected settings, the
students demonstrate basic nursing skills in rendering safe and appropriate care utilizing the
nursing process
Second year: At the end of the 2nd year, given a normal and high risk mother, child, and
family in any health setting, the students demonstrate safe, appropriate and holistic care
utilizing the nursing process.
Third year: At the end of the third year, given individuals, families, population groups, and
communities with physiologic and psychosocial health problems and maladaptive patterns
of behavior in varied health care settings, the students demonstrate safe, appropriate and
holistic care utilizing the nursing process.
Fourth years: Given groups of clients (individuals, families, population groups, and
communities) with health problems, the student will apply principles of leadership and
management effectivel

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Section 7. Performance Indicators
Performance indicators are competencies that the learners have to develop to achieve a
specific program outcome.
Program Outcomes Performance Indicators
1. Apply knowledge of physical, social, a. Integrate relevant principles of social, physical,

natural and health sciences and natural and health sciences and humanities in a
humanities in the practice of nursing. given health and nursing situation
b. Apply appropriate nursing concepts and actions
holistically and comprehensively
2. Perform safe, appropriate, and a. Assess with the client (individual, family,
holistic care to individuals, families, population group, and/or community), one’s
population groups, and community health status/competence
b. Formulate with the client a plan of care to
utilizing nursing process.
address the health conditions, needs, problems
and issues based on priorities.
c. Implement safe and quality interventions with
the client to address the health needs, problems
and issues.
d. Provide health education using selected planning
models to targeted clientele (individuals, family,
population group or community).
e. Evaluate with the client the health
status/competence and /or process/expected
outcomes of nurse-client working relationship.
f. Institute appropriate corrective actions to
prevent or minimize harm arising from adverse
effects
3. Apply guidelines and principles of a. Provide appropriate evidence based nursing care
evidence-based practice in the delivery using a participatory approach based on: a.
of care. variety of theories and standards relevant to
health and healing, b. research, c. clinical
practice, d. client preferences, e. client and staff
safety, f. customer care standards
4. Practice nursing in accordance with a. Adhere to ethico-legal considerations when
existing laws, legal, ethical, and moral providing safe, quality and professional nursing
principles. care.
b. Apply ethical reasoning and decision making
process to address situations of ethical distress
and moral dilemma.
c. Adhere to established norms of conduct based
on the Philippine Nursing Law and other legal,
regulatory and institutional requirements
relevant to safe nursing practice.
d. Protect clients rights based on “Patient’s Bill of
Rights and Obligations.”
e. Implement strategies/policies related to
Informed consent as it applies in multiple

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contexts.
5. Communicate effectively in speaking, a. Ensure a working relationship with the client

writing and presenting using culturally- and/or support system base on trust, respect and
appropriate language. shared decision-making using appropriate
communication/interpersonal
techniques/strategies.
6. Report/document client care a. Document client’s responses /nursing care

accurately and comprehensively. services rendered and processes/outcomes of
the nurse client working relationship.
b. Ensure completeness, integrity, safety,
accessibility and security of information.
c. Adhere to protocol and principles of
confidentiality in safekeeping and releasing of
records and other information.
7. Collaborate effectively with inter-, a. Ensure intra-agency, inter-agency,

intra-, and multi-disciplinary and multi- multidisciplinary and sectoral collaboration in the
cultural teams. delivery of health care.
b. Implement strategies/approaches to
enhance/support the capability of the client and
care providers to participate in decision making
by the inter-professional team.
c. Maintain a harmonious and collegial relationship
among members of the health team for effective,
efficient and safe client care.
d. Coordinate the tasks/functions of other nursing
personnel (midwife, BHW and utility worker)
e. Collaborate with other members of the health
team in the implementation of programs and
services
f. Apply principles of partnership and collaboration
to improve delivery of health services.
g. Collaborate with GOs, NGOs and other socio-civic
agencies to improve health care services, support
environment protection policies and strategies,
and safety and security mechanisms in the
community.
h. Participate as a member of a quality team in
implementing the appropriate quality
improvement process on identified
improvement opportunities

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8. Practice beginning management and a. Participate in the development and

leadership skills using systems improvement of policies and standards regarding
approach in the delivery of client care. safe nursing practice and relevant to human
resource management
b. Manage resources ( human, physical, financial,
time) efficiency and effectively
c. Apply management and leadership principles in
providing direction to manage a
community/village-based
d. Use appropriate strategies/approaches to plan
community health programs and nursing service.
e. Supervise the implementation of the nursing
component of the health services/programs.
f. Ensure that all nursing personnel adhere to
standards of safety, bioethical principles and
evidence based nursing practice.
g. Evaluate specific components of health programs
and nursing services based on
parameters/criteria.
h. Maintain a positive practice environment.
i. Participate in the planning and implementation
of staff development activities to enhance
performance of nursing support staff.
j. Evaluate performance of nursing support staff
using a standard evaluation tool.
9. Conduct research with an a. Participate in preparing a research proposal
experienced researcher. complying with the ethical principles in nursing
research
b. Conduct a research study as a member of a
research team.
c. Determine if the research problems/questions,
learning outcomes and /or hypotheses are clearly
and logically linked to the research purpose,
concepts and relationships, and propositions
generated from the study framework.
d. Analyze if the conceptual framework the
summary of review of related literature, research
design, and data analysis procedure are logically
linked with the research purpose,
problems/questions, and hypotheses.
e. Establish if the interpretation, implications, and
recommendations are consistent with the results
considering the limitations of the study.
f. Analyze the research study/report for adherence
to standards of writing mechanics, ethical
principles and guidelines in all phases of the
research study.
g. Present the research study conducted in

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partnership with a research team
10. Engage in lifelong learning with a a. Assume responsibility for lifelong learning, own
passion to keep current with national personal development and maintenance of
and global developments in general, competence.
b. Demonstrate continued competence and
and nursing and health developments
professional growth.
in particular. c. Engage in advocacy activities to influence health
and social care service policies and access to
services.
d. Model professional behavior.
e. Engage in advocacy activities to deal with health
related concerns and adopts policies that foster
the growth and development of the nursing
profession.
11. Demonstrate responsible a. Exemplify love for country in service of the
citizenship and pride in being a Filipino. Filipinos
b. Customize nursing interventions based on Phil
culture and values
12. Apply techno-intelligent care a. Use appropriate technology to perform safe and
systems and processes in health care efficient nursing activities
delivery. b. Implement system of informatics to support the
delivery of health care.
13.Uphold the nursing core values in a. Demonstrate caring as the core of nursing, love
the practice of the profession God, love of country and love of people
b. Manifest professionalism ,integrity and
excellence
c. Project the positive professional image of a
Filipino Nurse
14. Develop entrepreneurial skills in the a. Specify appropriate financial strategies to

delivery of nursing care address health- related concerns .
b. Apply appropriate financial strategies to address
health- related concerns and employ financial
policies to foster growth and development of the
nursing profession
Based on the standards of the Philippine Qualifications Framework (PQF), graduates of the BS
Nursing program are expected to achieve a specific level of knowledge, skills and values, application
and degree of independence.
Level Knowledge, Skills and Values Application Degree of

Independence

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6 Have a broad and coherent knowledge In Independent and /or in
and skills on basic clinical nursing professional/creative teams of related field
practice and research for professional, work in a specialized with minimal
creative work and lifelong learning area of clinical nursing supervision
practice, research
and/or further study
To distinguish the BS in Nursing curriculum from curricula for post-baccalaureate, as well as the
doctoral and post-doctoral degrees, based on the standards of the Philippine Qualifications
Framework (PQF) and the Asian Qualifications Reference Framework (AQRF), progressive
advancement of program outcomes for Nursing are stipulated in Appendix A .
ARTICLE V
CURRICULUM
Section 8. Curriculum Description
Higher education institutions offering the Nursing program should design the curriculum that
will effectively develop the expected program outcomes and institutional outcomes appropriate to
HEI’s horizontal typology. Higher education institutions offering BS Nursing may exercise flexibility in
their curricular offering, but should ensure that the minimum requirements are met. Program
innovations shall be subject to prior review by the Commission. Further, the curriculum to be
implemented should be aligned with the institution’s vision, mission, goals and learning outcomes.
The Commission provides the following sample curriculum.
Section 9. Sample Curriculum
I. GENERAL EDUCATION COURSES …………………………………………………………………………………46 units

1. Core Courses
Core Courses Units
Understanding the Self/Pang-unawa sa Sarili 3
Readings in Philippine History/Mga Babasahin hinggil sa Kasaysayan ng Pilipinas 3
( Philippine History, Governance & Constitution integrated)
The Contemporary World/Ang Kasalukuyang Daigdig 3
Mathematics in the Modern World/Matematika sa Makabagong Daigdig 3
( Biostatistics integrated )
Purposive Communication/Malayuning Komunikasyon 3
(Technical Writing integrated )
Art Appreciation/Pagpapahalaga sa Sining 3
Science, Technology and Society/Agham, Teknolohiya at Lipunan 3
Ethics/Etika 3
24 units

12
2. Elective Courses (Choose only 3)
Core Courses Units

People and the Earth’s Ecosystems* 3
Living in the IT Era 3
The Entrepreneurial Mind 3
Philippine Popular Culture* 3
Religion, Religious Experiences and Spirituality* 3
Note: * Electives recommended will be institutional choice
9 units
3. Mandated Courses
Core Courses Units
The Life and Works of Rizal 3
Physical Education ( PE Part A1 to B Wellness and Fitness , Self defense ) 4
National Service Training Program (NSTP) 1 and 2 6
13 Units
II. MAJOR COURSES ……………………………………………………………………………………………………… 23 units

Courses Units
Health Informatics 3
Health Care Ethics (Bioethics) 3
Biochemistry 3/2 5
Clinical Reasoning and Decision Making (Logic and Critical Thinking ) 3
Anatomy & Physiology 3/2 5
Microbiology & Parasitology 3/1 4
III. PROFESSIONAL COURSES ……………………………………………………………………………………… 119 units

Theoretical Foundations in Nursing 3
Health Assessment (3/2*) 5
Community Health Nursing I (2/2*) (Individual and Family as Clients) 4
Community Health Nursing II (2/1) (Population Groups and Community as Clients) 3
Nutrition and Diet Therapy (2/1) 3
Health Education 3
Pharmacology 3
Nursing Research I (2/1) 3
Nursing Research II ( RLE 2) 2
Decent Work Employment and Transcultural Nursing 3
NCM 100 – Fundamentals of Nursing Practice (3/2*) 5
NCM 101 -- Care of Mother, Child, Adolescent (Well Client) (4/5*) 9
NCM 102 Care of Mother and Child at-risk or With Problems (6/6) Acute and
Chronic 12
NCM 103 Care of Clients with Problems in Oxygenation, Fluid & Electrolyte,
Infectious, Inflammatory and Immunologic Response, Cellular Aberration, Acute 14

