Western Mindanao State University

COLLEGE OF NURSING
Zamboanga City

COURSE OUTLINE

VISION: By 2040, WMSU is a Smart Research University generating competent professionals and
global citizens engendered by knowledge from the sciences and liberal education
empowering communities, promoting peace, harmony, and cultural diversity.

MISSION: WMSU commits to create a vibrant atmosphere of learning where science, technology,
innovation, research, the arts and humanities, and community engagement flourish, and
produce world-class professionals committed to sustainable development and peace.

GOALS: In harmony with the vision and mission of the university, the goals of the College
are the following.

A. To provide the highest quality of nursing education by meeting the challenges

and standards of the profession through holistic development of the students to
excel in the fourfold mandates of the university (Instruction, Research, Extension
and Production).
B. To produce graduates who are locally relevant, transculturally and gender
sensitive, technologically advanced and globally competitive imbued with the
core values of the nursing profession.

QUALITY POLICY: The Western Mindanao State University is committed to provide internationally
recognized quality education and to be the lead provider of quality human
resource and research and development in the country and the ASEAN region
in compliance to international, national and local statutory and regulatory
requirements.

The University commits itself to ensure that its internal and external clientele
receivethehighestqualityservicethatexceedstheirrequirements.Insodoing,
management shall continually monitor, review and improve the university’s
systems and processes by maintaining a comprehensive and effective quality
management system with reference to the standards and requirements of ISO
9001: 2015.

COURSE TITLE: CARE OF CLIENTS WITH PROBLEMS IN OXYGENATION, FLUID AND

ELECTROLYTES,INFECTIOUS, INFALMMATORY AND IMMUNOLOGIC
RESPONSE, CELLULAR ABERRATIONS, ACUTE AND CHRONIC

COURSECODE: NCM112A

COURSE DESCRIPTION: This course deals with concepts, principles, theories, and techniques of nursing
care management of at risk and sick adult clients in any setting with alterations
/ problems in oxygenation, fluid and electrolytes, infectious, inflammatory and
immunologic response, cellular aberrations, acute and chronic. The learners
areexpectedtoprovidenursingcaretoatriskandsickadultclientsutilizingthe nursing
process.

COURSECREDIT: Theory:8units (144hours);RLE:6units; Skills Lab:1unit(51hours),RLE5

units(255hours)

PLACEMENT: Third Year,First Semester AY:2024–2025

PRE-REQUISITES: NCM109(Care of Mother and Child at Risk or with Problems (Acute and
Chronic)

PROGRAM OUTCOMES:

1. Apply knowledge of physical,social, natural and health sciences, and humanities in the practice
of nursing.
2. Provide safe, appropriate and holistic care to the individuals, families, population groups and
community utilizing nursing process.
3. Apply guidelines and principles of evidenced-based practice in the delivery of care.
4. Practice nursing in accordance with existing laws, legal, ethical and moral principles.
5. Communicate effectively in speaking, writing and presenting using culturally appropriate
language.
6. Document to include up-to-date client care accurately and comprehensively.
7. Work effectively in collaboration inter-, intra, and multi-disciplinary and multi-cultural teams.
8. Practice beginning management and leadership skills in the delivery of client care using a
systems approach
9. Conduct research with an experienced researcher.
10. Engage in life long learning with a passion to keep current with national and global
developments in general and nursing and health developments in particular.
11. Demonstrate responsible citizen and pride in being a Filipino.
12. Apply techno-intelligent care systems and processes in healthcare delivery
13. Adoptthenursingcorevaluesinthepracticeoftheprofession
14. Apply entrepreneurial skills in the delivery of nursing care

Level III Outcome:

At the end of the third year, given individuals, families, population groups, and communities with
physiologic and psychosocial health problems and maladaptive patterns of behavior in varied healthcare
settings, the learners demonstrate safe, appropriate, and holistic care utilizing the nursing process,
evidence-based practice and research process.

