NCM 117

COLLEGE OF NURSING
Carlatan, City of San Fernando, La Union

PHILOSOPHY

We believe in student centered approach to education and management.

We believe in achieving a lot with limited resources by knowing what other institutions are doing, adopting or improving and
using that can be applied to the College.

We believe that a strong continuing faculty and staff development program in the college is a vital component of the
total effort to attain the main goal of the College.

We believe in the stability and strength as a base for achieving quality education, relevant to national means and development of the total person.

We believe above all that giving honor and glory to God in everything we do, is most important in all official activities of the college.

VISION

We envision Lorma Colleges as an educational institution with a global perspective emphasizing quality, Christian values,
and leadership skills relevant to national development.

MISSION

To empower students for service anywhere in the world through Christian-inspired, quality-driven, and service-oriented education and training.
 INSTITUTIONAL OUTCOMES INSTITUTIONAL GRADUATE ATTRIBUTES
LO1 Internalize the Christian values GOD FEARING
LO2 Model the Christian values in their personal and professional lives.
LO3 Generate ideas and insights utilizing appropriate judgment in decision making. DECISION MAKER, CRITICAL AND CREATIVE
LO4 Utilize higher order thinking skills in decision making towards innovation and creating new THINKER
technologies
LO5 Apply innovative methods and new technologies to solve different problems and making decisions
effectively
LO6 Communicate effectively ideas or knowledge through listening, speaking, reading, writing using EFFECTIVE COMMUNICATOR
culturally appropriate language.
LO7 Imbibe the service-orientedness to oneself, to one’s profession and towards the community. SERVICE-DRIVEN CITIZEN
LO8 Commitment to continuously upgrade one’s education through readings, seminars and trainings REFLECTIVE LIFE LONG LEARNER
LO9 Perform exceptional knowledge, skills and right attitude in accomplishing duties and COMPETENT PROFESSIONAL
responsibilities beyond acceptable standards.

NURSINGPROGRAM OUTCOMES INSTITUTIONAL VISION MISSION PHILOSOPHY

After 3 – 5years, the graduate will: OUTCOMES
1 exemplify Christian values, legal and ethico-moral principles in serving LO1; LO2; LO7   
individual clientele in various cross-cultural settings.
2 execute professional and social competence in the field of specialization in LO6; LO9   
accordance to national and international nursing standards.
3 develop a high level of comprehension for decision making and critical LO3; LO4; LO5; LO8   
thinking through continuous educational advancement necessary for
personal and professional empowerment.

COURSE SYLLABUS

1. COURSE CODE : NCM 117/ NURSING CARE MANAGEMENT 117

2. COURSE TITLE : CARE OF CLIENTS WITH MALADAPTIVE PATTERNS OF BEHAVIOUR
3. PRE – REQUISITE : General Psychology, NCM 103
4. CO – REQUISITE : NCM 108 , NCM 112
5. COURSE CREDIT : 4 Units Lecture; 2 Units RLE (2 units Clinical)
6. CONTACT HOURS/SEMESTER : 72 Lecture hours; 102 RLE hours Clinical 3 Units -153 hours
4 hours per week
7. COURSE DESCRIPTION : The course is designed to focus on health and illness across the lifespan of clients, population groups
with acute and chronic psychosocial difficulties and psychiatric illnesses. Course contains two
concepts: Psychiatric Nursing and the Care of Psychologically ill clients. The course
offers opportunities for students to be deployed at the National Center for Mental Health to
experience an actual encounter with psychologically ill client

8. LEVEL OUTCOMES AND RELATIONSHIP TO PROGRAM OUTCOMES

LEVEL 3 OUTCOMES NURSING PROGRAM OUTCOMES
At the end of the third year, given individuals, families, population groups, with physiologic and psychosocial 1 2 3
health problems and maladaptive patterns of behavior in varied health care settings with minimal supervision,
the students
1 Apply knowledge of principles and concepts of psychiatric nursing.   
2 Show dexterity in using the nursing process in providing safe, humane, appropriate and holistic care  
to clients.
3 Apply ethico-legal and moral principles in professional decision-making.  
4 Communicate effectively in writing, speaking, and presenting using culturally appropriate language.  
5 Work in collaboration with other members of the health team with confidence in providing exceptional   
health care services.
6 Display behavior of an independent, creative, critical and focused learner who is committed to   
continuous advancement of personal and professional growth.
7 Apply evidence-based practice in the clinical setting.  
8 Document and report timely, accurate and complete information.   
9 Develop research-based health program/project for a selected population group.   

