Association of Deans of Philippine Colleges of Nursing Inc. (ADPCN Inc.

)
137 Matahimik St., UP Village, Diliman, Quezon City
Telefax No. (02)-921-7466 Mobile No.: 0922-539-7013
E-mail address: [email protected]
Website: www.adpcn.org

Best Practices on Flexible Alternative Learning Activities for the

Related Learning Experience during the
COVID-19 Community Quarantine and Transition Period
Overview:
The ADPCN Inc., in close coordination with the CHED-Technical Committee for Nursing Education has put
together a compilation of the best practices on alternative learning approaches to fulfilling the RLE component of
the BS Nursing curriculum to ensure that instructional standards in employing flexible learning and other
alternative learning activities will yield envisioned program outcomes. Some nursing schools willingly shared their
best practices on alternative learning activities for RLE and with obtained permission to be shared to other nursing
schools around the Philippines who can adopt, adapt, or innovate in their own programs to properly guide the
faculty in the implementation and effectively help their students achieve their desired competencies. The presented
best practices are guided by the CHED COVID-19 advisories, RA 7722, PSGs for BSN and the PRC-BON
Memorandum No.1, s.2009. It is hoped that this compilation of best practices can guide the nursing school’s
initiatives to end this Second Semester AY 2019-2020 and to plan for the First Semester AY 2020-2021. A copy of
this compilation of best practices will also be shared to CHED as a foundation for the upcoming guidelines for
nursing programs.

Regulatory Bases for best practices: CHED COVID-19 Advisory No. 6, 13 April 2020
 HEIs shall continue to exercise their judgment in the deployment of available flexible learning and other
alternative modes of delivery in lieu of in-campus learning if they have the resources to do so. The
exercise of discretion by the HEIs and their faculty must be reasonable, transparent and outcomes-based
validated.
 HEIs are authorized to determine how to best meet the contact hour requirements for the completion of
a subject or degree program. HEIs may undertake alternative assessments and remediations and
consider student assessment and computation of grades to be based on current student records and
school academic policies.
 The learning delivery mode during the extended ECQ will depend on the available resources of the HEI
and students. Students who lack connectivity during the ECQ period shall be allowed to complete their
curricular requirements after the ECQ.
For degree programs that require internship and clinical duties, such as medicine, nursing, and allied health
programs:
 HEIs shall be given the flexibility to extend classes/clinical duties and prepare a catch-up plan for their
students for a maximum of one (1) month after the lifting of the ECQ. The duration of extension
classes/clinical duties will be dependent on the alternative modes of learning instituted by the HEIs during the
ECQ.
 Appropriate alternative learning platforms may be utilized by HEIs (e.g., electronic and non-electronic
learning methods, modules, self-directed learning activities, simulations, case-based scenarios, among others)
in exchange for the required contact hours to achieve the course outcomes/program outcomes
including evaluation and assessment based on the HEI’s assessment of its instructional capabilities;
 HEIs are allowed flexibility in modifying or reducing program requirements (e.g. number of:
clinical/surgical procedures assisted/done, reports submitted, bedside procedures assisted/done, among
others) in order to meet the requirements for graduation/promotion during this interim period. HEIs may use

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 the extension of classes or summer/midterm to comply with requirements of laws covering specific
professions (such as R.A. 7392 or the Philippine Midwifery Act of 1992);
 HEIs shall coordinate with the various health facilities where students are currently deployed and coordinate
plans regarding the flexible curricular modification arrangements being advanced to facilitate issuance of
necessary certificates of completion;
 The exercise of maximum consideration and leniency shall be accorded to students/clinical rotators in the
conduct of make-up classes/clinical duties and modification of curricular requirements without
compromising the attainment of learning outcomes.

RA 7722, Section 13. Guarantee of Academic Freedom.

Nothing in this Act shall be construed as limiting the academic freedom of universities and colleges. In
particular, no abridgment of curricular freedom of the individual educational institutions by the Commission shall be
made except for: (a) minimum unit requirements for specific academic programs; (b) general education distribution
requirements as may be determined by the Commission; and (c) specific professional subjects as may be
stipulated by the various licensing entities.

