Wesleyan University-Philippines

Mabini Extension, Cabanatuan City

College of Nursing and Allied Medical Sciences
Vision:
Mission:

We envision Gods reign through a Christian Institution of learning inspired by Methodist traditions for the transformation of society.
To participate in the transformation of the society through academic excellence and service sustained by Christian values.

Course Name

CARE OF MOTHER, CHILD, FAMILY AND POPULATION GROUP AT-RISK OR WITH PROBLEMS

Course Code

NCM 102

Course Description

This course deals with the concept of disturbances & pre-existing health problems of pregnant women and the pathologic changes
during intrapartum and post partum periods. This course further deals with the common problems occurring during infancy to
adolescence stage.

Course Credit

5 units lecture, 6 units RLE [1unit Skills Lab/5units Clinical]

Contact Hours/Sem

90 lecture hours, 306 RLE hours

Prerequisite

Care of Mother, Child and Family

Co-requisite

Pharmacology; Nutrition with Diet Therapy

Placement

2nd year, 2nd semester

Specific Objectives

Content

Course Objectives:

Course Outline:

At the end of the course, given

actual or simulated situations
/conditions involving
individual client (mother,
newborn baby,
children) and family at
risk/with problem,
the student will be able to:

I. Mother
A. High-Risk Prenatal Client
a. Identifying Clients at Risk
1. Assessment of risk factors
2. Screening procedures
3. Diagnostic tests and laboratory exams
b. Pre-gestational Conditions such as
rheumatic heart disease, diabetes mellitus,
substance abuse, HIV/AIDS, Rh
Sensitization, Anemia
c. Gestational Condition such as
Hyperemesis Gravidarum, Ectopic
Pregnancy, Gestational Trophoblastic
disease (Hmole), Incompetent Cervix,
Spontaneous Abortion, Placenta Previa,
Abruptio Placenta, Premature Rupture of
membranes, Pregnancy-induced
hypertension
B. Nursing Care of the client with HighRisk Labor & Delivery t & her Family
1. High-Risk factors: ( may happen at
anytime during the course of labor in a
client who has been otherwise been
healthy throughout her pregnancy & may
be related to Stress/Stressor; Adaptive
Process):
- passenger or fetus
- passage way or pelvic bones & other
pelvic structure

1. Utilize the nursing process

in the holistic care of client for
the promotion and
maintenance of health in
community and hospital
settings.
1.1 Assess with the client
his/her health condition and
risk factors affecting health
1.2 Identify actual/at risk
nursing diagnosis
1.3 Plan with client
appropriate interventions for
identified problems
1.4 Implement with client
appropriate interventions for
identified problems
1.5 Evaluate with client the
progress of their condition and
outcomes of care.

Teaching Strategies
Classroom
RLE

No. of hours
Lecture
RLE

Evaluation

Discussion
Audio Visuals
Critical Thinking
Actual Care
Scenarios
Interactive
Learning
Tandem teaching

7 hours

Paper and Pencil

Test with
Rationalization
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report

Discussion
Audio Visuals
Critical Thinking
Exercise
Interactive
Learning
Tandem teaching

11 hours

Paper and Pencil

Test with
Rationalization
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report

2. Ensure a well-organized
- powers or uterine contractions
recording and reporting system - placenta
- clients' psyche or psychologic state
3. Observe bioethical
2. Problems of the Passenger
principles and the core values
a. Fetal malposition
(love of God, caring, love
1. Types of fetal malposition
country and of people)
2. Nursing care
3. Medical Management
4. Relate effectively with
b. Fetal Malpresentation
clients, members of the health 1)Vertex malpresentation
team and others in work
a). brow presentation
situations related to nursing
b) face presentation
and health
c) sincipital presentation
2) Breech presentation
a) types
b) maternal risks
c) vaginal evolving of breech
d) external/podalic version
3) Shoulder presentation
a) Compound presentation
4) Nursing care of client with
malpresentation
c. Fetal Distress
1). Causes
2) Signs/symptoms
3) Nursing interventions
d. Prolapse umbilical cord
1) cause
2) contributing factors
3) assessment & nursing diagnoses
4) nursing interventions.
3. Problems with the Passageway
a. Abnormal size or shape of the pelvis

