Catalogue 2004

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SAINT L OUIS UNIVERSIT Y LOUIS UNIVERSITY BAGUIO CIT Y CITY PHILIPPINES

A Center of Excellence in N ursing Education Nursing

TABLE OF CONTENTS

I.

PAGE 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 2year 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 OrganizingParticipatory 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 % % 9th place 11th place

April-May 1980

100%

65%

October 1980

100%

50.4%

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%

October 1984

100%

69.98%

April-May l985

100%

65.63%

April-May 1986

97.4%

69.9%

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

April-May 1981

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7th place

7th place (2)14th place (2)17th place (2) 19th place

DATE GIVEN

SLU Passing %

National Passing %

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%

December 1994

100%

66%

June 1995

100%

61.31%

November 1995

100%

April-May l996 December 1996 May 1997

98.55%

53.90%

100%

54.40%

95.86%

48.86%

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SLU Exemplary TopPerfornotchers mance

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

3rd place

8th place 17th place 11th place 18th place 14th place (2) 19 th place 15th place (2) 20 th place

4th

3rd

DATE GIVEN

SLU Passing %

National Passing %

November 1997

98.25%

51.51%

May 1998

98.%

54.17%

November 1998

100%

57.54%

May 1999

91.74%

51.30%

November 1999

98.00%

48.31%

May 2000

94.18%

50.83%

100%

48.41%

96.15%

54.28%

75%

52.58%

90.32%

46.48%

December 2002

96%

42.81%

June 2003

99%

52.76%

December 2003

96%

43%

96.7%

55.73%

December 2000 June 2001 November 2001 June 2002

June 2004

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SLU Topnotchers

Exemplary Performance 1st

17th place (2) 20th place

3rd

7th place 16th place

4th 1st

7th Place 14th place 8th place 20th place

3rd

19th place

3rd

15th place 17th place

2nd

(2) 12th place (2)15th place (1) 16th place (3)18th place (1) 20th place

1st

8th place 10th plac e 12th plac e 16th plac e 18th plac e 19th plac e

2nd

3rd

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 twoyear 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 underserved 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 CastroPalaganas 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. 2. 3.

Enter the Bachelor of Science in Nursing (BSN) program as a third year student in other nursing schools; Shift to another health course ( Pharmacy, Radiologic Technology) offered in SLU with all of the units taken credited toward the chosen course; 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. 2.

Two (2) additional 2”x2” identical ID photos; and 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 NO.

Relg 1 Engl 1 Fil 1 Chem1a Socio 2 Philo 1 Socio 2 PE1

DESCRIPTIVE TITLE

I Believe Communication Arts 1 Sining ng Pakikipagtalastasan Inorganic and Organic Chem Sociology –Anthropology Logic and Critical Thinking Sociology – AnthropologyPhysical Fitness

HRS/ WEEK LEC

3 3 3 3 3 3 3 2

HRS/ WEEK LAB

6

UNITS

3 3 3 5 3 3 3 2 22 units

SECOND SEMESTER COURSE NO.

DESCRIPTIVE TITLE

Relg 2 Engl 2 Fil 2

Believing Unto Disciples hip Communication Arts II Pagbasa at Pagsulat sa Iba’t-Ibang Disciplina Microbiology and Parasitology College Algebra General Psychology w/ Drug Prevention Computer Science 1 Rhythmic Activities

Nat Sci Math 1 Psycho 1 Comp 1 PE2

HRS/ WEEK LEC

HRS/ WEEK LAB

3 3 3 3 3

UNITS

3 3 3

3 4 3

3 3 2

3 3 2 24 units

6

6 units

SUMMER NSTP

Civic Service

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SECOND YEAR—LEVEL II FIRST SEMESTER COURSE NO.

DESCRIPTIVE TITLE

HRS/ WEEK LEC

HRS/ WEEK LAB

UNITS

Relg 3

Discipleship in Community

3

Heca 1 Ana Physio a Econ 1a Litt 1 Math 7 PE3

Healt h Care I (4 + 3)

4

9

7

Anatomy and Physiology Healt h Economics and TAR The Literature of the Philippines Basic Statistics Individual/ Dual Sports and Games

3 3 3 3

4

3 3 3 3

3

2

2 27 units

SECOND SEMESTER COURSE NO.

Regl 4 Phys 1 Heca 2 Philo 3 STS Econ 1a PE 4

DESCRIPTIVE TITLE

Living Like Jesus College Physics Healt h Care (3 + 2) Philosophy of Human Person Science, Tec hnology & Society Healt h Economics and TAR Team Sports and Games

17

HRS/ WEEK LEC

3 2 3 3 3 3 2

HRS/ WEEK LAB

3 6

UNITS

3 3 5 3 3 3 2 22 units

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. 2.

2.

B.

Average Grade in the ASHE program ... 85% Attitude and Conduct ............................. 15%

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.

Retention Requirements for BSN Curriculum

the Third Year and Fourth Year

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

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BSN CURRICULUM FIRST YEAR-LEVEL 1 FIRST SEMESTER COURSE NO.

Relg 1 Engl 1 Fil 1 Chem1a Math 1 STS Philo 1 Socio 2 PE1

DESCRIPTIVE TITLE

I Believe Communication Arts 1 Sining ng Pakikipagtalastasan Inorganic and Organic Chemistry College Algebra Science, technology and Soc Logic and Critical Thinking Sociology—Ant hropology Physical Fitness

HRS/ WEEK LEC

3 3 3 3

HRS/ WEEK LAB

6

3 3 3 3 2

UNITS

3 3 3 5 3 3 3 3 2 28 Units

SECOND SEMESTER COURSE NO.

