This document contains information about the vision, mission, quality policy, and goals of a university and its College of Health Sciences in the Philippines. The university's vision is to become a premier Philippine university by 2028. Its mission is to develop human capital and sustainable innovations for a global knowledge economy. The quality policy commits to optimizing education, research, and community services through continuous review and improvement of its quality management system. The college aims to provide quality education to produce skilled health professionals, facilitate evidence-based practice and lifelong learning, foster faculty and student research, implement community health programs, and promote environmental awareness. It also outlines the course objectives and teaching plan for a Health Education nursing course, which focuses on developing students' communication and
In obstetrics, Leopold maneuvers are a common and systematic way to determine the position of a fetus inside the woman's uterus; they are named after the gynecologist Christian Gerhard Leopold. They are also used to estimate term fetal weight.
The aim of Leopold maneuvers is to determine the fetal presentation and position by systematically palpating the gravid abdomen.
ctto Marie Belen Tamayor - Leopold's Maneuver, Miss Marie's presentation provided the slides that explain Leopold's maneuver.
In obstetrics, Leopold maneuvers are a common and systematic way to determine the position of a fetus inside the woman's uterus; they are named after the gynecologist Christian Gerhard Leopold. They are also used to estimate term fetal weight.
The aim of Leopold maneuvers is to determine the fetal presentation and position by systematically palpating the gravid abdomen.
ctto Marie Belen Tamayor - Leopold's Maneuver, Miss Marie's presentation provided the slides that explain Leopold's maneuver.
Virginia henderson's theory of nursingMandeep Gill
Virginia Henderson was born in Kansas City, Missouri in 1897, the fifth of eight children in her family. During the World War 1, Henderson developed an interest in nursing. So in 1918 she entered the Army school of Nursing in Washington D.C. Henderson graduated in 1921 and accepted a position as a staff nurse with the Henry Street Visiting Nurse Service in New York. After 2 years, in 1923, she started teaching nursing at the Norfolk Protestant Hospital in Virginia. She has enjoyed a long career as an author and researcher. She is known as, “The Nightingale of Modern Nursing” & “The 20th century Florence Nightingale."
BIOGRAPHY OF FAYE GLENN ABDELLAH, AS AN EDUCATOR AND RESEARCHER, INFLUENCED FAYE ANDELLAH IN THE DEVELOPMENT HER OWN MODEL OF
NURSING, ABDELLAH’S TYPOLOGY OF 21 NURSING PROBLEMS, ASSUMPTION, CONCEPT, STEPS TO IDENTIFY THE CLIENT’S PROBLEM, 11 NURSING SKILLS, USE OF 21 PROBLEMS IN THE NURSING PROCESS AND LIMITATIONS
Evidence-Based Project Update (CompleteIncomplete) ALL DOSubmi.docxturveycharlyn
Evidence-Based Project Update (Complete/Incomplete): ALL DO
Submit an update on your project. Include information on progress to date. Discuss any barriers and how you plan to overcome or have overcome. What are your plans for the completion of the project?
In your update, include how you will meet the course and EPSLO objectives (See section IV B in this syllabus- as follows)
END OF PROGRAM STUDENT LEARNING OUTCOMESCOURSE OUTCOMES1.Synthesize knowledge from nursing and the physical, behavioral, psychological and social sciences, and the humanities in the practice of professional nursing.Demonstrate an awareness of complex organizational systems including structure, mission, vision, philosophy, and values.Promote factors that create a culture of safety and caring. Demonstrate an awareness of complex relationship of safety and caring.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations.Use inter and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.2.Integrate global health and health care, its relevant issues and policies as they relate to professional nursing practice.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations. Demonstrate basic knowledge of healthcare policy, finance, reimbursement, and regulatory environments, including local, state, national, and global healthcare trends.Examine legislative and regulatory processes relevant to the provision of healthcare.3.Evaluate research in the exploration of the spectrum of health within the framework of evidence-based practice.Participate in the development and implementation of imaginative and creative strategies to enable systems to change.