b. Cephalopelvic disproportion
c. Shoulder Dystocia
d. Nursing Care of client with problems of
the passageway
4. Problems with the Powers
a. Dystocia or difficult labor
hypertonic uterine dysfunction
hypotonic uterine dysfunction
abnormal progress in labor
retraction rings
b. Premature labor
c. Precipitate labor and birth
d. Uterine prolapse
e. Uterine rupture
5. Placental problems
a. Implantation in the lower uterine
segment
b. Premature detachment of placenta
6. Problems with the Psyche factors
a. Inability to bear down properly
b. Fear/anxiety
C. Nursing Care of the High-Risk
Postpartal Client
1. Postpartal Hemorrhage
a. Early Postpartal Hemorrhage
b. Late postpartal hemorrhage
subinvolution
2. Postpartal Puerperal infection
a. Endometritis
b. Wound infection
c. UTI
3. Thromboembolic disorders
4. Postpartal Psychiatric Disorder

Discussion
Audio Visuals
Critical Thinking
Exercise
Interactive
Learning
Tandem teaching

8 hours

Paper and Pencil

Test with
Rationalization
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report
Paper and Pencil
Test with

D. Care of couple with problems of

infertility
1. Causes of infertility in males and
females
2. Diagnostic tests
3. Nursing interventions

Discussion
Audio Visuals
Critical Thinking
Interactive
Learning
Tandem teaching

II. Child
A. Nursing Care of the High-Risk
Newborn to Maturity
1. Problems related to Maturity
a. Prematurity
b. Postmaturity
2. Problems related to gestational weight
a. Small for Gestational Age (SGA)
b. Large for Gestational Age (LGA)
3. Acute conditions of the neonates such
as:
a. Respiratory distress syndrome
b. Meconium aspiration syndrome
c. Sepsis
d. Hyperbilirubinemia
e. Sudden death syndrome (SDS)
B. Common Health Problems That
Develop During Infancy Example:
Intussusception, Failure to thrive, Sudden
infant death syndrome, Colic, Trisomy 21,
Cleft palate, Imperforated anus,
Hirchsprung's disease, Spina bifida,
Hydrocephalus, Otitis Media, Meningitis,
Febrile seizures, Autism/ADHD
C. Health Problems Common In Toddlers

Discussion
Audio Visuals
Critical Thinking
Exercise
Interactive
Learning
Tandem teaching

Discussion
Audio Visuals
Critical Thinking
Exercise
Interactive
Learning
Tandem teaching
Discussion

4 hours

8 hours

10 hours

Rationalization
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report
Paper and Pencil
Test with
Rationalization
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report

Paper and Pencil

Test with
Rationalization
Oral Recitation

Paper and Pencil

Example: Burns, Poisoning, Child Abuse,

Cerebral Palsy
D. Health Problems Common In
Preschooler Example: Leukemia, Wilm's
Tumor (Nephroblastoma), Asthma,
Urinary Tract Infection (UTI)
E. Health Problems Most Common In
School Aged Children Example: Diabetes
mellitus, Rheumatic Fever, Rheumatic
Arthritis, Scabies, Pediculosis, Impetigo
F. Health Problems Common In
Adolescent Example: Scoliosis, Bone
Tumors, Accidents (trauma/injury), STD,
Amenorrhea, Dysmenorrhea, Obesity,
Anorexia Nervosa, Substance abuse,
Suicide

III. Family
A. The Family with Health Problems
1. Assessment of the Family Capability to
perform health tasks
a. Primary assessment
b. Secondary assessment
2. Family Health Problem Identification
a. Determination of Categories of family
health problems
Health deficits
Health threats
Foreseeable crisis/stress points
Enhanced capability for health
promotion
3. Definition of contributing risk factors

Audio Visuals
Interactive
Learning
Tandem teaching
Discussion
Audio Visuals
Interactive
Learning
Tandem teaching
Discussion
Audio Visuals
Interactive
Learning
Tandem teaching

Discussion
Audio Visuals
Critical Thinking
Exercise
Interactive
Learning
Tandem teaching

