1

SAINT LOUIS UNIVERSIT

LOUIS UNIVERSITYY
BAGUIO CIT Y
CITY
PHILIPPINES

A Center of Excellence in Nursing Education

Nursing
 TABLE OF CONTENTS

PAGE
I. SLU Mission and Vision ...................................................................1

II. SLU Goals and Objectives ..............................................................1

III. College of Nursing Objective ...........................................................2

IV. History .............................................................................................3

V. Awards / Recognition Received ......................................................3

VI. College Pillars .................................................................................5

A. Academic Excellence ...........................................................5

B. Academic Linkages ...........................................................10

C. Community Extension ....................................................... 11

D. Research ........................................................................... 13

VII. Program Offerings ........................................................................ 14

A. Associate in Health Science Education ............................14

B. Bachelor of Science in Nursing ........................................19

C. Post GN BSN .................................................................... 28

D. Master of Science in Nursing ............................................ 29

VIII. Mobile Nursing Clinic Primer .........................................................36

I. SLU Vision and Mission

Our institution envisions an integral human formation of the youth

who will become mature Christians and active members of the Church.
This integral human formation is directed towards a Christian development
of knowledge, skills and attitudes which is geared towards service in Church
and in society by witnessing to the values of God’s reign.

In order to realize this vision, SLU is committed to instruction, to

research and to community service. Such activities are oriented towards
the promotion of human dignity and happiness which leads to the
development of the total person who is able to take up one’s responsibilities
in the Church and in the world.

II. SLU Goals and Objectives

True Christian living, academic excellence, professional

responsibility, and social awareness are the key interrelated dimension
of the institutional goals of Saint Louis University. In pursuit of these
expressed goals, the University adopts the following general objectives:

a. To provide moral and intellectual training in a Christian

atmosphere which will promote a value system founded on
human rights; on upright living; and on the origin, dignity, and
destiny of men and women; to stand witness to the presence
of Christ in the contemporary world by itself being characterized
by institutional and personal commitment to fundamental
truths and principles.

b. To contribute to national development by educating the youth

for intelligent, efficient, creative, and responsible utilization of
their skills and profession, providing thereby the necessary
and enlightened leadership in the various fields of human social
development.

c. To be the seat of intellectual dedication, constantly seeking

and opening up new horizons of knowledge, with the end in
view of ensuring the positive application of the varied
potentialities and capabilities of men and women in response
to the needs of contemporary society and forming principled
and committed persons engaged in the pursuit of collective
spiritual and material well-being.
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 d. To make itself, in conjunction with other social institutions, a
more dynamic and accessible instrument for promoting equality,
justice, and social consciousness; to make itself a real and
effective mechanism for the advancement of equality of
opportunity among men and women, serving thus to remove
prejudicial forces that impede harmonious local, national, and
international life.

III. College of Nursing Objectives

The College of Nursing of Saint Louis University aims to produce

nurses who are professionally prepared to occupy the beginning
positions in nursing and who are endowed with potentials for leadership
and for higher studies. Further, it aims to produce nurses imbibed with the
Christian spirit of service, social insight and commitment, and humanitarian
dedication. The specific objectives are as follows:

1. To prepare its graduates for the practice of nursing in various

settings by:

a. Providing a broad basic education necessary for the proper

understanding of principles and methods of modern
scientific nursing;

b. Giving enough opportunities for participation in various

programs in the health care system, and by actual
practice in real situations – be it in the hospital, in the
family or in community health where the student will serve.

2. To provide the broadest possible background of cultural and

professional knowledge, and equipping the student with skills
needed for future leadership positions in nursing.

3. To develop the personal qualities that would enable the

student to live a wholesome, satisfying life as a Christian,
as a professional and as an individual, and to contribute
maximally to the welfare and development of the country and
of humanity.

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IV. History

The Nursing Program of Saint Louis University started with the 2-

year preparatory nursing course (Pre-Nursing) under the administration
and supervision of the College of Natural Sciences in 1968. Later in 1973,
the BSN Supplemental Program was opened. The Department of Nursing
was eventually weaned from the College of Natural Sciences with the
addition of the 4-year BSN Curriculum in 1976. After a board resolution,
College of Nursing was finally opened as an independent college in
the University with Dean Jesusa Lara as the pioneer dean.

New programs were eventually opened. Master of Science in

Nursing was opened in 1996 and the Associate in Health Science in
Health Education in 1998.

V. Awards/ Recognitions Received

1981. The EVERLASTING AWARD was given by the Provincial

Government of Benguet for bringing health and nursing
services to Benguet communities.

1982. LEVEL II PAASCU ACCREDITED STATUS. This initial

accreditation status was enjoyed by the College for three (3)
years due to evidence of academic excellence and
consequently, gave the College the benefits of partial
deregulation and curricular autonomy.

1988. The College earned its LEVEL III ACCREDITED STATUS

for five (5) years. Level III accreditation status means that
the quality of education rendered is equivalent to
international standards, excellent performance in the board
examination and with extensive research and community
extension services. This status gave the College the benefits
to enjoy full administrative and curricular deregulation and
financial authority.

1989. Through the community extension services of the College,

particularly the Mobile Nursing Clinic, Health Resource
Distribution Program and the Community Organizing-
Participatory Action Research funded by the Canadian

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 Government, the College earned an award from the Philippine
Government. The REGIONAL KABISIG AWARD was given by
then President Corazon Aquino for outstanding community
health services.

1994. The College received LEVEL III PAASCU

RE-ACCREDITATION STATUS for another five (5) years. The
same benefits were afforded to the College as of 1988.

1996. The Commission on Higher Education recognized the College

of Nursing as a CENTER OF EXCELLENCE IN NURSING
EDUCATION (COENE). As a COENE, the College was
initially granted five million peso budget intended to further
upgrade its facilities, equipment and quality education,
including research and faculty educational program. As a
role model in the region, the College is also expected to
spearhead the upgrading of nursing education in the region.

1999. The College was again RE-ACCREDITED by PAASCU for

another four years.

2001. CHED Memorandum Order 32 granted the lone

AUTONOMOUS STATUS to Saint Louis University in CAR and
Region I. The criteria for granting autonomy to SLU include
outstanding overall performance of its graduates in the
licensure examinations under the Philippine Regulation
Commission, its long tradition of integrity and untarnished
reputation and having programs that are classified as Centers
of Excellence/ Centers of Development.