NUR 4827 LEADERSHIP IN NURSING Use inter-and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.4.Synthesize standards of professional practice and care.Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives withinthe context of the inter-professional team.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practiceim.
Virginia henderson's theory of nursingMandeep Gill
Virginia Henderson was born in Kansas City, Missouri in 1897, the fifth of eight children in her family. During the World War 1, Henderson developed an interest in nursing. So in 1918 she entered the Army school of Nursing in Washington D.C. Henderson graduated in 1921 and accepted a position as a staff nurse with the Henry Street Visiting Nurse Service in New York. After 2 years, in 1923, she started teaching nursing at the Norfolk Protestant Hospital in Virginia. She has enjoyed a long career as an author and researcher. She is known as, “The Nightingale of Modern Nursing” & “The 20th century Florence Nightingale."
BIOGRAPHY OF FAYE GLENN ABDELLAH, AS AN EDUCATOR AND RESEARCHER, INFLUENCED FAYE ANDELLAH IN THE DEVELOPMENT HER OWN MODEL OF
NURSING, ABDELLAH’S TYPOLOGY OF 21 NURSING PROBLEMS, ASSUMPTION, CONCEPT, STEPS TO IDENTIFY THE CLIENT’S PROBLEM, 11 NURSING SKILLS, USE OF 21 PROBLEMS IN THE NURSING PROCESS AND LIMITATIONS
Evidence-Based Project Update (CompleteIncomplete) ALL DOSubmi.docxturveycharlyn
Evidence-Based Project Update (Complete/Incomplete): ALL DO
Submit an update on your project. Include information on progress to date. Discuss any barriers and how you plan to overcome or have overcome. What are your plans for the completion of the project?
In your update, include how you will meet the course and EPSLO objectives (See section IV B in this syllabus- as follows)
END OF PROGRAM STUDENT LEARNING OUTCOMESCOURSE OUTCOMES1.Synthesize knowledge from nursing and the physical, behavioral, psychological and social sciences, and the humanities in the practice of professional nursing.Demonstrate an awareness of complex organizational systems including structure, mission, vision, philosophy, and values.Promote factors that create a culture of safety and caring. Demonstrate an awareness of complex relationship of safety and caring.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations.Use inter and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.2.Integrate global health and health care, its relevant issues and policies as they relate to professional nursing practice.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practice improvements that will improve the quality of healthcare delivery for diverse populations. Demonstrate basic knowledge of healthcare policy, finance, reimbursement, and regulatory environments, including local, state, national, and global healthcare trends.Examine legislative and regulatory processes relevant to the provision of healthcare.3.Evaluate research in the exploration of the spectrum of health within the framework of evidence-based practice.Participate in the development and implementation of imaginative and creative strategies to enable systems to change.
NUR 4827 LEADERSHIP IN NURSING Use inter-and intra-professional communication and collaborative skills to deliver evidence-based, patient-centered care.4.Synthesize standards of professional practice and care.Apply leadership concepts, skills, and decision making in the provision of high quality nursing care, healthcare team coordination, and the oversight and accountability for care delivery in a variety of settings.Demonstrate leadership and communication skills to effectively implement patient safety and quality improvement initiatives withinthe context of the inter-professional team.Employ principles and participate in quality improvement, healthcare policy, and cost-effectiveness to assist in the development and initiation of effective plans for the microsystem and/or system wide practiceim.
It’s all in the detail developing effective health-related job aidsMalaria Consortium
This paper describes Malaria Consortium’s iterative and research-based experience developing, implementing and evaluating job aids for community health workers and health facility workers in Mozambique, Nigeria, South Sudan and Uganda. It summarises six criteria critical for a well-designed job aid, and discusses challenges encountered and lessons learned.
To read more learning papers, visit our learning papers page:www.malariaconsortium.org/learningpapers.htm
Each student is required to complete and turn in the evolution oAlyciaGold776
Each student is required to complete and turn in the evolution of the course prior to sitting for the final exam. This is a portfolio requirement that must be completed at the end of each course. You will not be allowed to sit for the final without having completed the evolution for this course.
