MEDICAL COLLEGES OF NORTHERN PHILIPPINES

Alimannao Hills Penablanca, Cagayan

COLLEGE OF NURSING

OBE SYLLABUS IN

CARE OF CLIENTS WITH MALADAPTIVE PATTERNS OF BEHAVIOR

Prepared by :

NINA ANNE BERNADETTE P. PARACAD, RN, MSN

April 4, 2016

Reviewed by : Approved by :

REYNALDO M. ADDUCUL, RN, RM, MSN PRESENITA C. AGUON, Ph. D

Dean, College of Nursing Vice President for Academic Affairs

April 18, 2016 May 12, 2016

 SCHOOL VISION: The Medical Colleges of Northern Philippines is the premier school in the country in the allied health discipline producing
globally competent health care professionals contributing significantly to the upliftment of the quality of life of the individual, family, community and the
whole humanity.

SCHOOL MISSION: The mission of Medical Colleges of Northern Philippines is the holistic development of the person – a man conscious of
his eternal destiny, aware of dynamics of change, challenged by the needs of daily living, cognizant of national and international development initiatives
and ready to meet the demands of life in the pursuit of his objectives in whatever socio – economic level he belongs.

CORE VALUES:
Honesty
Integrity
Nationalism
Godliness
Patience
Excellence
 ALIGNMENT OF VISION AND MISSION WITH CORE VALUES

VISION-MISSION CORE VALUES

HONESTY INTEGRITY NATIONALISM GODLINESS PATIENCE EXCELLENCE
(KEY CONCEPTS)

COMPETENT AND
RESPONSIBLE LEADER

RESPONSIBLE CITIZENS

ACADEMIC EXCELLENCE

RESEARCH

COMMUNITY SERVICE

COMPASSIONATE
CARING

RESPONSIVENESS AND
INNOVATIVE
MANAGEMENT
PROCESSES
INSTITUTIONAL OUTCOMES

GRADUATE ATTRIBUTES
PROGRAM EDUCATIONAL OBJECTIVES (PEO)

The professional Nurse is a fully functioning nurse who is able to perform the competencies under each of the Key Areas of Responsibility:

 Demonstrates professional competencies of a first level general nurse practitioner, equipped with necessary leadership and managerial skills, and shall
continue to assume personal governance for professional development and commitment for lifelong learning in the provision of safe,, quality, competent
and evidence-based nursing care to individuals, families, groups, communities and populations through promotion, maintenance and restoration of health,
prevention of illness, and physical, emotional and spiritual support throughout the lifespan, and across the continuum of care.

 Demonstrate effective and communication in speaking, writing and presenting using culturally sensitive teaching-learning principles to assist clients to
achieve their health goals and in collaborating with members of the inter professional health team in promoting health and risk reduction.

 Applies analytical and critical thinking in the nursing practice based on evidence based practice and research findings from nursing science, the biological
and behavior science, the humanities and information technology in the practice of profession.

 Create practical opportunities to be proactive in creating public awareness and influence health care outcomes by collaborating with professional
associations in developing health policy that support sustainable development within the health system.
 ALIGNMENT OF PROGRAM EDUCATIONAL OBJECTIVES WITH THE VISION AND MISSION

PROGRAM EDUCATIONAL OBJECTIVES MCNP VISION-MISSION

KEY CONCEPTS

The professional Nurse is a fully functioning nurse who is Competent Responsible Academic Research Community Compassionate Responsiveness
able to perform the competencies under each of the Key and citizens Excellence Service Caring and innovative
Areas of Responsibility: responsible management
leader processes

1. Demonstrates professional competencies of a first level

general nurse practitioner, equipped with necessary
leadership and managerial skills, and shall continue to
assume personal governance for professional development
and commitment for lifelong learning in the provision of
safe,, quality, competent and evidence-based nursing care
to individuals, families, groups, communities and
populations through promotion, maintenance and
restoration of health, prevention of illness, and physical,
emotional and spiritual support throughout the lifespan, and
across the continuum of care.
2. Demonstrate effective and communication in speaking,
writing and presenting using culturally sensitive teaching-
learning principles to assist clients to achieve their health
goals and in collaborating with members of the inter
professional health team in promoting health and risk
reduction.
3. Applies analytical and critical thinking in the nursing
practice based on evidence based practice and research
findings from nursing science, the biological and behavior
science, the humanities and information technology in the
practice of profession.
4. Create practical opportunities to be proactive in creating
public awareness and influence health care outcomes by
collaborating with professional associations in developing
health policy that support sustainable development within
the health system.
 PROGRAM OUTCOMES

