Republic of the Philippines

Bulacan State University

City of Malolos

NCM 104B RLE

Community Health Nursing 1:
Individual and Family as Clients

Unit 1: Skills for Demonstration

Prepared by:

ROWENA P. SANTOS, MAN,RN

ERWIN GUEVARRA,RN

BRIAN ALFONSO, MAN,RN

A.Y. 2020-2021- 1st Semester

Overview

This module focuses on the care of the individual and family as clients in the
community. In this course learners are expected to facilitate and conceptualize
individuals and family as units of care which focuses on risk reduction, health
maintenance and promotion of high level wellness to individuals and families of all
ages throughout the health continuum.

This is composed of four modules. The first module talks about the use of
the PUBLIC HEALTH NURSE bag. The second module deals with the child ages
zero to six as the first individual client. This will include performing physical
assessment and the use of Metro Manila Developmental Screening Test (MMDST)
tool. The next module will deal with the family as their second client. Principles
taught it the lecture component of this course will be performed in this module.
These include the use of the Assessment Data Base (ADB) Tool, family nursing
diagnosis and family nursing care plan. The last module is dedicated to the
implementation of the family nursing care plan in the form of a health teaching.

The tasks in the module are made simple to ensure that independent learning
will follow. To get the most from this module, review specific topics learned from the
lecture component of this course. Answer the pre-test as this will determine how
much time you will need in each lesson. Comply with the necessary activities given
for every lesson to check your progress. Accomplish the post-test so you could
identify how much you have learned.

i
 Table of Contents

Overview ................................................................................................................... i

COURSE SYLLABUS .............................................................................................. iii

Unit 1: Skill for Demonstration ........................................................................... 1

Lesson 1: Bag Technique ............................................................................................. 2

Lesson 2: The Performance Checklist......................................................................... 6

Unit 2: The Individual as a Client .................................................................... 10

Lesson 1: Assessment of Child ages 0-6 years old ... Error! Bookmark not defined.

Lesson 2: Metro Manila Developmental Screening Test .......... Error! Bookmark not

defined.

Unit 3: The Family as a Client.................................. Error! Bookmark not defined.

Lesson 1: Assessment Data Base ................................ Error! Bookmark not defined.

Lesson 2: Family Nursing Assessment and Diagnosis ............. Error! Bookmark not

defined.

Lesson 3: Family Nursing Care Plan ............................ Error! Bookmark not defined.

Lesson 4: Health Teaching Plan ..................................... Error! Bookmark not defined.

Unit 4: Implementation of the Plan .............................. Error! Bookmark not defined.

Lesson 1: Strategies for Implementing the Teaching Plan....... Error! Bookmark not

defined.

Lesson 2: The Pamphlet ................................................. Error! Bookmark not defined.

Glossary of Terms ........................................................ Error! Bookmark not defined.

Answer Key................................................................... Error! Bookmark not defined.

References .................................................................... Error! Bookmark not defined.

ii
COURSE SYLLABUS

COLLEGE: NURSING
DEPARTMENT: NURSING
COURSE CODE: NCM 104B
COURSE TITLE: COMMUNITY HEALTH NURSING 1 (RLE)
CREDIT UNITS: 2 UNITS
PRE-REQUISITE: NCM 101A (Health Assessment),
NCM 101B (Health Assessment RLE),
NCM 102 (Health Education),
NCM 103A (Fundamentals of Nursing Practice),
NCM 103B (Fundamentals of Nursing Practice RLE),
MBP 108 (Microbiology and Parasitology)

FACULTY: BRIAN ALFONSO, RN, MAN

ERWIN C. GUEVARRA, RN
ROWENA P. SANTOS, MAN, RN

CONSULTATION HOURS: 7 hours per week

COURSE DESCRIPTION:
This course deals with the basic unit of the community which is the individual
and the family. Concepts and principles in assessing the needs of the individual and
the family are introduced in this course. It also aims to identify problems, trends and
issues within an individual alone and the family as a whole through the use of
different assessment tools. Concepts learned in this course are preliminary to
understanding the community as a whole.

University Vision
Bulacan State University is a progressive knowledge-generating institution,
globally-recognized for excellent instruction, pioneering research, and responsive
community engagements.

University Mission
Bulacan State University exists to produce highly competent, ethical and
service-oriented professionals that contribute to the sustainable socio-economic
growth and development of the nation

Core Values: SOAR BulSU!

iii
Service to God and Community
Order and Peace
Assurance of Quality and Accountability
Respect and Responsibility
The BulSU Ideal Graduates Attributes (BIG A) reflect the graduate’s capacity as:
a. highly and globally competent;
b. ethical and service-oriented citizen;
c. analytical and critical thinker; and
d. reflective life-long learner.

Program Educational Objectives (PEO)

University Mission
Program Educational Objectives (PEO)
AIG-
AIG-a AIG-c AIG-d
b

1. To produce nurses capable of

demonstrating proficiency in the following
competencies: (a) safe and quality
nursing care; (b) evidence-based nursing
practice; (c) ethico-moral and legal
responsibility; (d) communication; (e)
√ √ √ √
record management; (f) collaboration and
teamwork; (g) leadership and
management; (h) personal and
professional development; (i) responsible
citizenry; (j) technological advancement;
(k) core values; and (l) entrepreneurship.

2. To keep faculty and staff abreast with the

global development in healthcare delivery
through advanced trainings and
workshops.

3. To initiate research and extension

services that generates evidenced-based √ √ √ √
practices in the delivery of care.