Rubric
NURS_307 - Nursing Evolution Rubric
NURS_307 - Nursing Evolution Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeReflects on current theory and clinical class with concepts and theories using the Program Learning Outcomes and BSN Essentials listed in the syllabus
3.3 pts
Meets Expectations
1. Reflects on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Synthesizes theories and concepts from liberal education to build an understanding of the human experience. 3. Uses skills of inquiry and analysis to address practice issues 4. Applies knowledge of social and cultural factors in the care of populations encountered in this course.
2.51 pts
Approaches Expectations
1. Limited reflection on current theory class and clinical and how courses support each other (transfer of knowledge to apply to clinical)- Focused to Current Term. 2. Limited synthesis of theories and concepts from liberal education to build an understanding of the human experience 3. Use limited skills of inquiry and analysis to address practice issues 4. Applies limited knowledge of social and cultural factors in the care of populations encountered in this course.
1.65 pts
Does Not Meet Expectations
1.No reflection on current theory class and clinical and how courses support each other 2. Does not synthesize theories and concepts from liberal education to build an understanding of the human experience 3. Does not use skills of inquiry and analysis to address practice issues 4. Does not apply knowledge of social and cultural factors in the care of populations encountered in this course.
3.3 pts
This criterion is linked to a Learning OutcomeDevelops an effective communication style for interacting with current patients, families, and the interdisciplinary health team when providing holistic, patient centered nursing care to populations encountered in this course.
3.4 pts
Meets Expectations
1. Reflects on providing holistic patient care to populations encountered in this course. 2. Describes inter-collaborative involvement (i.e. Interprofessional rounds; consultations and interaction with PT/OT; Respiratory Therapy, Pharmacist consultation---describe their role/ contribution.)
2.58 pts
Approaches Expectations
1. A limited reflection on providing holistic patient care to populations encountered in this course. 2. Describes limited inter-collaborative involvement
1.7 pts
Does Not Meet Expectations
1. No reflection on providing holistic patient care to populations encountered in this course. 2. Does not describes inter-collaborative involvement
3.4 pts
This criterion is ...
A Re-Introduction to Health Education and the knowledge in it
purpose
dimension
aspects
importance
The Change, its process and management
The Education Process
The Teaching Strategies
Assessment 4 Instructions Final Care Coordination Plan .docxgalerussel59292
Assessment 4 Instructions: Final Care Coordination Plan
For this assessment, you will simulate implementation of the preliminary care coordination plan you developed in Assessment 1. The presentation would be structured for the hypothetical patient.
NOTE
: You are required to complete this assessment after Assessment 1 is successfully completed.
Care coordination is the process of providing a smooth and seamless transition of care as part of the health continuum. Nurses must be aware of community resources, ethical considerations, policy issues, cultural norms, safety, and the physiological needs of patients. Nurses play a key role in providing the necessary knowledge and communication to ensure seamless transitions of care. They draw upon evidence-based practices to promote health and disease prevention to create a safe environment conducive to improving and maintaining the health of individuals, families, or aggregates within a community. When provided with a plan and the resources to achieve and maintain optimal health, patients benefit from a safe environment conducive to healing and a better quality of life.
This assessment provides an opportunity to research the literature and apply evidence to support what communication, teaching, and learning best practices are needed for a hypothetical patient with a selected health care problem.
You are encouraged to complete the Vila Health: Cultural Competence activity prior to completing this assessment. Completing course activities before submitting your first attempt has been shown to make the difference between basic and proficient assessment.
Demonstration of Proficiency
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
Competency 1: Adapt care based on patient-centered and person-focused factors.
Design patient-centered health interventions and timelines for care delivered through direct clinical interaction that is logged in the CORE ELMS system.
Competency 2: Collaborate with patients and family to achieve desired outcomes.
Use the literature on evaluation as a guide to compare learning session content with best practices.
Competency 3: Create a satisfying patient experience.
Describe what the literature says about effective care coordination and patient satisfaction verses experience, including how to align teaching sessions to the Healthy people 2020 document..
Competency 4: Defend decisions based on the code of ethics for nursing.
Make ethical decisions in designing patient-centered health interventions.