The Bachelor of Science in Nursing graduate of MCNP can:

 Apply knowledge of physical, psychological, social, natural and health sciences and humanities in the practice of nursing

 Perform the practice of nursing in accordance with existing laws, regulations, standards, legal, ethical and moral principles

 Perform beginning management and leadership skills using system approach in the delivery of client care

 Manifest behaviour of a responsible citizenship and pride in being a Filipino

 Perform safe, ,quality , appropriate, and holistic care for individuals, families, populations, groups and community utilizing nursing process

 Proactive in Reporting/ documenting client care in an accurate and comprehensive manner

 Collaborate effectively with inter, intra, and multidisciplinary and multicultural and high level of dynamic and excellent teams

 Apply guidelines and principles of evidence-based practice in the practice of all relevant fields of nursing

 Conduct research with a passion to keep current with national and global developments in general, and nursing and health developments in
particular
 Establish strong network with other health care disciplines

 Organize workload to facilitate client cares

 Utilize financial resources to support client care

 Establish mechanism to ensure proper functioning of equipment

 Integrate environmentally responsible practices into the delivery of health care

 Apply ethical standards in the practice of nursing

 ALIGNMENT OF PROGRAM EDUCATIONAL OBJECTIVES WITH PROGRAM OUTCOMES

Program Outcomes Program Educational

Objectives
The Bachelor of Science in Nursing graduate of MCNP can: PEO1 PEO2 PEO3 PEO4

 Apply knowledge of physical, psychological, social, natural and health sciences and humanities in the practice of
nursing
 Perform the practice of nursing in accordance with existing laws, regulations, standards, legal, ethical and moral
principles
 Perform beginning management and leadership skills using system approach in the delivery of client care
 Manifest behaviour of a responsible citizenship and pride in being a Filipino
 Perform safe, ,quality , appropriate, and holistic care for individuals, families, populations, groups and community
utilizing nursing process
 Proactive in Reporting/ documenting client care in an accurate and comprehensive manner
 Collaborate effectively with inter, intra, and multidisciplinary and multicultural and high level of dynamic and
excellent teams
 Apply guidelines and principles of evidence-based practice in the practice of all relevant fields of nursing
 Conduct research with a passion to keep current with national and global developments in general, and nursing and
health developments in particular
 Establish strong network with other health care disciplines
 Organize workload to facilitate client cares
 Utilize financial resources to support client care
 Establish mechanism to ensure proper functioning of equipment
 Integrate environmentally responsible practices into the delivery of health care
 Apply ethical standards in the practice of nursing
 COLLEGE OF NURSING learning plan

Program: Bachelor of Science in Nursing

Course Code: NCM 105

Course Title: CARE OF CLIENTS WITH MALADAPTIVE PATTERNS OF BEHAVIOR

Credit Units: 4 units (Lecture), 2 units (Related Learning Experience)

COURSE DESCRIPTION:

The course is designed to focus on heath and illness across the lifespan of clients with acute and chronic psychosocial difficulties and psychiatric illnesses. The
students will be prepared to develop self-awareness/ therapeutic interaction, ability to apply scientific information in care decisions and professional behaviors, as
they utilize theory and research in nursing and related discipline, in care of individuals, families, and groups. Related learning experience in acute care settings
and communities are provided for students to engage in individual and group strategies that promote and maintain mental health

COURSE LEARNING OUTCOMES (CO): SPECIFIC TO THE SUBJECT

At the end of the course, and given actual clients, population group, with maladaptive behavioral pattern, the students are expected to:

 Apply knowledge and understanding of maladaptive patterns of behavior in providing safe and quality care to clients.
 Apply the nursing process at the beginning level in the care of individuals, families and groups of quality improvement.
 Demonstrate critical thinking regarding legal and ethico-moral issues pertinent to mental health
 Perform novice leadership skills in the management of records and resources in nursing practice for mental health clients.
 Demonstrate communication skills in relating with clients and collaborating with the members of the psychiatric team.
 Appreciate the role of nurses in research and health education.
 Observe bioethical concepts/principles and core values and nursing standards in the care of clients; and,
 Undertakes action for personal and professional growth.
PROGRAM GRADUATE ATTRIBUTES:

LEARNING PLAN

Time Intended Learning Outcomes Teaching and Learning

Frame Course Contents Assessment Tasks (TA)
(ILO) – PER TOPIC Activities (TLA)
PRELIMINARY PERIOD
PRELIM PERIOD