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and Chronic (8/6*)
NCM 104 Care of Clients with Problems in Nutrition and GI Metabolism and
Endocrine, Perception and Coordination, Acute and Chronic (5/4*) 9
NCM 105 Care of Clients with Maladaptive Patterns of Behavior, Acute and Chronic 8
(4/4)
NCM 106 Nursing Care of Clients with Life Threatening Conditions/acutely ill/multi-
organ problems/high acuity and emergency situations, Acute and Chronic (4/5) 9
NCM 107 Nursing Leadership and Management (4/3) 7
NCM 108 Disaster Nursing (2/1) 3
NCM 109 Care of the Older Person (2/1) 3
NCM 110 Intensive Nursing Practicum- ( hospital and community settings) (0/8) 8
SUMMARY
I. GENERAL EDUCATION COURSES ………… 46 units

A. Core Courses ……….. 24 units
B. Elective Courses ……. 9 units
C. Mandated Courses … 13 units
II. MAJOR COURSES …………………………….. 23 units
III. PROFESSIONAL COURSES …………………. 119 units
Grand Total Number of Units…….. 189 units
At the end of the B. S. Nursing program, the total number of related learning experiences, skills
laboratory/clinicals are recommended for the following:
RLE Contact Hours RLE Contact Hours

Courses Skills Lab Clinical (1 credit unit =51 (1 credit unit = 51
hours) hours) CMO 14
-
Health Assessment 2 0 108 51
Community Health Nursing I 1 1 108 102
Community Health Nursing II 0 1 54 -
Nursing Research I 1 0 54 51
Nursing Research II 2 0 108 102
Nursing Care Management 100 2 0 108 102

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Nursing Care Management 108 1 0 54 -
Nursing Care Management 109 0 1 54 -
17 36
Total 53 RLE Units 2,862 hours 2,346 hours
At the end of the B. S. Nursing program, the total number of laboratory units/hours
are recommended for the following courses:
Laboratory Units Laboratory Hours
Courses
1 unit lab=51 hours
Biochemistry 2 108
Anatomy & Physiology 2 108
Microbiology & Parasitology 1 54
Nutrition with Diet Therapy 1 54
Health Informatics 1 51
(computer lab)
TOTAL 6 units 324 hours
Refer to Appendix C for a sample BSN curriculum with course placement
Section 10. Program of Study
10.1 Curriculum Map of the Program Outcomes
A curriculum map is the mapping of the program outcomes to the basic and major
courses of the BSN curriculum. This is prepared by making a grid with the outcomes
occupying a row and the courses occupying a column (or the other way around). The idea is
to check the outcomes to which each course contributes. A curriculum map be developed to
validate if there is a match between desired outcomes (competencies) and the content of
programs. This will give the stakeholders a holistic perspective to see how the desired
outcomes will be developed in the academic program. By making this map, the institution
and the department concerned could redesign, add, or remove courses to develop the
desired competencies. Refer to Appendix D for the sample curriculum map of the program
outcomes. (Appendix D)
The legend to be used for determining the extent by which the program outcome and
nursing core competencies are achieved as as follows:
I- Introduce the concepts/principles
P- Practice with supervision
D-Demonstrate across different clinical settings with minimal supervision
10.2 Curriculum Map of Program Outcomes and the performance indicators
A competency map is mapping of the program outcomes to the different competencies as specified
in the 2012 National Nursing Core Competency Standards (NNCCS) and the basic and major courses
of the BSN curriculum to guide the development of the instructional design. Refer to Appendix E for
Sample Curriculum Map of Program Outcomes and the Performance Indicators.

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10.3 Program Outcomes, Course Outcomes and Learning Outcomes
To ensure that the program outcomes are achieved in the appropriate courses as
identified in the curriculum map and the competency map, an alignment matrix must be
done. This will guide the identification of appropriate course outcomes and learning
outcomes for a specific course. Sample alignment matrix is provided under Appendix G. A
sample instructional design is found in Appendix H.
10.4 Instructional Design
The process in the development of an instructional design to attain learning

outcomes can be found in Appendix H.
10.5 Standard of Instruction
The institution must maintain a high standard of instruction utilizing appropriate and
updated course syllabi/references and instructional methods, strategies taking into
consideration the following:
a. Professional nursing subjects should be offered with the corresponding RLEs on pre-
requisites, sequencing, continuity and integration requirements.
b. Credit for the completion of the course shall be based on the fulfillment of curricular
requirements. The grades on professional courses shall be based on the course
credit
c. The ratio of faculty to student in science laboratory class in 1:25 while regular
classroom is 1:45 The institution shall provide for a systematic and continuing plan
of evaluation of the student’s progress through marking system that is consistent
and congruent with set learning outcomes.
d. A system of academic evaluation shall be instituted and implemented for monitoring
and evaluating students and teacher performance.
e. There shall be a regular academic audit on instructional resources such as syllabi,
textbooks, modules, audiovisual materials and others such as software.
f. Academic records of faculty members must be properly kept and maintained in the
College of Nursing.
10.6 The teaching-learning process is composed of the theoretical/didactic and experiential/RLE. The
Related Learning Experience (RLE) is composed of Clinicals and Skills Laboratory. The RLE activities
are carefully selected to develop competencies utilizing the nursing process in varying health
situations. The following conditions must be observed:
a. Related Learning Experience (Clinicals) shall be offered simultaneously or immediately

after classroom instruction. Classroom and RLE activities must be congruent with the learning
outcomes of the course in terms of time and context.
b. Faculty in charge of classroom instruction shall supervise students in their RLE. In the case
of team teaching, there should be close coordination and collaboration between the lecturer and the
clinical faculty.
c. A documented RLE rotation plan showing distribution of students and faculty supervision
in each clinical area of base hospital and affiliation agencies shall be made available.
d. Faculty compensation shall be based on the computation that one (1) hour RLE is
equivalent to one (1) lecture hour.

16
e. Effectiveness and efficiency of the Related Learning Experience, shall consider the following
factors:
1. Quality of supervision of clinical instructors and teaching-learning process
2. Readiness and capacity of the learner
3. Quality of the learning resources both in institutions and communities
4. Adequate number and variety of clientele
5. Utilization of appropriate feedback mechanism
6. Adequate number of qualified nursing staff and other personnel
7. Quality of nursing care services
8. Compliance with the required equivalence of fifty one (51) to one (1) unit RLE
9. Ratio of student to clientele depends upon the learning outcomes and the capacity of the
students.
The ratio of faculty to student for RLE (Clinicals in Hospital/Community setting) shall be:
Level 1st Semester 2nd Semester

I NA NA
II 1:10 1:10
III 1:12 1:12
IV 1:12 1:12
The ratio of student to student to clientele shall be:

I NA 1:1
II 1:2 1:2
III 1:3 1:3
IV 1:6 1:6
The ratio depends upon the client group, e.g. ICU 1:1-1; Psych 1:1; Community-based experience 1:1;
Family; 1:1 Population Group per catchment area: 1-2:1 Community (Depending on the size of the
barangay)
The ratio of faculty to student for RLE (Skills Laboratory) shall be:

I NA 1:10
II 1:10 1:10
III 1:12 1:12
IV 1:12 1:12
The ratio of faculty to student for RLE (Clinicals in Hospital/Community setting) shall be:

I NA 1:10
II 1:10 1:10
III 1:12 1:12
IV 1:12 1:12

17
ARTICLE VI
REQUIRED RESOURCES
Section 11. Administration
11.1 The College shall be administered by a full-time dean with the following qualifications:
a. Filipino citizen;
b. Registered Nurse in the Philippines with current and valid PRC ID;
c. Holder of Master’s degree in Nursing conferred by a college or university duly
recognized by the Commission on Higher Education;
d. Has at least three (3) years experience of clinical practice and a total of at least five
(5) years experience in teaching, administration and supervision in nursing
education;
e. Physically and mentally fit;
f. Has good moral character;
g. Has no other teaching assignments or administrative functions in other
public/private institutions or higher education institutions;
h. Has a duly notarized employment contract as dean of the nursing program of at
least one (1) academic year with corresponding academic rank renewable annually;
i. An active member of good standing of the Association of Deans of Philippine
Colleges of Nursing (ADPCN);
j. Member of good standing of accredited professional nursing organization.
11. 2. Teaching Load. The Dean shall have a teaching load not exceeding a total of six (6) units in a
semester.
11.3 The Dean shall have the following functions and responsibilities:
11.2.1 Administration:
a. Ensures compliance to CHED policies, guidelines and standards and other
relevant regulations
b. Prepares short term and long term plans;
c. Manages department/college office operations;
d. Obtains recognition/accreditation of the nursing program;
e. Evaluates the performance results of the nursing program
f. Pursues personal and professional development
11.2.2 Curriculum and Instruction:
a. Initiates curriculum development programs;
b. Leads development and utilization of instructional resource
c. materials;
d. Ensures attainment of instructional standards in curriculum implementation;
e. Monitors and evaluates the proper implementation of the programs
12.2.3 Faculty:
a. Plans a rational faculty, academic and non-academic load;
b. Leads in the faculty and staff development programs;

18
12.2.4 Resource Management:
a. Manages human, financial and physical resources;
b. Collaborates with the health services, affiliation agencies and other academic
units in the implementation of instructional programs
12.2.5 Research and Extension :

. Initiates research and community extension projects/programs
12.2.6 Linkages:
Forges relevant linkages with local and international HEIs and agencies
12.4 Teaching load. The Dean shall have a teaching load not exceeding a total of six (6) units in a
semester.
Section 13. Faculty
13.1 Faculty members shall be physically and mentally fit with good moral character.
Moreover, the faculty shall have academic preparation appropriate to his/her teaching assignment.
Faculty members teaching professional courses must have the following qualifications:
a. Registered Nurse in the Philippines with current/valid PRC ID

b. Holder of Master’s degree in Nursing conferred by a college or university duly
recognized by the Commission on Higher Education;
c. At least three (3) years of clinical practice in a general /specialized area;
d. At least three (3) years of teaching experience
e. A member of accredited professional nursing organization of good standing.
Faculty members teaching other courses must have the following qualifications:
a. At least a master’s degree holder of other allied medical and health sciences for
those teaching health science courses;
b. At least a master’s degree holder in their area of specialization for faculty members
teaching general education courses and should only teach courses in their
specialized area.
13.2 When vacancies occur in the teaching force of the college during the school year,
substitute or replacement faculty with similar or higher qualifications shall be employed.
13.3 The following conditions for employment must be observed:

a. The salary of faculty shall be commensurate to his/her academic
rank.
b. Full time faculty member who teaches professional courses shall be
responsible for both classroom and Related Learning Experiences
(RLEs).