9. COURSE OUTCOMES AND RELATIONSHIP TO LEVEL OUTCOMES

Course Outcomes Level Outcomes
The student will be able to: 1 2 3 4 5 6 7 8 9 10
1 Comprehend & explain the different definition of terms P P P D D P D D D P/D
2 Describe the effect of the different factors affecting mental health P I P P P P D D D D
3 Identify the different characteristics of mental health P I P P P D D D D D
4 Enumerate the different roles of psychiatric nurses P I D P P D P P D D
5 Value the importance of nurses in psychiatry P I P P D D P D D D
6 Recognize the trends & concerns regarding psychiatric nursing I I P P P P D D D D
7 Enumerate the legal & ethical issues concerning mentally ill & P I P P P D D P P P
developmentally disabled clients
8 Know the classifications and category of Psychiatric Illness P I P P P P D D D P
9 Recall and explain the Neuro-biologic theory of how brain works I P P P P P P P P P
10 Recall and apply the knowledge of Pharmacology to Mental Health I P P P P P P P P P
11 Identify the theories & theorists that established the basis for I I P P P D D P P P
behavioral principles
12 Compare stages of personality development according to theorists I I P P P P P P P {
13 Formulate nursing diagnosis & goals of clients with borderline & I I P P P P P P P P
antisocial personality disorders
14 Relate and compare various theories with personality development I I P P P D D P P P
15 Understand and apply the concept of Self Awareness P P P D D P D D D P/D
16 Describe the Johari window and relate it with Self Awareness P I P P P P D D D D
17 Define and explain Nurse -Client Relationship I I P P P P P P P P
18 Describe components of a therapeutic nurse-client relationship I I P P P P D P P P
19 Portray the different therapeutic communication techniques I I P D P D P P P P
20 Describe the nature, purpose & process of the mental status I I P P P P P P P P
examination
21 Enumerate and describe the Techniques employed in Psychiatric P I D P P D P P D D
assessment
22 Distinguish and familiarize the sequence of Psychiatric I I P P P P P P P P
Assessment
23 Associate behavioral theories with changes in human behavior P P P P P P P P P P
24 Describe the levels of anxiety and the phases of crisis I P D P P P P D P P
25 Differentiate between normal anxiety & psychoneurotic anxiety I I P P P D D D P P
26 Distinguish and be familiar with Psychosomatic Illness I I P P P P P P P P
27 Discuss and describe Schizophrenia as a mental illness I I P P P P P P P P
28 Identify ways on how people from different culture & age express I I P P D P P P P P
their emotions in times of crisis
29 Identify the physiologic aspects of stress P P P P P P P P D D
30 Describe the stages of grieving according to Kubler-Ross P P P P D D P P P D
31 Discuss various modalities relevant to the treatment of psychiatric I P P P P P P P P P
disorder
32 Identify and explain the treatment modalities I P P P P D P P P P
33 Determine appropriate nursing management for this disorder I I P P P D P P P P
34 Identify appropriate management for clients / victims of this type of I I I P P D P P P P
abuse
35 Distinguish and be familiar with Affective Illness / Mood Disorders I I P P P P P P P P

36 Display appropriate care for mentally ill & developmentally disabled P I P P P P P D D P

 clients
37 Distinguish and be familiar with Abuse I I P P P P P P P P
10. Legend: I – Introduced; P – Perform with supervision; D – Demonstrated I