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VI. College Pillars
A. ACADEMIC EXCELENCE
Nursing Board Examination Performance. The passing rate
of the graduates from 1980 to present is exemplary. Some graduates
consistently made it as board topnotchers and the Professional Regulation
Commission has always recognized SLU College of Nursing for its
exemplary performance.
PERFORMANCE OF SLU-COLLEGE OF NURSING IN THE
BOARD EXAM FOR NURSES FROM 1980-2004

DATE GIVEN SLU National SLU

Passing Passing Topnotchers
% %
April-May 1980 100% 65% 9th place
11th place
October 1980 100% 50.4%
April-May 1981 92% 48.34%
October 1981 100% 98.21%

April-May 1982 100% 85%

April - May 1983 100% 73.41%
April-May 1984 100% 67.39% 7th place
October 1984 100% 69.98%
April-May l985 100% 65.63% 7th place

April-May 1986 97.4% 69.9% (2)14th place

(2)17th place
(2) 19th place
April-May 1987 96.1% 46.81%
October 1987 100%
June 1988 91.6% 43% 11th place
20th place
June 1989 100% 68.75% 12th place
20th place

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DATE GIVEN SLU National SLU Exemplary
Passing Passing Top- Perfor-
% % notchers mance
June 1990 96% 51.62% 17th place
18th place
October 1990 100% 25.3% 8th place

June 1991 98.75% 51.17% 8th place

17th place
13thplace
19th place

June 1992 100% 64.17%

June 1993 99.44% 63.72%
August 1993 100%
December 1993 100%
May 1994 100% 57.58% 10 th place
16 th place
12 th place
17 th place
13 th place
18 th place
14 th place
19 th place
15 th place
20 th place
December 1994 100% 66%
June 1995 100% 61.31%
November 1995 100%
April-May l996 98.55% 53.90% 3rd place 4th
December 1996 100% 54.40%
May 1997 95.86% 48.86% 8th place
17th place 3rd
11th place
18th place
14th place
(2) 19 th place
15th place
(2) 20 th place

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DATE GIVEN SLU National SLU Top- Exem-
Passing Passing notchers plary Per-
% % formance
November 1997 98.25% 51.51% 1st

May 1998 98.% 54.17% 17th place 3rd

(2) 20th
place
November 1998 100% 57.54%

May 1999 91.74% 51.30% 7th place 4th

16th place

November 1999 98.00% 48.31% 1st

May 2000 94.18% 50.83% 7th Place 3rd

14th place
8th place
20th place
December 2000 100% 48.41%

June 2001 96.15% 54.28% 19th place 3rd

November 2001 75% 52.58%

June 2002 90.32% 46.48% 15th place 2nd

17th place

December 2002 96% 42.81%

June 2003 99% 52.76% (2) 12th place 1st

(2)15th place
(1) 16th place
(3)18th place
(1) 20th place
December 2003 96% 43% 8th place 2nd
10th plac e
12th plac e
16th plac e
18th plac e
19th plac e
June 2004 96.7% 55.73% 3rd

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Facilities and Equipment. The College of Nursing is located at the
Adenauer Building of SLU. It has two fully equipped nursing laboratory
rooms, a nutrition laboratory and science laboratory rooms designed for
effective instruction. There are complete sets of equipment and supplies
readily available for experiential learning.

CPR models used for return demonstrations

Equipment for computer-assisted instruction is also provided.

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 Operating Room instruments and linens

Simulated ward set-up with mannequins for

demonstration purposes

Laboratories for Related Learning Experiences. Saint Louis Hospital

of the Sacred Heart is the base hospital of the College. It has a capacity
of 160 beds and renders major health services. Additional affiliating
hospitals include Baguio General Hospital and Medical Center and Benguet
General Hospital, which are government hospitals.
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 The students under the direct supervision of respective clinical
instructors and mobile nursing clinic staff nurses are also immersed in
selected barangays of the municipalities of Bokod, Atok, Kapangan
and Kibungan, Benguet Province and also in selected barangays of
Baguio City.

Teaching Strategies and Methodology. The College employ

different methodologies of teaching that enhances experiential learning
since the curriculum is competency-based. Aside from lecture-discussions,
participative learning activities are employed such as case analysis, problem
solving, panel discussions, role playing, demonstration-return
demonstration and other innovative techniques.

Faculty. The faculty are well screened and adequately prepared.

The College have a dynamic faculty development program that ensures
the continuing professional advancement and developing competence of
its faculty. Preceptopship is also initiated to assist the faculty develop
confidence and expertise in specific nursing areas.

B. ACADEMIC LINKAGES

Nursing schools in Region I and CAR

(37 schools as catchment areas)
Sister schools with nursing programs:
Saint Louis College, San Fernando La Union
St Mary’s University, Bayombong, Nueva Viscaya
University of Saint Louis, Tuguegarao
Affiliating Hospitals/Agencies
SLU Hospital of the Sacred Heart
Baguio General Hospital and Medical Center
Benguet General Hospital
Philex Hospital
Department of Health/Baguio Health Department
Municipalities of Benguet Province
Department of Social Welfare and Development
Professional Organizations
Philippine Nurses Association
Association of Deans of Philippines Colleges of Nursing
International Linkages
Catholic University of Australia
Flemish Interuniversity Cooperation Program between
Belguim Government, SLU and Benguet State University
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B. COMMUNITY EXTENSION

In its effort to help address the dismal health situation of

Benguet communities and as a key player in the improvement of he health
status of the country, the College of Nursing is currently implementing
community health development programs, namely:

1. Mobile Nursing Clinic (MNC) 1979 to the present

The MNC is the first and longest-running extension service

program of the College of Nursing of St. Louis University. It is considered
as a model health care facility for providing primary health care services.

The MNC was initially financed by a three –year grant, with a two-
year extension from the government of West Flanders, Belgium. The ABOS,
a Belgian funding agency that provides financial aid to non-government
organizations, was the main source of the
project’s funds. After the termination of the extension grant in 1991, the
financial and other administrative support were taken over by the University.

The MNC was one of the responses of the College of Nursing to

the inadequacy of health manpower, facilities and services to the under-
served and far-flung areas of Benguet Province. It was also a cooperative
response to the global and national call of utilizing Primary Health Care as
a strategy to health services provision, with the “overriding goal of using
health as a linkage to self-reliance. As such, it provides promotive,
preventive, curative and rehabilitative services.” The program components
include delivery of health services, training and education, linkages,
coordinations and research and documentation.

It also serves as a medium or bridge for the learning

experience of student nurses during their Community Health

Nursing rotation and other community health students who

undertake field exposure or training.

2. Health Resource Distribution Program (HRDP) 1986 – 1989

This program was funded by the United States Assistance for

International Development (USAID) through the Population Center for
Community Development (PCPD), formerly Population Center Foundation

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(PCF). This is the first community health development program that utilized
the Community Organizing Participatory Action Research (COPAR) in two
communities of Benguet. When the Community Health Committees of these
target communities became functional and were capable of standing on
their own to a certain extent, the program phased out. Program planning,
implementation and evaluation was headed by Dr. Jesusa Bagan-Lara,
Project Director and facilitated by Dr. Erlinda Castro-Palaganas, Project
Manager and Mrs. Carmen Cawatig-Bolinto, Project Field Supervisor.