COURSE LEARNING OUTCOMES:

At the end of the semester, the students can:

1. Utilize knowledge of principles and concepts of relevant sciences and humanities in the practice of
nursing.
2. Practice beginning skills in performing health assessment to individuals.
3. Apply guidelines and principles of evidenced-based practice in health assessment.
4. Observe ethico-legal principles in conducting health assessment.
5. Communicate effectively in conducting health assessment.
6. Document assessment data accurately and comprehensively.
7. Value the significance of collaborative relationship of the members of the health team in conducting
health assessment.
8. Practice beginning management and leadership skills in conducting health assessment
9. Conduct research with an experienced researcher
10. Engage in lifelong learning in developing competence in health assessment.
11. Demonstrate responsible citizenship and pride in being a Filipino when conducting health
assessment.
12. Apply techno-intelligent care systems and processes in health assessment.
13. Adopt the nursing core values in performing health assessment.
 Classroom
Learning Outcomes Content/ Topic Activity TA Assessment
WEEK1
Aug. 5-10, 2024

• Exhibit awareness and WMSUVMGO Individual 1 hr

appreciation of the participation in
Classroom Policies Course
University Vision,Mission& class discussion
Quality Policy, College Overview
Goals, and Program Course Requirements
objectives. Grading System

• Demonstrate
understanding of the
classroom policies,course
requirements, and grading
system.
TOPIC 1
-Class
 Identify the different CONCEPTS in the CARE of AT-RISK & 2hrs
participation
concepts on healthcare SICK ADULT CLIENTS
affecting at-risk & sick -Case Analysis
adult clients. 1. Health Care Situations -Handouts
Integrate epidemiologic 2. Chronic Illness on the
profile&studies related 3. Cultural&Health Disparities& different
to adult health. Culturally competent care concepts
4. Evidence–Based Practice in Nursing - Formulation of
 Provide appropriate
a. Importance of Evidence– clinical
evidence-based nursing
based practice questions 5hrs
care derived from a
b. Clinicalquestioningusing using PICOT
variety of theories,
PICOT format format
standards,research and
c. Appraisal of collected -Individual
client preferences.
evidences readings and
d. Integration of Evidences research
to client care -Handouts on the
e. Evaluation of Outcomes different
of evidence-based nursing concepts
f. Documentation -Paper and Pencil
WEEK2 Continuation of Topic 1
Aug. 12-17, 2024

• Adhere to ethico-legal 5. Relevant Legal-Moral&Ethical 2hrs

considerations when Standards of Care -Class
providing safe&quality a. Patient’s Bill of Rights participation
nursing care. b. Non-disclosure and other HIV–
 Protect client’s rights related laws -Hand outs on
based on Patient’s Bill c. Scope of Nursing Practice based on the different
of Rights &Obligations R.A.9173 concepts
 Adhere to established 6. Inter-professional Care Maps
norms of conduct 7. Collaborative Care of Adult Patients -Paper and Pencil
based on the Philippine 8. Professional Decorum
Nursing Law & other 9. Filipino Culture Values and Practices in
legal, regulatory the care of at-risk & adult clients.
&institutional 10. Online databases / Journal articles
requirements relevant related assessment & provision of care
to safe nursing practice for care of at-Risk and sick adult clients
 Demonstrate beginning
professional behavior
 Exemplify love for
country in service of
Filipinos
 Use appropriate
technology to
perform safe and
efficient nursing
activities
 Continuation of TOPIC 2
WEEK2
 Discuss essential facts about PERIOPERATIVE NURSING CARE -Class
2hrs
surgery
 Determine the process in 1.Preoperative Nursing Care participation
preparing a patient
physically and -Reflective
psychologically for surgery Journal
 Formulate a plan of care - Paper and Pencil
utilizing the nursing
process on a patient who - Handouts on the
will undergo surgery different
concepts
 Identify members of the 2.Intraoperative Nursing Care 2hrs
-Class
surgical team
participation
 Determine the roles and
responsibilities of the -Module
surgical team members
 Differentiate between the -Reflective
three (3) types of Journal
anesthesia
 Relate the nursing -Paper and Pencil
responsibilities to the
stages of general anesthesia -Individual
 Compare the readings /
responsibilities of the research on the
circulating nurse with that techniques and
of the scrub nurse the irrationales
 Correlate the principles of
a sepsis and sterility to
patient care in the intraop
phase
 Formulate a plan of care
utilizing the nursing
process on a patient during
the intraoperative phase
 Categorize patient’s 3.Postoperative Nursing Care
-Class 2hrs
condition according to the
participation
immediate postop and post
anesthesia assessment -Reflective
 Arrange in order of priority Journal
care of the patient upon
admission to the PACU - Paper and Pencil
 Validate patient’s data and
needs postoperatively - Module
before endorsement to the
surgical ward
 Develop the immediate
postop nursing care and
rationale