19
13.4 Upon appointment, a faculty member shall have a duly notarized employment contract
of at least one (1) academic year, renewable annually specifying academic rank in accordance with
his academic training and clinical expertise. The recognized ranks are: instructor, assistant professor,
associate professor and professor.
13.5 For the initial operation of the BSN program with two (2) sections of not more than
45 students per section, a minimum of four (4) qualified masters prepared faculty members
teaching professional and health science courses, shall be employed.
13.6 The College of Nursing shall have an updated five-year faculty development program
(FDP). The FDP consists of written activities and programs toward the development of the faculty for
intellectual, personal, and professional as well as ethico-moral and spiritual growth. The program
may be in the form of:
a. graduate studies;
b. scholarship and research grants;
c. continuing professional development and in-service programs;
d. clinical skills enhancement on official basis for at least two weeks per year;
e. career advancement programs
f. lifelong and self-directed learning activities.
13.7. Teaching Load. The teaching load of faculty members should be as follows:
a. Full-time faculty members may carry a combined RLE and classroom load of not
more than thirty-six (36) hours per week which include consultation hours and
other activities related to RLE instruction, research and extension services.
b. Full-time faculty members may design independent study for students which
could be credited towards RLE instruction.
c. Nurses who are employed in government and private institutions and at the same
time who serve as part time faculty or clinical instructors must secure permit
from the employer/s to be given a maximum RLE and/or classroom load of 8-16
hours per week per semester, provided they will render services on their off-duty
hours. Moreover, the Chief Nurse/Training Coordinator/Supervisor/Head Nurse
should not assume any administrative and clinical supervisory function in any
nursing school.
13.8 The college of nursing must have a faculty manual containing information and policies
on all matters pertaining to the faculty such as faculty development program,
benefits and privileges, code of conduct , and accountability
13.9 There must be a functional integration between the college and nursing service
department of the base hospital. There must be a faculty clinical orientation on
policies, standards, guidelines and expectations of affiliation agencies. Likewise, nurses
from affiliating agencies employed as preceptors or clinical instructors must be
oriented on the BSN Curriculum and the expectations of the course.

20
Section 14. Library
14.1. Library services shall provide the instructional and research needs of the staff and students
making it one of the most important service units within a higher education institution. It is for this
reason that libraries should be given special attention by the administrators of the institution.
Libraries should be maintained with qualified staff , up-to-date collection, qualified staff,
communications and connectivity portals.
14.2 Library Staff. The Head librarian should be:
a) A registered librarian;
b) Masters’ degree holder in Library Science; and,
c) Possesses appropriate professional training.
The library should be staffed with one full time registered librarian for every 1,000
students and a ratio of 1 librarian to 2 staff/clerks.
14.3. Library Holdings. Library holdings should conform to existing requirements for libraries.
There should be five (5) book titles per professional subject found in the curriculum at a ratio of one
(1) volume per fifteen (15) students enrolled in the program. Book titles must be of recent edition,
published within the last five (5) years. The Higher education institutions [HEI] are encouraged to
maintain periodicals and other non-print materials relevant to the nursing program to aid the faculty
and students in their academic works. CD-ROMs may complement a library’s book collection but
should not be considered a replacement for the same.
Opening of new BSN program shall have at least 3,000 total number of books
accessioned, 30% of which shall consist of professional books. Ten percent (10%) of the total
professional book collection shall be of Filipiniana collection.
14.4. Journals. For the opening of new BS nursing program, the HEI shall have a regular and
updated subscription to at least seven (7) professional foreign nursing journals and at least two (2)
local journals in the following areas:
a. Maternal and Child Nursing

b. General Nursing
c. Nursing Research
d. Psychiatric Nursing
e. Nursing Management/Leadership
f. Pediatric Nursing
g. Medical-Surgical Nursing
h. Community Health Nursing
For the recognition of the BS nursing program, the subscription of foreign nursing
journals should be regularly updated and maintained. The number of copies of these
journals shall be increased depending upon the student population.

21
In addition to the core book collection, a core periodical collection of current and
relevant titles (local and foreign) shall also be provided. Periodicals shall include serials,
magazines and newspapers of hard and/or soft copies . A minimum of five (5) titles are
required. The recommended number of periodicals based on enrollment is as follows:
Enrollment No. of copies of Periodicals
For every 250 students 5 copies per title
14.5. Regular weeding out program shall be undertaken to keep the collections relevant and
up-to-date within the last five (5) years. Archived collections shall not be more than 30% of the total
collections.
14.6. Stamping of Library Collections. For purposes of identification, the library collection
including general education books, professional books, reference materials, journals and similar
other collections shall be stamped with the name of college/university and the campus where the
institution is located.
14.7. Internet Access. Internet access is encouraged but should not be made a substitute for
book holdings.
A computer room with several units of computers connected to the internet shall be maintained
either as a separate unit or as part of the library.
14.8. Space Requirements. The following are the minimum requirements for the library:
a. At least 126 square meters or approximately two (2) classrooms shall be
required for the library.
b. At any one time, a library space should accommodate at least five per cent
(5%) of the total enrollment.
c. It should include space for collections, shelving areas, stockroom, reading area and
office space or lounge for staff. The facilities shall be designed to attract and provide safety and
promote operational efficiency and effectiveness of use. In addition, provision for future expansion
should be made.
14.9. Finance. All library fees should be used exclusively for library operations and
procurement for collections, furniture and fixtures, equipment and facilities, maintenance and staff
development.
14.10. Networking. School libraries shall participate in inter-institutional activities and

cooperative programs whereby resource sharing is required.
14.11. Accessibility. The library should be accessible to all and should be open to serve the
needs of users even beyond class hours. Users include members of the faculty, students and
employees of the institution.

22
Section 15 Laboratory and Facilities
Laboratories should conform to existing requirements as specified in RA 6541, “The National
Building Code of the Philippines” and Presidential Decree 856, “Code of Sanitation of the
Philippines.” List of required and recommended equipment are listed in each course requirement.
A system for identification of laboratory equipment, supplies and models should be
observed.
15.1. Classroom Requirements:
A. For regular classroom instruction, the class size shall have a maximum of 45 students.
1. All students should be safe and comfortably seated.

2. The ventilation and temperature for the entire room should be conducive for
learning and instruction.
3. The audiovisual facilities should be properly situated to ensure clear presentation
visible from all areas of the classroom .
The classroom area shall have at least 7 meters x 9 meters or 63 square meters.
B. For science laboratory classroom must accommodate maximum of 25 students
1. At least one (1) fire extinguisher placed outside the door in each science
laboratory/nursing skills laboratory. The fire extinguisher must have a record of refill
and expiry date attached to the unit;
2. At least two (2) doors which will serve as an entrance and exit;
3. There shall be separate laboratory rooms for Physics, Chemistry, Anatomy-
Physiology, Microbiology and Parasitology
4. Laboratory rooms shall be adequately equipped with available safety and emergency
care facilities.
15.2 Nursing Skills Laboratory:
The nursing skills laboratory must be well-lighted and well-ventilated and conducive to
demonstration and practice learning. Its demonstration room and practice area for return
demonstration must have an area of at least 8m. x 14m. or 112 sq.m. The nursing skills laboratory
simulates major areas in hospital setting and equipped with basic instruments, equipment and
supplies, to aid in the development of the competencies in performing nursing procedures.
Specifically, the nursing skills laboratory shall have:
a. An amphitheater-style demonstration room that can accommodate a maximum of 45

students at one time with lavatory and running water;
b. Ratio of bed to practicing students is 1:2 or a practice area for return demonstration
where there is one (1) bed to two (2) students at any given time;
c. At least two (2) doors which will serve as an entrance and exit;
d. At least one (1) fire extinguisher placed outside the door in each science
laboratory/nursing skills laboratory. The fire extinguisher must have a record of refill
and expiry date attached to the unit;
e. Basic demonstration models namely:
1. Birthing model
2. Newborn Model

23
3. Adult bisexual model with the following contraptions for:
3.1 basic life support
3.2. tracheostomy care
3.2. colostomy care
3.3 catheterization
3.4 enema
3.5. parenteral/intravenous (IV)
f. Equipment
1. Electrocardiogram (ECG) monitoring demonstration
2. Suction apparatus
g. Ratio of demonstration models to practicing students is 1:10, to facilitate

learning.
11.3 Clinical Facilities and Resources:
The general guidelines for the affiliation of nursing students are provided in the Joint
Administrative Order of DOH No. 2013-0034 and CHED CMO No. 35 s. 2013 entitled “Policies and
Guidelines on the Affiliation of Higher Education Institutions with Hospitals and Other Health
Facilities for the Training of Students in Health Professions Education.
Related Learning Experiences (RLEs) are teaching-learning opportunities designed to develop

the competencies of students utilizing processes in various health situations. These could be sourced
from, but not limited to: lying-in clinics, schools, industrial establishments, community, out-patient
clinics and general and specialty hospitals. Adequate and appropriate base hospital shall be required
to be the prime clinical learning resource.
Base Hospital. The base hospital is a health facility utilized by a higher education
institution with nursing program offering as a source of basic or primary related learning
experiences. The hospital maybe independent or owned or operated by the institution or
utilized by the institution in accordance with an effective and duly notarized Memorandum
of Agreement between the institution and the base hospital which clearly specifies the
responsibilities of each party.
The base hospital of a nursing program should meet the following requirements:
a. Has current accreditation by the DOH-Bureau of Licensing and Regulation as

Level IV Hospital (Tertiary Care/Teaching/Training Hospital).
b. Has an authorized bed capacity (ABC) of 100 beds with annual average
occupancy rate (AOR) of eighty percent (80%);
c. Should be accessible and located within the region where the nursing school is
situated. In the case of nursing schools located in Metro Manila, the base
hospital should be located within Metro Manila.
d. Sixty per cent (60%) of the total bed capacity of the base hospital shall
be used for the RLEs of students.