 Trace the evolution of I. Mental Health Care in Contemporary Evocative discussion -  Pen and paper Exam
Psychiatric Nursing, and relate Society traditional teaching, when  Recitation
Week
to the status of Mental Health students read a textbook &
1 to
in Contemporary Society. A. The évolution/ history of Mental Health listen to a lecture.
week
 Discuss the significance and Psychiatric Nursing practice.
5
purpose of the Diagnostic and a. Benchmark in Psychiatric HIstory Dialectic learning -
Statistical Manual of Mental  Period of Enlightenment active learning, to find
22.5
Disorders to mental health  Period of Scientific Study better ways of engaging
HRS
care.  Period of Psychotropic drugs students in the learning
LEC
 Explain the responsibilities and  Period of Community Mental process and ask
essential qualities of a mental Health themselves what they think
51
health nurse.  Decade of the Brain or should think, what they
HRS
 Psychiatric Nursing Education feel about the topic.
RLE
b. Historical Development of Psychiatry
in the Philippines
 Development of Psychiatric
education in the Philippines
 B. Cultural and Spiritual Issues Related to
Mental Health Care
 Cultural and Linguistic Competence
 Cultural and Social Factors and
Beliefs About Mental Illness
 Spiritual, Religion and Mental
Illness
C. The Diagnostic and Statistical Manual of
Mental Disorders (DSM)
D. The roles and essential qualities of a
mental health nurse
E. The responsibilities of the Mental Health
and Psychiatric Interdiciplinary Team.

 Define Psychoterapeutic II. Psychiatric Nursing Practice Pretest, posttest: to  Recitation

Management and continuum
of care.
 Enumerate and differentiate
the three interventions of
Psychiatric Management
 Identify legal issues in mental
health care
A. Psychotherapeutic Management in the evaluate and reevaluate  Quiz
Continuum of Care students’ learning through
a. Psychotherapeutic Management paper & pencil
b. The three Interventions of Psychiatric examination
Management
1. Nurse-Patient Relationship Brainstorming- The
2. Psychopharmacology students are encouraged to
3. Millieu management share to the class their
c. The concept Psychopathology ideas about the role of
B. Continuum of Care Treatment Options nursing in the continuum of
a. Hospital-Based Care care
b. Traditional Outpatient Services
c. Intensive Outpatient Programs
C. Legal Issues Affecting the Delivery of
Psychiatric Nursing

 Determine various theoretical III. Models for Working with Psychiatric Dialectic learning -
models necessary in Patients active learning, to find  Pretest-Posttest
understanding psychiatric A. Psychoanalytic Model better ways of engaging  Quiz
behaviors. a. Theory of Personality students in the learning  Recitation
 Discuss the importance of Self- b. Defense Mechanisms process and ask
awareness in dealing with B. Developmental Model themselves what they think
psychiatric clients. C. Interpersonal Model or should think, what they
D. Cognitive-Behavioral Model feel about the topic.
E. Stress Model
F. Psychobologic Bases of Behavior
 Neuroanatomy of the Brain

 Enumerate the stages of IV. Establishment of Nurse-Client  Small Group Discussion:  Oral examination
Nurse-client therapeutic Relationship create interaction between
relationship, and the different A. Therapeutic Use of Self students and facilitates
activities involve in each  Self-Awareness learning by contributing
stages. B. Therapeutic Communication ideas pertinent to the
 Utilize different therapeutic  Characteristics of Therapeuti concepts being discussed.
techniques in communication techniques in communication The students shall share
 Non-therapeutic techniques their thoughts regarding
C. Stages of Nurse-Client Therapeutic significance of the nurse-
Relationship and the patient relationship, and
Responsibilities/Roles of Nurses in each therapeutic communication.
stage.
 Orientation
 Working
 Termination
 Utilize the MSE and V. General Assessment Methods in Dialectic learning -  Crafting of MSE
Assessment techniques in Psychiatric Nursing active learning, to find  Actual Assessment
evaluating clients A. Principles and techniques of Psychiatric better ways of engaging
 Perform Assessment Interview Nursing Interview students in the learning
B. Mental Status Examination process and ask
C. Diagnostic Examinations Specific to themselves what they think
Psychiatric Patients or should think, what they
feel about the topic.

