This document discusses concepts related to citizenship and outlines an educational session on the topic. It begins by listing the session's learning objectives, which include defining key terms, distinguishing between citizenship and nationality, recognizing the importance of citizenship, and identifying ways of acquiring citizenship. It then provides definitions of citizenship and citizen. It describes the distinction between citizenship and nationality, the importance of citizenship for developing skills and participating in society, and methods of acquiring citizenship such as birthright or naturalization. The document outlines duties of citizens and discusses approaches to teaching global citizenship in nursing education through cultural awareness, compassionate action, and applying knowledge locally and globally.

1. Citizenship
Objectives
After attending the learning session & studying the discussed material
participants will be able to:
-Define citizenship& citizen.
- Mention the distinction between citizenship and nationality.
-Recognize the importance of citizenship.
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2. -Identify the general way of acquiring of citizenship.
-Discuss principles governing citizenship by birth.
- List the difference kinds of citizen under the consultation.
- Define Naturalization.
-Analyze the duties and obligation of the citizens.
-Mention the integrative Pedagogical Practices for Global Citizenship in
Undergraduate Nursing Education.
Outlines
* Introduction.
* Definition of citizenship & citizen..
* The distinction between citizenship and nationality.
* The importance of citizenship.
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3. * The general ways of acquiring of citizenship.
* Principles governing citizenship by birth.
* The difference kinds of citizen under the consultation.
* Define Naturalization.
* The duties and obligation of the citizens
* Integrative Pedagogical Practices for Global Citizenship in Undergraduate
Nursing Education.
Introduction
Education for citizenship equips young people with the knowledge, skills
and understanding to play an effective role in public life. Citizenship encourages
them to take an interest in topical and controversial issues and to engage in
discussion and debate. Pupils learn about their rights, responsibilities, duties and
freedoms and about laws, justice and democracy. They learn to take part in decision-
making and different forms of action. They play an active role in the life of their
schools, neighborhoods, communities and wider society as active and global
citizens. Citizenship encourages respect for different national, religious and ethnic
identities Citizenship addresses issues relating to social justice, human rights,
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4. community cohesion and global interdependence, and encourages pupils to
challenge injustice, inequalities and discrimination. It helps young people to develop
their critical skills, consider a wide range of political, social, ethical and moral
problems, and explore opinions and ideas other than their own. They evaluate
information, make informed judgments and reflect on the consequences of their
actions now and in the future. They learn to argue a case on behalf of others as well
as themselves and speak out on issues of concern Citizenship equips pupils with the
knowledge and skills needed for effective and democratic participation. It helps
pupils to become informed, critical, active citizens who have the confidence and
conviction to work collaboratively, take action and try to make a difference in their
communities and the wider world.
Definitions:-
Citizenship:
 Citizenship is a term denoting membership of a citizen in a political society,
which membership implies, reciprocally, a duty of allegiance on the part of
the member and duty of protection on the part of the State.
Citizen:
 Is a person having the title of citizenship
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5.  He is the member of a democratic community who enjoy full civil and
political rights, and is accorded protection inside and outside the territory of
the State.
What is the distinction between citizenship and nationality?
1. Citizenship is membership in a democratic or political community,
whereas nationality is membership in any political community whether
monarchial, autocratic or democratic;
2. Citizenship follows the exercise of civil and political rights whereas
nationality does not necessarily carry with it the exercise of political
rights;
3. A person can be a citizen of one country and a national of another.
The importance of citizenship
1. Education for citizenship equips young people with the knowledge, skills
and understanding to play an effective role in public life.
2. Citizenship encourages them to take an interest in topical and
controversial issues and to engage in discussion and debate.
3. Nurses learn about their rights, responsibilities, duties and freedoms and
about laws, justice and democracy.
4. They learn to take part in decision-making and different forms of action.
5. They play an active role in the life of their institution, communities and
wider society as active and global citizens.
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6. 6. Citizenship addresses issues relating to social justice, human rights,
community cohesion and global interdependence
7. Encourages pupils to challenge injustice, inequalities and discrimination.
8. It helps young people to develop their critical skills, consider a wide
range of political, social, ethical and moral problems, and explore
opinions and ideas other than their own.
9. They evaluate information, make informed judgments and reflect on the
consequences of their actions now and in the future.
What are the general methods of acquiring of citizenship?