24
e. Should have a master rotation plan indicating the schedule/areas of
all the schools utilizing the hospital for training of students.
Affiliation Hospital is an accredited health facility being utilized by the HEIs in

specialized areas for supplementary clinical learning of students. This shall be bound by
Contract of Affiliation (COA). A COA is a legal document duly notarized that shows the terms
and conditions between the HEI and the health facility as its affiliation hospital. The COA
shall contain provisions for acquisition of clinical skills of students in specialized areas.
Cross regional affiliations will not be allowed unless in cases where specialty areas
cannot be found in the region.
The base hospital/s, affiliation hospital/s and community health agency/ies being
used by the students for RLEs either conducted in urban or rural community should have the
following facilities:
a. classroom for conference
b. library
c. comfort room
d. dressing room
e. lounge
f. locker
Provision should be made for adequate physical facilities, supplies and equipment
for effective nursing care and attainment of learning outcomes of students.
The nursing service should be provided with a designated training coordinator and
the required staffing composed of qualified professional and non-professional personnel.
The faculty and the nursing service personnel of the affiliation agency should work
together in the planning, implementation and evaluation of the related learning experiences
of students.
There should be an adequate number of patients varying in age, sex, level/acuity

and types of illness desired for teaching-learning experience of different curricular levels.
15.5 Virtual Nursing Skills Laboratory:

Higher education institutions are required to put up Virtual Skills Laboratory to
supplement and complement the attainment of learning outcomes prior to actual
experience.
ARTICLE VII
QUALITY ASSURANCE
The policies, standards, and guidelines is hereby issued to ensure high quality nursing
education in the country . Nursing schools are advised to undergo external accreditation by

25
relevant accrediting agencies recognized the Commission (CMO #1 CHED Recognized
Accreditation System ) .
Section 1. Continuous Quality Improvement
To ensure continuous quality improvement HEIs are strongly encouraged to undergo quality
assurance by an external accreditation body as specified by Institutional Sustainability
Assurance (ISA) Mechanism.
For nursing education programs which cannot qualify yet for external accreditation, the
Commission, in coordination with the Technical Committee on Nursing Education ,
recognized accrediting body and other nursing education development and regulatory
bodies such as the Professional Regulatory Board of Nursing will provide assistance to
these programs to undertake self-study or self-assessment together with their development
plans for improvement and will jointly work together until external accreditation becomes
possible. In addition to national external accreditation, the nursing program can seek
international accreditation through institutional recognition .
ARTICLE VIII
COMPLIANCE OF HEIs
Using the CHED Implementation Handbook for OBE and ISA as reference, a HEI shall develop the
following items which will be submitted to CHED when they apply for a permit for a new program or
the approval of the transformation of existing programs to outcomes-based framework:
Sec. 1. A complete set of institutional and program outcomes

Sec. 2 Proposed curriculum, and its justification, including a curriculum map.
Sec. 32 Proposed performance indicators for each outcome. Proposed measurement
system for the level of attainment of each indicator.
Sec. 33 Proposed outcomes-based syllabus for each course, arranged in sequence following
the curriculum matrix (all professional, major, GE, mandated courses)
Sec. 34 Administration, faculty, and staff profile with supporting documents
Sec. 35 Teaching assignments vis-à-vis faculty qualifications per term
Sec. 36 List of library, laboratory, and classroom facilities and equipment, with supporting
documents
Sec. 37 List of available support services, with supporting documents
Sec. 38 Proposed system of program assessment and evaluation
Sec. 39 Proposed system of program Continuous Quality Improvement (CQI)
ARTICLE IX
SANCTIONS FOR NON-COMPLIANCE

26
Non-compliance with the provisions of this CMO, after due process, shall cause the Commission to
impose sanctions. The sanctions for HEIs offering nursing programs shall be based on the 3-year
consolidated institutional performance in the Licensure Examinations for nurses and the outcome of
the monitoring visits, and shall adhere to the following guidelines.
Compliance of Nursing schools shall be based on the following major areas:
A. Performance of their graduates in the Philippine Nurse Licensure Examination
The institutional passing average or performance of the graduates of HEIs in the

Licensure Examination for Nurses for the past three (3) years based on data
provided by the Professional Regulatory Board for Nursing
B. Result of the Joint CHED-PRC monitoring and evaluation activities

1. Dean/Administration
2. Faculty
3. Curriculum and Instruction
4. Internship Training Program and Accreditation of Training Facilities
5. Students (Admission, Promotion and Retention)
6. Laboratory and physical facilities
7. Library and Learning facilities
8. Research
9
Effective Academic Year 2018-2019 and yearly thereafter, higher education institutions
offering Nursing program whose average passing percentage in the licensure examinations is
twenty-five percent (25%) and below for the past three (3) consecutive years (2015, 2016 and 2017),
equivalent to six exam periods, shall be imposed sanctions based on the following:
Overall Licensure
Performance Action/s
(Passing Average)
Warning
46-55 %
CHED monitoring visit in two (2) years
Probation for phase out

31-45%
CHED monitoring visit in 1 year
Phase out program

Below 30%
Stop admissions with gradual phase out
The institutional passing average in the licensure examination for programs to be phased out
shall consider ratings of examinees who took the licensure examination for the first time.

27
Effective Academic Year 2018-2019 and yearly thereafter, higher education institutions
offering Nursing program subjected to Joint CHED-PRC monitoring and evaluation shall be imposed
sanctions based on the following:
Non-Compliance with Areas

Action/s
of Evaluation in PSG
Warning
1 area Yearly visit
Phase-out if non-compliant during the second visit
Probation
2 areas Revisit in 6 months
Phase out if non-compliant on the second visit
Phase out program

More than 2 areas
Stop admissions with gradual phase out
ARTICLE X
CALENDAR OF IMPLEMENTATION
This section provides the proposed schedule of implementation and compliance reporting for this
CMO which provides a transition to outcomes-based education. This also proposes a timeline for
the anticipated development and implementation of a new CMO aligned with outcomes-based
education after K-12
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7
15-16 16-17 17-18 18-19 19-20 20-21 21-22
4 TransOBE TransOBE TransOBE TransOBE NewOBE
3 TransOBE TransOBE TransOBE NewOBE NewOBE
2 TransOBE TransOBE NewOBE NewOBE NewOBE
1 TransOBE NewOBE NewOBE NewOBE NewOBE

28
ARTICLE XI
TRANSITORY, REPEALING AND EFFECTIVITY PROVISIONS
Section 20. Transitory Provision
Higher education institutions that have been granted permit or recognition to offer the BS
Nursing program are required to fully comply with all the requirements in this CMO within three
(3) years after the date of effectivity. There shall be close monitoring of nursing programs by the
Commission.
Add transitory period for compliance to the 3 yrs clinical experience of those already hired
Section 21. Repealing Clause
Any provision of this Order, which may thereafter be held invalid, shall not affect the
remaining provisions.
All CHED issuances, rules and regulations or parts thereof that are inconsistent with the
provisions of this CMO are hereby repealed.
Section 22. Effectivity Clause
Higher education institutions [HEIs] that opted to implement CMO No. 30 s. 2001 shall allow their
students to the finish BSN curriculum under CMO No. 30 s. 2001 while those HEIs that opted to
implement CMO No. 5 s. 2008 during the SY 2008-2009 shall allow their students to graduate under
CMO No. 14 s. 2009.
This CMO shall take effect starting School Year ____________, fifteen (15) days after its
publication in the Official Gazette or in a newspaper of national circulation.
PATRICIA B. LICUANAN, Ph.D.

Chairperson

29
Appendix A Philippine Qualifications Framework
LEVEL 6 7 8
KNOWLEDGE, Graduates at this level Graduates at this level Graduates at this
SKILLS AND will have a broad and will have advanced level have highly
VALUES coherent knowledge, knowledge , skills and advanced systematic
skills and values in their values in a specialized or knowledge, skills and
field of study for multi-disciplinary field values in highly
professional work and of study for professional specialized and/or
lifelong learning practice, self-directed complex
research and/or lifelong multidisciplinary field
learning of learning for
complex research
and/or professional
practice or for the
advancement of
learning
APPLICATION Application in Applied in professional Applied in highly
professional work in a work that requires specialized or
broad range of leadership and complex multi-
discipline and/or for management in a disciplinary field of
further study specialized or multi- professional work
disciplinary professional that requires
work and/or research innovation, and/or
and/or for further study leadership and
management and/or
research in a
specialized or multi-
disciplinary field
DEGREE OF Independent and /or in Independent and or in Independent and/or
INDEPENDENCE teams of related field teams of in teams of multi-
multidisciplinary disciplinary and more
complex setting
QUALIFICATION Baccalaureate Degree Doctoral Degree and
Post-Baccalaureate
TYPE Post-Doctoral
Program
Programs

30
Appendix B Sample BSN OBE Curriculum Program of Study
First Year
First Semester
Course No. Course Name Lec Lab RLE Units
SL C
Understanding the Self 3 0 0 0 3
Readings in Philippine History 3 0 0 0 3
Theoretical Foundation of Nursing 3 0 0 0 3
Anatomy and Physiology 3 2 0 0 5
Biochemistry 3 2 0 0 5
Mathematics in the Modern World 3 0 0 0 3
Art Appreciation 3 0 0 0 3
Physical Education ( Wellness and Fitness) 2 0 0 0 2
Total units 23 4 0 0 27
Total Hours per week: Lecture – 23 x 1 = 23

Lab - 4 x 3 = 12
Total - 35 hrs/week
Second Semester
SL C
Purposive Communication 3 0 0 0 3
Health Assessment 3 0 2 0 5
Health Education 3 0 0 0 3
N 100 -Fundamentals of Nursing Practice 3 0 2 0 5
Microbiology and Parasitology 3 1 0 0 4
Physical Education (Self defense) 2 0 0 0 2
GEC Elective 1( Institutional choice) 3 0 0 0 3
Total Units 20 1 4 0 25
Lab - 5 x 3 = 15
Total - 35 hrs/week
Second Year
First Semester
SL C
Community Health Nursing 1 2 0 1 1 4
(Individual and Family as Clients)
Nutrition and Diet Therapy 2 1 0 0 3
Pharmacology 3 0 0 0 3
N 101- Care of Mother, Child, Adolescent 4 0 2 3 9

31
(Well Clients)
Ethics 3 0 0 0 3
NSTP 1 3 0 0 0 3

Lab - 6 x 3 = 18
Total - 35 hrs/week
Second Semester
SL C
Community Health Nursing 2 2 0 0 1 4
(Population Groups and Community as
Clients)
N 102 -Care of Mother, Child at Risk or 6 0 1 5 12
with Problems (Acute and Chronic)
Ethics in Health Care 3 0 0 0 3
Science, Technology and Society 3 0 0 0 3
NSTP 2 3 0 0 0 3

Lab - 8 x 3 = 24
Total - 41 hrs/week
Third year
First Semester
SL C
Nursing Research 1 2 0 1 0 3
N 103- Care of Clients with Problems in 8 0 1 5 14

Oxygenation, Fluid and Electrolytes,
Infectious, Inflammatory and Immunologic
Response, Cellular Aberrations, Acute and
Chronic
Care of the Older Person 2 0 0 1 3
GEC Elective 2 Living in an IT Era 3 0 0 0 3
(informatics)
Total 15 0 2 6 23

Lab - 8 x 3 = 26
Total - 41 hrs/week
Second Semester
SL C
Nursing Research 2 2 2
N 104- Care of Clients with Problems in 5 1 3 9

32
Nutrition, and GI , Metabolism and
Endocrine, Perception and Coordination
(Acute and Chronic)
N 105- Care of Clients with Maladaptive 4 1 3 8
Patterns of Behavior, Acute and Chronic
Clinical Reasoning and Decision Making 3 3
Total 12 4 6 22

Lab - 10 x 3 = 30
Total - 42 hrs/week
Fourth year
First Semester
SL C
N 106-Nursing Care of Clients with Life 4 1 4 9
Threatening Conditions, Acutely Ill/ Multi-
organ Problems, High Acuity and
Emergency Situation, Acute and Chronic
N 107- Nursing Leadership, Management 4 3 7
and Professional Adjustment
Decent Work Employment and 3 3
Transcultural Nursing
GEC Elective 3 The Entrepreneural Mind 3 3
Life, Works and Writings of Rizal 3 3
Total 17 1 7 25

Lab - 8 x 3 = 24
Total - 41 hrs/week
Second Semester
SL C
Intensive Nursing Practicum- Care of Any 8 8
Group of Clients in the Hospital and
Community
N 108- Disaster Nursing 2 1 3
The Contemporary World 3 3
Total 5 1 8 14

Lab - 9 x 3 = 27
Total - 41 hrs/week

33
Appendix C Sample Curriculum Map of the Program Outcomes
PROFESSIONAL and MAJOR COURSES
First year Second year Third year Fourth year
Health care
Ana-Physio
education
reasoning
NCM 107
NCM 100
NCM 101
NCM 102
NCM 103
NCM 105
NCM 106
NCM 108
Nutrition
NCM 04
Pharma
DWETN
Program
Clinical
person
NRes 1
NRes 2
Health
CHN 1
CHN 2
ethics
Older
Outcomes
TFN
INP
HA
NI
1. Apply I P P P P P P P P P P D P D D D D D D D D D D D D
knowledge of
physical,
social, natural
and health
sciences and
humanities in
the practice
of nursing.
2. Perform safe, P P P P P P P P P P P D D D D D D D D D
appropriate,
humanistic
and holistic
care to
individuals,
families,
population
groups, and
community
utilizing
nursing
process.