Best Practices of Nursing Schools

A. Framework for flexible and alternative learning:
Adopting a framework for alternative learning is important to ensure that all important elements in
implementing flexible and alternative learning are considered, made stronger, robust and reduce problems right at
the beginning of its implementation. It also ensures that the complete teaching-learning process is achieved. One
appropriate framework is the ASSURE Model
Analyze the learners: This stage stresses on the importance of understanding the learners before
designing the learning strategy. Learners’ skills, prior knowledge, year level, learning focus, as
well as, their internet connectivity and available learning resources must be taken into
consideration.
Statement of the learning outcomes: The learning outcomes must be based on the specific course
syllabus, must develop higher order thinking skills (HOTS) of the learners and, restated to be
appropriate for flexible alternative learning.

Selection of media, material and methods: Relevant media and content materials such as faculty-prepared
handouts, powerpoint slides, cases for analysis, problems to be solved, worksheets to be
accomplished, as well as, weblinks/copies of journal articles, video clips, eBooks or other important
references may be selected for effective learning outcomes.
Utilize technology, media & materials-This step includes planning as to how you will deliver (distance
learning, blended learning with distance learning and face-to-face learning) and utilize the
technology, media, and materials that you have selected.

Require learners’ participation: It requires the planning on how to engage the learners in the material that
is being taught (eg. answer guide questions or flowsheets posted by the faculty, problem solving,
case analysis, concept mapping, reaction paper, reflective journaling, nursing care planning, skills
demonstration, simulations. etc)

Evaluate: In this step, you evaluate the impact of your teaching on student learning.
Evaluation of student learning:
1. Assess performance -test students’ knowledge with established criteria. Ensure
that the learners should be well aware of this assessment criteria
2. Provide feedback -reinforce knowledge with timely feedback (informative, remedial, corrective, etc.)
3. Enhance retention and transfer of learning-choose content retention strategies to ensure that there
is proper knowledge retention and make the learners apply it in the real working environment.
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 Evaluation of the method of instruction guided by the following questions:
1.Can this alternative learning modality be improved? How? How are you going to
assess the weaknesses in your presentation?
2.Was your choice of media and materials a good one? How will you assess the
effectiveness of these tools?
3. Is it possible that other technologies, media, and materials would have done a
better job?

B. Best Practices on Flexible Alternative Learning

B.1 Alternative learning delivery modes
1. Before deciding on the mode of delivery of alternative learning activities, a survey of the students’ internet
connectivity and access to a computer/ laptop/tablet/cellphone are done to know what will be the appropriate
learning approach. The survey can be conducted through Google Form, Monkey Survey, or other appropriate tools.
The results are used as guide whether to deliver distance learning offline and/or online. Distance learning is the
appropriate delivery mode during the COVID-19 quarantive period to ensure continuity of learning.

Category of Category 1 Category 2 Category 3

Students (No capacity and internet (Limited capacity and/or (with full capacity and strong
connectivity) weak/intermittent connectivity)
connectivity)

Approaches Offline activities: Learning Combination of offline and Online activities, both
resources are handed asynchronous online activities. asynchronous and synchronous.
personally or mailed to Asynchronous activities are Synchronous online activities are
students through print or employed where the learning done where students are
saved in a USB. resources can be sent online required to participate in a chat
and the students can access room time, scheduled
For students who can only the learning resources and meetings/discussions/ streamed
be accessed through text submit requirements online at presentations online ( eg.video
messages, the faculty can their own time when their conferencing using available
download and use apps that internet connection is working. programs such as zoom,
allow free texting online such Learning materials can be sent hangouts, messenger);
as chikka.com, to the students through email, virtual classroom
any accessible social media
mightytext.net, magtext.com,
( eg. messenger, twitter, viber,
etc. to give instructions,
fb using free fb data, youtube)
reminders, follow-ups and or any learning management
feedback on student system (eg. google classroom,
performance moodle, canvass,microsoft
The students can submit teams, eConnect, OWLv2,
MyLabNursing, schoology,
their requirements/learning
etc) .
outputs by mail, or personally
handed when it is safe to
report at school.