Competency 5: Explain how health care policies affect patient-centered care.
Identify relevant health policy implications for the coordination and continuum of care.
Preparation
In this assessment, you will implement the preliminary care coordination plan yo.
Leading the Way in Nephrology: Dr. David Greene's Work with Stem Cells for Ki...Dr. David Greene Arizona
As we watch Dr. Greene's continued efforts and research in Arizona, it's clear that stem cell therapy holds a promising key to unlocking new doors in the treatment of kidney disease. With each study and trial, we step closer to a world where kidney disease is no longer a life sentence but a treatable condition, thanks to pioneers like Dr. David Greene.
CHAPTER 1 SEMESTER V PREVENTIVE-PEDIATRICS.pdfSachin Sharma
This content provides an overview of preventive pediatrics. It defines preventive pediatrics as preventing disease and promoting children's physical, mental, and social well-being to achieve positive health. It discusses antenatal, postnatal, and social preventive pediatrics. It also covers various child health programs like immunization, breastfeeding, ICDS, and the roles of organizations like WHO, UNICEF, and nurses in preventive pediatrics.
India Clinical Trials Market: Industry Size and Growth Trends [2030] Analyzed...Kumar Satyam
According to TechSci Research report, "India Clinical Trials Market- By Region, Competition, Forecast & Opportunities, 2030F," the India Clinical Trials Market was valued at USD 2.05 billion in 2024 and is projected to grow at a compound annual growth rate (CAGR) of 8.64% through 2030. The market is driven by a variety of factors, making India an attractive destination for pharmaceutical companies and researchers. India's vast and diverse patient population, cost-effective operational environment, and a large pool of skilled medical professionals contribute significantly to the market's growth. Additionally, increasing government support in streamlining regulations and the growing prevalence of lifestyle diseases further propel the clinical trials market.
Growing Prevalence of Lifestyle Diseases
The rising incidence of lifestyle diseases such as diabetes, cardiovascular diseases, and cancer is a major trend driving the clinical trials market in India. These conditions necessitate the development and testing of new treatment methods, creating a robust demand for clinical trials. The increasing burden of these diseases highlights the need for innovative therapies and underscores the importance of India as a key player in global clinical research.
R3 Stem Cells and Kidney Repair A New Horizon in Nephrology.pptxR3 Stem Cell
R3 Stem Cells and Kidney Repair: A New Horizon in Nephrology" explores groundbreaking advancements in the use of R3 stem cells for kidney disease treatment. This insightful piece delves into the potential of these cells to regenerate damaged kidney tissue, offering new hope for patients and reshaping the future of nephrology.
Medical Technology Tackles New Health Care Demand - Research Report - March 2...pchutichetpong
M Capital Group (“MCG”) predicts that with, against, despite, and even without the global pandemic, the medical technology (MedTech) industry shows signs of continuous healthy growth, driven by smaller, faster, and cheaper devices, growing demand for home-based applications, technological innovation, strategic acquisitions, investments, and SPAC listings. MCG predicts that this should reflects itself in annual growth of over 6%, well beyond 2028.
According to Chris Mouchabhani, Managing Partner at M Capital Group, “Despite all economic scenarios that one may consider, beyond overall economic shocks, medical technology should remain one of the most promising and robust sectors over the short to medium term and well beyond 2028.”
There is a movement towards home-based care for the elderly, next generation scanning and MRI devices, wearable technology, artificial intelligence incorporation, and online connectivity. Experts also see a focus on predictive, preventive, personalized, participatory, and precision medicine, with rising levels of integration of home care and technological innovation.
The average cost of treatment has been rising across the board, creating additional financial burdens to governments, healthcare providers and insurance companies. According to MCG, cost-per-inpatient-stay in the United States alone rose on average annually by over 13% between 2014 to 2021, leading MedTech to focus research efforts on optimized medical equipment at lower price points, whilst emphasizing portability and ease of use. Namely, 46% of the 1,008 medical technology companies in the 2021 MedTech Innovator (“MTI”) database are focusing on prevention, wellness, detection, or diagnosis, signaling a clear push for preventive care to also tackle costs.