Program Outcomes (PO)

On completion of the course, the student is expected to be able to do the following:

iv
 Program Educational Objectives
PROGRAM OUTCOMES
PEO1 PEO2 PEO3
(PO can be found at your
respective course/program
CMO or PSG)

a. Apply knowledge of physical,

social natural and health
✔ ✔
sciences and humanities in the
practice of nursing

b. Provide safe, appropriate and

holistic care to individuals,
families, population, groups ✔
and community utilizing
nursing process.

c. Apply guidelines and principles

of evidence-based practice in ✔
the delivery of care

d. Practice nursing in accordance

with existing laws, legal, ethical ✔
and moral principles.

e. Communicate effectively in
speaking, writing and
✔
presenting using culturally
appropriate language.

f. Document to include reporting

up to date client accurately and ✔
comprehensively

g. Work effectively in coordination

with inter, intra and multi-
✔
disciplinary and multi-cultural
teams.

h. Practice beginning
management and leadership
✔
skills using system approach in
the delivery of client care.

v
 i. Conduct research with an
experienced researcher.

j. Engage in lifelong with a

passion to keep current with
the national and global
✔ ✔
developments general, nursing
and health development in
particular.

k. Demonstrate responsible
citizenship and pride of being a ✔
Filipino.

l. Apply techno-intelligent care

systems and processes in ✔
healthcare delivery.

m. Adopt the nursing core values

✔
in practice of the profession

n. Apply entrepreneurial skills in

the delivery of nursing care.

Course Outcomes and Relationship to Program Outcomes

Course Outcomes Program Outcomes

After completing this
course the student a b c d e f g h i j k l m n
must be able to:
LO1. Integrate relevant
principles of social,
physical, natural and
physical, natural and
E
health science and
humanities in a given
health and nursing
situation.
LO2. Discuss appropriate
community health I
nursing concepts and
actions holistically and
comprehensively.
LO3. Assume

vi
 responsibility for E
lifelong learning, own
personal development
and maintenance of
competence
LO4. Engage in advocacy
activities to influence E
health and social care
service policies and
access to services.
LO5. Model professional
behavior as a E
community health
nurse.
LO6. Ensures working
relationships with the
client based on trust E
and respect and
shared decision-
making using
appropriate
communication/interpe
rsonal techniques or
strategies.

LO7. Assess with the

individual and family’s
one’s health status or E
competence.

LO8. Analyzes and

synthesizes data D
gathered

LO9. Formulate with

client a plan of care to E
address the health
conditions, needs,
problems and issues.

LO10. Implement safe

and quality E
interventions with
client to address the
health needs,
problems and issues

LO11. Provide health

vii
 education using E
selected planning
models to targeted
clientele (individuals
and families) in the
community.

LO12. Provide safe,

appropriate and E
evidence-based
nursing interventions in
the different categories
of health care.

LO13. Ensure intra-agency,

inter-agency,
multidisciplinary and E
sectoral collaborations in
the delivery of health
care.

LO14. Implement
strategies/approaches
to enhance/support the E
capability of the client
and care providers to
participate in decision
making by the inter-
professional team.

LO15. Maintain a
harmonious and
collegial relationship
among members of the E
health team for
effective, efficient and
safe client care

LO16. Apply principles of

partnership and
collaboration to E
improve delivery of
health services

LO17. Evaluate with the

health E
status/competence

viii
LO18. Institute
appropriate corrective E
actions to prevent or
minimize harm arising
from adverse effects

LO19. Document client’s

responses/nursing
care services rendered E
and
processes/outcomes of
the nurse client
working relationship.

LO20. Ensure
completeness, E
integrity, safety,
accessibility and
security of information.

LO21. Adheres to
protocols and
principles of E
confidentiality in
safekeeping and
releasing of records
and other information

LO22. Manage resources

efficiently and
effectively E

LO23. Apply management

and leadership E
principles in providing
direction to manage a
community-based
program.

LO24. Use appropriate

strategies/approaches
to plan community E
health programs and
nursing service

LO25. Evaluate specific

components of health E
programs and nursing
services based on

ix
 parameters/ criteria

LO26. Maintain a positive

practice environment. E

LO 27. Apply a system of

informatics in
community health E
nursing

LO28. Demonstrate caring

as the core of nursing,
love of God, love of
country and love of E
people when
performing health
assessment in the
community
Note: (I) Introductory Course to an Outcome (E) Enabling Course to an Outcome (D)
Demonstrative Course to an Outcome
LEARNING EPISODES:

Learnin
g Wee
TOPIC Learning Activities
Outcom k
es

Class Orientation on the

Course Orientation
following:
LO1,
1
LO26 1. Course Outline
2. Grading System/ Criteria
3. Class Policies
4. VMGO of the institution
I. Skills for 1. Watch faculty prepared
Demonstration 2 instructional video on the
a. Bag Technique topic or accomplish
designated tasks and
activities per lesson on the
module provided.
2. Perform a return
demonstration of the
procedure online or submit a
recorded video of oneself via
3 Google Classroom.
a. Bag Technique
3. Quiz via Google Form

x
 II. The Individual as a 4 1. Watch faculty prepared
Client instructional video on the
1. A Child 0-6 years topic or accomplish
designated tasks and
old
activities per lesson on the
LO6, a. MMDST module provided.
LO7, 5 2. Quiz via Google Form
LO8,LO 3. Select a child ages 0 – 6
28 years old within your own
family and be able to
accomplish the following:
6-7 a. Physical assessment
b. MMDST

III. The Family as a Client 1. Watch faculty prepared

instructional video on the
1. Assessment 8 topic or accomplish
Database (ADB) designated tasks and
2. Family Nursing activities per lesson on the
Diagnosis module provided.
3. Family Nursing 2. Quiz via Google Form
Care Plan 3. Using your own family as a
LO9, 4. Health Teaching client, be able to accomplish
LO10, Plan the following:
LO11, a. Physical Assessment of
LO12, all the family members
LO13, b. Assessment Database
LO14, (ADB)
LO15, c. First level assessment
9 d. Second level Assessment
LO16
e. Scoring
LO28 f. Formulating Family
Nursing Care Plan
- prioritization
10 - goals and objective

