OLIVAREZ COLLEGE TAGAYTAY

E. Aguinaldo Highway, Barangay San Jose Tagaytay City

Tel. Nos: (046) 8602301 Loc 120
www.olivarezcollege.edu.ph
1ST SEM, AY 2020-221

COLLEGE OF NURSING

Rotation 3

Clinical Area: SURGERY

Agency: SSMC

Clinical Instructor: JON-JON MARTINEZ, PhD

Group: BSN 411

Inclusive Date: Oct 12-13, 19-20, 2021

Methodology: Problem Based Learning

Formative Assessment: Use of Rubrics for PBL

Summative Assessment: Case Analysis

Group 3
CASE STUDY:

Mr Agakusin D. 52-year-old indigenous Maya man with a 6-year history of type 2 diabetes
presented to a non-profit clinic in a rural agricultural town in Guatemala with weight loss, fatigue
and weakness. Six years prior to presentation, he had been diagnosed with diabetes and later
admitted to a regional hospital in a coma due to a hyperglycaemic crisis. After discharge from the
hospital, the patient lost his job as a construction worker. As he could not afford antidiabetic
medications or private physician fees, he abandoned outpatient treatment until being referred to
the non-profit clinic.
At present, the ER nurse noted that patient has positive edema in upper and lower extremities
and complaining of headache and body malaise. His blood pressure is 160/100 mmHg. his
examination was notable for cachexia, inability to ambulate and severe peripheral neuropathy.
His weight was 32.7 kg with a body mass index of 14.5 kg/m2. Nurse observed and call the
attention of the doctor for his urine output of 10cc/hr and no urine output for the next hour.
The laboratory results came out after several hours in ER. Random fingerstick blood glucose was
over 600 mg/mL (normal <200 mg/mL), serum creatinine was 1.1 mg/dL (normal range 0.7–1.2 
mg/dL), urine albumin to creatinine ratio (ACR) was 78 mg/g (normal <30 mg/g) GFR of
12ml/min (Normal values of >60).
 TEACHING AND LEARNING ACTIVITIES

Day 1

Tutorial Learning Learners’

Learners’ Activity CI’s Role
Session Stage Deliverables
Problem • Orientation • Forging • Develop an
PBL encounter • Individual professionalism environment of
tutorial 1 Induction reading, • Notes and learning,
(2 hours) into reflection and mind map sharing,
collaborativ inquiry (concept map) collegiality and
e learning • Commitment to of discussion professionalism
Problem team roles and • Journal (list) through
clarification to group of problem appropriate ice-
• Brainstorming statement breaking
and articulation activities
of probable • Present
issues problem
• Consensus on situation
problem • Facilitate
statement communication,
problem inquiry,
clarification,
identification,
definition and
delimitation

Self- • Deliberation of problem scenario and statements

Directed • Initiation of problem analysis
learning
(2 hours)

Day 1 (Continuation)

Tutorial Learning Learners’

Learners’ Activity CI’s Role
Session Stage Deliverables
PBL Problem • Brainstorming • Journal of • Facilitate
tutorial 2 analysis and analysis of problem and guide
(2 hours) and problem (e.g inquiry identification of
learning generation of • List of key learning
issues possible inquiries, objectives
explanation, explanation, • Ensure
hypothesis etc) ideas and learning and
• Identification of hypothesis ownership of
learning issues • Statement learning
and formulation of learning objectives
of learning issues and • Provide
objectives objectives guidance on
• Assignment of • Statement possible sources
self-directed of learning of information
learning and contract on for reading and
peer teaching self-directed research
learning and
peer teaching
 roles

Self- • Identification of sources of information; reading, studying and

Directed research with a view to offering informed explanation for the problem and
learning teaching peers on topic
(2 hours) • Preparation of pointers and notes for sharing and teaching

Day 2

Tutorial Learning Learners’

Learners’ Activity CI’s Role
Session Stage Deliverables
PBL Discovery • Report on self- • Evidence of • Probe and question
tutorial 3 and directed integration and to facilitate
(2 hours) reporting learning consolidation of learning of key
• Peer teaching information as concepts,
a group and as principles and
individual theories
• Statement • Provide
on sources of comprehensive
learning, and critical
information evaluation and
and research statement of
research
resources

Self-
Directed • Further self-study and research
learning
(2 hours)

Day 3

Tutorial Learning Learners’

Learners’ Activity CI’s Role
Session Stage Deliverables
PBL Preparation • Synthesis of • Evidence of • Probe and
tutorial 4 of solution findings for integration and question to
(2 hours) presentatio presentation consolidation of facilitate
n information as learning of key
a group and as concepts,
individual principles and
(Initial Draft of theories
concept map • Provide
and other comprehensive
templates) and critical
evaluation
• Written Reports
have In-text
and post text
citation or
statement on
 sources of
learning,
information
and research
Self-
Directed • Further self-study and research
learning (As needed)
(2 hours)

Day 3 (Continuation)

Tutorial Learning Learners’

Learners’ Activity CI’s Role
Session Stage Deliverables
PBL Solution • Group • Presentatio • Facilitate and
tutorial 5 presentatio presentation of n package and assess quality
(2 hours) n and findings or other of independent
reflection • Learning Concept Map and group work
from other
groups