2. Each nursing school is encouraged to explore distance learning education approaches and relevant learning
management system platforms that are accessible to all their students.
3. The use of a Learning Management System (LMS) such as google classroom, moodle, canvas, blackboard, etc.
provide a comprehensive and centralized program for sharing learning materials, interactive communication
between the faculty and students, and assessment of learning. Although each faculty may use their preferred
online delivery mode, an institution-based LMS is more advantageous because it restricts the users of a created
course online only to the faculty and students enrolled in the class since they register using their institutional email
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address. All students enrolled in the different courses are automatically registered in the LMS and can gain access
to all instructional materials and interactive learning. A uniform LMS that is institutionalized is user-friendly among
the students..
4. For students who do not have computers or laptops at home, they may download the free WPS Office app in
their cellphones to be able to answer posted learning activities, create or edit documents for submission.
5. Synchronous online activities/discussions are discouraged/disallowed when not all students in a given class
have strong internet connectivity. To allow flexibility and some extent of leniency, asynchronous online modality is
appropriate and it encourages self-directed learning in consideration of the varied learning circumstances of the
students at home.

6. For nursing schools who are ending their semester this May, the following RLE alternative learning activities
may be done:
6.1 Skills Laboratory and Clinical Experience
Schedule Alternative learning modality
Option 1: Until the end of the Distance Learning (offline and/or online) for concept learning and
semester in May practice of nursing skills using resources that are available at
home
Option 2: The semester may be Catch-up plan for distance learning (offline and/or online) for
extended for 1 month as a additional concept learning and practice of nursing skills using
catch-up plan resources that are available at home

Note: In all options, reinforcement/grading of the nursing skills can be done in the other professional nursing
courses/subjects in the succeeding semesters, through make-up classes to be scheduled during the first semester ,
or through a Curriculum Enhancement Program which is an audit class that bridges the knowledge and skills which
may not have been sufficiently covered during the quarantine period.

7. In preparation for the ‘new normal’ transition period for the First Semester 2020-2021 and in consideration of the
safety of the faculty and students, the following alternative learning modality may be implemented for the RLE
(blended learning that combines distance learning with face-to-face instruction):
7.1 Skills Laboratory
Option 1
Schedule Alternative learning modality
First 2 months ( August-September) Distance Learning (offline and/or online) for concept learning and
practice of nursing skills using resources that are available at
home
Next 3 months (October-December) Face-to-face learning at the nursing skills laboratory for
supervised practice of nursing skills using supplies and
equipment available at the nursing laboratory, to assess the
competence of nursing skills practiced at home and at the
nursing laboratory; conduct of revalida or simulations

Option 2
Schedule Alternative learning modality
First 1.5 months ( August-September) Distance Learning (offline and/or online) for concept learning
and practice of nursing skills using resources that are available
at home
Next 1.5 months (September-October) Face-to-face learning at the nursing skills laboratory for
supervised practice of nursing skills using supplies and
equipment available at the nursing laboratory, to assess the
competence of nursing skills practiced at home and at the
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 nursing laboratory; conduct of revalida or simulations to
complete the entire skills laboratory hours

Note: The remaining 2 months of the semester will be allotted

for the clinical duties

7.2 Clinical Experience

Option 1
Schedule Alternative learning modality
First 2 months ( August-September) Distance Learning (offline and/or online) for concept learning
and practice of nursing skills using resources that are available
at home
Next month (October) Face-to-face learning at the nursing skills laboratory for
supervised practice of clinical nursing skills using supplies and
equipment available at the nursing laboratory, to assess the
competence of nursing skills practiced at home and at the
nursing laboratory; conduct of revalida or simulations
Last 2 months (November-December) Clinical duty in non-COVID-19 health care facilities with strict
compliance to safety regulations