WEEK 3 TOPIC 3
Aug. 19-24, 2024
RESPONSES TO ALTERATIONS /
PROBLEMS & IT’S PATHOPHYSIOLOGIC 8hrs
-Class
BASIS IN: Participation
 Discuss the OXYGENATION PROBLEMS
pathophysiologic
responses to 1.Oxygenation-Ventilation
alterations/problems in
-Case Scenarios
Oxygenation A.Nursing Care of Clients with Upper Airway
Disorders (Ventilation)
 Assess with the at-Risk &
sick adult clients with  Rhinitis
 Pharyngitis -CaseVignettes
oxygenation problems
 Tonsillitis
 Epistaxis
 Nasal obstruction (foreign body
 Classroom
Learning Outcomes Content/Topic Activity TA Assessment
Continuation Week 3 Continuation of Topic 3

B.Nursing Care of Clients with Gas -Class

 Formulate with the client a ExchangeDisorders Participation
plan of care to address the  Pneumonia
needs/ problems based on  Pleuraleffusion
priorities  Pulmonary edema
 ARDS (Acute respiratory distress -Case Scenarios
 Implement safe & quality syndrome)
interventions with the  Cor Pulmonale
client to address the  COPD
identified needs/problems  Bronchiectasis -CaseVignettes
 Asthma, Status Asthmaticus

WEEK 4 Continuation of Topic 3

Aug. 26- 31, 2024

 Implement safe & quality 2. Oxygenation Transport 8hrs

interventions with the
A. Hematologic Disorders -Video
client to address the
1. Platelet/Coagulation Disorder Presentation
identified
needs/problems Idiopathic Thrombocytopenic Pupura
Hemophilia
 Provide health education DIC -Cases cenario
using selected planning 2. Anemia
models to client with Iron deficiency -Reflective Journal
oxygenation problems Hemolytic/SickleCell
Megaloblastic -Module
 Evaluate the client
health status 2.4Aplastic
/competence or
-Case
expected outcomes of
Presentation
nurse –client working
relationship

 Document client’s
responses/ nursing care
services rendered &
processes/outcomes of the
nurse-client working
relationship
WEEK 5 Continuation of Topic 3
Sept. 2-7, 2024 -
 Implement safe&quality
3. Oxygenation -Video
Perfusion Presentation 8 hrs
interventions with the
client to address the
identified A. Hypertension
-Case scenario
needs/problems
B. Coronary Artery Disease(CAD)
 Provide health education -Reflective Journal
using selected planning C. Acute Coronary Syndrome(ACS)
models to client with -Module
oxygenation problems D. Vascular Disorders
-Case
 Evaluate the client
E. MI Presentation
health status
/competence or
expected outcomes of F. Atherosclerosis
nurse –client working
relationship
 Document client’s
responses/ nursing care
services rendered &
processes/outcomes of the
nurse-client working
relationship
 Classroom
Learning Outcomes Content/ Topic Activity TA Assessment
WEEK 6 TOPIC 4
Sept. 9-14, 2024
FLUIDS,ELECTROLYTES,&ACID-
BASE