Self-
Directed • Compilation of group report and portfolio (Pathophysiology/Health
learning Assessment Report/Nursing Care Plans/Drug Study etc.
(2 hours)

Day 4

Tutorial Learning Learners’

Learners’ Activity CI’s Role
Session Stage Deliverables
PBL Presentatio • Continuation • Learning • Facilitate
Tutorial 6 n, of group Portfolios, and assess
(2 hours) overview presentation of reports of quality of
and findings group and independent
evaluation • Group individual and group
evaluation of reviews and evaluation
process and
evaluation • Summarize
learning
key learning
experiences
• Summary theories
and integration

Annex:

a. Rubrics for grading PBL

b. KNL Template
c. Template for NCP
d. Template for Drug Study
e. Template for Health Teaching Plan
f. Template for Discharge Plan
g. RLE Grade Sheet
h. Others (Specify)
 OLIVAREZ COLLEGE TAGAYTAY
COLLEGE OF NURSING

NCM 118 | RLE

RLE-PBL GRADING SHEET

Inclusive Dates: ROTATION

No. & Place:

Requirements
Performan Peer Final Remar
Name Assessm
ce Evaluati Grade ks
ent
Evaluation on
60% 20% 20%

Submitted by:

Name and Signature of Clinical Instructor

OLIVAREZ COLLEGE-TAGAYTAY
College of Nursing and Health Related Sciences
E. Aguinaldo Highway, San Jose, Tagaytay City
NCM 118 | RLE
PROBLEM BASED LEARNING CRITERIA
Components Learning Document/ Process Assessment Highes Actua
t l
 Marks Mark
Problem and Problem Problem statement Clarity and definition 5
learning encounter and of problem
issues development of List of inquiries and Thinking skills as
(10 marks) learning generation of evident by quantity
objectives hypotheses and quality of ideas 5
and hypotheses
Formulation of
learning objectives Comprehensiveness
and quality of
learning objectives
Group work Reporting, peer Reporting and peer Peer evaluation 5
(20 marks) teaching teaching
Group Quality of solution 15
presentation Group presentation (ideas and research)
and presentation
Learning to Writing of Individual portfolio: Integration of group 10
learn portfolio and your learning and presentation and
(30 marks) reflective essay learning from others individual work
(1,500- 2,000 words)
20
Reflection on learning Criteria reflection and
and the learner understanding of
learning and the
(2,500- 3,000 words) learner. Articulation
of solution and
personal view and
belief underpinned by
informed knowledge,
theories and
contextualization
Total 60

Clinical Area: SKILLS ENHANCEMENT Date:

Year level/Group: BSN 4th | Group A Total Grade:

Name and Signature of Clinical Instructor

College of Nursing and Health Related Sciences

E. Aguinaldo Highway, San Jose, Tagaytay City
NCM 118 | RLE
PROBLEM BASED LEARNING CRITERIA
Components Learning Document/ Process Assessment Highes Actua
t l
 Marks Mark
Problem and Problem Problem statement Clarity and definition 5
learning encounter and of problem
issues development of List of inquiries and Thinking skills as
(10 marks) learning generation of evident by quantity
objectives hypotheses and quality of ideas 5
and hypotheses
Formulation of
learning objectives Comprehensiveness
and quality of
learning objectives
Group work Reporting, peer Reporting and peer Peer evaluation 5
(20 marks) teaching teaching
Group Quality of solution 15
presentation Group presentation (ideas and research)
and presentation
Learning to Writing of Individual portfolio: Integration of group 10
learn portfolio and your learning and presentation and
(30 marks) reflective essay learning from others individual work
(1,500- 2,000 words)
20
Reflection on learning Criteria reflection and
and the learner understanding of
learning and the
(2,500- 3,000 words) learner. Articulation
of solution and
personal view and
belief underpinned by
informed knowledge,
theories and
contextualization
Total 60

Clinical Area: SKILLS ENHANCEMENT Date:

Year level/Group: BSN 4th | Group B Total Grade:

Name and Signature of Clinical Instructor

OLIVAREZ COLLEGE-TAGAYTAY
College of Nursing and Health Related Sciences
E. Aguinaldo Highway, San Jose, Tagaytay City
NCM 118 | RLE
Clinical Area: _______________________________ Date:
__________________
Year level/Group: _________ Total Grade:
__________________

PEER EVALUATION FORM

Direction: Please assess the work of you and your colleagues by using the following criteria. We
will consider your feedback in assigning the grade for the output. Please try to be as honest and
fair as possible in your assessment. Encircle the corresponding score for each criterion.

Legend: 10 – excellent, 8 - very good, 6- sufficient, 4 - insufficient, 2- little or

weak

Name of Group Leader: Name: Name: Name:

Members

Attitude
(Positive and
helpfulness)
Participation
(Commitment and
sharing)
Communication
(clarity and sensitivity)
Enthusiasm
(motivate self and
others)
Resourcefulness
(quality and
comprehensiveness of
contribution)

__________________________________
Name and Signature of Clinical Instructor

PREPARED BY: SUBMITTED TO:

RAQUEL M. PEREZ, PhDNEd, RN

CLINICAL INSTRUCTOR CLINICAL COORDINATOR