- plan of intervention
11- - plan of evaluating care
13
g. Health Teaching Plan
h. Pamphlet
LO1, IV. Implementation of 1. Watch faculty prepared
LO5, Family Nursing Care instructional video on the
14- topic and accomplish
LO6, Plan
15 designated task and activities
LO7, per lesson on the module
1. Health Teaching
LO8 provided.
2. Submit a recorded video of
xi
 LO19 16 you thru Google Classroom
while you facilitate/ deliver
your health teaching to your
family
17- 3. Evaluation of community
18 output
4. Submission of Family Case
Study output via Google
Classroom

FINAL COURSE OUTPUT:

1. Return Demonstration Portfolio. A student prepared video of himself

performing Bag Technique. For synchronous and asynchronous modes,
deadlines are set for every procedure and must be met accordingly to
facilitate timely performance feedback. Remote learning mode may send the
videos in the form of saved files and will be given feedback right after
submission.

2. MMDST Portfolio. This is a case analysis of a child whose age ranges from
0-6 years old. A client can be any member of the family of the student. This
requires the student to obtain a comprehensive physical assessment and be
able to test the child using the Metro Manila Developmental Screening Test
and its corresponding paper analysis. Forms for data collection can be found
on our Google Classroom.

3. Family Case Study. This is a family case analysis. The client family is the
student’s own family. client can be any member of the family of the student.
This requires the student to perform physical Assessment of all his family
members, gather data particular to the Assessment Database (ADB), first and
second level assessment and its corresponding scoring. Be able to formulate
a Family Nursing Care Plan. Develop a Health Teaching Plan based on the
prioritized problem with a matching pamphlet for implementation. Forms for
data collection can be found on our Google Classroom.

4. Health Teaching. A student prepared video of him delivering his health

teaching in front of his own family.

RUBRIC FOR ASSESSMENT:

(Please see next pages for whole page navigation on each rubric.)

xii
 Rubric for Classroom Attendance/Preparation/Attitude/Participation
Exemplary Proficient Needs Improvement
Criteria
5pts 4pts 3pts
Attendance

Student has missed

Student has not missed any Student has missed 1
(25%)

more than 1 class day.

class days. Student is on class day. Problem with
Serious problem with
time and in seat ready to lateness and/or leaving
lateness and/or leaving
learn. early.
early.
Student is always respectful
Student is rarely
to teacher and classmates. Student has a fair attitude
respectful to teacher
Attitude

Student actively participates towards classmates and

(25%)

and rest of class.

with classmates and instructor, interacts
Student has a bad
instructor, displays interest minimally, and occasionally
attitude toward others,
in content being discussed, disengages in classroom
makes rude comments
and is engaged in the activities.
or lashes out in class.
classroom environment.
Student completes Student usually completes
Student rarely
assigned activities (e.g. assigned activities (e.g.
Preparation

completes assigned
term papers) and/or is term papers) and/or has
(25%)

activities (e.g. term

ready with required materials for the class.
papers) and/or
materials for the class. Student has completed
assignments. Student
Student has done all some required
contributed little to the
assignments with best effort assignments and is ready
overall activity.
and is ready for class. for class.
Participation

Student could participate in Student is rarely

Student is constantly class activities but involved with the class
(25%)

engaged in the class sometimes causing a activity. Student

activities and recites distraction and/or is frequently engages in
actively. sometimes engaged in outside activities
outside activities. during lecture.

Note: Similar rubric expectations shall apply on class sessions that will be conducted via
online or internet-based platforms. Additional class decorum must be reflecting to
every course syllabi which will be thoroughly explained by the handling instructor as well.

Computation Guide:

xiii
Step 1: Compute for Criterion Grade Step 2: Compute for Total Rubric Grade

Raw Score x Criterion % = Partial Grade Criterion 1 + Criterion 2 + and so on… = Total
5 (constant value) Grade
Example (if computing grades for an Example (if computing grades for an NCP):
NCP): NCP Grade = Assessment + Diagnosis +
Assessment Criterion will be computed as, Planning Intervention +
4 (raw score) x 20 = 16 Evaluation
5 = 16% + 20% + 20% + 12% + 20%
= 88%

Rubric for Family Nursing Care Plan

Exemplary Proficient Needs Improvement
Criteria
5pts 4pts 3pts
Correctly identifies Identifies some significant, Assessment data is not
subjective and objective accurate and relevant data well organized
data which is clear, from more than one source
Health Problem

specific, and relevant. gather in the family Subjective and objective

data are not identified
(20%)

All data is clustered in a Does not consistently

coherent manner and identify subjective and Assessment data is
utilizes the tool A objective data correctly irrelevant or does not
Typology of Nursing support the identified
Problems in Family Most assessment data family nursing problem
Nursing Practice supports the identified
family health nursing
problems
The exemplary The identified family nursing The family nursing
Family Nursing

identification of family problem is appropriate, problem is not

nursing problem is made, shows support from the appropriate for the family
Problem
(20%)

clearly supported by assessment data; reflect or not prioritized. Family

assessment data; reflect average clinical judgment nursing problem not
accurate clinical judgment on prioritization of family clearly supported by
on prioritization of family nursing problems and assessment data taken
nursing problems and follows prescribed format. from the family
follows prescribed format.
Goals of care for Goals of care for evaluation Evaluation portion does
evaluation are excellently are well listed including the not consistently contain
listed including clear expectations for meeting data or criteria for goal
Goal of Care

expectations for meeting the goal for the family. evaluation.