34
3. Apply I I I I I I P P P P P P P P P P P P P P D D D D D
guidelines
and principles
of evidence-
based
practice in the
delivery of
care.
4. Practice I I P P P P P P P P P P P P P D D D D D D D D D D
nursing in
accordance
with existing
laws, legal,
ethical and
moral
principles.
5. Communicate I P P D D D D D D D D D D D D D D D D D D D D D D
effectively in
speaking,
writing and
presenting
using
culturally-
appropriate
language.
6. Document to I P P P P P P D D D D D D D D D D D D D D D
include
reporting up-
to-date client
care
accurately
and
comprehensiv

35
ely.
7. Work I I I P P P P P D D D D P P D D D D D D D D D D
effectively in
collaboration
with inter-,
intra-, and
multi-
disciplinary
and multi-
cultural teams.
8. Practice I I P P P P P P P P D D P D D D D D D D D D D D D
beginning
management
and
leadership
skills in the
delivery of
client care
and in health
program
development
using a
systems
approach .
9. Conduct I I I I P P P P P P P D D D
research with
an
experienced
researcher
10. Engage in I I I P P P P P D D D D D D D D D D D D D D D D D
lifelong
learning with
a passion to

36
keep current
with national
and global
developments
in general,
and nursing
and health
developments
in particular.
11. Demonstr I I I P P P P P D D D D D D D D D D D D D D D D
ate
responsible
citizenship
and pride in
being a
Filipino
12. Apply techno- I I I I I I P P P P P D D D D D D D D D D D D D
intelligent care
systems and
processes in
health care
delivery’
13.Adopt the I P P P P P P P P P P P D D D D D D D D D D D D
nursing core
values in the
practice of the
profession
Add PO no 14
Legend: I- introduced concepts/principles; P-practiced with supervision; D demonstrated across different clinical settings with minimal supervision.
Specify the highest level of attainment of the program outcome for each course.
Appendix E SAMPLE CURRICULUM MAP OF PROGRAM OUTCOMES AND THE PERFORMANCE INDICATORS

37
Cou PO1 PO2 PO PO4 PO5 PO6 PO7
rse 3
A.2.4.2
A.2.2
A.2.3
A.2.4
A.2.5
A.2.6
A.1.1
A.1.2
A.1.3
A.1.4
A.1.5
A.2.1
A.2.7
A.3.1
A.3.2
A.3.3
A.4.1
A.4.2
B.2.3
B.1.3
B.4.1
B.4.2
B.6.1
B.6.3
C.1.3
C.3.1
A
TFN I I I I I I I
HA I P P P I P P P P P I I I I I I
HE I P P P P P P I P P P P P I I I I I I
N10 P P P P P P P P I P I P P P P I P P P P I
0
Pha P P P P I P P P P P P I P P P P P P P
rm
Nut P P P P P P P P I P P P P P P I P P P P P P P
ri
CHN P P P P P P P P P P P P P P P P P P P P I I I I I I I
1
CHN P P P P P P P P P P P P P P P P P P P P P P P I P P P
2
N10 P P P P P P P P P P P P P P P P P P P P P P P I P P P
1
N10 P P p p P P P P P P P P P P P P P P P P P P P I P P D

38
2
NI I I I I P P P P D D D D D D P
EHC P P P P P P P P P P P P P P P P P P P P P
Res P P P D D D D D P P P P P
1
Res P P P D D D D D P P P P P
2
N10 P P P P P P P P P D D D D D D D D D D D P P P P P P
3
N10 D D D D D D D D P D D D D D D D D D D D D D D P D D
4
N10 P P P P P P P P P D D D D D D D D D D D D D D P D D
5
CRD P P P P P P P P P D D D D D D D D D D D D
M
NC D D D D D D D D D D D D D D D D D D D D D D D D D D D
M
106
NC D D D D D D D D D D D D D D D D D D D D D D D
M
107

39
NC D D D D D D D D D D D D D D D D D D D D D D D D D D D
M1
08
NC P P P P P P P P P P P D D D D P P P P P P P P P P P
M
109
DW D D D D D D D D D D D D D D D D D D D
ET
NC D D D D D D D D D D D D D D D D D D D D D D D D D D D D
M
110
C PO8 PO9 PO10 PO11 P P

o O O

40
F
T
0
0
1
P
h
ri
A
H
H
N
N
N
m
ar
ut
ur
se
41
I
I
I
I
I
I
B.1.1
I
I
I
I
I
I
B.1.2
B.1.4
B.2.1
I
I
I
P
P
P
B.2.2
B.3.1
B.3.2
I
B.4.3
I
I
I
I
I B.4.4

B.4.5
I
I
I
I
I
I
B.4.6
B.4.7
B.4.8
I
I
I
I
I
I
B.4.9
B.5.1
B.5.2
B.5.3
B.5.4
B.5.5
B.5.6
B.5.7
B.5.8
B.6.2
C.1.1
C.1.2
C.2.1
C.2.2
C.2.3
C.2.4
I
I
I
P
P
P
A.5.1
I
I
I
P
P
P
A.5.2
I
I
I
P
P
P
A.5.3
I
I
I
P
P
P
A.5.4
I
I
I
P
P
P
B.6.4
I
I
I
I
P
P
A
I
I
I
I
P
P
B
I
I
I
I
P
P
C
2
1
3
1
C I I I P I I I I I I I I I I I I P P P P P D D D
H
N
1
C P P I P P P I I I I I I I I P I P P P P P D D D
H
N
2
N I I I P P P P P P I I I I I I I P P P P P D D D
C
M
1
0
1
N P P P P P P P P I I I I I P I P P P P P D D D
C
M
1
0
2
NI P P P P P P P P P P P P P P P P D D D
EH
P I P P P P P D D D
C
R P P P P P P P P P P P P D D D
es

42
1
R P P P P P P P P P P P P D D D
es
2
N P P P P P P P P P P P P P P P P P P P P P D D D
C
M
1
0
3
N D D P D P P P P P P P P P P P P D D D D D D D D
C
M
1
0
4
N D D P D P P P P P P P P P P P P D D D D D D D D
C
M
1
0
5
C D D D D D D D D D
R
D

43
M
N D D P I D D D D D P P P P P P P P P P P P P D P D D D D D D D D
C
M
1
0
6
N D D D P D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D
C
M
1
0
7
N D D D D D D D D D D D D D D D D D D D D D D D D D D
C
M
1
0
8
N P P P P P P P P P I I P P P P P P P P P P D D D
C
M
1
0
9

44
D P D D D D D D D D D D
W
E
T
N D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D D
C
M
1
1
0
Appendix F SAMPLE ALIGNMENT MATRIX OF Program Outcomes, Course Outcomes and Learning Outcomes

45
N 107 Alignment of Program Outcomes, Course Outcomes and Learning Outcomes
PROGRAM OUTCOMES COURSE OUTCOMES (CO) LEARNING OUTCOMES (LO)

(PO)
1.Apply knowledge of Apply knowledge of Integrate principles and concepts of human behavior in managing clients and
physical, social, natural physical, social, natural teams
and health sciences and and health sciences and
humanities in the humanities in managing Distinguish the different concepts used in nursing management
practice of nursing clients, teams and
programs in any setting
2.Provide safe, Utilizes the nursing Implements strategies/interventions to ensure healthy population/s in the
appropriate and holistic process in managing a school and work settings.
care to individuals, group of clients/nursing
families, population, service unit/ program in Implements participatory and empowerment strategies for community
group and community competence to identify and collaborate effectively in addressing needs and
any setting
problems related with health resource availability, access or use, environment
utilizing nursing process;
protection, safety and security.
Implements interventions guided by prescribed context of specific health

programs/services.
Determines the health education planning models appropriate to target

clientele/expected learning outcomes and outcomes.
Evaluates process/expected outcomes of nurse-client working relationship.
Documents nursing care services rendered and processes/outcomes of the

nurse client working relationship.

46
Institutes appropriate corrective actions to prevent or minimize harm arising
from adverse effects
3.Apply guidelines and Apply guidelines and Provides appropriate evidence based nursing care using a participatory
principles of evidence- principles of evidence- approach based on: a. clinical practice, b. client and staff safety, c. customer
based practice in the based practice in nursing care standards, d. nursing management and leadership
delivery of care; management;
4.Practice nursing in Practice nursing in Adhere to ethico-legal considerations when providing safe, quality and
accordance with existing accordance with existing professional nursing care.
laws, legal, ethical and laws, legal, ethical and
moral principles; moral principles; Applies ethical reasoning and decision making process to address situations of
ethical distress and moral dilemma.
Adheres to established norms of conduct based on the Philippine Nursing Law

and other legal, regulatory and institutional requirements relevant to safe
nursing practice.
Protects clients rights based on clients’ and Nurses’ Rights
Implements strategies/policies related to Informed consent as it applies in

multiple contexts.
5.Communicate Communicate effectively Establishes rapport with client and/or support system ensuring adequate
effectively in speaking, in speaking, writing and information about each other as partners in a working relationship.
writing and presenting presenting using
using culturally- culturally-appropriate Addresses with respect, trust, and concern for safety, team needs, issues, or
language to clients and problems related with psychosocial adaptation using appropriate
appropriate language;
teams communication/interpersonal techniques/strategies.
Communicates, both in oral and written form, the results of the quality
improvement project in partnership with the quality improvement

47
team/quality assurance/nursing audit team
6.Report and document Report and document up- Documents nursing care services rendered and processes/outcomes of the
up-to-date client care to-date client care nurse-client and nurse-other health professionals working relationship.
accurately and accurately and
comprehensively; comprehensively; Ensures completeness, integrity, safety, accessibility and security of
information.
Adheres to protocol and principles of confidentiality in safekeeping and

releasing of records and other information.
Implements system of informatics to support the delivery of health care.
7.Work effectively in Applies principles of Ensures intra-agency, inter-agency, multidisciplinary and sectoral collaboration
collaboration with inter- partnership and in the delivery of health care.
intra-and multi- collaboration to improve
Implements strategies/approaches to enhance/support the capability of the
disciplinary, multi- delivery of health
cultural teams; services; client and care providers to participate in decision making by the inter-
professional team.
Maintains a harmonious and collegial relationship among members of the

health team for effective, efficient and safe client care.
Coordinates the tasks/functions of other nursing personnel (midwife, BHW and

utility worker)
Collaborates with other members of the health team in the implementation of

programs and services
Applies principles of partnership and collaboration to improve delivery of

health services.