3. International Development Research Center (IDRC) -Funded

Participatory Action Research 1989-1991

Having gained so many learning insights from the HRDP

experience, the College prepared another research proposal that was
conducted in two other Benguet communities namely, Palina, Kibungan
and Bagong, Sablan. This was entitled “Developing and Testing Strategies
for Community Participation / Mobilization in Health Care Delivery in Two
Selected Communities in Benguet Province, Northern Luzon, Philippines.”
This was made possible through the leadership of Dr. Erlinda Castro-
Palaganas and Mrs. Fatima Fangayen, Project Directors.

4. Nursing Clinic – January 2003 – present

This is a joint project of the College of Nursing and the Alumni

Association of the College where health promotion and illness prevention
services are rendered to SLU students and employees, as well as patients
referred by doctors. The program components include diabetic
management, cancer education, smoking cessation program, sex
education, safe motherhood, hypertension education, stress management,
weight management, graceful aging, counseling, menopause education,
and tuberculosis education.

The Nursing Clinic is located at Adenauer 105. The services can

be availed by appointment.

5. Nursing/Health Missions

Volunteer faculty and students of the college organize and

participate in nursing/health/medical missions in remote communities of
the Cordillera (Benguet Province, Mountain Province and Kalinga). These
programs are done in partnership with government and non-government
agencies.
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 Nursing faculty and students with other health personnel and
barangay officials during a Nursing/Health Mission

D. RESEARCH

Conduct of Research. The College has generated

regional and local faculty researches funded by CHED. Likewise, the
students conduct relevant quantitative and qualitative nursing researches.

Research Dissemination. Yearly regional nursing

research congress are conducted where professional and student
researches are disseminated orally and in posters. A College
Research Bulletin which contains faculty and students researches is also
published yearly. Faculty researches are also published in the university
research bulletin and national professional nursing journals.

Other Research-related Activities. Other research-related

activities include capability building of faculty in research, partnership with
other research centers for nursing data base, research consultancy,
sharing of research resources, and initiation of the Regional Nursing
Research Program to improve the research component in the nursing
schools

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Deans and faculty posed with Dr. Carmelita Divinagracia, Chairman of the
Technical Panel for Nursing Education, Commission on Higher Education
during the Fifth Regional Nursing Research Congress

VII. PROGRAM OFFERINGS

• Associate in Health Science Education (AHSE);
• Bachelor of Science in Nursing (BSN);
• BSN Supplemental/Post-GN Program;
• Master of Science in Nursing (MSN)
A.ASSOCIATE IN HEALTH SCIENCE EDUCATION

What is the AHSE Program?

The Associate in Health Science Education (AHSE)
Program is a two-year preparatory program common for all health courses.
Students who complete the program will join the graduation rites and will
be awarded a Certificate in Associate in Health Science Education.
After completion of this program in the College of Nursing, the
graduates have the following options:
1. Enter the Bachelor of Science in Nursing (BSN) program as
a third year student in other nursing schools;
2. Shift to another health course ( Pharmacy, Radiologic
Technology) offered in SLU with all of the units taken credited
toward the chosen course;
3. Work as a health aide.
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 Students who are admitted to this program will not be accommodated
into the third year of the Bachelor of Science in Nursing program of SLU.
However, these students benefit from two years of quality education that
can serve as a good foundation to whichever of the above options they
choose after they have completed the AHSE program.

Guidelines for Admission and Retention

Quota and Qualifications for Admission:

Admission to the AHSE program is open to fresh high school

students shifters or transferees. These students must have qualified
for admission in accordance with the SLU College Entrance Examination
(CEE) for the first semester 2003-2004.

Each qualified applicant must submit all the basic requirements for
incoming first years in SLU. In addition, the following SPECIAL requirements
must be submitted:

1. Two (2) additional 2”x2” identical ID photos; and

2. UNDERTAKING DULY SIGNED by the student and his/her
parent signifying their agreement to the admission and retention
policies of the College of Nursing for the AHSE program.

Pre-enrolment for Incoming First Years:

The qualified applicant must report to the Office of the Dean

of the College of Nursing for pre-enrolment processing on the date of
enrolment indicated in the Official SLU-CEE Results, with all the basic and
special admission requirements. Failure to do so will mean that the applicant
waives his/her right for admission into the program.

Retention Requirements:

To be retained to enroll for the subsequent semester, the student

must have passed at least 55% of the unit load for the semester.

Policies on Leave of Absence:

A student who wishes to stop schooling for at least one

Semester must file a leave of absence with the Admission
Committee of the College, with the approval by the College Dean; and if
the same student wishes to resume enrolment in the
College, he/she should file a letter of intent to do so at least one month
before the scheduled enrolment.
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 AHSE CURRICULUM

FIRST YEAR—LEVEL I

FIRST SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
Relg 1 I Believe 3 3
Engl 1 Communication Arts 1 3 6 3
Fil 1 Sining ng Pakikipagtalastasan 3 3
Chem1a Inorganic and Organic Chem 3 5
Socio 2 Sociology –Anthropology 3 3
Philo 1 Logic and Critical Thinking 3 3
Socio 2 Sociology – Anthropology- 3 3
PE1 Physical Fitness 2 2
22
units

SECOND SEMESTER
COURSE DESCRIPTIVE TITLE HRS/ HRS/ UNITS
NO. WEEK WEEK
LEC LAB
Relg 2 Believing Unto Disciples hip 3 3
Engl 2 Communication Arts II 3 3
Fil 2 Pagbasa at Pagsulat sa
Iba’t-Ibang Disciplina 3 3
Nat Sci Microbiology and Parasitology 3 3 4
Math 1 College Algebra 3 3
Psycho 1 General Psychology
w/ Drug Prevention 3 3
Comp 1 Computer Science 1 3 3
PE2 Rhythmic Activities 2 2
24
units

SUMMER
NSTP Civic Service 6 6
units

16
 SECOND YEAR—LEVEL II

FIRST SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB

Relg 3 Discipleship in Community 3 3

Heca 1 Healt h Care I (4 + 3) 4 9 7

Ana
Physio a Anatomy and Physiology 3 4 3
Econ 1a Healt h Economics and TAR 3 3
Litt 1 The Literature of the Philippines 3 3
Math 7 Basic Statistics 3 3
PE3 Individual/ Dual Sports and
Games 2 2
27
units

SECOND SEMESTER
HRS/ HRS/ UNITS
COURSE DESCRIPTIVE TITLE WEEK WEEK
NO. LEC LAB
Regl 4 Living Like Jesus 3 3
Phys 1 College Physics 2 3 3
Heca 2 Healt h Care (3 + 2) 3 6 5
Philo 3 Philosophy of Human Person 3 3
STS Science, Tec hnology & Society 3 3
Econ 1a Healt h Economics and TAR 3 3
PE 4 Team Sports and Games 2 2
22
units

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 Course Description

AHSE Subjects

Health Ethics (3 units)

The course aims at developing among students an understanding
of the important concepts and principles of bioethics. At the end of the
course, the student should be sensitive to ethical considerations and face
ethical issues in health care, community work and public issues responsibly.