the goal for the family.
(20%)

Some goals are set by the Few or no goal(s) is/are

Most goals are set by the student nurse and the set by the student nurse
student nurse and the family should realistic, and the family should
family should realistic, attainable and realistic, attainable and
attainable and measureable. measureable.
measureable.

xiv
 Identifies at least 3-5 Identifies three or less Interventions are unclear

Objective of Care
specific interventions for interventions for each goal or do not clearly focus
each outcome criteria in that relate to the etiology of on the etiology of the
order to help the family the family nursing diagnosis nursing diagnosis or

(20%)
reach the desired goal. relate to family goal and
reliable sources Some objectives are outcome
realistic, attainable and
Most objectives are measureable. Few or no objectives
realistic, attainable and is/are realistic, attainable
measureable. and measureable.
Interventions are specific Not all interventions may be Rationales provided do
in action and frequency, specific. Rationales not demonstrate an
and include rationales included but may be weak, understanding of the
which are researched and or references are purpose of the
clearly referenced with incomplete or from sources interventions or no
very reliable sources. that may not be reliable. references are provided

Method for nurse-family Method for nurse-family Method for nurse-family

contact or interactions is contact or interactions contact or interactions is
clear, concise, and has a makes general sense but vague, disjointed, and
logical structure and flow. requires some work to shows no sense,
organize and structure in a structure, or flow.
Resources (equipment or logical and sensible
materials) have been manner. Most resources
used to its full potential, (equipment or materials)
quotations-supported and Some resources are not well-utilized, not
observed cost-effective. (equipment or materials) quotations-supported
are not well-utilized, not and many items are not
quotations-supported and in the budget.
Student nurse focuses on many items are not in the
5 health tasks: budget.
Intervention Plan

Student nurse focuses

1. Help the family Student nurse focuses on 3 on 3 health tasks:
(20%)

recognize the problem; or 4 health tasks:

2. Guide the family on 1. Help the family
how to decide on 1. Help the family recognize recognize the
appropriate health the problem; problem;
actions to take; 2. Guide the family on how 2. Guide the family on
3. Develop the family’s to decide on appropriate how to decide on
ability and health actions to take; appropriate health
commitment to provide 3. Develop the family’s actions to take;
nursing care to each ability and commitment to 3. Develop the family’s
members; provide nursing care to ability and
4. Enhance the capability each members; commitment to
of the family to provide 4. Enhance the capability of provide nursing care
a home environment the family to provide a to each members;
conducive to health home environment 4. Enhance the
maintenance and conducive to health capability of the
personal development; maintenance and family to provide a
and personal development; home environment
5. Facilitate the family’s and/or conducive to health
capability to utilize 5. Facilitate the family’s maintenance and
community resources capability to utilize personal
for health care. community resources for development; and/or
health care. 5. Facilitate the family’s
capability to utilize
community
resources for health
care.
Computation Guide:

xv
Step 1: Compute for Criterion Grade Step 2: Compute for Total Rubric Grade

Raw Score x Criterion % = Partial Grade Criterion 1 + Criterion 2 + and so on… = Total Grade
5 (constant value)
Example (if computing grades for an NCP):
Example (if computing grades for an NCP): NCP Grade = Assessment + Diagnosis + Planning
Assessment Criterion will be computed as, Intervention + Evaluation
4 (raw score) x 20 = 16 = 16% + 20% + 20% + 12% + 20%
5 = 88%

Rubric for Written Report

Criteria Exemplary Proficient Needs Improvement

5 pts 4 pts 3 pts
Organization &

Structure of the paper is Organization and

Structure

clear and easy to follow. Structure of the paper is structure detract from
(25%)

Paragraph transitions are not easy to follow. the message-

logical and maintain the Paragraph transitions need Paragraphs are
flow of thought improvement disjointed and lack
throughout the paper transition of thoughts

Student is inconsistent
Student is consistent in Student is consistent in the
in the correct use of
correct use of formatting. correct use of format, with
format. Several
Format
(25%)

Formatting is free from a few formatting errors.

formatting errors.
errors. Student follows Assignment may not meet
Assignment does not
assignment instructions, all requirements as
meet all requirements
including length of instructed, including length
as instructed, including
assignment. of assignment.
length of assignment.

Student does not

Student exhibits
Student demonstrates a demonstrate a clear
Content/subject

proficient command of
general understanding of understanding of the
knowledge

the subject matter.

the subject matter. Minimal subject matter. Minimal
(25%)

Student demonstrates
linkages between course or no linkages between
ability to relate course
content and practical course content and
content to practical
examples or applications. practical examples or
examples and
Sequence of paper is applications. Paper is
applications. Paper is laid
somewhat difficult to follow. not outlined in a logical
out in logical sequence
sequence.
Grammar, Punctuation

Student demonstrates
consistent correct use of Paper contains few
Paper contains
& Spelling

the rules of grammar, grammatical, punctuation

numerous grammatical,
(25%)

usage, punctuation and and spelling errors.

punctuation, and
spelling. Language is Language lacks clarity or
spelling errors.
clear and precise; includes the use of some
Language uses jargon
sentences display jargon or conversational
or conversational tone.
consistently strong, tone..
varied structure

Computation Guide:

xvi
Step 1: Compute for Criterion Grade Step 2: Compute for Total Rubric Grade

Raw Score x Criterion % = Partial Grade Criterion 1 + Criterion 2 + and so on… = Total
5 (constant value) Grade
Example (if computing grades for an Example (if computing grades for an NCP):
NCP): NCP Grade = Assessment + Diagnosis +
Assessment Criterion will be computed as, Planning Intervention +
4 (raw score) x 20 = 16 Evaluation
5 = 16% + 20% + 20% + 12% + 20%
= 88%