48
Collaborates with GOs, NGOs and other socio-civic agencies to improve health
care services, support environment protection policies and strategies, and
safety and security mechanisms in the community.
Participates as a member of a quality team in implementing the appropriate

quality improvement process on identified improvement opportunities
8.Practice beginning Manage a nursing service Discern the qualities of a good leader
management and unit/health program in
leadership skills in the any setting Critique the leadership theories as applied in nursing and health setting
delivery of client care; Develop a staffing schedule for a nursing team
Apply patient classification systems/nursing care models
Employ strategies to improve /promote motivation of the health team
Manages client load to ensure health program /service coverage.
Utilizes appropriate and efficient methods/strategies /tools to manage

multiple nursing interventions for clients with co- morbidities, complex and
rapidly changing health status with consultation as needed.
Coordinates care by organizing and prioritizing use of human, material,

financial and other resources to achieve expected health outcomes.
Creates a safe environment of care through the use of quality assurance,

continuous quality improvement and risk management strategies.
Participates in the development of policies and standards regarding safe

nursing practice.
Organizes own workload demonstrating time management skills for meeting

49
responsibilities and achieving outcomes.
Applies management and leadership principles in providing direction to

manage a community/village-based
Uses appropriate strategies/approaches to plan community health programs

and nursing service.
Ensures adequate resources (e.g. human, material) to effectively implement

programs/services based on requirements, ratio and standards.
Mobilizes resources for effective program implementation/service delivery.
Supervises the implementation of the nursing component of the health

services/programs.
Ensures that all nursing personnel adhere to standards of safety, bioethical

principles and evidence based nursing practice.
Evaluates specific components of health programs and nursing services based

on parameters/criteria.
Applies management and leadership principles to ensure a complete, accurate,

and up-to-date documentation of activities and outcomes of managing a
community/ village-based facility, component of a health program and/or
nursing service.
Maintains a positive practice environment
Demonstrates accountability for safe nursing practice:
Applies principles of supervision for effective and efficient delivery of health

50
programs and services.
Assesses supervisory needs of the nursing support staff.
Participates in the planning and implementation of staff development activities

to enhance performance of nursing support staff.
Monitors the performance of the nursing support staff.
Evaluates performance of nursing support staff using a standard evaluation

tool.
Participates in improving policies and standards of nursing practice.
Disseminates policies, regulations, circulars and programs among nurses and

nursing support staff.
Participates in developing policies and procedures relevant to human resource

management
Determines resources available for networking, linkage building, and referral

necessary for improving delivery of health services.
9.Conduct research with Participate in QI/QA Prepares a data collection and analysis plan as a member of the quality
an experienced activities in a nursing improvement/quality assurance/nursing audit team.
researcher; service unit
Conducts collection and analysis of data with the team members based on the
agreed plan.
Implements with the team the developed action plan for the identified
variance to improve the system or process.
10.Engage in life-long Participate in varied Develop a personal philosophy and career goals as a professional nurse

51
learning with a passion continuing professional Demonstrates accountability and responsibility or safe nursing practice:
to keep current with development activities Develop a professional nursing portfolio
national and global Assumes responsibility for lifelong learning, own personal development and
developments in general maintenance of competence.
and nursing and health Demonstrates continued competence and professional growth.
development in Engages in advocacy activities to influence health and social care service
particular; policies and access to services.
Models professional behavior.
Engages in advocacy activities to deal with health related concerns and adopts
policies that foster the growth and development of the nursing profession
11.Demonstrate Practices the core values Accepts the responsibility in paying relevant taxes in the practice of the
responsible citizenship of the Phil nursing profession
and pride of being a profession Customized nursing interventions based on Phil culture and values
Filipino. Project the good image of a Filipino nurse
12. Apply techno- Apply techno-intelligent Use appropriate technology to perform safe and efficient nursing activities
intelligent care systems care systems and
and processes in health processes in managing
care delivery
resources and programs
13.Adopt the nursing Display nursing core Manifest caring as a core of nursing, including the love for God and people
core values in the values in nursing
practice of the management and
profession
leadership
Appendix H. SAMPLE INSTRUCTIONAL DESIGN
Commission on Higher Education (CHED Technical Committee on Nursing Education

52
Course Title : Nursing Leadership and Management
Course Code : NCM 107
Course Description : Application of concepts, principles, theories and methods of management and leadership, as well
as, the ethico-moral, legal and professional responsibilities of a nurse. The students are expected to perform beginning professional
management and leadership skills, and apply sound ethico-moral and legal decision-making in the hospital and community-based settings. Students are
likewise expected to comply to the professional standards of nursing practice.
Course Credit : Theory: 4 units (72 hours); RLE: 3 units ( 162 hours)
Independent study: 60 hours ( 25%)
Placement : Fourth year, First Semester
Pre-requisites : NCM 104, NCM 105
Program Outcomes:
1. Apply knowledge of physical, social, natural and health sciences and humanities in the practice of nursing
2. Provide safe, appropriate and holistic care to individuals, families, population, group and community utilizing nursing process;
3. Apply guidelines and principles of evidence-based practice in the delivery of care;
4. Practice nursing in accordance with existing laws, legal, ethical and moral principles;
5. Communicate effectively in speaking, writing and presenting using culturally-appropriate language;
6. Report and document up-to-date client care accurately and comprehensively;
7. Work effectively in collaboration with inter-intra-and multi-disciplinary, multi-cultural teams;
8. Practice beginning management and leadership skills in the delivery of client care;
9. Conduct research with an experienced researcher;
10. Engage in life-long learning with a passion to keep current with national and global developments in general and nursing and health development
in particular;
11. Demonstrate responsible citizenship and pride of being a Filipino.
Level Outcomes: Given groups of clients (individuals, families, population groups, and communities) with health problems, the student will
apply principles of leadership and management effectively
Course Outcomes: Given actual clients in the hospital/community setting the Level IV students will be able to:
1. Apply knowledge of physical, social, natural and health sciences and humanities in managing clients, teams and programs in any setting
2. Utilize the nursing process in managing a group of clients/nursing service unit/ program in any setting

53
3. Apply guidelines and principles of evidence-based practice in nursing management
4. Practice nursing in accordance with existing laws, legal, ethical and moral principles
5. Communicate effectively in speaking, writing and presenting using culturally-appropriate language to clients and teams
6. Report and document up-to-date client care accurately and comprehensively
7. Apply principles of partnership and collaboration to improve delivery of health services
8. Manage a nursing service unit/health program in any setting
9. Participate in QI/QA activities in a nursing service unit
10. Participate in varied continuing professional development activities
11. Practice the core values of the Phil nursing profession
12. Apply techno-intelligent care systems and processes in health care delivery
13. Adopt the nursing core values in the practice of the profession
Learning Strategies
Learning Outcomes Content/Topic Related Learning Assessment
Classroom TA Experience (SL, Hospital TA
and Community)
Given actual clinical setting with Orientation to the Course Interactive Discussion 4 Orientation/leveling of 8 Paper and
minimal supervision the Level IV Leveling of expectations expectations in the pencil test
students will: and discussion of the clinical area
intended learning outcomes
and the shift to OBE
Distinguish the different concepts approach for the course ‘Buddy’ with a particular One-minute
used in nursing management RN/nurse manager paper
Concepts of leadership &
management
a Management Reflective journaling on Rubric for the
Organization effective leadership and Reflection
Discern the qualities of a good leader Leadership Vignette: identifying the management in nursing paper
Nursing Mgt. characteristics of a
b. Managerial/ manager/leader given a Rubric for a
Integrate principles and concepts of Leadership Roles as a case scenario

54
human behavior in managing clients beginning Nurse vignette
and teams Practitioner Web quest on 2012
1. Concepts NNCCS, roles and
Critique the leadership theories as 2. Theories responsibilities of a nurse Peer critiquing the
applied in nursing and health setting 3. manager leadership/management
Qualities/competencies of style of a specific nurse
a nurse Sharing/critiquing of manager
manager/leader interview data,
4. Roles and observations and Post- test
Responsibilities experiences on leadership
styles/theories
Principles of Management
Leadership and
Management theories
1. Early leadership
theories
2. Early management
theories
3. Contemporary
Leadership
Management
theories

55
Determine the health planning Overview of the Functions Lecture-discussion 5 12 Paper-pencil
models appropriate to target of Management Test
clientele ( individuals, family,
Planning
population group or community)
Reasons for Planning Case study on operational Nursing care planning for Checklist for
Uses appropriate Types of Planning planning by a nurse a given patient NCP
o Strategic manager
strategies/approaches to plan
Planning Performance
community health programs and o Tactical Planning checklist
nursing service. o Operational Develop a community
Planning program plan Rubrics for
Conducts collection and analysis of Hierarchy of Planning community
data with the team members based Scope of Planning program plan
on the agreed plan. Modes of Planning Planning for a ward and ward plan
Tools for Planning project based on needs of
Proactive vs. reactive staff nurses
planning Rubrics for
Develop a personal philosophy and Setting and sharing of grading
career goals as a professional nurse personal philosophy and personal and
goals as a professional Critique the philosophy, organization
nurse vision-mission and goals philosophy,
Philosophy, Vision, mission, of a health care facility vision-
goals mission and
goals
Ensures adequate resources (e.g. Budgeting Interactive discussion 4 Staffing role: 8 Performance
human, material) to effectively Budgeting process Prioritization of work and checklist
implement programs/services based budgeting of resources in
Fiscal Planning management of clients
on requirements, ratio and
Types of budget Develop a personal Rubric for
standards. Costing out of nursing monthly financial plan Head nursing role: personal
services as a student Budgeting of ward financial

56
Organizes own workload Cost-effectiveness resources plan/case
demonstrating time management Health care financing Case analysis on cost- Inventory of ward analysis/
skills for meeting responsibilities and effectiveness resources concept
Resource Management paper
achieving outcomes.
ABC Inventory Post-conference activity:
Determines resources available for Critiquing a nursing
Time Management financial
networking, linkage building, and
Maximizing personal time plan
referral necessary for improving Maximizing managerial Costing of nursing
delivery of health services. time services
Maximizing organization
Mobilizes resources for effective time Concept paper on health
program implementation/service care financing in relation
delivery. to quality nursing /health
services
Analyze a given organizational chart Organizing Interactive discussion 4 Head nursing activity: 8 Performance
Organizational theories perform the job checklist
Types of Organizational descriptions of a head
Structure, nurse
Hierarchy, Models
Rubric for
Organizational chart Force field analysis: Critique an organizational organizationa
Organizing Patient Care students will assess the chart of a health care l critique
Job design strengths and facility applying
Job description weaknesses of a health organizational and
care facility (hospital, management principles
Health care organizations community) or a nursing
Organizational Culture school, including external
forces