Option 2

Schedule Alternative learning modality

Last 2.5- 3 months ( October- December) Clinical duty in non-COVID-19 health care facilities with strict
compliance to safety regulations to complete the total clinical
hours for the NCM course

Note:
A.Face to face instruction may only be allowed by CHED starting September 2020 unless otherwise modified.
B. Given the current limitations and the risk on students in their clinical experience during the quarantine period
and the transition period, at least 50% of the RLE hours may be spent on alternative learning activities which will
appropriately ensure the attainment of the learning outcomes, while at least 50% of the RLE hours may be
scheduled in the nursing laboratory and clinical areas if and when the safety of students and faculty are adequately
considered. This practice is benchmarked from nursing schools in other countries like the US and UK

8. The RLE component of the NCM courses scheduled to be offered for the First Semester 2020-2021 are
intended to be enrolled together with the lecture/theory component. This is based on the following justifications:
A. CMO 14, s. 2009 and CMO 15, s 2017 specify the concurrency of the lecture/theory with the
corresponding RLE component as part of the instructional standard and as prescribed by international
regulatory agencies.
B. There is value to pre-requisite NCM courses in RLE. Particularly for the second year curriculum, RLE for
normal mother and child may not be taken simultaneously with the RLE of the sick mother and child
especially because it is the first time for the second year students to be exposed in the clinical areas.
C. Taking all the lectures/theory for the curriculum year in the first semester and all RLE in the second
semester will cause an imbalance not only in the student semestral load, but also to the faculty loading.
There will be lesser student academic load and lesser faculty load during the first semester and an
overload for the students and faculty during the second semester.
D. Combining the RLE hours in all NCM courses in the second semester will put too much burden on the
students, not only physically but also mentally, socially, and financially with doubled RLE fees.
E. Putting all RLE units in the second semester will also exceed the need for clinical areas which are
already currently depleted considering the growing number of student nurses.
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B.2 Instructional Materials
1. The course syllabi for each professional nursing course may still be used as guide in the implementation of RLE
activities during the community quarantine and the ‘new normal’ transition. The course syllabus is developed after
completing a curriculum and competency map from which an alignment matrix is developed before the learning
plan of the course syllabus is made.
2. The learning plan of each course syllabus is revisited such that the teaching-learning activities and assessment
tools are modified to fit the flexible and alternative learning approach (Annex A Sample Learning Plans)
3. A basic instructional tool to implement a specific learning plan is a course module that will be given to all
students, either through offline or online mode. The course module may contain the course guide, course
specifications and the module contents divided into nursing/clinical focus. Each nursing school may customize
their module template and the implementing guidelines for the use of modules.
4. The students are provided with adequate learning resources (module guides, handouts, print or e-references,
video clips, journals, etc.) for concept learning before they are required to perform learning activities and submit
requirements. These complete learning resources are clustered as flexi-blend learning packets or nursing learning
package. Some samples of learning resources are presented but not limited to the following:
Learning Guide This contains relevant information and activity worksheets which the
students are expected to answer that are helpful in the learning, as well
as, the assessment and monitoring of the progress of learning.
Faculty-recorded Video clips demonstrating the nursing procedures, powerpoint slides with
learning resources faculty video explanations, etc. which are beneficial for students
especially for those with low internet bandwidth who can not fully
participate in online conferences. This is a self-running presentation that
can be downloaded and replayed by the students.
Interactive handouts A compilation of basic and relevant information about a nursing focus with
supportive educational links (journals, video clips and other references)
and guided activities that students can answer and/or perform. It allows
the students to be more interested, participative and have better retention
of information.

5. An additional supplemental document that is required is a Student Academic Agreement, a Student Learning
Agreement or a Learner’s Undertaking that each student signs and submits to the nursing school. It specifies the
student’s understanding and agreement to participate in the flexible alternative learning modality and commitment
to academic honesty in accomplishing all learning activities.