Rubric for Health Teaching Plan

Grading Criteria
Exemplary Proficient Needs Improvement
Criteria
5pts 4pts 3pts
 Most of the health,  Some of the health,  Little of the health,
medical, and medical, and scientific medical, and
Accuracy

scientific content content information is scientific content

(20%)

information is accurate with few information is

accurate with few errors of fact or accurate with few
errors of fact or interpretation errors of fact or
interpretation interpretation

 Most of the text,  Some of the text,  Little of the text,

pictures, graphics, pictures, graphics, and pictures, graphics,
and other other materials are and other
materials are acceptable for the materials are
acceptable for the larger number of state acceptable for the
Acceptability

larger number of and local policies and larger number of

state and local standards, and health state and local
(20%)

policies and education needs of policies and

standards, and students in schools standards, and
health education and communities in health education
needs of students the state needs of students
in schools and in schools and
communities in the communities in the
state state
Sequencing

 Little of the
 Most of the
Content

 content has a
(20%)

Some of the content

content has a coherent
has a coherent
coherent sequence
sequence
sequence

xvii
  Most of the  Some of the learning  Few of the
learning objectives objectives are clearly learning objectives
are clearly written written and are clearly written
and measurable, measurable, address and measurable,
address the the appropriate health address the
Objectives
appropriate health outcomes, address appropriate health
outcomes, cognitive, affective, outcomes,
(20%) address cognitive, and skills domains, address cognitive,
affective, and and are consistent affective, and
skills domains, with health education skills domains,
and are consistent standards and are consistent
with health with health
education education
standards standards

 Through the  Through the provided  Through the

provided activities, activities, classroom provided activities,
Promotion of Health

classroom opportunities, and classroom

opportunities, and teaching strategies, opportunities, and
teaching someof the textbook teaching
(20%)

strategies, most of materials promote the strategies, littleof

the textbook norms that value the textbook
materials promote positive health materials promote
the norms that behaviors the norms that
value positive value positive
health behaviors health behaviors

Computation Guide:
Step 1: Compute for Criterion Grade Step 2: Compute for Total Rubric Grade

Raw Score x Criterion % = Partial Grade Criterion 1 + Criterion 2 + and so on… = Total
5 (constant value) Grade
Example (if computing grades for an Example (if computing grades for an NCP):
NCP): NCP Grade = Assessment + Diagnosis +
Assessment Criterion will be computed Planning Intervention +
as, Evaluation
4 (raw score) x 20 = 16 = 16% + 20% + 20% + 12% + 20%
5 = 88%

xviii
 Rubric for Grand Return Demonstration
Grading Criteria
Criteria Exemplary Proficient Needs Improvement

5 pts 4 pts 3 pts

 Consistently  Demonstrates average  Inconsistently
demonstrates an level of competence in demonstrates
Assessment

above average level completing a full body knowledge &

of competence in assessment or nursing responsibility in
(30%)

completing a full procedure preparation complete

body assessment or that does not require assessment prior to
nursing procedure dummy patient. procedure
preparation that does
not require dummy
patient.
 Able to completely  Able to prepare patient,  Unable to prepare
Planning

prepare the patient, the care provider, or patient, the care

(10%)

the care provider, or equipment and provider, or

equipment and materials to be used. equipment and
materials to be used materials to be
used.
 Independently  Performs some skills  Inconsistently
Implementation

performs all skills accurately and without demonstrates

accurately and difficulty ability to perform

(40%)

without difficulty Requires minimal skills previously

 Did not require instructor assistance learned.
instructor assistance and cueing.  Requires maximum
and cueing. instructor
assistance and
cueing.
 Expected outcome  Desired criteria on the  Evaluation
Evaluation

on the procedure procedure performed parameter on the

(10%)

performed was was partially met procedure

completely met performed was not
met

xix
  Consistently reports  Reports and  Inconsistently and

Documentation
and documents documents findings inappropriately
findings appropriately appropriately at reports and

(10%)
at an above average average level of documents findings
level of competence; competence; with and requires
with minimal or no minimal or no instructor additional or close
instructor intervention. supervision
intervention.
Computation Guide:
Step 1: Compute for Criterion Grade Step 2: Compute for Total Rubric Grade

Raw Score x Criterion % = Partial Grade Criterion 1 + Criterion 2 + and so on… = Total
5 (constant value) Grade

Example (if computing grades for an NCP): Example (if computing grades for an NCP):
Assessment Criterion will be computed as, NCP Grade = Assessment + Diagnosis +
4 (raw score) x 20 = 16 Planning Intervention + Evaluation
5 = 16% + 20% + 20% + 12% +
20%
= 88%

OTHER REQUIREMENTS AND ASSESSMENTS:

1. Quizzes
2. Term Examination/s

GRADING SYSTEM:

Knowledge: 40%
Term Examinations 60%
Quizzes/Activities 40%
Skills: 50%
GRD 30%
Output Requirements 70%
Attendance/ Promptness 10%
TOTAL 100%

Final Grade = Midterm Grade + Tentative Final Grade Period

2

Range Grade
97-100 1.00
94 – 96 1.25
91 – 93 1.50
88 – 90 1.75
85 – 87 2.00
82 – 84 2.25
79 – 81 2.50

xx
 76 – 78 2.75
75 3.00
74 and below 5.00

References:

Association of Deans of Philippine Colleges of Nursing, Inc. (ADPCN, INC.) (2019).

Resource Manual: Bachelor of Science in Nursing Outcomes-Based
Education Curriculum.