 Perform proper documentation VI. Documentation in psychiatric Nursing Crafting Documentations  Crafting of
with the given patient’s data. practice Students are given patient Documentation
 Determine the importance of A. Problem Oriented Recording situations, and among the
 proper Documentation. B. SOAP data presented, they are
C. Narrative Recording required to make accurate and
D. Process Recording pertinent documentation.

 Identify the different VII. Therapeutic Modalities Pretest, posttest: to  Pretest-Posttest

therapeutic modalities A. Electroconvulsive and other Somatic evaluate and reevaluate Method
 Determine the different Therapies students’ learning through  Quiz
nursing interventions for each B. Psychopharmacology paper & pencil  Recitation
of the following modalities. C. Psychosocial/Interpersonal-related examination
therapy
D. Group therapy
E. Family Therapy Dialectic learning -
F. Therapeutic Environent active learning, to find
G. Alternative Medicine /Therapies better ways of engaging
students in the learning
process and ask
themselves what they think
or should think, what they
feel about the topic.

 Identify the role of nurses in VIII. Mental Health Promotion Accros the Dialectic learning -  Recitation
promoting mental health Life Span active learning, to find
across ages. better ways of engaging
A. Mental Health Promotion for Children and students in the learning
Adolescents process and ask
B. Mental Health Promotion for Young and themselves what they think
Middle- Aged Adults or should think, what they
C. Mental Health Promotion for Older Adults feel about the topic.

PRELIM EXAM
MIDTERM PERIOD
MIDTERM PERIOD
 Explain the mechanism of I. Prevention of Mental Disorders Pretest, posttest: to  Pretest-Posttest
stress A. Stress and Mental Health evaluate and reevaluate  Quiz
 Relate Stress to the  The Role of Stress in Mental Health students’ learning through
occurrence of mental  Interpersonal and Psychosocial Aspects of paper & pencil
disorders. Stress examination
 Responses to Stress
 Coping
 Adaptation Dialectic learning -
 Care for the Person Experiencing Stress active learning, to find
 Relate the occurrence of II. Management of Anger, Aggression, and better ways of engaging
Week
anger, aggression and violence Violence students in the learning
6–
in mental health.  Anger process and ask
week
 Determine anger management  Aggression and Policy Initiatives themselves what they think
9
 Research and Policy Initiatives or should think, what they
feel about the topic.
22.5
HRS
 Define crisis, grief and III. Crisis, Grief and Disaster Management Pretest, posttest: to  Pretest-Posttest
LEC
disaster.  Crisis evaluate and reevaluate  Quiz
 Identify various management  Disaster and Terrorism students’ learning through
51
of crisis, grief and disaster paper & pencil
HRS
management. examination
RLE

Dialectic learning -
active learning, to find
better ways of engaging
students in the learning
process and ask
themselves what they think
or should think, what they
feel about the topic.
 Apply knowledge on suicide in IV. Suicide Prevention Pretest, posttest: to  Pretest-Posttest
the management of suicidal  Suicide and Suicide Attempt evaluate and reevaluate  Quiz
patients.  Treatment and Nursing Care for Suicide students’ learning through
Prevention paper & pencil
 Nurses’ Reflection examination
Evocative discussion -
traditional teaching, when
students read a textbook &
listen to a lecture.

 Explain the mechanism of V. Schizophrenia Pretest, posttest: to  Pretest-Posttest

schizophrenia, the types of  Overview of Schizophrenia evaluate and reevaluate  Quiz
schizophrenia, and the  Treatment and Nursing Care for Patients students’ learning through
different treatment. with Schizophrenia paper & pencil
 Apply knowledge on the VI. Schizoaffective, Delusional. and other examination
disease mechanism in its Psychotic Disorders Evocative discussion -
management.  Schizoaffective Disorder traditional teaching, when
 Delusional Disorder students read a textbook &
 Other Psychotic Disorder listen to a lecture.