57
Develop a staffing schedule for a Staffing Journal sharing and 4 Head nursing activity: 14 Performance
nursing team Recruitment, Selection, critiquing on staffing 1. Compute the actual checklist
Placement challenges, issues and patient acuity, FTE of
Scheduling problems staff-patient ratio in the Rubric for
Predicting staffing needs assigned unit; journal
Apply patient classification Skill mix Concept mapping of 2.Formulate a two-week reaction
systems/nursing care models patient classification rotation schedule for a
Patient classification system system/ nursing care specific unit
Manages client load to ensure health Predicting staffing models delivery model based on 3.Categorize clients based
program /service coverage Nursing care delivery organizational model on Hospital Protocol on
systems Patient Classification
o Case method
o Functional nursing Staffing activity: Adopt a
o Team nursing patient classification
o Primary nursing system/nursing care
o Modular nursing model
o Nursing Case
Management
Participates in the planning and Staff Development Web-quest inquiry: 3 Management activity: 8 Paper and
implementation of staff development Sharing of best practices Staff development pencil test
activities to enhance performance of Continuing Professional on staff development planning for nurses in a
Development programs specific ward/community Rubric for staff
nursing support staff.
based on learning needs development
plan
Implements participatory and Directing 4 Implement a community Rubrics for

empowerment strategies for Tools in Directing development plan program
community competence to identify Elements of Directing implementation
Leading community health
and collaborate effectively in
programs Head nursing activity:
addressing needs and problems Journal sharing and Implement managerial Performance

58
related with health resource Shared Governance reaction on shared functions and delegate checklist
availability, access or use, governance tasks/patients to student
environment protection, safety and nurses in a team Rubrics for
Case analysis on power journal reaction
security.
and politics Behavioral modeling and case
Provides appropriate evidence based Power and Politics analysis
nursing care using a participatory
approach based on: a. clinical Delegation
practice, b. client and staff safety, c. Effective delegation
customer care standards, d. nursing
management and leadership
.Utilizes appropriate and efficient

Methods/strategies /tools to manage
multiple nursing interventions
complex and rapidly changing health
status with consultation as needed.
Applies management and leadership

principles in providing direction to
manage a community/village-based
Employ strategies to improve Motivation Interactive discussion 3 Head nursing activity: 8 Performance
/promote motivation of the health Intrinsic and extrinsic initiate team building checklist
team motivation activity/ Action-
Theories of motivation Vignette on motivation Reflection-Action
Establishes rapport with client and/or Strategies in motivation strategies and Sessions (ARAS) Rubric for the
support system ensuring adequate Establishment of integrating motivational vignette
information about each other as motivational conditions theories Nurses Poll to assess the

59
partners in a working relationship. intrinsic and extrinsic Quiz
Team Work/Group motivations of hospital
Maintains a harmonious and collegial Processes and community nurses as Self-satisfaction
relationship among members of the basis for action plan as a rating
health team for effective, efficient Group dynamics and nurse manager/leader
and safe client care. cultural diversity
Evaluates process/expected
outcomes of nurse-client and nurse-
health professionals working
relationship.
Disseminates policies, regulations, Communication Communication relay to 4 Staffing activity: Charting 10 Performance
circulars and programs among nurses Communication process identify facilitators and of nursing activities checklist
and nursing support staff Channels of barriers to
communication communication Critiquing nurses Anecdotal
Addresses with respect, trust, and Communication systems documentation observations
concern for safety, team needs, Barriers to communication
issues, or problems related with Communication skills Process documentation
psychosocial adaptation using Organizational, and critiquing of pt-nurse
appropriate interpersonal and group communication; nurse-
communication/interpersonal communication nurse interaction, nurse-
techniques/strategies. Organizational manager communication,
communication strategies nurse-doctor interaction
Improving communication
Documents nursing care services Head nursing activities: Rubric for
rendered and processes/outcomes of Concept paper on ethical Chart rounds/review concept
the nurse client working relationship. and legal consideration Accomplishing paper
Record Management in reporting and ward/community records
Ensures completeness, integrity, System recording and reports
safety, accessibility and security of
information.

60
Adheres to protocol and principles of
confidentiality in safekeeping and
releasing of records and other
information.
Applies management and leadership

principles to ensure a complete,
accurate, and up-to-date
documentation of activities and
outcomes of managing a community/
village-based facility
Implements system of informatics to

support the delivery of health care
Use appropriate technology to Journal sharing on Rubric for

perform safe and efficient nursing benchmarking initiatives journal sharing
activities Nursing Informatics on nursing informatics
Ensures intra-agency, inter-agency, Collaboration Interactive discussion 5 Head nursing activity: 14 Performance
multidisciplinary and sectoral 1. Referral of checklist
collaboration in the delivery of health Coordination Case analysis on clients,
coordination and 2. Needed Rubric for case
care.
collaboration skills of a coordination/ analysis and
Coordinates the tasks/functions of nurse manager collaboration concept map
with members of
other nursing personnel (midwife,
Delphi procedure: getting the health team,
BHW and utility worker) consensus decision GOs, NGO and
through a survey other interest
Collaborates with other members of
among nurses and other groups
the health team in the members of the health

61
implementation of programs and team of successful
services multidisciplinary Staffing activity:
collaborations and 1. Coordinate with
Applies principles of partnership and coordination other members of
collaboration to improve delivery of the health team,
health services. other agencies for
Concept mapping of hospital/community
Collaborates with GOs, NGOs and referral/coordination projects
other sociocivic agencies to improve protocol both in the 2. Coordinate nursing
hospital and community activities
health care services, support
environment protection policies and
strategies, and safety and security
mechanisms in the community.
Coordinates care by organizing and

prioritizing use of human, material,
financial and other resources to
achieve expected health outcomes.
Implements strategies/approaches to Decision Making process Interactive discussion 5 Head nursing activity: 8 Performance
enhance/support the capability of Decision making tools and 1.Analyzing clinical checklist
the client and care providers to theories Fishbone analysis of a problems
given problem case 2. presenting solutions Rubric for
participate in decision making by the
Change Process scenario for simple brainstormin
inter-professional team. Handling resistance to conflicts/clinical problems g and
change Brainstorming technique: 2. solving simple clinical fishbone
Implements strategies/interventions
Planned change think and speak out freely problems analysis
to ensure healthy population/s in the and creatively about all
school and work settings. Conflict Management possible approaches and
Types of conflict solutions to a specific Staffing activity: Brain writing-
Managing conflict nursing problem Clinical reasoning theater writing down
Work-related stress (based on problem ideas in slips of

62
Enhancing self esteem encountered by the paper related to
student nurse) a problem
Cross-impact analysis:
identification of possible
causal relationships
between and among
various events/scenarios
in a health care setting
and to come up with an
action plan
Assesses supervisory needs of the Supervision Interactive discussion 3 Clinical audit of 16 Performance
nursing support staff. supervision practices of checklist
Psychological/structural Debate on empowerment nurse managers
Supervises the implementation of the empowerment of nurses
nursing component of the health Paper and
services/programs. Head nursing activity: pencil test
a. Intentional modeling
Maintains a positive practice b. supervision of student
environment. nurses
c. grand rounds
Applies principles of supervision for
effective and efficient delivery of
health programs and services
Monitors the performance of the Controlling Group dynamics: 3 Critiquing a performance 8 Performance
nursing support staff. Control Process developing criteria for evaluation tool of nurses checklist
Development of evaluating role
Evaluates specific components of Standards performance of nurses Head nursing activity: Rubric for group
health programs and nursing services Employee discipline feedback on performance dynamics
based on parameters/criteria. evaluation of student
nurses in their team

63
Evaluates performance of nursing
support staff using a standard
evaluation tool.
Performance evaluation
Prepares a data collection and Continuous Quality Interactive session 4 Staffing activity; 16 Performance
analysis plan as a member of the improvement and risk 1. Prospective checklist
quality improvement/quality Management Debate on the ethical, nursing audit of
assurance/nursing audit team Creating a patient safety moral, professional and patients chart Rubric for
culture legal considerations in 2. Reports debate and
Ensures that all nursing personnel Standards of Nursing ‘Nurse Alert/Watch’ and variances/sentine concept paper
adhere to standards of safety, Practice issue-based reporting l events
bioethical principles and evidence Quality Assurance/Quality 3. Provide inputs on
based nursing practice. improvement Concept paper on Quality policies, safety
Variance report/sentinel assurance/improvement issues
Institutes appropriate corrective events initiatives for a given Head nursing activity:
actions to prevent or minimize Accreditation health sector ( academe, 1. Develop a
harm arising from adverse effects JCAHO/JCIA, Phil hospital, community, manageable
Health, Hospital DOH, etc) Quality
Participates in the development of Accreditation improvement
policies and standards regarding safe Commission project with her
nursing practice Nursing audit nursing team
. Other CHED quality 2. Perform risk
Implements with the team the assurance initiatives assessment and
developed action plan for the develop an action
identified variance to improve the plan
system or process.
Creates a safe environment of care

through the use of quality assurance,
continuous quality improvement and
risk management strategies.

64
Participates as a member of a quality
team in implementing the
appropriate quality improvement
process on identified improvement
opportunities
Participates in improving policies and

standards of nursing practice.
Participates in developing policies

and procedures relevant to human
resource management
Communicates, both in oral and

written form, the results of the
quality improvement project in
partnership with the quality
improvement team/quality
assurance/nursing audit team
Collaborates with GOs, NGOs and

other socio-civic agencies to improve
health care services, support
environment protection policies and
strategies, and safety and security
mechanisms in the community.
Demonstrates accountability and

responsibility for safe nursing
practice

65
Learning Strategies
Learning Outcomes Content/Topic Related Learning Assessment
Classroom TA Experience (SL, Hospital TA
and Community)
Adheres to ethico-legal, A. Ethico-moral responsibility 5 Staffing activity: 8 Paper pencil
considerations when 1. Review Everyday ethical dilemmas: 1. Reflective test
providing safe and quality 1.1 Basic ethical principles present an abbreviated journaling on
and professional nursing 1.2 Code of ethics for case study with an ethical ethico-moral Performance
care . nurse dilemma to nursing and considerations in checklist
1.3 Various Rights of health and ask the students the care of clients
Implements clients to identify/justify ethical 2. Nursing care Rubrics for
strategies/policies related 2. Ethical decision-making principle upheld and planning that concept paper
to informed consent as it Ethical frameworks for violated integrates ethico-
applies in multiple decision-making moral
contexts 3. Ethical leadership in considerations
nursing Concept paper on
Protects clients rights 4. Professional autonomy professional autonomy of Head nursing activity:
based on clients’ and 5. Personal Work ethics nurses 1. Ethical decision
Nurses’ Rights making in
addressing
Applies ethical reasoning Critiquing of sample concerns in the Peer review
and decision making informed consent form clinical setting
process to address 2. Behavioral
situations of ethical Psychoanalysis: student will modelling of work
distress and moral develop and present their ethics
dilemma own work ethics principle
Customized nursing
intervention based on Phil.
Culture and values.

