Transnational Nursing Program at Arellano University

by Anna Katharina on December 14, 2013

in Nurse Quad,School

Study in the Philippines, Graduate in the USA, Earn a US BSN Diploma: Nursing Education Partnership between Arellano University and Alderson-Broaddus University (USA)

The Transnational Nursing Program of Arellano University conducted a free seminar entitled “ Nursing Education Beyond Borders: The Transnational Nursing Program leading to an American BSN Degree” last November 20, 2013 at AU Legarda, with the speakers from Alderson-Broaddus University (West Virginia, USA). Some 200 students, parents and faculty members participated in the seminar.


Speakers were President Richard Creehan of Alderson Broaddus University (ABU), Dr Joan Propst and Prof. Lea Jordan. President Creehan gave the latest updates on the new facilities at ABU campus and the opportunities awaiting the students.

This seminar was made possible also through the partnership of Arellano University and Alderson Broaddus University. The partnership with Alderson Broaddus University enables a student to earn an American Bachelor of Science in nursing degree, with three years of study at Arellano University in Manila then the final year at Alderson Broaddus University in the United States.

An open forum was also held during the seminar. Parents and students asked questions on student’s entrance requirements, school fees, academic support opportunities, US BSN curriculum, student aid and the school’s performance in the NCLEX.

Chairman PV Cayco , CEO of Arellano University talked about the uniqueness of the nursing education partnership and expressed his thanks and appreciation to the ABU school officials.


For more information about the Transnational Nursing Program of Arellano University.  You can email the TNP Director

Dr Emerita Mendoza at , (+632) 734-7371 loc. 225 .

Arellano University – International Nursing Program

2600 Legarda Street, Manila NCR 1008, Philippines

Telephone: 734-7371  Loc219/225

International: +63 734 7371


Care of the Older Person Course Outline

by Anna Katharina on October 31, 2012

in Nurse Quad,School

This is the Course Outline of the BSN  Elective subject Care of the Older Person based on BSN Curriculum CMO#14. This subject is taken by fourth year BSN students in their last semester.

A. Factors that affect normal functioning of the older persons

  • Demographics of Aging
  • Theories of Aging
  • Socioeconomic Aspects of Aging
  • The Aging Family The Well Older Person Changes in the Older person and their Implications to Care
  • Physical/ Physiological/Biological
  • Social and Psychological Emotional

B. Cultural factors/ethnicity such as regard for elders, perception of health

C. Risk factors associated with chronic illness

D. Patterns of Illness of the older persons

E. Comprehensive geriatric assessment

F. Nursing Diagnosis related to Wellness, & chronic illness

G. Problems related to the older persons

  • Physiologic functioning
  • Behavioral
  • Safety

H. Needs for Self-care, life support, health maintenance

I. Health problems in chronic illness

J. Levels of care

K. Principles in the care of the older persons

  • Wellness
  • Health promotion
  • Chronic illness
  • Recovery and rehabilitation
  • Quality of Life

L. Nursing Interventions for specific problems of the older persons include care that support:

  •  Wellness
    • Nutrition support
    • Activity and exercise
    • Stress management
  • Physiologic functioning
    • Activity & exercise
    • Nutrition support
    • Respiratory management
    • Tissue perfusion management
    • Electrolyte and acid-base balance management
    • Skin/wound management
    • Physical comfort promotion
  • Behavioral
    • Coping assistance
    • Patient education
    • Spiritual care
  • Safety
    • Risk reduction activities
    • Management of the environment
    • Bioethical components of care

M. Community resources for care of older persons

N. Criteria for evaluation

  • Indicators for wellness
  • Responses to care

O. Gerontological nursing concepts, standards of care

P. Ethical aspects in the care of the older person

Q. Current trends and issues in the care of the older person

R. Evidence based interventions in the care of older persons


Meiner, Sue E. Gerontologic Nursing Third Edition. Mosby, 2006

Smeltzer, Suzanne C. Medical-Surgical Nursing Tenth Edition. Lippincott Williams and Wilkins, 2004

Tabloski, P. (2010). Gerontological Nursing. (2nd ed.) Upper Sadle River, N. J.: Pearson Education

Introductory Gerontological Nursing (2001) Sally Roach. Lippincott Williams


Procedures and Guidelines for the Accreditation of Health Facilities Utilized for the Related Learning Experiences  (RLE) of Students for the Bachelor of Science in Nursing (BSN) Program: CHED Memo July 2012

The Commission on Higher Education  (CHED)nissued Procedures and Guidelines for the Accreditation of Health Facilities Utilized for the Related Learning Experiences  (RLE) in nursing education .The objective is to establish a rational accreditation system of health facilities for Related Learning Experiences (RLEs) of nursing students to ensure the development of quality nursing education.

The policies and guidelines as embodied in this CHED Memo Order (CMO) applies to all public and private higher education institutions (HEIs) offering the BSN program and all public and private health facilities utilized for RLE.

Highlights of the CHED accreditation requirements as RLE provider are:

  1. Functional Nursing Training and Research Office that are responsible for training and research activities of nurses
  2. Health facilities for student nurses such as: Conference Rooms – can accommodate at least 15 persons in one sitting capacity; well-lighted and well-ventilated; Library ; Male and Female Comfort Rooms;Dressing Rooms;Lounge; and Lockers.
  3. Health facility accredited as a base hospital should have at least an authorized bed capacity (ABC) of 100 with annual average occupancy rate (AOR) of eighty percent (80%).
  4. A standard formula that ensures adequate proportion of students to patients to determine the acceptance of additional HEI/s  applying to use the health facility as its base hospital.
  5. Standard Base Hospital and Affiliation Fees

The memorandum also listed several sanctions as to the Non-compliance with any of the provisions  will cause the Commission to revoke accreditation of the health facility subject to due process. Nursing schools found to be in violation of the provisions of theCMO shall be subject to revocation of program permit or recognition after due process.

This RLE guidelines hopes to develop competencies of  nursing students through quality Related Learning Experiences.It is through related learning experience and practice of nursing skills one gets to know the true essence of being a nurse which is CARE.


My Life as a Teacher Part II

by Anna Katharina on November 2, 2011

in Journal,Nurse Quad,School

Twice a week, I go out of the classroom to be with my students in their Related Learning Experience (RLE) or clinical practice. Their RLE is conducted in a health care facility such as a hospital or a health center. Second year (Level II) nursing students are required to spent at least 306 hours in a semester to complete their RLE. Here, my students act like real nurses to hone their skills, apply their knowledge learned inside the classroom. Skills are put  into practice plus they have to follow the right attitude of being a nurse.

The basic skill that I teach them is how to communicate with clients and experience on how to establish a constructive nurse-client relationship. Armed with the knowledge of communication techniques, they have to collect data from clients as a primary step in the nursing process. The approach is always to utilize the nursing process in caring for clients across the lifespan.

Simple skills such as proper identification of clients, vital signs, documentation, taking the nursing health history with emphasis on the Gordon’s Health Patterns, performing physical assessment are more than enough to get them busy.

One hour is also spent in the discussion of the overall experience of the day, their insights and reflection on the nursing interventions they have performed. The final documentation of their activity is then written as their nursing care plan.

Each student has his or her own personality. I have to blend with them not to adhere to their own wishes but as an approach in motivating them to develop a friendly and caring attitude to their clients. And the most salable way is that they learn a new skill or acquired knowledge on that RLE duty day.