I.General Principles and Concepts in

 Discuss basic concepts and Fluid and Electrolyte Balance:  Module 8hrs.
principles in the care of clients 1. Fluids
with fluid and electrolyte 2. Electrolytes  Power Point
imbalance 3. Movement of fluids and presentation
electrolytes.
 Identify significant subjective 4. Mechanism of regulating fluid  Individual
data from the client history and electrolyte readings /
research on the
2. ASSESSMENT:
 Identifies normal and technique sand
1. Nursing history
deviations of IPAP data and their rationales
Patterns of fluid intake
diagnostic tests Patterns of fluid elimination
 Case study
Hydration status
 Formulate appropriate nursing Disease process scenario
diagnosis as to priority. Medication history
2. Physical Assessment  Jam board
Measuring I&O
2.2Bodyweight
2.3.Laboratory studies

WEEK 7 Continuation of Topi c4

Sept. 16-21, 2024
 Utilize appropriate nursing 3. NURSINGDIAGNOSIS:  Module
interventions to restore and 1. Fluid Volume Excess
2. Fluid Volume Deficit  Power Point 8hrs.
maintain health of clients with
3. Altered Mucous Membrane presentation
fluid and electrolyte
related to dehydration
imbalances. 4. Imbalanced Nutrition: less than/  Individual
more than body requirements. readings /
 Evaluate expected patient’s research on the
4. PLANNING/IMPLEMENTATION:
outcomes based on the 1. Dietary modification techniques and
nursing care provided, and 2. Modification of fluid intake their rationales
response of client to care 3. Pharmacologic therapy
4. Intravenous therapy  Case study
5. Blood and blood products scenario
replacement
 Document pertinent
 Formulation of
information related to 5. COMMONFLUIDANDELECTROLYTE nursing care
care accurately and IMBALANCES plan,drug study
comprehensively. 1. Hypovolemia
2. Hypervolemia
3. Hyponatremia
4. Hypernatremia
5. Hypokalemia
6. Hyperkalemia
7. Hypocalcemia
8. Hypercalcemia
9. Hypomagnesemia
10. Hypermagnesemia

6. BURN

ACID-BASE IMBALANCES
1. Metabolic Alkalosis
2. Metabolic Acidosis
3. Respiratory Alkalosis
4. Respiratory Acidosis
 Classroom
Learning Outcomes Content/ Topic Activity TA Assessment
WEEK 8 TOPIC 5
Sept. 23-28, 2024
URINARYELIMINATION 8hrs.

 Identifies deviations ASSESSMENT: - Module

From normal using IPAP
And diagnostic test to 1. Nursing history - Oral participation
Elicit objective data 2. Physical assessment
 Identifies significant 3. Diagnostic assessment - Individual output
Subjective data from
client’s history NURSINGDIAGNOSES: - Case study
 Formulates
Appropriate nursing 1. Alteration in urinary elimination - Formulation of
Diagnosis and 2. Pain Nursing Care Plan
Categorize per priority 3. Ineffective coping
 Utilize appropriate
Nursing interventions PLANNING/IMPLEMENTATION
To restore and
Maintain health of a 1. Catheter Care
Client with alteration 1.1.Urethral catheter
in urination. Nephrostomy tubes
 Discuss common Suprapubic catheters
health problems of Indwelling drainage system
urinary eliminationin Peritoneal dialysis
adult. Hemodialysis
2. Urology surgery
3. Urinary diversion

DISORDERSOFURINARYELIMINATION:
1. Urinary tract disorders
2. Neurogenic disorders
3. Kidney disorders