B.3. Alternative teaching-learning activities

1. Alternative learning activities test higher order thinking skills (HOTS) such as systems thinking, critical thinking,
creative thinking) of students through application type guide questions/ requirements that integrates relevant
nursing and health-related concepts.
2. A cluster of learning outcomes may be achieved in just one alternative learning activity. Students are not loaded
with too many requirements at the same time that will compromise their learning.
3. Adequate time is given for the students to complete alternative learning requirements. As they engage in guided
learning and self- directed learning, adequate flexibility are given in consideration of their available resources and
pace in learning.
4. The following are some flexible alternative distance learning/blended learning activities that may be employed
for skills laboratory and clinical exposure.

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 Learning Activities Brief description
Case-based learning Use of case scenarios prepared by the faculty that is appropriate for a nursing focus
(case study, case to achieve specific learning outcomes. The case is accompanied by guide questions
analysis, concept that the students are expected to answer by applying their knowledge from previous
mapping, etc.) concepts learned as provided by the faculty or through self-directed learning.
Dependent on the learning outcomes they are meant to fulfill, cases can be
fact-driven and deductive where there is a correct answer, or they can be context
driven where multiple solutions are possible.
The Methodical Clinical Review is a sample modified form of the institutional clinical
case study format which uses alternative case/situations for students to work on
using the template instead of deriving from actual patient care. Case presentations
can also be done once classes will resume.
(Annex B Sample case studies, concept mapping activity, methodical clinical
review)
Guided skills practice The faculty provides learning resources to the students such as faculty prepared
video clips demonstrating a particular nursing procedure or available video clips that
are downloadable in the internet, skills manual, and skills checklist/rubric to be used
as guide by the students to perform/practice the nursing skill at home. This can be
done only for nursing skills that requires available resources at home.
Assessment are done by requiring the students to video/take pictures of themselves
as they perform a nursing procedure to be sent to the faculty by uploading video via
google drive or youtube, or any media available to them where they can send links
to their video files. For students with difficulty in video recording, they can do live
return demonstrations via conference or video calls, or the graded skills
demonstration can be done face-to-face at the nursing laboratory when it is already
safe to report at school ( Annex C Sample activity worksheets, skills checklist, skills
rubric)
A skills audit/ revalida can also be done after all graded nursing skills to include the
integration of other skills such as communication skills, collaboration skills,
teamwork, problem solving skills, upholding of ethico-legal and moral
considerations, etc.
Problem-based An instructional method for active learning to improve the critical thinking, clinical
learning reasoning and problem solving skills by critically applying the cumulative nursing
concepts to actual clinical problems with some guide questions
Inquiry-based learning The students are tasked to search appropriate and relevant facts, studies, journal
(synthesis paper, articles to be synthesized and/or critiqued to have a comprehensive understanding
position papers, about a particular phenomenon or focus of study.
journal updates with
analysis/critiquing,etc)
Self-directed learning Students are directed to engage in assessing their own learning needs, setting their
activities (reflective own plans and implementing personal strategies to achieve their own learning
journaling, learning outcomes in line with some course requirements, afterwhich they make their
insights, learner’s personal assessment of their learning progress as reflected in their reflective
portfolio) journaling. All evidence of self-directed learning may be complied in a learner’s
portfolio which can be packaged as an e-portfolio or a hybrid portfolio (combination
of print and online evidences).
Collaborative learning Initiation of real time discussion with students about nursing concepts, nursing
skills, presentation of outputs, skills laboratory discussion and other interactive
activities through video conferencing using applications such as Zoom, Google

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 meet, etc. and/or through chats using fb messenger, etc.
Use of padlet in the discussion of the different topics can also be explored
(https://www.teachersfirst.com/single.cfm?id=10007) for creative and visual
presentation of information and where the students can post their questions/
clarifications and see the outputs and questions of other students to prevent
duplication and encourage collaboration.
For interactive learning, it is best for the faculty to pre-set specific dates and time
when students are expected to receive instructions, learning materials, interactive
learning, assessment and feedback.
Clinical Simulation This comprise set of conditions which attempts to present clinical case scenarios to
be responded to/solved by the students authentically. Methods in clinical simulation
can be through role playing, use of standardized patients, three dimensional
simulations like the use of low, medium and high fidelity mannequins, virtual reality
simulations. This teaching-learning strategy requires the use of a nursing laboratory
and the training of faculty on simulation pedagogies to strictly adhere to the
principles, techniques and standards of effective instruction, as well as, the
development of technological skills in creating and running case scenarios using
MUSE, etc.
A nursing school may have a consortium with another nursing school who is willing
to share the simulation resources in their virtual laboratory ( Annex D Sample
simulation cases)

