ACETAMINOPHEN ACETYLCYSTEIN MUCOMIST
DIGOXIN DIGIBIND, DIDIFAB
HEPARIN PROTAMINE SULFATE
COUMADIN, WARFARIN VITAMIN K, FRESH FROZEN PLASMA
LOVENOX VITAMIN K
LITHIUM DIAMOX
BENZODIAZEPINE FLUMAZENIL
ATROPINE SULFATE MESTINON
CURARE EDROPHONIUM TENSILON
MORPHINE NALOXONE HCL (NARCAN)
DEMEROL NALOXONE HCL (NARCAN)
METHOTREXATE LEUCOVORINE
NEOSTIGMINE PRALIDOXINE CHLORIDE (PAM)
PENICILLIN EPINEPHRINE
THROMBOLYTIC AMINO CAPROIC ACID
METHYLERGONOVINE MAGNESSIUM SULFATE
OXYTOCIN MAGNESSIUM SULFATE
MAGNESSIUM SULFATE CALCIUM GLUCONATE
YUTOPAR INDERAL
LEAD EDETATE DISODIUM (EDTA)
LEAD DIMERCAPROL (BAL)
LEAD SUCCIMER (CHEMET)
IRON DESFERAL
COPPER PENICILLAMINE
ETHYLENE POISONING FOMEPIZOL (ANTIZOL)
CYANIDE POISONING METHYLENE BLUE
Thursday, April 30, 2009
Friday, April 24, 2009
Blueberries May Banish Belly Fat Diet Rich in Blueberries May Boost Heart Health
A new study shows rats who ate a diet rich in blueberries lost abdominal fat -- the kind of fat linked to heart disease and diabetes -- as well as experienced other health benefits like lowered cholesterol and improved glucose control even if their diet wasn’t otherwise heart-healthy.
"Some measurements were changed by blueberry even if the rats were on a high-fat diet," researcher E. Mitchell Seymour, MS, of the University of Michigan’s Cardioprotection Research Laboratory, says in a news release.
Researchers say the results suggest that antioxidant-rich blueberries may change how the body stores and processes glucose or sugar for energy, thereby reducing the risk of both heart disease and diabetes.
"The benefits of eating fruits and vegetables have been well researched, but our findings in regard to blueberries show the naturally occurring chemicals they contain, such as anthocyanins, show promise in mitigating these health conditions," researcher Steven Bolling, MD, of the University of Michigan, says in the release.
Blueberries Boost Heart Health
In the study, presented at Experimental Biology 2009, researchers fed rats bred to become obese either a high-fat or low-fat diet enriched with whole blueberry powder or carbohydrates as 2% of their total diet.
After 90 days, the rats fed blueberries had less abdominal fat, lower cholesterol, and improved glucose control and insulin sensitivity. The latter two factors are markers of how well the body processes sugar for energy and are related to diabetes risk.
These health benefits of blueberries were evident in rats fed both high- and low-fat diets enriched with the blueberry powder. But the benefits were greatest among those who ate a low-fat diet.
In addition to the other heart health benefits of blueberries, those fed the low-fat blueberry diet also lost body weight and fat mass compared to those on the high-fat diet.
Although more research is needed to confirm these results in humans, a related study presented at the same conference showed that men with risk factors for heart disease who drank wild blueberry juice for three weeks seemed to experience slight improvements in glucose and insulin control.
"Some measurements were changed by blueberry even if the rats were on a high-fat diet," researcher E. Mitchell Seymour, MS, of the University of Michigan’s Cardioprotection Research Laboratory, says in a news release.
Researchers say the results suggest that antioxidant-rich blueberries may change how the body stores and processes glucose or sugar for energy, thereby reducing the risk of both heart disease and diabetes.
"The benefits of eating fruits and vegetables have been well researched, but our findings in regard to blueberries show the naturally occurring chemicals they contain, such as anthocyanins, show promise in mitigating these health conditions," researcher Steven Bolling, MD, of the University of Michigan, says in the release.
Blueberries Boost Heart Health
In the study, presented at Experimental Biology 2009, researchers fed rats bred to become obese either a high-fat or low-fat diet enriched with whole blueberry powder or carbohydrates as 2% of their total diet.
After 90 days, the rats fed blueberries had less abdominal fat, lower cholesterol, and improved glucose control and insulin sensitivity. The latter two factors are markers of how well the body processes sugar for energy and are related to diabetes risk.
These health benefits of blueberries were evident in rats fed both high- and low-fat diets enriched with the blueberry powder. But the benefits were greatest among those who ate a low-fat diet.
In addition to the other heart health benefits of blueberries, those fed the low-fat blueberry diet also lost body weight and fat mass compared to those on the high-fat diet.
Although more research is needed to confirm these results in humans, a related study presented at the same conference showed that men with risk factors for heart disease who drank wild blueberry juice for three weeks seemed to experience slight improvements in glucose and insulin control.