Health Economics (3 units)

The course focuses on concepts, principles, and techniques of
resource utilization for the production of services in the health care delivery
system.

Science, Technology and Society (3 units)

This is an integrative course that will capture the holistic view of
how science, technology and society interact and affect each other. It will
emphasize the implications of the interactions to the health status of Filipinos
and to the health care profession in the country. Furthermore, the course
will be presented in a historical and futuristic perspective, focused on the
Philippine setting.

Health Care I ( 4 units lecture and 3 units laboratory)

Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease prevention at
the individual level utilizing the health care process.

Health Care II (3 units lecture and 3 units laboratory)

Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease Prevention in
the family and community level. The course also ncludes principles
and processes to community health development. It highlights on the
development of community health care competencies utilizing the
community organizing-participatory-action research

Anatomy and Physiology ( 6 units lecture and 2 units laboratory)

This course includes the definition of anatomical terms,
correlation of human biologic structure with normal physiologic function,
basic regulatory mechanisms which promote homeostasis, and
familiarization of some physiological parameters which serve as indicators
for the organism’s state of health.
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 B. BACHELOR OF SCIENCE IN NURSING

This is a 4-year nursing course. It is competency-based and

community oriented curriculum that prepares an individual to be a beginning
nurse practitioner.

Guidelines on Admission and Retention

I. Policy on the Admission of BSN First Year Students

Effective First Semester School Year 2002-2003, all incoming first

years for BS Nursing (BSN I) in Saint Louis University shall undergo the
Associate in Health Science Education (AHSE) Program under the College
of Nursing in accordance with the pertinent guidelines on quota,
qualifications, and requirements for admission and subsequent retention:

A. Quota and Initial Program:

Admission to BSN I in SLU is based on quota. The students must

possess all the qualifications and must comply with the
admission requirements for the AHSE program under the College of Nursing.

B. Qualifications for Admission:

The applicant for admission to the ASHE program under BSN I:

1. Must have qualified for admission in accordance with
the SLU College Entrance Examination (CEE) for First
Semester 2003-2004, and;
2. Must be physically fit as assessed by the SLU Medical
Clinic

C. Admission Requirements:

Each qualified applicant must submit all the basic requirements for
incoming first years in SLU. Additionally, the following SPECIAL requirements
must be submitted:
1. Two (2) additional 2”x2” identical ID photo;
2. UNDERTAKING DULY SIGNED by the student and his/
her parent signifying their agreement to the admission
and retention policies of the College of Nursing.

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 3. Medical Certificate from the SLU Medical Clinic
certifying that the student is physically fit for admission
in BS Nursing; ( This is to be accomplished during the
pre-enrolment processing and submitted on or before
the scheduled date of enrolment. Failure to do so will
disqualify the applicant from admission.)

D. Pre-enrolment for Incoming First Years:

SEVEN DAYS before the respective scheduled date of enrolment

as indicated in his/her Official SLU-CEE Result, the applicant must
report to the Office of the Dean of the College of Nursing for pre-enrolment
processing, with all the basic and special admission requirements.

II. Retention Requirements for First Year and Second Year

Students:

To be retained to enroll for the subsequent semester, the student:

1. Must have passed at least 55% of the unit load for the
semester; and,
2. Must be physically fit as assessed by the SLU Medical Clinic
before the start of enrolment for the first semester of the new
school year.

A. Quota for BSN Proper (starting on the Third Curriculum III.

Admission and Retention Policies for Third and Fourth Year
Students:

1. Admission to the BSN Proper will be limited in slots.

Graduates of the ASHE Program under the College of
Nursing who are interested to proceed to BS Nursing
Proper shall be competitively screened for the open slots
based on the following guidelines and requirements:

a. Have not incurred any dropped or failing grade in

any subject;

b. Physically fit as assessed by the SLU Medical Clinic;

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 c. Have ranked among the top ASHE graduates based on:

1. Average Grade in the ASHE program ... 85%

2. Attitude and Conduct ............................. 15%

2. Application to BSN Proper: Qualified applicants for BSN

Proper should submit their application before the end of
the second semester of their second year in the
AHSE program for screening at the Office of the College
Dean.

B. Retention Requirements for the Third Year and Fourth Year

BSN Curriculum

To be retained in BSN Proper, the student:

1. Must have passed at least 60% of the unit load for the
semester;

2. Must have not failed in any subject twice; and

3. Must have been cleared as physically fit by the SLU

Medical Clinic at the start of the semester.

IV. Policies on Leave of Absence:

1. A student who wishes to stop schooling for at least one semester

must file a leave of absence with the Admission Committee of the
College, with the approval by the College Dean; and one month
before the scheduled enrolment.

2. If the same student wishes to resume enrolment in the College,

he/she should file a letter of intent to do so at least

21
 BSN CURRICULUM

FIRST YEAR-LEVEL 1

FIRST SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
Relg 1 I Believe 3 3
Engl 1 Communication Arts 1 3 3
Fil 1 Sining ng Pakikipagtalastasan 3 3
Chem1a Inorganic and Organic 3 6 5
Chemistry
Math 1 College Algebra 3 3
STS Science, technology and Soc 3 3
Philo 1 Logic and Critical Thinking 3 3
Socio 2 Sociology—Ant hropology 3 3
PE1 Physical Fitness 2 2
28
Units

SECOND SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
Relg 2 Believing Unto Disciples hip 3 3
Engl 2 Communication Arts II 3 3
Fil 2 Pagbasa at Pagsulat sa Iba’t-
Ibang Disciplina 3 3
Nat Sci Microbiology and Parasitology 3 3 4
Philo 2a Healt h Ethics 3 3
Psych 1 General Psychology w/ Drug
Prevention 3 3
A n a - Anatomy & Physiology 6 2 7
Physio
PE2 Rhythmic Activities 2 2
28
units

22
SUMMER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
NSTP Civil Service 6 6
Philo 3 Philosophy of Human Person 3 3
9
Units

SECOND YEAR—LEVEL II

FIRST SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB

Relg 3 Discipleship in Community 3 3

BSN101 Strategies of Health Education 3 3
Heca 1 Healt h Care I (4 + 3) 4 9 7
Hist 1 Philippine History 3 3
Econ 1a Healt h Economics and TA R 3 3
Litt 1 The Literature of the Philippines 3 3
C he m1 b Biochemistry 2 3 3
PE 3 Indi vidual/ Dual Sport s and 2 2
Games 27
units