B.4 Assessment
1. Authentic assessment tools are devised to assess the attainment of learning outcomes given the alternative
learning activities required of students.
2. Students are well informed of the criteria/tools for grading assignments and the weight of each learning activity
to the overall grade when activities are introduced.
3. Timely feedback of student performance is provided, preferably before the next alternative activity is presented.
4. There is a balance of formative and summative assessment to ensure that students develop the expected
learning outcomes.
5. Online examinations are done only if all students have internet access using appropriate apps such as google
form, monkey survey, or other LMS. Online quizzes and examinations are waived/not done if not all students have
access to internet; instead, their submitted outputs from required learning activities are the source of their grades.
6. Some leniency is accommodated in the submission deadline of course requirements especially for the students
without internet connectivity. Thereafter, a completion period of 2-3 months is set by the nursing school for the
students to submit their requirements to get credit for each course.
7. As a form of formative assessment, if a student submits requirements with a failing score, the faculty provides
additional guidance and reinforcement activities which the student can accomplish to obtain a passing
score/grade.
8. An appropriate, modified grading system is decided by the nursing school administrators and faculty based on
the available sources of grades that is uniform to all students (with or without connectivity.)

B.5 Achieving Instructional standards

1. The required RLE hours per course and for the entire BSN curriculum is completed as specified in CMO 14,
2009 and CMO 15, 2017 respectively. To achieve this, the RLE hours for the missed nursing skills laboratory

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activities and clinical rotation activities are replaced by alternative learning activities which can achieve the learning
outcomes in a different learning environment.
2. The time spent by the students to engage in alternative activities may not necessarily be the real/actual time
spent by the students in school/clinical areas per week, as long as, the learning outcomes expected for a clinical
rotation are adequately achieved. As such, an estimated RLE hours are assigned for a comprehensive case study
which replaced a particular clinical rotation.
3.To ensure uniformity in implementation, all faculty teaching a given course collectively agree on the learning
outcomes to be achieved per week, learning activities, resources to be used and assessment criteria/tools to be
employed.
4.The respective Department Heads monitor the compliance of their faculty to the set guidelines, the
appropriateness and quality of the alternative activities prepared for students in each course, as well as, the
feedback on student’s performance through a work-from-home monitoring scheme (Annex E Sample monitoring
sheet)
5. Regardless of the institutional decisions on how flexible learning will be implemented guided by CHED
Advisories, safety measures of the students and faculty are given utmost considerations, eg. social distancing,
handwashing, use of protective devices, etc .
6. On the completion of required DR-OR Cases for graduating students of AY 2019-2020 and AY2020-2021
A. The required DR-OR cases are fully completed by the graduating students as a requirement for graduation
as specified in CMO. 14, s 2009. The students have completed their DR-NUR cases during their second year
curriculum in their courses on maternal and child nursing while the OR cases have been completed in their
third year curriculum in their medical- surgical nursing courses in compliance to the concurrency policy. This is
also supported by the PRC Board of Nursing Memorandum No.01, s. 2009 which states that “2.1. the
intra-partal, immediate care of the newborn, and intra-operative competencies developed should be
demonstrated ‘within the course’ ” and “ 3. In cases of non-conformance to set curricular standards, the Board
of Nursing, in accordance with its mandate, shall exercise its regulatory powers within the prescription of the
law.”

B. If some students have not completed their required cases, the respective nursing school will facilitate the
completion of the required cases of their graduating students by scheduling and coordinating with appropriate
health care facilities with due and special considerations of the safety of their students. As explained by PRC
Board of Nursing Memorandum No.01, s. 2009, “ 4. In the event that the required competencies are not
developed within the allotted hours/weeks, the nursing student/s shall be made to ‘extend’ his/her Related
Learning Experience (RLE) exposures until the expected competencies are satisfactorily achieved.”