Relg 2 Engl 2 Fil 2 Nat Sci Philo 2a Psych 1 A n a Physio PE2

DESCRIPTIVE TITLE

HRS/ WEEK LEC

Believing Unto Disciples hip Communication Arts II Pagbasa at Pagsulat sa Iba’tIbang Disciplina Microbiology and Parasitology Healt h Ethics General Psychology w/ Drug Prevention Anatomy & Physiology

3 3 3

Rhythmic Activities

2

22

HRS/ WEEK LAB

3 3

3 6

UNITS

3 3 3

2

3 4 3 3 7 2 28 units

SUMMER COURSE NO.

NSTP Philo 3

HRS/ WEEK LEC

DESCRIPTIVE TITLE

Civil Service Philosophy of Human Person

HRS/ WEEK LAB

6 3

UNITS

6 3 9 Units

SECOND YEAR—LEVEL II FIRST SEMESTER COURSE NO.

Relg 3 BSN101 Heca 1 Hist 1 Econ 1a Litt 1 C he m1 b PE 3

HRS/ WEEK LEC

DESCRIPTIVE TITLE

HRS/ WEEK LAB

3 3 4 3 3 3 2 2

Discipleship in Community Strategies of Health Education Healt h Care I (4 + 3) Philippine History Healt h Economics and TA R The Literature of the Philippines Biochemistry Indi vidual/ Dual Sport s and Games

9

3

UNITS

3 3 7 3 3 3 3 2 27 units

SECOND SEMESTER COURSE NO.

DESCRIPTIVE TITLE

HRS/ WEEK LEC

Relg 3 Phys 1 Comp 1 Heca 2 Pol Sci1 BSN102 Math 7 Engl 4 PE4

Living Like Jesus College Physics Computer Science 1 Healt h Care II (3 + 3) Politics & Governance Basic Nutrition Basic Statistics Public Speaking Team Sports and Games

3 2 3 3 3 2 3 3 2

23

HRS/ WEEK LAB

3 9 2

UNITS

3 3 3 6 3 3 3 3 2 29 units

SUMMER COURSE NO.

NCM 100 NCM 100a

DESCRIPTIVE TITLE

Foundation of Nursing

HRS/ WEEK LEC

HRS/ WEEK LAB

3

Relat ed Learning Experiences (153 hrs)

UNITS

3 9

3 6 units

HRS/ WEEK LAB

UNITS

THIRD YEAR—LEVEL III FIRST SEMESTER COURSE NO.

NCM101 NCM101a BSN 103 Hist 2

DESCRIPTIVE TITLE

Promotive and Preventive Nursing Care Management Relat ed Learning Experiences (408 hrs) Introduction to Nursing Research Life and Works of Dr. Jose Rizal

HRS/ WEEK LEC

8

8 24

8

3

3

3

3 22 units

SECOND SEMESTER COURSE N0.

NCM102 NCM102a

Hist 1d

DESCRIPTIVE TITLE

Curative and Rehabilitative Nursing Relat ed Learning Experiences (408 hrs) Asian Civilization

24

HRS/ WEEK LEC

HHRS/ WEEK LAB

8 24 3

UNITS

8 8 3 19 units

SUMMER COURSE NO.

NCM

DESCRIPTIVE TITLE

HRS/ WEEK LEC

HRS/ WEEK LAB

Relat ed Learning Experience (204 hrs)

UNITS

4 units

FOURTH YEAR—LEVEL IV FIRST SEMESTER COURSE NO.

NCM104 NCM104a

DESCRIPTIVE TITLE

Curative and Rehabilitative Nursing Care Management II Relat ed Learning Experiences (408 hrs)

HRS/ WEEK LEC

HRS/ WEEK LAB

8

UNITS

8 24

8 16 units

SECOND SEMESTER COURSE NO.

NCM105 NCM105a

DESCRIPTIVE TITLE

Nursing Management & Leadership Relat ed Learning Experiences and Intensive Practicum (408 hrs)

25

HRS/ WEEK LEC

HRS/ WEEK LAB

8

UNITS

8

24

8 16 Units

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.

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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.

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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 ethicomoral 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

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3. 4. 5. 6. 7. 8. B.

Nursing Care of the Adolescents, Adults and the Aged I and II Maternal and Child Nursing I and II Psychiatric Nursing I Communicable Disease Nursing Community Health Nursing I Primary Health Care

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.

2. 3. 4. 5.

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. Define and clarify the various roles of a Clinical Nurse Specialist in the hospital and community setting. Increase the competence of nurses who shall assume leadership roles and major responsibilities in any field of specialization in nursing practice. Present opportunities for direct participation and conduct of nursing research in specific fields of specialization. Encourage nurses with good potential and capabilities to give their utmost personal and professional contributions in the alleviation of suffering through independent nursing practice.

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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

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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

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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.

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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

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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.

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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.

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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 selfreliance. As such, it provides promotive, preventive, curative and rehabilitative services.”

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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.

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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) (3)

Referral of complex cases to hospitals and private health practitioners Setting up herbariums (garden, “botika” containing crude drug and finished product preparations)

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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.

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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, preschool, 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

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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.

b. c.

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. 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. Orientation of nursing students’ organization in order to develop their love for Community Health Nursing and community development

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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

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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.

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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. B.

The Mobile Nursing Clinic: A Model Health Care Facility for Providing Primary Health Care Services (1979-1982) 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

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(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 (19791992) 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. 2. 3. 4.

Miss Angie Mayo (1987-1990) Mrs. Carmen Cawatig-Bolinto (Sept 1991-May 1996) Mrs. Catalina Alinduza (June 1998-May 2001) 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

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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: [email protected] fax: 074-442-2842

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