11. COURSE COVERAGE

CLASSROOM RLE Learning Teaching-Learning Strategies Assessment Course

Week Day Outcomes
Topics Clinical Focus Resources Tasks
LECTURE RLE
LOLS: Lorma College of Nur 3hours
Online Learning System first
1.5 hours - synchronous ses day.
3 hour asynchronous sessio
3 hours
2nd day

2 hours
3rd day

1 1 UNIT I. INTRODUCTORY An orientation of Shives, Louise Interactive discussion A learning packet Graded recitation CO1, CO2,
CONCEPT the different Rebraca (2011) using Google Classroom will be use as a CO3
A. Definition of terms rules, guidelines Psychiatric- (GCR) / Zoom substitute for the Multiple choice quiz
1. Psychiatric of the RLE and Mental Health actual exposure to via testmoz
Nursing LP orientation Nursing 7th Lecture/Discussion via the psyche ward
2. Mental Health by clinical Edition, pp. 7, Google Classroom (GCR) / (NCMH)
3. Mental Illness instructors 12, 13, 16, 18, Zoom
B. Evolution of mental assigned 52-56
health-psychiatric
nursing practice
C. The Mental Health-
Illness Continuum
D. Factors influencing
mental health
 Brainstorming Google
Classroom (GCR) / Zoom

Group Discussion Google

Classroom (GCR) / Zoom
2 E. Role and essential Interactive discussion via Quiz via TESTMOZ CO4, CO5
qualities of Google Classroom (GCR) / Reaction Paper
psychiatric nurses Zoom
F. Interdisciplinary Research Work on
Team Lecture Google Classroom legal and ethical
G. Legal and ethical (GCR) / Zoom issues on mental
issues health and
psychiatric nursing

Brainstorming Google
Classroom (GCR) / Zoom
2 1 H. ANA Standards of Reading Assignment Quiz using CO6, CO7,
care for psychiatric TESTMOZ CO8
and mental health
nursing Case Analysis

I. Future trends and Videbeck,

issues in mental Psychiatric
health nursing Mental Health
practice Nursing, 3rd Objective
Edition, 2006 Evaluation
J. Diagnostic and
Statistical Manual of Unit 1 Chapter 1
Research: Current
Mental Disorder pp 3 - 4
Trends in
Psychiatric Nursing
 2 Unit II. NEUROBIOLOGIC Videbeck, Interactive discussion through CO9, CO10
THEORY AND Psychiatric Google Classroom (GCR) /
PSYCHOPHARMACOLOGY Mental Health Zoom
Nursing, 3rd
A. The Nervous System and
Edition, 2006 Lecture via Google
How it works.
Classroom (GCR) / Zoom
Chapter 2 pp17 -
B. Brain Imaging Techniques
37
Brainstorming
C. Neuro-biologic Causes of Interactive discussion via
Mental illness Google Classroom (GCR) /
3 1 D. Psychopharmacology Zoom