SECOND SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
Relg 3 Living Like Jesus 3 3
Phys 1 College Physics 2 3 3
Comp 1 Computer Science 1 3 3
Heca 2 Healt h Care II (3 + 3) 3 9 6
Pol Sci1 Politics & Governance 3 3
BSN102 Basic Nutrition 2 2 3
Math 7 Basic Statistics 3 3
Engl 4 Public Speaking 3 3
PE4 Team Sports and Games 2 2
29
units

23
SUMMER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
NCM Foundation of Nursing 3 3
100
NCM Relat ed Learning Experiences 9 3
100a (153 hrs) 6
units

THIRD YEAR—LEVEL III

FIRST SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
NCM101 Promotive and Preventive 8 8
Nursing Care Management
NCM101a Relat ed Learning Experiences
(408 hrs) 24 8
BSN 103 Introduction to Nursing
Research 3 3
Life and Works of Dr. Jose
Hist 2
Rizal 3 3
22
units

SECOND SEMESTER
COURSE HRS/ HHRS/ UNITS
N0. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
NCM102 Curative and Rehabilitative
Nursing 8 8
NCM102a Relat ed Learning Experiences 24 8
(408 hrs)
Hist 1d Asian Civilization 3 3
19
units

24
SUMMER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB
NCM Relat ed Learning Experience 4
(204 hrs) units

FOURTH YEAR—LEVEL IV

FIRST SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB

NCM104 Curative and Rehabilitative

Nursing Care Management II 8 8
NCM104a Relat ed Learning Experiences
(408 hrs) 24 8
16
units

SECOND SEMESTER
COURSE HRS/ HRS/ UNITS
NO. DESCRIPTIVE TITLE WEEK WEEK
LEC LAB

NCM105 Nursing Management & 8 8

Leadership
NCM105a Relat ed Learning Experiences
and Intensive Practicum
(408 hrs) 24 8
16
Units

25
 COURSE DESCRIPTION

AHSE Subjects
Health Ethics (3 units)
The course aims at developing among students an understanding
of the important concepts and principles of bioethics. At the end of the
course, the student should be sensitive to ethical considerations and face
ethical issues in health care, community work and public issues responsibly.

Health Economics (3 units)

The course focuses on concepts, principles, and techniques of
resource utilization for the production of services in the health care delivery
system.

Science, Technology and Society (3 units)

This is an integrative course that will capture the holistic view of
how science, technology and society interact and affect each other. It will
emphasize the implications of the interactions to the health status of Filipinos
and to the health care profession in the country. Furthermore, the course
will be presented in a historical and futuristic perspective, focused on
the Philippine setting.

Health Care I ( 4 units lecture and 3 units laboratory)

Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease prevention at the
individual utilizing the health care process.

Health Care II (3 units lecture and 3 units laboratory)

Concepts and principles in the provision of basic health care in
terms of health promotion/maintenance and disease Prevention in
the family and community level. The course also includes principles
and processes to community health development. It highlights on the
development of community health care competencies utilizing the
community organizing-participatory action research.

Anatomy and Physiology ( 3 units lecture and 2 unit laboratory)

This course includes the definition of anatomical terms,
correlation of human biologic structure with normal physiologic function,
basic regulatory mechanisms which promote homeostasis, and
familiarization of some physiological parameters which serve as indicators
for the organism’s state of health.
26
Nursing Subjects

BSN 101 - Strategies of Health Teaching ( 3 units )

This subject covers the principles and concepts of client teaching
with emphasis on health and illness. It include the theory of learning, the
teaching- learning process and well as the strategies in teaching individuals/
groups of clients of varying ages.

BSN 102 – Basic Nutrition ( 3 units)

It covers the basic nutrients, their functions, sources,
metabolism, physiology and interrelationships including human
nutritional requirements and importance of good nutrition to one’s health,
the family and the community.

BSN 103 – Introduction to Nursing Research ( 3 units)

This course is designed to acquaint the students to the
research process and provides them with an opportunity to use research
methods in the investigation of nursing problems. It is planned to develop
critical and appreciative interest in scholarly writings, scientific thinking
and the habit of using them.

NCM 100 – Foundations of Nursing

Units: 3 units lecture, 3 units RLE (153 hours)

This course provides the student with the overview of nursing

as a science, an art and a profession. It shall include a discussion on
the different roles of a nurse emphasizing on health promotion, illness
prevention utilizing the nursing process as a basis for nursing practice.

NCM 101 – Promotive and Preventive Nursing Care Management

Units: 8 units lecture, 8 units RLE (408 hours)

This course is designed to provide the students with the

developmental theories and concepts, and to critically analyze health needs
and concerns of the individual, family and community. Classroom and
RLE will provide the students with activities to Develop skills, knowledge
and attitudes, and value on health promotion and identification and
management of risk factors.

27
NCM 102 – Curative and Rehabilitative Care Management I
Units: 8 units lecture and 8 units RLE (408 hours)

It include the concepts and principles of nursing care

management of clients with alterations in human functioning across the
lifespan in varied settings using a holistic approach.

NCM 103 – Related Learning Experience

Units: 4 units ( 204 hours)

This RLE focuses on the enhancement of students skills by previous

concepts given in NCM 101 and 102.

NCM 104 – Curative and Rehabilitative Nursing Care

Management II Units: 8 units lecture and 8 units RLE (408 hours)

It includes concepts and principles of nursing care management of

clients with alterations in human functioning across the life span in varied
setting. This is a continuation of NCM 103 and NCM 104

NCM 105 – Nursing Management and Leadership

Units: 8 units lecture and 8 units RLE (408 hours)

It focuses on the development of nursing leadership and

management skills essential to the professional nurse. It includes ethico-
moral aspects of health care and nursing practice, the nurses’
responsibilities for personal and professional growth.

C. POST – GN BSN
Graduates in Nursing (GN) who wish to go to the BSN program
shall fulfill the requirements of the BSN Curriculum.

1. Must fulfill admission requirements of the University

2. Must take all general education subjects specified for the BSN
Program
3. For professional nursing subjects:
A. Applicants shall be evaluated on a case to case
basis considering the following:
1. Fundamentals of Nursing I
2. Fundamentals of Nursing II with Nursing Process
28
 3. Nursing Care of the Adolescents, Adults and the
Aged I and II
4. Maternal and Child Nursing I and II
5. Psychiatric Nursing I
6. Communicable Disease Nursing
7. Community Health Nursing I
8. Primary Health Care
B. Related Learning Experience
Professional experiences obtained must be certified by
immediate superior and/ or administrator.
Certification shall include:
1. Year and length of time in service
2. Areas of assignment
3. Evaluation of performance
Full time staff nursing experiences (hospitals,
public health, occupational health nursing, school nursing,
military nursing) may be credited twenty (20) hours of Related
Learning Experiences (RLE) for every year, but not to exceed
two-hundred (200) hours towards NCM 105.