Dauz-Williams P, Abad Santos A, Tungpalan L, Tuazon, J. (1999) Metro Manila

developmental screening test manual. Manila, Philippines : Research and
Creative Writing Program, College of Nursing, University of the Philippines
Manila

Maglaya, A. (2009) Nursing Practice in the Community 5th Edition. Argonauta

Corporation Philippines.
Online Resources:

Department of Health Website from https://www.doh.gov.ph/

Required Readings:

1. Maglaya, A. (2009) Nursing Practice in the Community 5th Edition. Chapter 2

assessment in family health nursing practice. Pages 50-72. Argonauta
Corporation Philippines.
2. Dauz-Williams P, Abad Santos A, Tungpalan L, Tuazon, J. (1999) Metro Manila
developmental screening test manual. Manila, Philippines : Research and
Creative Writing Program, College of Nursing, University of the Philippines
Manila

CLASS POLICIES

For Online Synchronous Classes

 Students are expected to behave as in a proper physical class environment during
online synchronous classes.
 Instructors may include additional house rules during online synchronous classes.
 Students are expected to attend online classes on time. No substitution for the
student is allowed during the duration of the online synchronous classes and faculty
may require the students to open the camera for validation purposes.
 Unable to be logged-in on the appropriate time (not exceeding 15 minutes) will be
considered late even during breaks.
 Unable to be logged-in on the appropriate time for more than 15 minutes will be
considered absent.
 Students are NOT allowed to record synchronous classes. Instructors may record
and document online synchronous sessions.

xxi
  Disturbance and interruption during online synchronous classes should be
minimized. Students are expected to have their bladder emptied before online
synchronous classes begin. Bladder breaks should not exceed 5 minutes.
 Sleeping and eating during online synchronous classes are not allowed. Instructors
may require the students to turn on their camera for validation Purposes. Students
who are unable to comply will be subjected to disciplinary actions.
 Students who are unable to attend the online synchronous classes will be held
responsible for studying the lesson missed.
 Students are expected to attend online synchronous classes prepared.
 Cheating will not be tolerated in Online Synchronous Classes. Students are not
allowed to use other websites or other devices during classes unless directed by the
instructor. Group chat by other means is not allowed.
 Students are not allowed to do other things during online synchronous classes.
Students are expected to participate during online discussions.
 Students are not allowed to log out during online synchronous classes hours.
Connection issues should be resolved in a few minutes. Students should be able to
comply for the minimum technology requirements to be able to attend online classes.
 Consultations should be done after online synchronous classes.
 Students are expected to continue online learning even after online synchronous
classes.

For Online Asynchronous Class

 Students are expected to be responsible for their learning during asynchronous
classes.
 Students may view the synchronous classes on a later time. Students are not
allowed to create a copy of the synchronous lecture recorded at an earlier time.
 Requirements for asynchronous classes will be open for a limited period of time only.
Students are expected to finish the requirements outside synchronous classes.
 Requirements are expected to be made by the student with academic honesty.
Sharing of answers, making others create your requirements, the use of plagiarism
or any form of cheating will not be tolerated. Your requirements may be subjected to
online detection programs.
 Students are responsible to finish the requirements for online asynchronous on time.
Deadlines will not be extended if you were unable to submit the requirements during
the given period. Failure to submit requirements will be given a grade of 0.
 Students are expected to follow online instructions and directions in submitting the
requirements.

Prepared by

Brian Alfonso, M.A.N., R.N. Erwin C. Guevarra, R.N.

Instructor Instructor

Rowena P. Santos, M.A.N., R.N. Mart Juaresa C. Yambao, M.A.N., R.N.

Instructor 2nd Level Coordinator
Instructional Material Coordinator
Evaluated by:
xxii
Florabel T. Sera Josef, M.A.N., R.N.
Program/Area Chair

Approved:

Gina D. Panganiban, D.N.M, R.N.

Dean

xxiii
xxiv
Unit 1: Skill for Demonstration

Introduction

In every nursing procedure, we must consider the importance of cleanliness

to avoid the spread of microorganism. There are steps that are the result of
evidence- based practices that can help us improve the delivery of our healthcare
services.
In this module, you will learn the process of bag technique, its ideal content
and the proper ways of handling the content to promote sterility and cleanliness. In
this simple thing, you will help minimize the spread of bacteria from patient to nurse
and vice versa. Just like the other nursing skills, this bag technique skill is very
important in the part of community health nursing process because it is vital in
community health nursing.
You, as a future registered nurse, are expected to learn the contents of the
bag, their use, the process of bag technique and the rationale behind this.

This particular module is divided into five lessons:

 Lesson 1 Bag Technique

 Lesson 2 The Performance Checklist

Objectives/Competencies

Upon completion of this module, you are expected to:

1. demonstrate the principles of cleanliness to patients and family members by

using the bag in an orderly way.
2. proficiently demonstrate the skills for bag technique.

Pre-test

Match the following articles in column A according to its

corresponding use in column B write you answer to the space
provided before the number.

____1. soap a. for infection control

____2. gloves b. for assessment of family members
____3. apron c. for nursing care
____4. benedict’s solution
____5. tip applicator
____6. alcohol
____7. measuring tape
____8. kidney basin
____9. test tube
___10. bandage
1
Lesson 1: Bag Technique
Duration: 2 hours

The nursing bag, frequently called Public Health Nursing bag, is a tool used
by the nurse during home and community visit to be able to provide care safely and
efficiently. The contents of the bag depend upon agency policies and the type of
service expected of the nurse while he/ or she is in the community or in the client’s
home.

The public health bag is an essential and indispensable equipment public

health nurse which she has to carry along during her home visit. It contains basic
medications and articles which are necessary for giving care.

Principle of Bag Technique

1. Performing the bag technique will minimize, if not prevent the spread of any
infection.
2. It saves time and effort in the performance of nursing procedure.
3. The bag techniques should show the effectiveness of total care given to an
individual or family.
4. The bag technique can be perform in a variety of ways depending on
agency’s policy, the home situation, or as long as principles of avoiding
transfer of infection are always observed.