E. Drug Classification
F Mechanism of Action and
2
Adverse effects

Lecture through Google

Classroom (GCR) / Zoom

Brainstorming
4. 1 UNIT III. BASIC CONCEPTS Shives, Louise •Power point Administration of CO11,
OF PERSONALITY Rabraca, (2011) Presentation Personality Tests CO12,
A. Definition of Psychiatric- •Class Discussion CO13, CO14
personality Mental Health •Case Analysis using Interview a Person
B. Theories of Nursing &th Google Classroom (GCR) / and assess his/her
personality Edition, pp. 405- Zoom developmental
development 409 milestone according
C. Freud’s Psychoanalytic to erikson
Theory
D. Stages of Personality
Development
2 E. Psychosocial theory
 F. Piaget’s Cognitive
development theory
G. Sullivan’s Interpersonal
Relationship theory
5 1 Unit IV . Building a Nurse- Powerpoint Presentation Quiz via TESTMOZ CO15,
Client Relationship using Google Classroom CO16, CO17
(GCR) / Zoom God’s Question
A. Self-awareness and
Activity
Therapeutic use of
self
B. Johari Window Potato Activity
 Class
C. Therapeutic Nurse- Discussion
Client relationship Case Analysis using
D. Phases of Nurse- GCR/Zoom
Client relationship
E. Therapeutic
2
communication
Drill Exercises CO18, CO19
F. Therapeutic Identification of
communication Therapeutic
techniques Technique Utilized
6 PRELIM EXAMINATION
7 1 UNIT V. MENTAL HEALTH & Nursing Shives, Louise Interactive discussion Recitation CO20,
PSYCHIATRIC NURSING Assessment, Rebraca (2011), using Google Classroom Quiz via TESTMOZ CO21, CO22
ASSESSMENT Physical Psychiatric- (GCR) / Zoom
A. General Appearance Examination Mental Health
B. Characteristics of talk and Screening Nursing 7th
and stream of thought Procedures Edition, pp. 116- Lecture via Google
2 C. Content of Thought Specific to 119 Classroom (GCR) / Zoom
D. Emotional State Psychiatric
Sensorium and Intellect Nursing  Online
Brainstorming
8 1 UNIT VI. DYNAMICS OF Shives, Louise Interactive discussion via Recitation CO23, CO24
 BEHAVIOR Rebraca (2011) Google Classroom (GCR) / Quiz through
A. Definition of Behavior Psychiatric- Zoom TESTMOZ
B. Varieties of Behavior Mental Health Lecture through Google
C. Anxiety and Nursing 7th Classroom (GCR) / Zoom
Anxiety Responses Edition pp. 1-3,
D. Levels of Anxiety 76-84, 136-143,
2 E. Defense Mechanisms 170-179, 280-
301 Online Brainstorming
Role Play (Defense
Mechanism)

Video Assignment
Vegas Betting Game
UNIT VII. MENTAL HEALTH Shives, Louise Interactive discussion Recitation CO25, CO26
9 1 PROBLEMS Handle Clients Rebraca (2011) Case Analysis CO27
A. Anxiety Neurosis and with Non- Psychiatric- Quiz via TESTMOZ
Anxiety Disorder Lecture on Google Classroom
Psychotic Mental Health
Problems and Nursing 7th (GCR) / Zoom
Psychotic Edition, pp. 534-
Problems at 568
NCMH Brainstorming on line

B. Phobic Reaction
C. Obsessive-Compulsive
Behavior
D. Dissociation Reaction
2 E. Psychosomatic
Disorders
F. Somatic Disorders Flipped Lesson
G. Eating Disorders Case Study
10 1 H. Personality Disorders Flipped Lesson
I. Psychosexual Disorders