D. MASTER OF SCIENCE IN NURSING

Specific Objectives of the Graduate Program in Nursing
The graduate program in nursing aims to:
1. Provide concrete opportunities for the nurse practitioner to
utilize findings of nursing research in their profes sional
nursing practice through in-depth study of current
trends, researches, issues and problems in nursing
practice.
2. Define and clarify the various roles of a Clinical Nurse Specialist
in the hospital and community setting.
3. Increase the competence of nurses who shall assume
leadership roles and major responsibilities in any field of
specialization in nursing practice.
4. Present opportunities for direct participation and conduct of
nursing research in specific fields of specialization.
5. Encourage nurses with good potential and capabilities to give
their utmost personal and professional contributions in the
alleviation of suffering through independent nursing practice.
29
Admission Requirements:
BSN degree holder
At least one year professional clinical practice related to chosen
field of specialization
Language proficiency
Official transcript of records
Certificate of employment
SLU Graduate School Entrance Examination passing result
*The program coordinator may suggest additional courses
depending on the needs of the student.
Revised Curriculum for Master of Science in Nursing (MSN)
The MSN graduate program has 5 areas of specialization for the
graduate student to choose from: Maternal and Child Health Nursing; Adult
Health Nursing; Community Health Nursing; Mental Health and Psychiatric
Nursing; and Nursing Administration. Each area requires the completion
of 39 units of which 6 units are to be credited to the thesis and 33 units to
academic courses.
Course Requirements:
Basic Courses .............................. 12 units
Major Courses .............................. 12 units
Nursing Electives .......................... 19 units
Thesis ........................................... 16 units
Total .................................. 39units
Core/Basic Courses (12 units):
NU-201 Research Methods of Nursing
NU-202 Statistical Methods Applied to Nursing
NU-203 Behavioral Perspectives in Health –
Sociological, Anthropological, Psychological
NU-204 Advanced Pathophysiology
Fields of Specialization
A. Maternal and Child Health Nursing (12 units)
NU-211 Child Development and Adjustment
NU-212 Advanced Obstetric and Gynecologic Nursing
NU-213 Advanced Pediatric Nursing
NU-214 Intensive Practice on Maternal-Child Nursing
B. Adult Health Nursing (12 units)
NU-221 Adult Health Care
NU-222 Advanced Medical Nursing
30
 NU-223 Advanced Surgical Nursing
NU-224 Intensive Practice on Adult Health Nursing
C. Community Health Nursing (12 units)
NU-231 Advanced Primary Health Care
NU-232 Advanced Family Health Care
NU-233 Advanced Community Health and Development
NU-234 Intensive Practice in Community Health Nursing
D. Mental Health and Psychiatric Nursing (12 units)
NU-241 Theories of Personality
NU-242 Nursing Interventions in Mental Illness – Individual
NU-243 Advanced Community Mental Health
NU-244 Intensive Practice in Mental Health and Psychiatric
Nursing
E. Nursing Administration (12 units)
NU-251 Concepts and Theories of Nursing Administration
NU-252 Health Services, Finances, and Management
Control System
NU-253 Human Resources Management in Health
Services
NU-254 Practicum in Nursing Administration
Nursing Electives: Choose 9 units from the following:
NU-215 Seminar in Nursing
NU-216 Oncologic Nursing
NU-217 Entrepreneurship in Nursing
NU-225 Gerontological Nursing
NU-226 Critical care Nursing
NU-227 Rehabilitation Nursing
NU-235 Ecology, Health and Illness
NU-236 Comparative Health Care System
NU-237 Disaster Nursing
NU-245 Psychological Dimensions of Nursing
NU-255 Curriculum Planning and Development in Nursing
Education
NU-256 Organization and Administration of Schools of Nursing
NU-257 Administration of Nursing Services
Thesis: (6 units)
NU-299A Thesis Writing I
NU-299B Thesis Writing II

31
 Course Description

Basic/Core Courses

NU-201 Research Methods in Nursing (3 units)

It covers the research process and its application to nursing practice.
It is planned to develop critical and appreciative interest in scholarly
writings, scientific thinking and the habits of using them.

NU-202 Statistical Methods Applied to Nursing (3 units)

This course deals with statistical issues and procedures applicable
to nursing research. It also deals with the use and interpretation of
statistics in the three major areas of nursing – clinical practice,
education and management.

NU-203 Behavioral Perspectives in Health - Sociological,

Anthropological, Psychological (3 units)
This course presents an overview of existing thinking and
values in nursing for the welfare of society. It is designed to provide
the students with the philosophy of nursing and its sociological
and psychological bearing on the nurse, man and society.

NU-204 Advanced Pathophysiology (3 units)

This course focuses on selected pathophysiological phenomena
and human responses. The nurse is taught to assume a major role
in assessing, monitoring, managing and evaluating these
phenomena.

Major Courses

A. Maternal and Child Health Nursing (NU-211 to NU-214)

It focuses on child growth, development, and adjustment; the sick
child and his adaptations towards his illness; pregnancy, labor
and delivery; family planning and responsible parenthood;
gynecologic problems and the families’ adaptations toward stress
and illness. The intensive practicum will include clinical experience
in maternal and child care with emphasis on the role of a clinical
nurse specialist.

32
B. Adult Health Nursing (NU-221 to NU-224)
It covers the physiologic and pathophysiological factors as well as
the psychosocial dimensions of the patient in response to illness.
It also focuses on the care of adult clients with medical and/or
surgical dysfunctions. The clinical practicum requires the
performance of clinical nurse specialist roles in an area of
specialization in medical-surgical nursing.

C. Community Health Nursing ( NU-231 to NU-234)

This includes primary health care and community
organizing-participatory action research. It also presents the
concepts in community health nursing and the development of a
comprehensive community diagnosis and a community health
program plan utilizing research-oriented approach for community
development. In the intensive practicum, the student chooses a
specific community, utilizing COPAR.

D. Mental Health and Psychiatric Nursing (NU-241 to NU 244)

It covers theories of human behavior and the psychopathological
conditions and therapeutic interventions. It also includes community
mental health concepts. The intensive experience focuses on
the role of clinical nurse specialist in mental health and psychiatry,
both in the hospital and community setting.

E. Nursing Administration (NU-251-254)

It gives emphasis on the philosophy of nursing administration, and
the management processes and procedures in any health care
facility. It also deals with the financing of health programs and
projects, and utilization of human resources in health care delivery.
The practicum consists of related experiences and activities in the
work setting with emphasis on the role of a nurse administrator.