In addition, there has also been a lasting impact on consumer and medical demand for home care, supported by the pandemic. Lockdowns, closure of care facilities, and healthcare systems subjected to capacity pressure, accelerated demand away from traditional inpatient care. Now, outpatient care solutions are driving industry production, with nearly 70% of recent diagnostics start-up companies producing products in areas such as ambulatory clinics, at-home care, and self-administered diagnostics.
CRISPR-Cas9, a revolutionary gene-editing tool, holds immense potential to reshape medicine, agriculture, and our understanding of life. But like any powerful tool, it comes with ethical considerations.
Unveiling CRISPR: This naturally occurring bacterial defense system (crRNA & Cas9 protein) fights viruses. Scientists repurposed it for precise gene editing (correction, deletion, insertion) by targeting specific DNA sequences.
The Promise: CRISPR offers exciting possibilities:
Gene Therapy: Correcting genetic diseases like cystic fibrosis.
Agriculture: Engineering crops resistant to pests and harsh environments.
Research: Studying gene function to unlock new knowledge.
The Peril: Ethical concerns demand attention:
Off-target Effects: Unintended DNA edits can have unforeseen consequences.
Eugenics: Misusing CRISPR for designer babies raises social and ethical questions.
Equity: High costs could limit access to this potentially life-saving technology.
The Path Forward: Responsible development is crucial:
International Collaboration: Clear guidelines are needed for research and human trials.
Public Education: Open discussions ensure informed decisions about CRISPR.
Prioritize Safety and Ethics: Safety and ethical principles must be paramount.
CRISPR offers a powerful tool for a better future, but responsible development and addressing ethical concerns are essential. By prioritizing safety, fostering open dialogue, and ensuring equitable access, we can harness CRISPR's power for the benefit of all. (2998 characters)
Struggling with intense fears that disrupt your life? At Renew Life Hypnosis, we offer specialized hypnosis to overcome fear. Phobias are exaggerated fears, often stemming from past traumas or learned behaviors. Hypnotherapy addresses these deep-seated fears by accessing the subconscious mind, helping you change your reactions to phobic triggers. Our expert therapists guide you into a state of deep relaxation, allowing you to transform your responses and reduce anxiety. Experience increased confidence and freedom from phobias with our personalized approach. Ready to live a fear-free life? Visit us at Renew Life Hypnosis..
1. University Vision
A premier Philippine university by 2028
University Mission
To develop virtuous human capital and sustainable innovations in a knowledge-driven
global economy.
Quality Policy
“We commit to optimize our mandated services in instruction, research, and extension
by implementing our Quality Management System (QMS) that proactively empowers
our stakeholders as we synergistically respond to our evolving needs and aspirations
toward sustainable development and inclusive growth.
Thus, we shall continuously review and improve our QMS in accordance with legal,
ethical, and other requirements.”
College of Health Sciences Goals
The College is committed to provide quality education and training in nursing,
pharmacy and physical therapy in order to produce knowledegable, skillful, and
adaptable professionals. Its programs aim to:
1. Provide opportunities for the students to integrate knowledge, skills, and
positive attitudes necessary to the practice of nursing, physical therapy and
pharmacy;
2. Facilitate critical thinking, evidence-based practice, interdisciplinary
collaboration and a commitment to life-long learning;
3. Foster the research capabilities of the faculty members and the students;
4. Organize and implement extension programs relevant to community health
needs, and
5. Promote environmental awareness and concern by implementing activities
that help nurture the environment.
Mariano Marcos State University
Republic of the Philippines
Batac, Ilocos Norte
College of Health Sciences
I. Course No.: NCM 102
II. Course Title: Health Education
III. Credit: 3 units
IV. Course Outcome:
1. Apply knowledge of physical, social, natural, and health sciences and
humanities in conducting health education in various settings.
2. Implement a health education plan for a specific client across the lifespan
in various settings utilizing the nursing process.
3. Apply evidence-based practices in health education.
4. Apply legal, ethical, and moral principles related to health education.
5. Communicate effectively in speaking, writing, and presenting using age
and culturally appropriate health education.