2 J. Schizophrenia
 MIDTERM EXAMINATION
12 1 Unit VIII - Affective Illness / Shives, Louise
Mood Disorders Rebraca (2011)
1. Bipolar Psychiatric-
2. Major depression Mental Health
and suicide Nursing 7th
3. Melancholic type Edition pp. 1-3,
76-84, 136-143,
170-179, 280-
301
2 Unit IX Crisis Theory and Interactive discussion Online Quiz via CO28, CO29
Interventions using Google Classroom TESTMOZ CO30
(GCR) / Zoom
A. Definition of crisis
Interview a person
B. Characteristics of
Lecture through Google in crisis
crisis
Classroom (GCR) / Zoom
C. Phases of crisis
Brainstorming online
13 1 D. Phases of crisis
response
E. Types of crisis
F. Crisis interventions
A. Kinds of conflict
B. Concept of loss
C. Kubler Ross’s Stages
of Grieving
2 Unit X. treatment Modalities CO31,CO32
A Behavior Therapy
B. Milieu Therapy
 14 1 C. ECT / Electroconvulsive Return
Therapy Demonstration:
D. Psychotherapy Assisting a
client for ECT
UNIT XI. MENTAL AND Review Shives, Louise Interactive discussion CO33,
EMOTIONAL DISORDERS Pediatric Rebraca (2011), using Google Classroom CO34, CO35
Pervasive Developmental Developmental Psychiatric- (GCR) / Zoom
disorder Milestones Mental Health
A. Autism Nursing 7th
edition, pp. 304- Lecture via Google
313, 326-335, Classroom (GCR) / Zoom
355-361, 376-
380 Brainstorming through Zoom
/GCR
B. Rett’s Disorder
2 C. ADHD
D. Mental Retardation
15 1 XII. Affective Illness / Mood
Disorders
E. Bipolar
F. Major depression and
suicide
G. Melancholic type
2 UNIT XIII. ORGANIC Shives, Louise Interactive discussion Quiz via TESTMOZ CO36,
MENTAL DISORDERS Rebraca (2011) using Google Classroom CO37,
A. Wernicke – Korsakoff’s Psychiatric- (GCR) / Zoom
Syndrome Mental Health
Nursing 7th Lecture via Google
Edition, pp. 429- Classroom (GCR) / Zoom
461
Online Brainstorming
16 1 B. Alzheimer’s Disease Shives, Louise Interactive discussion via
Rebraca (2011), Google Classroom (GCR) /
 UNIT XIV. ABUSE Psychiatric- Zoom
A. Psychoactive Drug Mental Health
Abuse Nursing 7th Lecture using Google
Edition, pp. 491- Classroom (GCR) / Zoom
496, 636-651,
574-585, 604- Online Brainstorming
606, 671-675

2 B. Child Abuse Shives, Louise Interactive discussion via

Rebraca (2011), Google Classroom (GCR) /
Psychiatric- Zoom
Mental Health
Nursing 7th Lecture using Google
Edition, pp. 491- Classroom (GCR) / Zoom
496, 636-651,
574-585, 604-
606, 671-675 Online Brainstorming
C. Spouse Abuse Shives, Louise Interactive discussion via
Rebraca (2011), Google Classroom (GCR) /
Psychiatric- Zoom
Mental Health
Nursing 7th Lecture using Google
Edition, pp. 491- Classroom (GCR) / Zoom
496, 636-651,
574-585, 604-
606, 671-675 On line Brainstorming
 17 1 D. Elder Abuse Shives, Louise Interactive discussion :
Rebraca (2011), Google Classroom (GCR) /
Psychiatric- Zoom
Mental Health
Nursing 7th Lecture : Google Classroom
Edition, pp. 491- (GCR) / Zoom
496, 636-651,
574-585, 604-

606, 671-675 Online Brainstorming

E. Rape Shives, Louise Interactive discussion :
Rebraca (2011), Google Classroom (GCR) /
Psychiatric- Zoom
Mental Health
Nursing 7th Lecture : Google Classroom
Edition, pp. 648- (GCR) / Zoom
659
Brainstorming on line using
Google Classroom (GCR) /
Zoom
2 F. Suicide Shives, Louise Interactive discussion :
Rebraca (2011), Google Classroom (GCR) /
Psychiatric- Zoom
Mental Health
Nursing 7th Lecture: Google Classroom
Edition, pp. 606- (GCR) / Zoom
614
Online Brainstorming
18 1 FINAL EXAMINATION
NOTE : All quizzes and examinations are administered via testmoz.com

12. TEXTBOOK

1. Shives, Louise Rebraca (2011), Basic Concept of Psychiatric – Mental Health Nursing, 7th Edition, 2008
2. Videbeck, Psychiatric Mental Health Nursing, 3rd Edition, 2006
 3. Sia, Psychiatric Nursing: A Textbook and A Reviewer, 2nd Edition, 2008
4. Psychiatric and Mental Health Nursing Practice Workbook, 2011 Edition

13. SUGGESTED READINGS AND REFERENCES

1. Videbeck, Psychiatric Mental Health Nursing, 3rd Edition, 2006

2. Sia, Psychiatric Nursing, A Textbook and A Reviewer, 2nd Edition, 2008
3. Psychiatric and Mental Health Nursing Practice Workbook, 2011 Edition
 4. Handouts/compilation of psychiatric nursing notes/ review materials on psychiatric nursing
14. COURSE EVALUATION