Thursday, April 23, 2009
What is PROGERIA?
Hutchinson-Gilford Progeria Syndrome ("Progeria", or "HGPS") is a rare, fatal genetic condition characterized by an appearance of accelerated aging in children. Its name is derived from the Greek and means "prematurely old." While there are different forms of Progeria*, the classic type is Hutchinson-Gilford Progeria Syndrome, which was named after the doctors who first described it in England; in 1886 by Dr. Jonathan Hutchinson and in 1897 by Dr. Hastings Gilford.
HGPS is caused by a mutation in the gene called LMNA (pronounced, lamin - a). The LMNA gene produces the Lamin A protein, which is the structural scaffolding that holds the nucleus of a cell together. Researchers now believe that the defective Lamin A protein makes the nucleus unstable. That cellular instability appears to lead to the process of premature aging in Progeria.
Although they are born looking healthy, children with Progeria begin to display many characteristics of accelerated aging at around 18-24 months of age. Progeria signs include growth failure, loss of body fat and hair, aged-looking skin, stiffness of joints, hip dislocation, generalized atherosclerosis, cardiovascular (heart) disease and stroke. The children have a remarkably similar appearance, despite differing ethnic background. Children with Progeria die of atherosclerosis (heart disease) at an average age of thirteen years (with a range of about 8 - 21 years).
* Other progeroid syndromes include Werner's syndrome, also known as "adult progeria" which does not have an onset until the late teen years, with a life span into the 40's and 50's.
HGPS is caused by a mutation in the gene called LMNA (pronounced, lamin - a). The LMNA gene produces the Lamin A protein, which is the structural scaffolding that holds the nucleus of a cell together. Researchers now believe that the defective Lamin A protein makes the nucleus unstable. That cellular instability appears to lead to the process of premature aging in Progeria.
Although they are born looking healthy, children with Progeria begin to display many characteristics of accelerated aging at around 18-24 months of age. Progeria signs include growth failure, loss of body fat and hair, aged-looking skin, stiffness of joints, hip dislocation, generalized atherosclerosis, cardiovascular (heart) disease and stroke. The children have a remarkably similar appearance, despite differing ethnic background. Children with Progeria die of atherosclerosis (heart disease) at an average age of thirteen years (with a range of about 8 - 21 years).
* Other progeroid syndromes include Werner's syndrome, also known as "adult progeria" which does not have an onset until the late teen years, with a life span into the 40's and 50's.
Wednesday, April 22, 2009
Topics Last November 2008 NLE
All about NGT
Laryngectomy
Lithium
Suicide
Perioperative
Neomycin as preoperative drug
Pandemic
Epidemic
Neuroleptic side effect- photosensitivity
Position after liver biopsy
Pra saan ang elisa test
COPD
Holding last espiration beforeparacentesis
Paracentesis
Alzheimer's
Dementia
CO poisoning
Pneumothorax
Colostomy(pwd b clang mgswim w/ colostomy?)
Pressureulcer
Beneficence
Non-maleficence
Veracity
Justice
COPAR
Community Organizing
IMCI
CPR (CODE BLUE! CODE BLUE!)
Barrel Chest ng emphysema
Definitive procedure after xray to confirm placement of NGT (pH)
Use of Canes/walkers
S/S of overdose/withdrawal
Wernicke's encepha
Korsakoff
Denial
Negative symptoms of Schizophrenia
RHD
Hip dislocation
Glaucoma
Emergency drugs (epi)
Diabetic ketoacidosis
Napakadaming BURNS
Triage
Acute MI
Hirschprung
AIDS
Angiography
Position b4 irrigation of ear
Colon cancer
Prostatecancer
Hypo/hyperthyroidism
ECG/echocardio
Addison&# 039;s
Eye instillation (proper)
ECT
Contraceptive(Contraindicated to women who had multiple partners & a previous Dx of STI)
Post term (without lanugo)
Autism
Subpoena duces/
Tecus decum
Qualification of regional health manager (sagot: 5 yrs exp sa community)
Laryngectomy
Lithium
Suicide
Perioperative
Neomycin as preoperative drug
Pandemic
Epidemic
Neuroleptic side effect- photosensitivity
Position after liver biopsy
Pra saan ang elisa test
COPD
Holding last espiration beforeparacentesis
Paracentesis
Alzheimer's
Dementia
CO poisoning
Pneumothorax
Colostomy(pwd b clang mgswim w/ colostomy?)
Pressureulcer
Beneficence
Non-maleficence
Veracity
Justice
COPAR
Community Organizing
IMCI
CPR (CODE BLUE! CODE BLUE!)