 Explain the mechanism of VII. Depression Pretest, posttest: to  Pretest-Posttest

depression  Overview of Mood and Depression evaluate and reevaluate  Quiz
 Determine medical and  Depressive Disorders students’ learning through
nursing interventions in paper & pencil
treating and managing examination
Depression. Evocative discussion -
traditional teaching, when
students read a textbook &
listen to a lecture.
 MIDTERM EXAM
SEMI FINAL PERIOD
Semi-Final Period
 Pretest-Posttest
 Differentiate the types of VIII. Bipolar Disorders Pretest, posttest: to  Quiz
Bipolar disorders.  Mania Define evaluate and reevaluate
 Identify the various  Bipolar Disorder students’ learning through
management for each type of paper & pencil
Bipolar. examination
Evocative discussion -
traditional teaching, when
students read a textbook &
listen to a lecture.
Week
10 -  Demonstrate in-depth IX. Anxiety, Obsessive-Compulsive, Pretest, posttest: to  Pretest-Posttest
week understanding on the Trauma, and Stressor-Related Disorders evaluate and reevaluate  Quiz
14 mechanism of anxiety  Normal Versus Abnormal Anxiety students’ learning through
disorders. Response paper & pencil
22.5  Identify the various  Overview of Anxiety Disorder examination
HRS management of anxiety  Panic Disorder Evocative discussion -
LEC disorders.  Generalized Anxiety Disorder traditional teaching, when
 Other Anxiety Disorders students read a textbook &
51  Obsessive-Compulsive Disorder and listen to a lecture.
HRS Related Disorders
RLE  Obsessive-Compulsive Disorder
 Trichotillomania and Excoriation Disorder
 Body Dysmorphic Disorder
 Hoarding Disorder
 Trauma-and Stress Related Disorders
 Dissociative Disorders

 Discuss the different types of X. Borderline Personality Disorder Pretest, posttest: to  Pretest-Posttest
personality disorders  Overview of Personality Disorder evaluate and reevaluate  Quiz
 Identify the various  Borderline Personality Disorder students’ learning through
 management for each type of paper & pencil
personality disorders. examination
Evocative discussion -
traditional teaching, when
students read a textbook &
listen to a lecture.

XI. Antisocial Personality and other Pretest, posttest: to  Pretest-Posttest

Personality and Impulse-Control Disorders evaluate and reevaluate  Quiz
 Antisocial Personality Disorder students’ learning through
 Other Personality Disorder paper & pencil
 Paranoid, Schizoid, and Schizotypal examination
Personality Disorder Evocative discussion -
 Avoidant, Dependent, and Obsessive- traditional teaching, when
Compulsive Personality Disorder students read a textbook &
 Disruptive, Impulse-Control and Conduct listen to a lecture.
Disorder

SEMI-FINAL EXAM
FINAL PERIOD
Final Period
Week  Discuss the mechanism of I. Somatic symptom and Related Disorders Pretest, posttest: to  Pretest-Posttest
15- somatic symptom and related  Somatic Symptom Disorder evaluate and reevaluate  Quiz
week disorders.  Illness-Related Disorder students’ learning through
19  Compare and Contrast the  Conversion Disorder (Functional paper & pencil
different types of somatic Neurologic Symptom Disorder) examination
22.5 disorders.  Factitious Disorder Evocative discussion -
HRS traditional teaching, when
LEC students read a textbook &
listen to a lecture.
51
HRS  Identify and differentiate the II. Eating Disorders Pretest, posttest: to  Pretest-Posttest
RLE types of eating disorders  Anorexia Nervosa evaluate and reevaluate  Quiz
 Provide the different  Bulimia Nervosa students’ learning through
 management for each type of
eating disorders,
 Binge Eating Disorder paper & pencil
examination
Evocative discussion -
traditional teaching, when
students read a textbook &
listen to a lecture.

 Discuss different types of III. Addiction and Substance-Related
substance-related disorders.
 Identify management for the
different types of substance-
related disorders
 Give realization on the danger
and disadvantages of
substance addiction.
Pretest, posttest: to  Pretest-Posttest
Disorders evaluate and reevaluate  Quiz
 Overview of Substance Use and Abuse students’ learning through
 Types of Substance and Related paper & pencil
Disorders examination
 Emerging Drugs and Trends Evocative discussion -
 Gambling: A Non-Substance-Related traditional teaching, when
Disorder students read a textbook &
 Chemical Dependency and Professional listen to a lecture.
Nurses

IV. Sleep-Wake Disorders Pretest, posttest: to  Pretest-Posttest

 Provide systematic explanation
of the mechanism of sleep-
wake disorders
 Relate the knowledge on
mechanism of the different
disorders in formulating
nursing interventions for cients
suffering from such disorders.
 Overview of Sleep
 Insomnia Disorder
 Hypersomnolence Disorder
 Narcolepsy
 Breathing-Related Disorders
 Obstructive Sleep Apnea Syndrome
 Circadian Rhythm Sleep Disorder
 Parasomnias
 Sleep Terrors and Sleepwalking
 Nightmare Disorder
 Restless Leg Syndrome
evaluate and reevaluate  Quiz
students’ learning through
paper & pencil
examination
Evocative discussion -
traditional teaching, when
students read a textbook &
listen to a lecture.