COURSE REQUIREMENT Total COURSE REQUIREMENT Total Weight (%)

(Lecture Component) Weight (RLE Component)
(%)
A. Term Grade (i.e. Prelim, Midterm, Total A. Term Grade (i.e. Prelim, Midterm, Final) Total Weight (%)
Final) Weight
(%)
1. Class Standing 66.67% 1. Rotation Grades 80%
 Attendance (5%) (2/3) Rotation grade is computed with the following:
Note: 1) The are 6 synchronous FOR SKILLS LAB
meetings per term ,transmute it  Competencies (60%)
using 60%-40% base 2) 3 Note: Competency Grade= (total score) / (total # of
accumulated late, disregard the items) = X 60 = /5= + 40 =
number of minutes, is equivalent to 1 %
day absent. Perfect attendance of 6  Requirements (30%)
= 100%  Related Journalsand other Assessment Tasks
(20%)
 Recitation and Other Assessment  Quizzes & Case Study (30%)
Tasks (15%)  Affective (10%)
Note: 1) For recitation, 5 standard √ Attendance -5%
points will be given to each student, Note: There are 9 synchronous meetings for every rotation,
increment of 1 for every correct the attendance will be divided by 9 and transmute it using
answer made (10 points maximum). 60%-40% transmutation
2) For other assessment tasks, a √Attitude – 5%
standard rubric or pointing system will √Uniform – 5%
be followed as agreed upon the (If with Major Exam, 20% will be added to the 80% of
nursing faculty. Competencies and Requirements)
 Quizzes (46.67%)
T. Formula = Total Score X 60% +  Average Rotation Grade = Rotation Grade 1 +
40% Rotation Grade 2 + Rotation Grade 3….Rotation
Total # of Items Grade n / 3 (# of Rotation Grades)
FOR LEARNING PACKET
 Competencies (50%)
Note: Competency Grade= (total score) / (total # of
 items) = X 60 = /5= + 40 =
%
 Requirements (30%)
√ Related Journalsand other Assessment Tasks
(20%)
√ Quizzes & Case Study (30%)
 Affective (10%)
√ Attendance – 5%
Note: There are 9 synchronous meetings for every rotation,
the attendance will be divided by 9 and transmute it using
60%-40% transmutation
√Attitude – 5%
 √ Complitition-task – 5%
2. Term Examination 33.33% 2. Term Examination 20%
(1/3)
TOTAL 100% TOTAL 100%
B. Final Final Grade B. Final Final Grade
1. Preliminary Grade 30% o Preliminary Grade
o Midterm Grade 30% 2. Midterm Grade
o Final Grade 40% 3. Final Grade 100%
TOTAL 100% TOTAL 100%
NOTE: For professional nursing subjects the final final grade is computed as follows: NOTE : RLE for NCM 117 is a one
rotation accomplished after NCM 116 RLE hours, No Prelim exam,
 80% of the Tentative Final Final Grade (Prelim+Midterm+Final) No Midterm Examination will be
administered .ONLY FINAL TERM GRADE WILL REFLECTED
 + 20% of the Comprehensive Exam
 Task Description: (Teacher may explain specific assignment in this space.)

Criteria Weight Exceptional Admirable Acceptable Attempted

 Factual information  Factual information  Factual information  Information is inaccurate
is accurate is mostly accurate is somewhat  Presentation is off topic
Understanding of
40%  Indicates a clear  Good understanding accurate
Topic
understanding of of topic  Fair understanding of
topic topic
 Accepts ideas of others;  Accepts most ideas  Unwilling to compromise  Group does not work
able to compromise without negative  Few members contribute together
 All members contribute comments; able to  One person does all the
Cooperation 30%
compromise work
 Some members
contribute
 Shows confidence  Shows some confidence  Unsure of responsibility  Portrayal stalls
 Informative  Presents some  Somewhat informative  Lacks information
 Entertaining; engages information  Engages audience  Audience bored
audience  Engages audience intermittently  Mumbles
Presentation 30%
 Speaks loudly and  Can be heard  Hard to hear  Body language is
clearly  Some use of body  Some movement lacking; inappropriate
 Appropriate use of body language
language
 Role Play Rubric
Student Class:
Title: Other Group Members:
Date:

Scoring criteria 5 4 3 2 1
Excellent Good Needs Some Needs Much N/A
Improvement Improvement

Relates to audience.

Provides a fluent rendition of scenario.

Role-plays scenario with feeling and

expression.

Varies intonation.

Presents characters appropriately.

Gives the scenario its full range.

Breaches are easily identified.

Scale:
30-35 A Excellent 19-24 C Needs Some Improvements 7-12 E Not Appropriate
Comments::
25-29 B Good 13-18 D Needs Much Improvement Total:

CLASSROOM POLICIES
A. Professional Decorum (pg.15)
Student of Lorma Colleges – College of Nursing are expected to behave properly at all times especially if in the school
premises. The guidelines are as follows:
1. Courteously knock on every door before entering any room, wait for acknowledgement then introduce self.
2. Maintain a moderate tone voice anywhere especially along the corridors, classrooms, and patient’s room.
 3. Greet patients, relatives, teachers, employees, and peers as you meet them.
4. Friendliness is encouraged but always maintains professionalism since too much familiarity may compromise the respect for
each other.
5. Confidentiality on patient’s information should be observed.
6. Practice and maintain good posture at all times.
7. Students are not allowed to go out of the hospital compound for their snacks/meals.
8. Bringing in prepared foods should only be eaten at the designated places.
9. Allowed time for snacks is 15 minutes and 30 minutes for mealtime in any given shift.
10. Students must observe humility, tactfulness, and respect when dealing with others. Always observe the Code of Ethics for
Nurses and practice the Golden Rule in everyday life.
11. Students must wear the prescribed uniform at all times with dignity and respect and should be worn only in the school
and hospital premises.
12. Students are not allowed to entertain visitors while on duty. Should an emergency occur where an immediate member of the
family is involved, permission from the clinical instructor must be sought first and accomplish a hospital visitation form.
13. Gambling, smoking, and drinking of alcoholic beverages and drug use are strictly prohibited.
14. In case of emergency, the units telephone may be used with permission from the staff and the clinical instructor. Otherwise, use
of the units telephone is not allowed.
15. Promptness at all times, in all occasions and in any setting must be observed .
16. Students must strictly adhere to the hospital/community/school policies, rules and regulations.
17. Students should not loiter around while in school premises. These preceding guidelines of professional decorum are not limited
to as written. Other guidelines for social norms and general behaviour are written in the Lorma Colleges Student Handbook
and must strictly be observed.
B. Classroom (pg. 16)
1. The students are required to wear the prescribed college uniform in the given day.

C. CONSULTATION HOURS

Name of Instructor Day Time

1. Benito N. Areola
2. Jennifer H Mesde
3. Myra P. Locquiao
4. Conrado C. Catimbang
 COMMITTEE MEMBERS:

Course Date Date Recommending

Prepared by: Reviewed by: Noted by: Approved by:
Title Effective Revised Approval

NCM 117: September AUGUST Edwin N. Aljentera, MAN Edwin N. Teresita A Ferrer, Marites C. Pagdilao, Pacita G. Apilado,
Care of 1st Semester 18,2021 Aljentera, MAN MAN MAN, MPA EdD
Clients with SY 2021- Benito N. Areola, MAN Head, Level III Assistant Dean for Dean, College of Executive Director
Academics Nursing for Academics
Maladaptive 2022
Patterns of Jennifer H. Mesde, MAN
Behavior
Myra P. Locquiao,PhD, MAN

Conrado C. Catimbang, PhD,

RRT.LPT