WEEK9 MIDTERM EXAMINATION

Sept. 30-Oct. 5, 2024

WEEK10 TOPIC6
Oct. 7-12, 2024
 Discuss nursing process INFECTIOUS&INFLAMMATORY 8hrs.
In the care of clients DISORDERS
with infectious 1. Infectious Disorder
conditions  Pneumonia,Tuberculosis
 EBOLA -Group
 MERS-CoV presentation
 Trace the route of the
infectious condition  H1N1
 Hepatitis
-Case analysis
 Identify causative  Guillain-Barre Syndrome
Factors of infectious  Sexually transmitted Diseases
(STDs) -Illustration on the
condition
2. Utilization of the nursing process in Cycle of
the care of clients with infectious transmission
 Differentiate signs &
conditions. (Concept map)
Symptoms of different A. Inflammatory reactions
Infectious conditions B. Infectious conditions
1. Infectious process (Elements of
Infections )
-Causative organisms
-Reservoir
-Portal or mode of exit
-Means of route of
transmission
-Portal of entry
-Susceptiblehost
-Viral,bacterial,fungal
 Classroom
Learning Outcomes Content/ Topic Activity TA Assessment
WEEK 11 TOPIC7
Oct. 14-19, 2024
GASTROINTESTINAL
INFLAMMATORYDISORDERS

A.Inflammatory Bowel
 Identify different - Individual
Disorders participation 8hrs
Components of Gastro-
Intestinal Tract. 1.Structure and Components of
Gastrointestinal System - Case scenario and
 Illustrate comparison 2. Types of Inflammatory Bowel table analysis
Disorders
 Review different Crohn’s disease
Ulcerative colitis - Video Presentation
gastrointestinal nursing
3. Management
Problems utilizing the - Formulation of
nursing, medical and surgical Nursing care plans
nursing process. 4. Nursing care plan in the care of clients and drug study
with inflammatory bowel disease.
 Utilize appropriate 5. Other Gastrointestinal Inflammatory
nursing interventions Disorder
To restore and maintain a. Appendicitis
Health of clients with b. Peritonitis
Inflammatory bowel c. Pancreatitis
d. Cholecystitis
disease
B.Urinary System
. a.Cystitis
b.Urolithiasis(Stones)

WEEK12 TOPIC8
Oct. 21-26, 2024

 Express in-depth
MANAGEMENTOFPATIENTWITH
Comprehension of the
FEMALE REPRODUCTIVE
pathophysiology, risk INFLAMMATORY DISORDERS -Flipped 8hrs
Factors and recognize classroom,
Different manifestations of Introduction of Pelvic Inflammatory -online lectures
Pelvic inflammatory Disease (PID): And links
disease. 1. Normal functions and Anatomy of
the female reproductive organ -Case study
 Identify the importance of 2. Definition:Pelvic Inflammatory
Various diagnostic test used Disease -Individual
for PID. 3. Pathophysiology readings/
4. Risk Factors Research on the
 Relate the importance of 5. Causes Techniques and
Early treatment in 6. Clinical their rationales
Preventing complications of Manifestations
PID. 7. Diagnostic -Virtual
Examinations meetings,
 Apply the recommended
Assess
nursing care Other inflammatory disorders of female learning and
management in patient reproductive include: provide
with PID feedback
-ENDOCERVICITIS
 Formulatenursingcareplan
-CERVICITIS
Utilizing the nursing process -SALPINGITIS
As a framework in the care -OOPHORITIS
Of patient withpelvic -ENDOMETRITIS
Inflammatory disease. -VULVITIS
 Utilize appropriate nursing
For male reproductive:
Interventions to restore and
Maintain health of clients
BENIGNPROSTATICHYPERPLASIA
With PID.

 Develop a teaching plan for

The patient with emphasize
On increasing knowledge
And preventing the spread
Of disease
 Learning Outcomes Content/Topic Classroom TA Assessment
Activity
WEEK 13 TOPIC9
Oct. 28- Nov. 2, 2024
Given a client with IMMUNOLOGICDISORDERS - Class 8hrs.
immunologic disorders A. Multiple Sclerosis discussion
 Integrate relevant B. Type1DM
nursing and health science C. Ulcerative Colitis
concepts in the care of D. Acute Glomerulonephritis - Case
clients Presentation
E. Allergy (Hypersensitivity)
 Conduct a F. Lupus Erythematous
Comprehensive and
G. Rheumatoid Arthritis - Video clips
systematic assessment of
patients H. Transplant Rejection
 Perform nursing
skills safety and
correctly. Interprets specific
laboratory results
accurately.