6. Document health education accurately and comprehensively.
7. Work effectively in collaboration with the team in the conduct of health
education.
8. Practice beginning management and leadership skills in health education.
9. Engage in lifelong learning in developing competence in health education.
10. Demonstrate responsible citizenship and pride of being a Filipino when
conducting health education.
11. Utilize appropriate technology in health education activities.
12. Adopt nursing values in conducting health education.
2. TEACHING PLAN
NURSE-PATIENT INTERACTION
Purpose: To guide nursing students to demonstrate effective communication skills in therapeutic Nurse-Patient Interactions
Goal: The nursing students will be able to interact with patients properly using caring attitude, critical thinking, implementation, and innovative thinking
creating good Nurse-Patient Interaction
Objectives and
Sub-objectives
Content Outline
Method of
instruction
Time Allotted
(minutes)
Resources
Method of
Evaluation
1. At the end of the discussion,
the student nurses will be able
to:
Know the difference
between Nurse-Patient
Interaction from Nurse-
Patient Relationship
Demonstrate the
therapeutic use of self
Building Nurse-Patient
Relationship
1. Nurse-Patient
Interaction
2. Therapeutic use
of self
Lecture Discussion,
Power point
60 Laptop, Projector,
White board and
board marker
Pre-Test,
Recitation
(With Rubrics)
2. Discuss the different character
and technique of therapeutic
communication used in Nurse-
Patient Interaction
Development of Nurse-
Patient Interaction
through therapeutic
communication
Lecture Discussion,
Providing sample
videos
30 Laptop, Projector,
White board, board
marker, Instructional
Online Videos
Role Playing
(With Rubrics)
3. 3. Discuss the importance of
Nurse-Patient Interaction
Importance of Nurse-
Patient Interaction
Lecture Discussion,
Interactive Learning
30 Power Point
Presentation, Handout
Reflective Essay
4. Identify the characteristics of
Nurse-Patient Interaction
Characteristics of
Nurse-Patient
Interaction
Characteristics of
Nurse-Patient
Interaction
30
Power Point
Presentation, Handout
Recitation
(With Rubrics),
Written assignment
5. Know the different phases in
the Nurse-Patient Relationship
and Interaction
Orientation
Identification
Exploitation
Resolution/Termination
Phases of Nurse-Patient
Relationship and
Interaction
Lecture Discussion
with the use of
Power point
30 Laptop, Projector,
White board and
board marker
Quiz
(20 items)
6. Elaborate the phases of Nurse-
Patient Interaction
Phases of Nurse-Patient
Interaction
Lecture Discussion,
Audio-visual Aid
30 Power Point
Presentation,
Handout, Instructional
Online Videos
Short quiz, class
participation, written
assignment
7. Compare and contrast Nurse-
Patient Interaction in different
settings
Nurse-Patient
Interaction in different
settings(hospital,
community and other
settings)
Group Discussion,
Providing sample
videos
60 Manila Paper, Marker,
Instructional Online
Videos
Group reporting
(1 setting per group)
4. Prepared by: ASUNCION, Mary Joyce
AURELIO, Lyca Mae
BAGAOISAN, Donna
BERBANO, Aira
BITANGA, Angel Rose Erica
CABRERA, Ma. Elena Rayjeanne
CABUNTOCAN, Abigail
CACAYAN, Krizzia Murrei
8. Identify the skills/techniques
needed in Nurse-Patient
Interaction
Skills/Techniques
needed in nurse-patient
interaction
Lecture Discussion,
Interactive Learning
30 Power Point
Presentation, Handout
Short Quiz
( Modified
true or false,
Identification)
9. Perform the skills/techniques
needed in Nurse-Patient
Interaction
Skills/Techniques
needed in Nurse-Patient
Interaction
Lecture Discussion,
Interactive
Learning, Providing
sample videos
90 Instructional Online
Videos
Role Playing
10. Express any concern about the
Nurse-Patient Interaction
Summarization, Raising
queries and concerns
Interactive Learning
10 Written Handouts Question and Answer