Special Considerations in the Use of the Bag

1. The bag should contain all necessary articles, supplies and equipment which
may be used to answer emergency needs.
2. The bag and its contents should be cleaned as often as possible, supplies
replaced and ready for use at any time.
3. The bag and its contents should be well protected from contact with any
article in the home of the patients. Consider the bag and its contents clean
and /or sterile while any article belonging to the patient as dirty and
contaminated.
4. The arrangement of the contents of the bag should be the one most
convenient to the user to facilitate the efficiency and avoid confusion.
5. Hand washing is done as frequently as the situation calls for, helps in
minimizing or avoiding contamination of the bag and its contents.
6. The bag when used for a communicable case should be thoroughly cleaned
and disinfected before keeping and re-using.

Contents of the Bag

 Articles for infection control:
o Soap in a covered soap dish
o linen or disposable paper towel for handwashing
2
 o paper lining
o apron
o 70% alcohol

 Articles for assessment of family members

o thermometer (oral and rectal)
o measuring tape
o weighing scale
o Benedict’s test
o medicine dropper
o medicine cup
o medicine tray
o test tube
o test tube holder
o alcohol lamp

 Articles for nursing care

o Sterile items
 2 pairs of scissor (1 surgical, 1 bandage)
 2 pairs of forceps ( 1 curved, 1 straight)
 Syringes (5 ml and 2 ml)
 Hypodermic needles ( g. 19, 22, 23, 25)
 Sterile dressings (OS)
 Sterile Plastic cord clamp
 Sterile gloves
o Clean articles
 Clean gloves
 Betadine
 Ophthalmic ointment
 Hydrogen peroxide
 Spirit of ammonia
 Acetic acid
 Benedict’s solution
o Pieces of paper
 for lining the soap dish if the home sink is used and for lining the
bag (a washable rubber protector may also be used for this
purpose)
 folded paper to be used as a waste receptacle if needed.

Location of the Articles inside the Bag

1. Back pocket: Paper and plastic lining, apron and waste receptacle
2. Upper Main Compartment: towel, soap case and soap
3. Lower compartment: Forceps, scissors, medication box, thermometer,
sterile dressings, a pair of disposable gloves, antiseptic container, betadine,
benedict’s solution, acetic acid, specimen bottle, kidney basin, test tube, test
tube holder, match box, alcohol lamp

3
Procedure for Performing Bag Technique

Step Rationale
1. Observe the surroundings for
areas where one can perform
bag technique with ease and
effectiveness.
2. After entering client’s house,  To protect the bag from getting
take paper lining from the back contaminated.
pocket of the bag. Lay paper on
flat surface of table, chest or
box, if none use floor. The clean
side must be out and the folded
part is touching the table. Place
bag on the left side of paper
lining with the bag opening
facing the working area.
3. Open the bag and take out the  To prepare for hand washing.
plastic lining. Place the plastic
lining over the paper lining and
ask for a basin of water. Bring
out soap with soap dish and
towel
4. Close the bag without locking  To prevent possible infection from the
and perform handwashing. Wipe care provider to the client.
hands dry with towel.
5. After handwashing, put the soap  This will be used after the performing
and soap dish on the paper the necessary procedure to your client
lining (outside the plastic lining)
with hand towel on top of the
soap dish.
6. Put on the apron while observing  To protect the nurse’s uniform.
proper technique.
7. Bring out from bag the articles  For easy access and prevent
needed for care making sure contamination of the entire contents of
that they are placed within the the bag
plastic lining.
8. Place a paper receptacle outside  For disposing the used articles and to
the work area. prevent contamination of the clean
area.
9. Close the bag.  To prevent contamination of the bag
and its contents.
10. Perform nursing care.  To give comfort, maintain hygiene and
hasten recovery
11. Perform aftercare of articles  To protect caregiver and prevent the
used. Disinfect using alcohol spread of infection
including the top of the plastic
lining. Discard the paper
receptacle.
12. Perform hand washing.  To minimize spread of
microorganisms.
13. Open the bag and return all
articles used.
14. Return the soap and the soap
dish inside the bag last (with the
4
 hand towel under the soap dish)
15. Take off and fold apron using the
proper technique and return to
the back pocket of the bag.
16. Fold the plastic lining (clean-side
out) and return to the back
pocket of the bag.
17. Get the bag; fold the paper lining
without touching the
contaminated side and discard

Self-Check 1

Your patient is a 65 year-old male, lives alone and has no family. He has
poor vision and limited mobility due to arthritis. He was diagnosed with type 2
diabetes two years ago. He is compliant with monthly diabetic checkups with his
physician, and it was discovered that he had an ulcer at the plantar aspect of the
right foot. Your patient has been treating the wound himself. Upon entering their
premises you noticed that the wound dressing is fully soaked and flies have been
roaming around on the right foot of your client.

As a community health nurse what would be your nursing responsibility and

priority on the given case?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5
Lesson 2: The Performance Checklist
Duration: 8 hours

The first six hours of this lesson is attributed to practicing the skill through
online and offline method. Presented below is the performance checklists for the
skills discussed in the previous lesson. Take time to review the procedure, watch the
initial demonstration on our Google Classroom and practice the skill on your own at
home. Initial return demonstration schedule will be on next meeting. To perform
grand return demonstration of the skills, see Final Requirement part of this module.