 Integrates cultural
considerations in performing
nursing skills.
 Maintain a positive
practice environment in
conducting health
assessment.
 Maintain client dignity
and privacy when
performing assessment.
Integrate ethico-legal
considerations
WEEK 14 Topic10
Nov. 4-9, 2024
 Discuss fundamental CARE OF CLIENTS WITH CELLULAR 8hrs.
 Concepts ABERRATION
and principles in General Principles and Concepts in  Individual
cellular aberration. readings/
Cellular Aberration: ASSESSMENT:
research on
1. Definition: Cellular
 Given a client with the principles
disturbance in cellular aberration and Cancer and concepts
functioning, the students: 2. Epidemiology of Cancer and their
(Philippine cancer Society rationales
1. Identifiers significant Facts
subjective data from the And Estimates)  Virtual
client history. 3. Pathophysiology of the meetings
Malignant Process
2. Identifies normal and  Google
deviations of IPAP data and 4. Evolution of cancer classroom
diagnostic tests. (Carcinogenesis). Jam board
Physical
3. Formulates appropriate Chemical
nursing diagnosis as to Viral
priority Genetic

4. Utilize appropriate nursing Immunologic

interventions to Restore 5. Risk factors
and maintain health of WorldHealthOrganization7warning
clients with cellular signs of cancer (CAUTION).
aberration
ANALYSIS/NURSING
DIAGNOSIS:

1. Classifications
Carcinoma
Sarcoma
Leukemia
Lymphoma
Cancer Staging and Grading
2. Screenings
3. Potential Nursing Diagnosis:
 Learning Outcomes Content/Topic Classroom TA Assessment
Activity
WEEK15 Continuation of Topic 10
Nov. 11-16, 2024
5. Evaluate expected PLAN/IMPLEMENTATION: 8hrs.
patient’s outcomes based
on the nursing care 1.
Modalities of Treatment
provided, and response of Surgery
client to care. a. Diagnostic
b. Prophylactic
c. Palliative
6. Document pertinent d. Restorative
Radiation
information related to a. External
care accurately and b. Internal
comprehensively. Chemotherapy
Stem Cell or Bone Marrow
. Transplantation

1. NursingCare 8hours
7. Discuss common disorders a. Prevent Infection
in cellular aberration. b. Prevent Bleeding
c. Skin Care
d. Oral Care
e. Maintaining Fluid
and Electrolyte
f. Balance
g. Nutrition
h. Pain
i. Activity
j. Psychological issues

Discharge and Home

Care Activities.
EVALUATION:
1. Expected patient’s outcomes.
DOCUMENTATION:
1. Guidelines in documentation to
Client with cancer.

WEEK 16, 17, & 18 Continuation of Topic 10

Nov. 18-23, 2024
Nov.25- 30, 2004
Dec. 2-7, 2024
Disorders in Cellular Functioning 24
Given evidence- based (Cellular hours
situations with critical thinking Aberration)
question the students will Leukemias
provide answers based on Lung
variety of concept,theories or Liver
care standards Prostate
Thyroid
Stomach
Colon/Rectum
Breast
Cervix/Uterine
Ovary
Evidence-based case scenario with
critical thinking guide
question

WEEK 20 FINAL EXAMINATION

Dec. 16-21, 2024
 Sources of Score/ Weights Midterm Final Rating
MIDTERM/FINALTERM(CLASSROOM) /Finals
(Skills/
RLE)
MIDTERM GRADE: FINALRATING:
• Midterm Exam(to be administered face to face)..................40% Skills Midterm Grade............40%
• Written Output(can be generated online or offline)............ 30% Perfor Final term Grade.......... 60%
(e.g.quizzes,essays, case analysis,reflection-paper &etc.) mance
• Course Output/Project(can be generated online/offline Checkli 100%
………………………………………………………………………………………………20% st
• Participation(can be generated online or offline).................10% Rating