Elective Courses

NU-215 Seminar in Nursing (3 units)

This course is designed for the nurse to understand and be
updated to various concepts, trends, issues and problems in
the society, health care system and most especially in nursing
practice

33
NU-216 Oncologic Nursing (3 units)
This course involves the discussion of cellular aberrations in body
systems giving emphasis on the roles of the oncology nurse in the
care of the client. It also includes discussion on modes of nursing
and medical therapy, death and dying and rehabilitation.

NU-217 Entrepreneurship in Nursing (3 units)

This course focuses on the issue and concerns of an
independent nurse practitioner. It will also discuss the basis for
sound practice, management concepts, marketing strategies,
human relations and development. Principles and theories of
Organization and management, and economics will also be
discussed in this course.

NU-225 Gerontological Nursing (3 units)

This course embodies the study on the processes of aging and
the problems of the elderly. Nursing process is dealt within the
context of restorative care with an interdisciplinary approach to
address the needs of the older, disabled adult.

NU-226 Critical Care Nursing (3 units)

It presents critical care concepts and principles as well as the roles
of a critical care nurse. It includes the pathophysiologic discussion
of critical cardiovascular, pulmonary and neurologic conditions as
well as the utilization of the nursing process in the care of critical
patients.

NU-227 Rehabilitation Nursing (3 units)

This course involves the discussion of concepts pertaining to the
rehabilitation of patients across the lifespan resulting from physical
and mental dysfunctions. It will also include discussions on concepts
of disability and responses of the disabled client.

NU-235 Ecology, Health and Illness (3 units)

This course provides an in-depth study of community health
development using the general systems model: organization and
management of nursing services in the community including trends
and issues in ecological diversity.

NU-236 Comparative Health Care System (3 units)

This course is an in-depth study of the different health care systems
as practiced in the ASEAN countries, Europe, Middle East and the
United States of America.
34
NU-237 Disaster Nursing (3 units)
It includes discussions on the nature and effects of disasters to
the individual, family and community; common emergency
conditions arising from a disaster; decision-making and nursing
interventions in disaster situations; and community organizing after
a disaster.

NU-245 Psychological Dimensions of Nursing (3 units)

This course focuses on the concepts, principles, and
theories underlying clients’ behavioral responses in health and
illness and the nursing approaches related to these responses.

NU-255 Curriculum Planning and Development in Nursing

Education (3 units)
The course includes concepts, principles, strategies and processes
involved in curriculum planning, development and change and
changes in curriculum development in the country.

NU-256 Organization and Administration of Schools of

Nursing (3 units)
This course is concerned with current issues,
concepts, problems, principles and processes involved in the
organization and administration of schools of nursing.

NU-257 Administration of Nursing Services (3 units)

This course emphasis will be on management in nursing, showing
the process of linking together work groups that are organized
around specific problems or issues related to nursing practice.
The course will prepare graduate nurses moving toward leadership
positions in nursing services.

Thesis Writing

NU-299A Thesis Writing 1 (3 units)

This course is designed to guide the thesis writer to undergo the
research process with the assistance of a research adviser. It
requires the completion of a research proposal.

NU-299B Thesis Writing II (3 units)

The student is assisted to finish a research report and to successfully
pass the oral defense.

35
THE SLU-MOBILE NURSING CLINIC

A PRIMER
36
VIII. Mobile Nursing Clinic

1. WHAT IS SLU-MNC?

The Mobile Nursing Clinic (MNC) is the first and longest-running

extension service program of the College of Nursing of St. Louis
University.

As a result of an impact evaluation of the Mobile Nursing Clinic

conducted from January 1986 to June 1987, the Mobile Nursing Clinic
was considered as a model health care facility for providing primary
health care services.

2. HOW DID THE PROGRAM START?

The SLU College of Nursing, which opened in June 1975, launched

the Mobile Nursing Clinic project in mid-1979 as a response to the
need for promoting Primary Health Care,
specifically to depressed areas not accessible to health services,
manpower and facilities.

The MNC was initially financed by a three –year grant, with a two-year
extension from the government of West Flanders,
Belgium. The ABOS, a Belgian funding agency that provides financial
aid to non-government organizations, was the main source of the
project’s funds.

After the termination of the extension grant in 1991, the financial and
other administrative support were taken over by the University.

3. WHY WAS THE MOBILE NURSING CLINIC LAUNCHED?

The MNC was one of the responses of the College of Nursing to the
dismal health situation such as inadequacy of health manpower,
facilities and services to the under-served and
far-flung areas of Benguet Province.

It was also a cooperative response to the global and national call of

utilizing Primary Health Care as a strategy to health services
provision, with the “overriding goal of using health as a linkage to self-
reliance. As such, it provides promotive, preventive, curative and
rehabilitative services.”
37
 Far-flung and depressed communities of Benguet Province
that are often inaccessible by ride.

It also serves as a medium or bridge for the learning

Experience of student nurses during their Community Health
Nursing rotation and other community health students who
undertake field exposure or training.

4. WHY IS IT CALLED A MOBILE NURSING CLINIC?

It is called mobile because originally, it literally moved to as many

inaccessible communities to another in its effort to deliver health
services to a wider coverage. After the institutionalization of community
organizing-participatory action research (COPAR) concepts in the College
of Nursing between 1987-1992, however, the movement from one
community to another was determined by the readiness of the communities
to take care of their own health to a certain extent.

It is also called a nursing clinic because it is managed and staffed mainly

by nurses, composed of a Project Director, an MNC Supervisor and
Community Health Nurses. From its opening in 1979 to 1997, a Medical
Technologist has always been a part of the MNC team. However, because
of the growing movement from curative to promotive and preventive health
services, the College decided to hire nurses only.

38
5. WHAT ARE THE PROGRAM COMPONENTS OF MNC?

With COPAR as a vital ingredient in all its activities, MNC has the
following program components:

A. HEALTH SERVICES:
(1) Nursing clinic consultations (clinic or home-based),
utilizing the nursing process approach and focusing on
the following:
a. Medical-surgical (e.g. hypertension, first aid, etc.}
b. Pediatric (e.g. immunizations – usually in
coordination with other agencies such as
the Department of Health)
c. Mental Health and Psychiatric Nursing
d. Maternal and Child Health Nursing
Prenatal care
Intranatal care – attending to home deliveries
Post-natal care
e. Communicable diseases
f. Simple laboratory procedures – urinalysis, stool
exam, sputum smearing, benedict’s testing

(2) Referral of complex cases to hospitals and private health

practitioners
(3) Setting up herbariums (garden, “botika” containing crude drug
and finished product preparations)

39
 MNC staff assisting in home delivery

A herbal garden set up and maintained by Barangay Health Workers and

community volunteers through the help of MNC staff.