 Discuss different types of V. Sexual Disorders Pretest, posttest: to  Pretest-Posttest

sexual disorders.  Sexual Development evaluate and reevaluate  Quiz
 Identify management for the  Sexual Response students’ learning through
 different types of sexual  Sexual Dysfunctions and Problematic paper & pencil
disorders Behaviors examination
 Female Orgasmic Disorder Evocative discussion -
 Ejaculatory Dysfunction traditional teaching, when
 Erectile Dysfunction students read a textbook &
 Female Sexual Interest/Arousal Disorder listen to a lecture.
 Male Hypoactive Sexual Desire Disorder
 Genito-Pelvic Pain/ Penetration Disorder
 Paraphilias
 Gender Dysphoria

FINAL EXAMINATION

COURSE REQUIREMENTS:
 Complete attendance to lecture and related learning experience
 Written requirements (journals, Research paper and reaction paper)
 Quizzes, Term and Comprehensive examination
 Class participation and documentation
Grading System:

Lecture Grading System

Preliminary grade:

PG = AQ+CS+TT
3
Midterm grade:

MG = AQ+CS+TT CMG = PG+2(MG)

3 3

Semi – final grade:

SFG = AQ+CS+TT CSFG = MG+2(SFG)

3 3
Final grade:
CTTP = [TTP x 0.70] + [CEP x 0.30]

FG = AQ+CS+CTTP CFG = SFG+2(FG)

3 3

Where:
PG – Preliminary Grade
AQ – Average Quiz
CS – Class Standing
TT – Term Test
MG – Midterm Grade
CMG – Cumulative Midterm Grade
SFG – Semi – Final Grade
CSFG – Cumulative Semi – Final Grade
CTTP – Cumulative Term Test Percentage
TTP – Term Test Percentage
CEP – Comprehensive Examination Percentage
FG – Final Grade
CFG – Cumulative Final Grade

CLASSROOM MANAGEMENT
Teachers:
1. All teachers are expected to conduct themselves in a professional manner especially when dealing
with their students.
2. Classroom shall be neat and orderly before the class starts.
3. A permanent seat plan of the students shall be prepared by the subject teacher every beginning of
the semester and must be followed during the entire duration of the semester.
4. The class should start with a prayer and end with a prayer.
5. Teachers must be in their classes 5 minutes before the schedule.
6. Teachers should erase the boards before leaving the class and put off all electrical appliances
including lights and electric fans.
7. The teacher should be the last to leave the room in case there are no more subjects after his / her
class.
8. He / she should ask students to pick up pieces of papers or plastics before leaving the classroom.
9. Any damage to the classroom used by teachers should immediately be reported to the General
Services Office or through the Quality Assurance Moderator for Administration.
Students:
1. All students must come on time and must be in their complete uniform during class hours.
2. Strictly NO littering inside the class and no eating while class is going on.
3. All students must conduct themselves with discipline throughout the entire class.
4. Shouting or howling is strictly prohibited as it would disturb other classes in adjacent classrooms or
buildings.
REFERENCES:

Textbooks:

1.

Other References:

Journals :
1. Nursing care management

Website:
1.
 SYLLABUS VERIFICATION TOOL

Course Title: CARE OF CLIENTS WITH MALADAPTIVE PATTERNS OF BEHAVIOR Name of Faculty: NINA ANNE BERNADETTE P. PARACAD, MSN
REMARKS
Completeness of Syllabus Parts Complete © Incomplete (Inc.)
Title Page: Signature of Faculty/ Program Coordinator/ Dean
Vision and Mission Statement
Paulinian Core Values
Alignment of the MCNP Vision and Mission with the MCNP Core Values and MCNP Learning
Framework
University Graduate Attributes
Institutional Graduate Outcomes
Program Educational Objectives (PEO)
Alignment of the Program Educational Objectives with the MCNP Vision and Mission
Program Outcomes (PO)
Alignment of the Program Educational Objectives with the (PEOs) with Program Outcomes (POs)
Learning Plan
Course Code and Title
Credit Units
Course Pre-requisite
Course Description
Course Learning Outcomes (CLO)
Intended Learning Outcomes (ILO)
Course Content
Teaching-Learning Activities (TLA)
Time Allotment
Assessment Tasks
Resources
Course Requirements
References

Verified by: ___________________________________