8 hours
6 hours

6 hours

7 hours

5 hours

Test with
Rationalization
Oral Recitation
Paper and Pencil
Test with
Rationalization
Oral Recitation
Paper and Pencil
Test with
Rationalization
Oral Recitation

Paper and Pencil

Test with
Rationalization
Return
Demonstrations
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report

 Predisposing factors
Enabling factors
Reinforcing factors
4. Criteria of setting priorities among
family health problems:
Nature of the problem
Magnitude of the problem
Modifiability of the problem
Preventive potential
Salience
5. Tool of analysis
Social determinants of health
B. Planning of Individual & Family Health
Nursing Care
1. Concepts, principles, phases and
components in planning family health
interventions
2. Programs and services that focus on
primary & secondary prevention of
communicable and non-communicable
diseases
a. Examples of DOH Programs:
National Tuberculosis Program
Direct Observed
Short Course Treatment (NTPDOTS)
Integrated Management of
Childhood Illness (IMCI)
Control of Diarrheal Diseases
(CDD)
3. Identification of goal of care for priority
problems
4. Parameters for selecting nursing

Discussion
Audio Visuals
Critical Thinking
Exercise
Interactive
Learning
Tandem teaching

5 hours

Paper and Pencil

Test with
Rationalization
Return
Demonstrations
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report

interventions:
a. Applicable, appropriate and available to
the home community setting
b. Promotes client safety, comfort &
hygiene
c. Standards of care & interventions that
address acute and chronic illness
5. Principles of collaboration and
advocacy to be considered to ensure
continuity of care
C. Implementation of Individual & Family
Health Nursing Care
1. Component of care in acute and chronic
illness
a. Health promotion
b. Disease prevention
c. Restorative
d. Curative
e. Rehabilitative care
2. Bio-behavioral interventions and
holistic care for individuals & Family with
specific problems in oxygenation, fluid
and electrolyte balance, metabolic and
endocrine function
3. Strategies in meeting health problems of
family
a. Promoting behavior change
b. Creating a supportive environment
towards healthy lifestyle
4. Principles of behavior change
5. Referral System
6. Concept & principles of collaboration &
advocacy

Discussion
Audio Visuals
Critical Thinking
Exercise
Interactive
Learning
Tandem teaching

5 hours

Paper and Pencil

Test with
Rationalization
Return
Demonstrations
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report

Discussion
Audio Visuals

4 hours

Paper and Pencil

Test with

D. Evaluation of progress and outcome of

care
1. Methods & tools in evaluating
effectiveness of family health
interventions
2. Sources of evaluative data
3. Alternative strategies & approaches for
specific problems & objectives
E. Ensuring a well organized & accurate
documentation & reporting
1. Standard format
2. Legal principles involved in
documentation
Guide for RLE
Provide opportunity for actual clinical
hospital and community experiences to
ensure competencies are developed.
Equipment and Materials
[these could
be found in nursing skills lab, base
hospital, affiliating centers] Baby model
for resuscitation, video on resuscitation,
rubber bulb, infant suction catheter,
suction apparatus, IV set (microdrip),
infant

Critical Thinking
Exercise
Interactive
Learning
Tandem teaching

Rationalization
Return
Demonstrations
Oral Recitation
Group/ Individual
Research Study
Group/ Individual
Report

COURSE REQUIREMENT:
1. Complete attendance
2. Active class participation (Recitation and Group Work)
3. Major Requirement
4. Quizzes
5. Periodic examinations (Prelims, Midterms, and Finals)
6. Return Demonstrations

MAJOR REQUIREMENT:
MIDTERM: Interview a Pregnant Mother
FINALS: FNCP

GRADING SYSTEM
Class Participation (Attendance, Attitude, Recitation)
Quizzes
Assignment, Graded recitation, Reports and Project
Return Demonstration
Exams (PL, MT, FT)

10%
15%
20%
25%
30%
100%

Prepared by:

Recommending Approval:

Approval:

CARISSA R. BALARIA, RN, MAN

Faculty, CONAMS

Prof. JOSEPHINE O. SAMONTE, RN, MAN

Program Head, Nursing

Dr. REYNALDO M. SAMONTE

Dean, CONAMS