1. Involuntary Methods
2. Voluntary Methods
1. Involuntary methods of acquiring of citizenship.
 By birth through the change of sovereignty which result in the acquisition
by each individual of the ceded or acquired territory of the citizenship
under the new sovereign in the absence of treaty stipulations to the
contrary.
 Through direct legislative grant.
 Voluntary methods of acquiring of citizenship
 Through marriage
 Through the election which is the acquisition of citizenship after
reaching the age of majority;
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7.  Naturalization of the head of the family which result in the naturalization
of the wife and the minor children living with him
What are the two principles governing citizenship by birth?
• Jus Sanguine. Citizenship by virtue of blood relationship. The children
follow the citizenship of the parents. This prevails in the Philippines.
• Jus soli. Citizenship by virtue of the place of birth. A person becomes a
citizen of the state where he is born irrespective of the citizenship of the
parents. This principle prevails in the United States.
What are the difference kinds of citizen under the consultation?
• Natural-born citizens.
• Citizens at the time of the adoption of this Constitution.
• Those who elect Philippine citizenship upon reaching the age of reason.
• Those who are naturalized in accordance with law.
What is Naturalization?
• Naturalization is the legal act of adopting a foreigner into the political
body of the state and clothing him with the rights and privileges of a
citizen. It implies the renunciation of a former nationality and the fact of
entrance to a similar relation towards a new body politic.
• A person may be naturalized either by complying with both the
substantive and procedural requirements of a general naturalization law
or he may be naturalized by a special act of the legislature.
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8. What are the duties and obligation of the citizens?
1. To be loyal to the republic. Loyalty implies faith and confidence in the
republic and love and devotion to the country.
2. To defend the State.
3. To contribute to the development and welfare of the state.
4. To uphold the constitution and obey the laws.
5. To cooperate with the duly constituted authorities.
6. To exercise rights responsively with due regards to the rights of others.
7. To engage in gainful work.
8. To register and vote.
Integrative Pedagogical Practices for Global Citizenship in
Undergraduate Nursing Education
Compassionate Citizenship in Action
Knowledge Transfer
(local& global praxis)
Cultural Consciousness
(knowing self &others)
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9. Integrative Pedagogical
Practices for Global Citizenship in
Undergraduate Nursing Education
1. Cultural Consciousness: Awareness of self and others.
Self-awareness provides the starting pedagogical direction for nursing
education strategies in these areas encourage students to reflect and to
develop knowledge of their own values, biases, and world values, and “to
question their position in the world and to do so with curiosity and
humility” (Simpson, 2013, p. 205).
Self-knowledge is so profound for students...to understand the impact of
their world view or their cultural positioning …and to try to locate one’s
self within the social context (Alice, in Simpson, 2013, p. 116).
2. Compassionate Global Citizenship in Action
Compassionate as a professional is not an inherent quality and therefore
requires educational attention to develop global citizenship in students
(Crigger, 2006). A sense of social justice, inherent in the role of a global
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10. citizen, is intertwined with the notions of interconnectedness and social
responsibility with an emphasis on equity, rights, and fairness
(Doane &Varcoe, 2015).
3. Knowledge Transfer: Local - Global Praxis
International practice experiences to advance student awareness of self
and others through engaging in compassionate action in culturally safe
and relevant ways seems like an ideal method for developing global
citizenship knowledge and skills. Students may perceive the notion of
travelling to international sites as a more authentic, exciting, and
meaningful experience than remaining in one’s usual local context.
Karen (in Simpson, 2013, p. 12)
References
1- Bassie L. Marequis - Carol J. Huston, leadership role management function
innursing, 6th Edition (2009), Lippincott Company
2- CNA, 2009; Brock, 2009; Fraser, 2009; Cohen, 2010; Hartrick Doane
&Varcoe, 2015
3- BT. Basavanthappa, nursing administration 2nd Edition, 2009, JAYPEE
BROTHERS, Medical publisher
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11. 4- Ruth. M. TAPPEN, RN, FAAN, Nursing leadership and management concepts
and practices , 3rd Edition , 1995, F.A DAVIS , Philadelphia
5- Kanter, R. (1979): Power failure in management circuits. Harvard Business
Review. 27(4): 65-75.
6- Kanter, R. (1993): Men Women of the corporation. 2nd ed. New York Basic
Books.
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