66
Adheres to established B. Legal Responsibilities Interactive session 6 Conference-discussion on: 8 Paper and
norms of conduct based on 1. Legal rights of pencil test
the Phil. Nursing Law and 1. Nursing Legislations Filipino nurses
legal, regulatory and 1.1. Philippine Nursing Law Case studies on nursing 2. Legal violations in Rubrics for
institutional requirements 1.2. Health related laws jurisprudence health and case study
relevant to safe and affecting nursing and nursing and position
nursing practice. health paper
1.3. Labor laws
Accepts responsibility in work contracts Position paper on a policy
paying relevant taxes in collective bargaining recommendation on a
the practice of the nurses and labor unions relevant nursing/health
profession. 1.4. Legal issues in nursing concern
practice
1.1. Breach of contract
1.2. Negligence
1.3. professional
negligence/
Malpractice
1.4 Wills
1.5. Crimes related to
nursing practice
1.6 Nurses and evidence
Privileged
communication
Nurses as witness
Assumes responsibility for C. Personal and Professional Panel-discussion: Invite 5 Participates in advocacy 8 Performance
lifelong learning, own Responsibilities professional nurse activities on issues of checklist
personal development and 1. Nursing as a profession nursing.
maintenance of Professional Decorum Career orientation: invite Paper pencil
competence 2. Roles and responsibilities of a accomplished alumni in Attendance to nursing test
beginning nurse practitioner various fields of practice to fora on health and
Demonstrates continued 3. Career development talk about their nursing issues Rubric for
competence and Job search/job leads specialization professional

67
professional growth Preparing for an interview Self-assessment on protfolio
Developing a professional attainment of the national
Models professional portfolio Nursing Core Competency
behaviour 4. Emerging opportunities standards
Fields of specialization
Project the good image of Expanded roles of nurses
a Filipino nurse Issues and trends in nursing
5. Nursing associations:
: Accredited professional Workshop on developing a
nursing organization: PNA professional portfolio
Develop a professional Speciality organizations
nursing portfolio Interest groups
6. Relevant PRBON resolutions
affecting nursing practice
e.g. 2012 national nursing core
competency standards,
Continuing Professional Web quest on relevant
Manifest caring as a core Development (CPD), National nursing provisions
of nursing, including the Nursing Career progression
love for God and people plan
Engages in advocacy Professional advocacy Writing of a position paper 1 Rubric
activities to influence on health or nursing issue
health and social care
service policies and access
to services.
Engages in advocacy
activities to deal with
health related concerns
and adopts policies that
foster the growth and
development of nursing
profession

68
Learning Environment:
Classroom: The teaching-learning environment must be as contained in the Policies, Standards and Guidelines of
CHEd.
Related learning Experiences:
Hospital : Students will be assigned in a CHEd- accredited hospital/health facility. Students will rotate in
various clinical areas to
perform management related activities supervised by a competent Clinical Instructor
Community: Students will be exposed in the adopted community to implement and manage health clinic/DOH
programs for a specific individual, families and population groups under the supervision of a competent Clinical Instructor
Independent Study: Use of learner’s time spent outside of the classroom/laboratory/clinical area for self-directed learning
using available resources ( actual and online resources) equivalent to at least 25 % of the total hours credited for the
course.
Resources:
Vignettes
Case studies
Organizational charts
Invited alumni/professional nurses
Laptop and Audio-visual equipment
Journal articles
Survey forms
Course requirements:
Exams and quizzes
Professional nursing portfolio
Quality Improvement project
Community development plan/implementation report

69
Grading System:
References:
Textbooks:
Armstrong, A. (2010). Nursing ethics: a virtue-based approach. Hamshire: Palgrave Macmillan.
Bellosillo, J, Marquez, J., Mapili, E., Octaviano, E ( 2008). Fundamentals of nursing Law,
jurisprudence and ethics. Manila: Educational Publishing House,
Black, B and Chitty, K.K. ( 2014) St. Louis, Missouri: Elsevier/Saunders.
Burkhardt, M (2008). Ethics and issues in contemporary nursing. 3rd ed.Australia: Thomson
Delmar Learning.
Clark, C. (2009). Creative nursing leadership and management. Sudbury, Massachusetts: Jones and
Bartlett Publishers.
De Belen, R and De Belen, D. (2007). Nursing law, jurisprudence, and professional ethics. Quezon
City: C & E Publishing.
Finkelman, A (2012). Leadership and management for nurses: core competencies for quality care. 2nd ed. Boston: Pearson, Prentice Hall, Inc.
Griffith, R and tengnah, C. (2014). Law and professional issues in nursing. 3rd ed. London: SAGE/Learning matters.
Grohar-Murray, M. (2011) Leadership and management in nursing. 4th ed. Boston, Massachusetts: Pearson Inc.
Hogan, M.A. and Nickitas, D. (2009). Nursing leadership and management. New jersey: Pearson Prentice Hall.
Huber, D. (2010) Leadership and nursing care management. Saunders Elsevier
Huston, C. (2014) Professional issues in nursing: challenges and opportunities. 3rd ed. Philadelphia: Wolters Kluwer health/Lippincott Williams and
Wilkins.
Jasper, M, Rosser, G. (2013). Professional development, reflection, and decision-making in nursing and health care.UK: Wiler-Blackwell.
Kelly, P. (2012). Nursing leadership and management 3rd Edition. C Engage Learning International Edition
Marquis, B. and Huston, C (2012). Leadership roles and management functions in nursing, Theory and application , 7th ed. Philadelphia: Lippincott
Williams and Wilkins.
Marquis, B. and Huston, C. (2012.) Leadership and management tools for the new nurse, A case study approach ,Philadelphia: Lippincott Williams
and Wilkins .
Masters, K. (2014) Role development in professional nursing practice. Burlington, MA: Jones & barlett learning.
Perrin, K and McGhee, J. ( 2008) Quick look nursing: ethics and conflict. Sudbury, Massachusetts: Jones and Bartlett Publishers.
Porter O’ Grady, T and Mallock, K (2013). Leadership in nursing practice, changing the landscape of health care Jones and Bartlett Learning
Roussel, L. (2012). Management and leadership for nurse administrators Jones and Bartlett Learning

70
Thomas, J. (2013). A nurse’s survival guide to leadership and management on the ward. 2nd ed. United Kingdom: Churchill Livinstone Elsevier.
Tomey, A.M. (2009). Guide to nursing management and leadership, 8th ed. Singapore: Mosby Elsevier
Venson, et al. (2009) Philippine Nursing Law.
Journals
Online Journals:
Nursing Management. Lippincott Williams and Wilkins
Journal of Nursing Management. Wiley Online Library
Nursing Management Journal Information
Journal of Excellence in Nursing Leadership
International Nursing Review
Philippine Journal of Nursing
Websites:
http://www.ahrq.gov/research/findings/factsheets/services/nursestaffing/nursesatff.pdf
http://www.workingnurse,com/The-Nurse-Patient-Ratio-Five-Years-Later
http://www.wpro.who.int/topics/nursing/ichrn_fact_sheet.pdf
http://www.icn.ch/projects/positive-practice-environments/
http://www.pna-ph.org/downloads.asp
Other references:
Phil. Nursing Law
2012 national Nursing Core Competency Standards
PRC-BON resolutions
Relevant CHED Memos and Administrative Orders

71

CHED PSGs for Bachelor of Science in Nursing

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CHED PSGs for Bachelor of Science in Nursing

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Republic of the Philippines

OFFICE OF THE PRESIDENT

CHED MEMORANDUM ORDER

SUBJECT: POLICIES, STANDARDS AND GUIDELINES FOR THE BACHELOR OF SCIENCE IN

PSG for BSN-OBE as of August 16, 2016

Using a learner-centered/outcomes-based approach the Technical Committee also

5.1 Degree Name

5.2 Nature of the Field of Study

PSG for BSN-OBE as of August 16, 2016

5.4 Specific Roles and Careers for Graduates

1. Direct Client Care

2. Leadership and Management

1. Advanced Practice Nursing

1.1.Telehealth Nursing , Nursing Informatics, Ambulatory Care Nursing , Cardiovascular

1.2. Public Health /Community Health Nursing

2. Nursing Education Specialist

PSG for BSN-OBE as of August 16, 2016

5.5 Allied Fields

The BSN program is allied to the following health related programs:

1. Health Related Program

Section 6. Program Outcomes

6.1 Common to all programs in all types of schools

6.2 Common to Health Professions

PSG for BSN-OBE as of August 16, 2016

6.3 Specific to BSN

a. Apply knowledge of physical, social, natural and health sciences, and

6.4 Common to a Horizontal Type as defined in CMO 46 s 2012

Professional Institutions contribute to nation building by providing educational experiences

PSG for BSN-OBE as of August 16, 2016

Horizontal Typology Types

1. Apply knowledge of physical, social, natural and

2. Provide safe, appropriate and holistic care to

3. Apply guidelines and principles of evidence-based

4. Practice nursing in accordance with existing laws,

5. Communicate effectively in speaking, writing and + + +

PSG for BSN-OBE as of August 16, 2016

10. Engage in lifelong learning with a passion to keep

14. Develop entrepreneurial skills in the delivery of + + +

6.5. BSN Level Outcomes

PSG for BSN-OBE as of August 16, 2016

1. Apply knowledge of physical, social, a. Integrate relevant principles of social, physical,

PSG for BSN-OBE as of August 16, 2016

5. Communicate effectively in speaking, a. Ensure a working relationship with the client

6. Report/document client care a. Document client’s responses /nursing care

7. Collaborate effectively with inter-, a. Ensure intra-agency, inter-agency,

PSG for BSN-OBE as of August 16, 2016

8. Practice beginning management and a. Participate in the development and

PSG for BSN-OBE as of August 16, 2016

Program Outcomes Performance Indicators

14. Develop entrepreneurial skills in the a. Specify appropriate financial strategies to

Level Knowledge, Skills and Values Application Degree of

PSG for BSN-OBE as of August 16, 2016

The Commission provides the following sample curriculum.

Section 9. Sample Curriculum

I. GENERAL EDUCATION COURSES …………………………………………………………………………………46 units

PSG for BSN-OBE as of August 16, 2016

Core Courses Units

II. MAJOR COURSES ……………………………………………………………………………………………………… 23 units

III. PROFESSIONAL COURSES ……………………………………………………………………………………… 119 units

PSG for BSN-OBE as of August 16, 2016

I. GENERAL EDUCATION COURSES ………… 46 units

II. MAJOR COURSES …………………………….. 23 units