Performing Bag Technique

Materials Needed (Contents of the bag)

 Paper lining  Adhesive plaster
 Extra paper for making waste  Cotton balls
receptacle  Tape measure
 Plastic/linen lining  Baby’s scale
 Apron  Alcohol lamp
 Hand towel in plastic bag  1 pair of rubber gloves
 Soap in soap dish  2 test tubes
 Thermometers (1 oral, 1 rectal)  Medicine Tray
 2 pairs of scissor (1 surgical, 1  Medicines:
bandage)  Betadine
 2 pairs of forceps ( 1 curved, 1  70% alcohol
straight)  Ophthalmic ointment
 Syringes (5 ml and 2 ml)  Hydrogen peroxide
 Hypodermic needles ( g. 19, 22,  Spirit of ammonia
23, 25)  Acetic acid
 Sterile dressings (OS)  Benedict’s solution
 Sterile Plastic cord clamp

Note: BP apparatus and stethoscope are carried separately

Procedures Don Not Remarks

e done
ASSESMENT
1. Observe the surroundings for areas where one
can perform bag technique with ease and
effectiveness.
PLANNING
1. Introduce self, verify the client’s identity and
explain the procedure.
o Explain to the family the purpose of your
visit.
o Explain what you are going to do and the
reason for doing the procedure.
2. After entering client’s house, take paper lining
from the back pocket of the bag.
3. Lay paper on flat surface of table, chest or
6
 box, if none use floor. The clean side must be
out and the folded part is touching the table.
4. Place bag on the left side of paper lining with
the bag opening facing the working area.
IMPLEMENTATION
1. Open the bag and take out the plastic lining.
2. Place the plastic lining over the paper lining
and ask for a basin with water.
3. Bring out soap with soap dish and towel
4. Close the bag without locking and perform
handwashing. Wipe hands dry with towel.
5. After handwashing, put the soap and soap
dish on the paper lining (outside the plastic
lining) with hand towel on top of the soap dish.
6. Put on the apron while observing proper
technique.
7. Bring out from bag the articles needed for care
making sure that they are placed within the
plastic lining.
8. Place a paper receptacle outside the work
area.
9. Close the bag and perform nursing care.
10. Perform aftercare of articles used. Disinfect
using alcohol including the top of the plastic
lining. Discard the paper receptacle.
11. Discard the paper receptacle.
12. Wash hands
13. After handwashing, open the bag and return all
articles used.
14. Return the soap and the soap dish inside the
bag last (with the hand towel under the soap
dish)
15. Take off and fold apron using the proper
technique and return to the back pocket of the
bag.
16. Fold the plastic lining (clean-side out) and
return to the back pocket of the bag.
17. Close and lock the bag
18. Get the bag; fold the paper lining without
touching the contaminated side and discard
EVALUATION
1. The bag and its contents are well protected
from contact with any article in the home of the
patients.
2. The bag and its contents are free from
infection

___________________ _______________________________ -----------------

Student's Signature Clinical Instructor’s Date
Printed Name & Signature
7
Self Check 2

Practice the procedure at home after watching the initial demonstration. Your
clinical instructor will schedule a practice return demonstration online. For remote
learning, your clinical instructor will contact you personally for a practice return
demonstration of the procedure.

Post-test

Read each question carefully, and encircle your best answer based on the
information covered on the topic in the module. .

1. The PHN bag is an important tool in providing nursing care during a

home visit. The most important principle of bag technique states that it:
a. Should save time and effort
b. Should minimize if not totally prevent the spread of infection
c. Should not overshadow concern for the patient and his family
d. May be done in a variety of ways depending on the home situation

2. To maintain the cleanliness of the bag and its contents, which of the following
must the nurse do?
a. Wash his/her hands before and after providing nursing care to the
family members.
b. In the care of family members, as much as possible, use only articles
taken from the bag.
c. Put on an apron to protect her uniform and fold it with the right side
out before putting it back into the bag.
d. At the end of the visit, fold the lining on which the bag was placed,
ensuring that the contaminated side is on the outside

3. The contents of the bag depend upon agency policies and type of services
expected of the nurse while he or she is in the community or in the client’s
home.
a. True
b. False

4. Public health nurse makes an appointment for the next visit either home or
clinic for:
a. reference for the next visit
b. protection of the caregiver and prevent the spread of infection
c. comfort and security
d. follow-up care

5. Articles that can be used to assess the family members except

a. soap
b. linen
c. tape measure
d. syringes

8
 6. Folded paper can be used as waste receptacle
a. True
b. False

7. Before entering the house of your client you should:

a. wash your hand
b. greet your client
c. immediately sit on a chair
d. none of the above

8. What is the proper placement of the bag during home visit

a. on your left
b. on your right
c. in the middle
d. on your shoulder

9. Waste paper bag should be place outside the working area to:
a. protect the nurse uniform
b. make it accessible
c. to prevent contamination of the clean area
d. none of the above

10. Bag technique can be performed during home visit only.

a. True
b. False

Final Requirement

1. Prepare a short video of yourself performing return demonstration of the

procedure:
a. Bag Technique

2. Quiz via Google Forms on Google Classroom

Suggested Readings and Websites

Cuevas, Prescilla, RN,MAN (2000) Public Health Nurse in the Philippines pp. 52-
54 http://www.doh.state.fl.us/phn...yrplanshort.pdf

Famorca, Zenaida U. MPH,RN, Nies Mary A, PhD, RN,, FAAN, FAAHB, McEwen
Melanie, PhDn RN (2013) Nursing Care of the Community pp. 120-122
http://asia.elsevierhealth.com

References

Cuevas, Prescilla, RN,MAN (2000) Public Health Nurse in the Philippines

http://www.doh.state.fl.us/phn...yrplanshort.pdf
9
Famorca, Zenaida U. MPH,RN, Nies Mary A, PhD, RN,, FAAN, FAAHB, McEwen
Melanie, PhDn RN (2013) Nursing Care of the Community
http://asia.elsevierhealth.com

10