C. All documents for OR-DR cases are on file at the Dean’s Office or the Registrar’s Office of the nursing
school for the monitoring visits by the PRBON and CHED-TCNE.
7. The Dean initiates online meetings with the Department Heads and nursing faculty through free online apps
such as Zoom, Google suite, etc. or through other means like the fb messenger, etc. for continuous planning,
discussions and dissemination/sharing of relevant information.
8. Each institution/nursing school may develop their implementing guidelines for alternative learning to ensure
uniform understanding and implementation. Mechanisms for monitoring and evaluation may also be in place as a
quality assurance practice.
9. Open communications with students and their parents/guardian are established to inform them about the
implementation of flexible and alternative learning activities and other modifications in institutional policies and
guidelines to ensure transparency and cooperation.
10. Coordinations are made with affiliating agencies for the adjustments in clinical rotation of the students and to
revisit affiliation guidelines for needed modifications, especially on safety protocols.

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B.6 Faculty capability initiatives
1. It is the responsibility of the nursing dean to organize relevant online faculty training to develop the
competencies of the faculty on alternative modes of delivery and to ensure appropriate, standardized and quality
delivery of teaching-learning activities. These special trainings are organized by the institution or initiated by
regional ADPCN chapters. Availing free open-accessed webinars, enroling in online courses and maximizing
downloadable tutorials on the use of LMS are also encouraged.
2. Relevant topics for faculty training are the following:
A. Flexible alternative learning, distance learning (online and offline modes), blended learning, frameworks for
e-learning, setting an institutional roadmap for flexible learning
B. Learning Management systems and other online tools and references
C. OBE module development
D. Alternative teaching-learning modalities for RLE
E. Developing assessment tools/rubrics

References:
ASSURE: Instructional Design Model-Educational Technology:
https//educationaltechnology.net
CHED COVID-19 Advisories: https://ched.gov.ph/covid-19-updates/
CMO 15, s. 2017 Policies, Standards and Guidelines of Bachelor of Science in Nursing
CMO 14, s. 2009 Policies, Standards and Guidelines of Bachelor of Science in Nursing
PRC Board of Nursing Memorandum No.01, s. 2009
RA 7722, Section 13. Guarantee of Academic Freedom

Contributors:

A. CHED Centers of Excellence in Nursing Education

Cebu Normal University, Cebu
Saint Louis University, Baguio City
Saint Paul University Philippines, Tuguegarao City
Silliman University, Dumaguete City
University of Santo Tomas, Manila
University of the Philippines, Manila

B. CHED Centers of Development in Nursing Education

Angeles University Foundation, Angeles City
Bicol University, Legaspi City
Saint Paul Univeristy, Manila
Trinity University of Asia, Quezon City
University of the East Ramon Magsaysay Memorial Medical Center, Quezon City
West Visayas State University, Iloilo City

C. Other Autonomous, Deregulared and Regulated Nursing Schools

ADPCN Region 2
Baliuag University, Bulacan
Benguet State University, La Trinidad, Benguet Province
Central Philippine Univeristy, Iloilo City
Cento Escolar University, Manila
Colegio de San Agustin,Bacolod City
De La Salle University, Dasmarinas, Cavite
Don Mariano Marcos Dtate University, La Union
Eastern Samar State University, Borongan City
Mindano State University, Iligan City
Philippine Christian University-Mary Johnston College, Manila
Remedios Trinidad Romualdez Medical Foundation, Tacloban City
San Beda University, Manila
San Pedro College, Davao City
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St. Alexius College, South Cotabato
St. Dominic College of Asia, Cavite
St. Scholastica College, Tacloban
University of Perpetual Help System DALTA, Las Pinas
University of St. La Salle, Bacolod City
University of the Cordilleras, Baguio City
Visayas State Univeristy, Leyte
Xavier University, Cagayan de Oro

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