40
B. TRAINING AND EDUCATION

(1) Community level

a. Teaching activities for health promotion and maintenance,

prevention of diseases, and leading causes of illnesses and
deaths conducted to specific groups like Adult Groups,
Community Health Workers, Core Group members, pre-
school, elementary and high school pupils and student

A health education program conducted outdoor

b. Mass information education campaigns on current health

needs of the communities

c. Capability building for community health workers, leaders of

the organization and other committees

d. Building of functional community structures

41
 Barangay health workers trained to do sputum smearing, a test
needed to help diagnose tuberculosis. The Association of
Barangay health Workers is an example of a functional people’s
organizations organized and trained by the MNC staff

(2) College level

a. MNC coverage areas are also the Associate in Health Science

Education (AHSE) & Community Health Nursing exposure
areas for students, thus, serving as the medium for their
learning experiences.
b. As such, MNC staff nurses act as preceptors to the
students while they also take care of following up the
students’ areas when the students and faculty leave.
c. Orientation of nursing students’ organization in order to
develop their love for Community Health Nursing and
community development

42
 SLU student nurses in blue uniform with an MNC staff ready for home visits

C. LINKAGES AND COORDINATIONS (NETWORKING)

(1) Identify and establish networks for more affordable and faster
referral systems. Examples of hospitals that we have established
networks include Benguet General Hospital, Baguio General
Hospital, Benguet Laboratories, La Trinidad Rural Health Unit
for TB Screening, Dr. Juan (Ortho cases), and Dr. Edwin
Palaganas (EENT cases). Networks for research activities
included the other two extension service programs of the College
that phased out, namely:
a. Health Resource Distribution Program (HRDP) – 1986
to 1992
b. International Development Research Centre (IDRC)-
Assisted Research Project (1986-1987)
(2) Serve as a venue for exposure of community health students
and others interested in community health work.
(3) Initiate and maintain harmonious and cooperative relationships
with concerned government and other non-government
institutions, directly health-related or indirectly health related
agencies in the pursuit of multi-sectoral approach to health
development. Examples of government and non-government
43
 organizations include the following
3.1. Government agencies
- Department of Health, Department of
Education, Phil National Red Cross, Department of
Agriculture, Population Commission, DENR, DILG
(LGU), Commission on Higher Education
3.2 Non-government agencies
- Medical Outreach Mission Foundation, Inc.
(MOMFI)
- Philippine Information Agency (PIA)
- Project Luke
- Plan International
- Women’s Health
- Community Health Education Services in the
Cordillera Region

Joint Projects of SLU College of Nursing and MNC staff with government and
non-government agencies.

D. RESEARCH AND DOCUMENTATION

(1) Integrated in all program components is recording
and reporting of outputs
(2) Conduct and plan for more scholarly research activities
(3) Keep a copy of community diagnoses and progress
report of the areas covered
(4) Participatory Action Research (PAR) is integrated in the
phases of Community Organizing process when the MNC
staff, faculty and students conduct community diagnosis with
the community leaders.
44
6. WHAT ARE THE AREAS COVERED BY MNC?

MNC covers the far-flung, under-served barangays or communities

in any of the 13 municipalities of Benguet Province. These areas are
classified as either core or sporadic. Core areas are the areas
where MNC staff immerse or where active community organizing work
is being conducted. These are chosen based on their Poverty level,
non-availability of health services and strategic location so as to
accommodate peripheral areas, which could also avail of the services
of the MNC.

Sporadic areas are those that are visited on a monitoring or follow

up basis. These are commonly the areas where MNC has phased out
or areas that have strongly requested for MNC’s services but have
not been endorsed or approved yet as MNC catchment and student
exposure areas. These have possibilities of becoming core areas.

7. WHAT ARE THE ACHIEVEMENTS OF MNC TO DATE?

Throughout the MNC’s twenty three years of operation (covering

the period from 1979-2002), it has served 106 out of the 136
barangays and 13 municipalities comprising Benguet Province. At
present, there are 9 core areas being serviced by three Community
Health Nurses from 1998 to date.
(1) Total no. of sick clients attended: 3063 (sick clients attended
2000-2002)
(2) Total no. of herbariums put up: 4 (2000-2002)
(3) Total no. of herbariums still functional: 10
(4) Total no. of community health workers trained: 94
(5) Total no. of active community health workers: 72
(6) Total no. of organizations strengthened: 8
(7) Total no. of organizations formed: 8
(8) Total no. of functional people’s organizations: 16
(9) No. of formal researches conducted since 1979: 2
a. The Mobile Nursing Clinic: A Model Health Care
Facility for Providing Primary Health Care Services
(1979-1982)
B. Impact Evaluation of the Mobile Nursing Clinic As A Model
Health Care Facility for Providing Primary Health Care
Services (January 1986- June 1987)
Total list of updated community diagnoses on file : 92
45
 (11) Total list of community development progress reports on file:
92 ( 1998-2002)
(12) Awards received

1981. The EVERLASTING AWARD was given by the Provincial

Government of Benguet for bringing health and nursing
services to Benguet communities.

1989. Through the community extension services of the

College, particularly the Mobile Nursing Clinic, Health
Resource Distribution Program and the Community
Organizing-Participatory Action Research funded by the
Canadian Government, the College earned an award
from the Philippine Government. The REGIONAL
KABISIG AWARD was given by then President Corazon
Aquino for outstanding community health services.

8. WHO ARE CONSIDERED AS THE PRIME MOVERS OF THE MNC?

The founder and first Project Director of the MNC was Dr.
Jesusa Bagan-Lara, the first Dean of the SLU-College of Nursing (1979-
1992) followed by Dean Fatima Fangayen (1992-2001) and finally by
Dean Mary Grace Lacanaria (2001 to the present. Mrs. Elisa
Ressurreccion was the first MNC Supervisor. She was followed by the
following:
Mrs. Bernadette Padaco-Lozano

1. Miss Angie Mayo (1987-1990)

2. Mrs. Carmen Cawatig-Bolinto (Sept 1991-May 1996)
3. Mrs. Catalina Alinduza (June 1998-May 2001)
4. Mrs. Carmen C. Bolinto (June 2002- present)

9. WHERE CAN WE FIND THE MNC OFFICE?

The Mobile Nursing Clinic Office

Corner A-414
4th Floor, Adenauer Building
St. Louis University, Baguio City
Tel. No. 442-3043 local 294

46
 For more information:
call: 442-3043 local 294
443-2001 local 294
442-2193 local 294
444-8246 local 294
444-8247 local 294
444-8248 local 294
e-mail: cndean@slu.edu.ph
fax: 074-442-2842

47