100%

FINALTERMGRADE:
• Final Exam (to be administered face to face......................... 40%
• Written Output(can be generated online/offline).................30%
(e.g.quizzes,essays,case analysis,reflection paper &etc.
• Course Output/Project(can be generated online/offline
………………………………………………………………………………………………20%
• Participation(can be generated online/offline).................... 10%

100%

SAMPLECOMPUTATIONOFPERCENTAGEGRADEFORAQUIZOR EXAM:

Percentage Grade=raw score/totalnumberofitemsx100

Example: raw score = 40, total items = 50
GRADE = 40/50X 100
=0.80X 100
=80%

TOTALSCORE....................................40correctoutof50items
PERCENTAGEGRADE........................80%
NUMERICALRATING........................ 2.00
REMARKS.........................................PASSED

Passing Grade=60%

Numerical
%Equivalent
Rating
96 – 100 1.0
91–95 1.25
86–90 1.5
81–85 1.75
76–80 2.0
71–75 2.25
66–70 2.5
62–65 2.75
60 –61 3.0
Below60 5.0
Lacks requirements and/or Final Exam INC
Authorized Withdrawal(dropped with permit) AW
Unauthorized Withdrawal(dropped from class for non-attendance/non-
UW
appearance for 20% of prescribed attendance

Classroom Policies:

1. Students must be officially enrolled.

2. Punctuality is a must.
3. Present excuse slip if previously absent from the class.
4. Proper decorum must be observed inside the classroom at all times.
5. Always wear the school uniform (except on Wednesdays & Saturdays) and I.D.incoming to class.

Course Presentation:

Classroom activities are lecture-discussion oriented based on lecture outlines or compilations and textbooks. Hence,students
are required to read suggested reading assignments. It is most important that students come to class properly prepared and are
encouraged to participate and interact with teacher on any concepts being discussed as time allows. As such, you are responsible
to follow the course discussion though your syllabus.
 REFERENCE/S:

Hinkle, Janice L.,Cheever, Keery H., Overbaug, Kristen J.,(2018). Brunner & Suddarth’s Textbook of Medical and
Surgical Nursing. (5t edition).
Farrell,M.(2017).Smeltzer&Bare’stextbookofmedical-surgicalnursing.Volume1.(4thedition).Lippincott Williams
&Wilkins. eBook.
Farrell,M.(2017). Smeltzer&Bare’stextbookofmedical-surgicalnursing.Volume2.(4thedition).LippincottWilliams
&Wilkins. eBook.
Lewis,S.L.,Dirksen,S.R.,Heitkemper,M.M.,Bucher,L.(2014).Medical-surgicalnursing:anassessmentand management of
clinical problems. (9thedition). Elsevier. eBook.
Sandstorm,S.A.,Lewis,S.L.,Bucher,L.,Heitkemper,M.M.,Harding,M.M.,Kwong,J.,Roberts,D.(2017).Studyguide for
medical-surgical nursing. Assessment and management of clinical problems. (10thedition). Elsevier. eBook.
Smeltzer,S.C.,Bare,B.G.,Hinkle,J.L.,Cheever,K.H.(2010).Brunner&Suddarth’stextbookofmedical-surgical nursing.
(12thedition). Wolters Kluwer Health / Lippincott Williams & Wilkins. eBook.
Winkelman,C.(2016).Ignatavicius&Workmanmedical-surgicalnursing.Patient-centeredcollaborativecare.(8thedition.
Elsevier). eBook.

Prepared by:

Level lII -Faculty

Noted by: Recommending Approval:

NERISSAC.MARIGA,RN,MAN ARIENE V. ERIE, RN, MAN

Level III-Coordinator Curriculum Chair

Approved by:

HASHIM N. ALAWI, JR., RN, MAN

OIC-Dean