Barrel Chest ng emphysema
Definitive procedure after xray to confirm placement of NGT (pH)
Use of Canes/walkers
S/S of overdose/withdrawal
Wernicke's encepha
Korsakoff
Denial
Negative symptoms of Schizophrenia
RHD
Hip dislocation
Glaucoma
Emergency drugs (epi)
Diabetic ketoacidosis
Napakadaming BURNS
Triage
Acute MI
Hirschprung
AIDS
Angiography
Position b4 irrigation of ear
Colon cancer
Prostatecancer
Hypo/hyperthyroidism
ECG/echocardio
Addison&# 039;s
Eye instillation (proper)
ECT
Contraceptive(Contraindicated to women who had multiple partners & a previous Dx of STI)
Post term (without lanugo)
Autism
Subpoena duces/
Tecus decum
Qualification of regional health manager (sagot: 5 yrs exp sa community)
Tuesday, April 21, 2009
Things to Know, Read, and Remember while Reviewing for NLE
These are a few of the things every nursing student needs to complete before earning a Bachelor of Science in Nursing (BSN) degree. However, being conferred with a BSN degree is not enough for one to be allowed to practice Nursing in the Philippines.
As provided in Article IV, Section 12 of Republic Act 9173 otherwise known as Philippine Nursing Act of 2002, all applicants for license to practice nursing shall be required to pass a written examination.
Like any other examination, a thorough preparation is imperative to ensure one's success in the Philippine Nurse Licensure Examination.
With the vast scope of nursing, one may get lost in the thick of preparations. Listed are a few of the important areas which should not be missed in reviewing for the local board examination.
Community Health Nursing. Get a copy of the book published by the Department of Health on Community Health Nursing in the Philippines. Most, if not all, of the community health nursing questions in the local board examination are culled from this book. Master the vaccination schedules, communicable diseases, community diagnosis, principles of home visit, and the bag technique.
Psychiatric Nursing. Brush up on therapeutic use of self (Therapeutic communication), defense/coping mechanisms, psychiatric drugs, and DSM IV.
Maternal and Child Health Nursing. Know by heart the concepts on Menstruation, Pregnancy and common pregnancy-related complications, Labor Process, Breastfeeding, Growth and development concepts by noted theorists.
Medical-Surgical Nursing. Review on the common diseases endemic to the Philippines, and other country and Know the patho-physiology, nursing assessment, nursing diagnosis and nursing management/responsibilities for each disease. Include Oncololgy nursing and practice more drills.
Nursing Ethics, Jurisprudence and Professional Adjustment. Get a copy of L. Venzon's book on Professional Nursing and the Philippine Nursing Act of 2002 (R.A. 9173). Be familiar with laws that are related to and/or affect the practice of nursing in the Philippines.
It is also important to keep abreast with current events and general knowledge as questions on politics, religion, and sexuality have occassionally appeared in recent board examinations. A good way to do this is by reading newspapers as well as getting hold of copies of public speeches made by current and immediate past members of the regulatory board of nursing.
Competencies to be TESTED DURING THE BOARD EXAM
The Board of Nursing implemented the new competency based test framework for Nurse Licensure Examination. It consists of five (5) parts organized as follows:
NURSING PRACTICE I ( Test 1) - Theories, concepts, principles and processes basic to the practice of nursing with emphasis on health promotion and health maintenance. It includes basic nursing skills in the care of clients across age groups in any setting. It encompasses the varied roles, functions and responsibilities of the professional nurse in varied health care settings.
NURSING PRACTICE II (Test 11) - Theories, concepts, principles and processes in the care of individuals, families, groups and communities to promote health and prevent illness, and alleviate pain and discomfort, utilizing the nursing process as framework. This includes care of high risk and at risk mothers, children and families during the various stages of the lifecycle.
NURSING PRACTICE III, IV AND V (Test III ,IV and V) - Theories, concepts, principles and processes in the care of clients with altered health patterns, utilizing the nursing process and integrating the key areas of nursing competencies.
The tests draw basic knowledges, skills and attitudes in the major subject areas. The following areas of knowledge will be integrated in each of the above named tests: Anatomy and Physiology, Pharmacology and Therapeutics, Nutrition and Diet Therapy and Microbiology.
In April 2001, the Board of Nursing developed the Core Competency Standards for Nursing Practice in the Philippines. This will embodies the skills, attitudes and competencies expected of a beginning professional nurse.
There are eleven (11) core competency areas for nursing practice that were identified which include the following:
01. Safe and Quality Nursing Care
02. Management of Resources and Environment
03. Health Education
04. Legal Responsibility
05. Ethico-Moral Responsibility
06. Personal and Professional Development
07. Quality Improvement
08. Research
09. Record Management
10. Communication
11. Collaboration and Teamwork
The competency standards will serve as a unifying framework for nursing education, regulation and practice.
“The Lord is watching and working with us always”
As provided in Article IV, Section 12 of Republic Act 9173 otherwise known as Philippine Nursing Act of 2002, all applicants for license to practice nursing shall be required to pass a written examination.
Like any other examination, a thorough preparation is imperative to ensure one's success in the Philippine Nurse Licensure Examination.
With the vast scope of nursing, one may get lost in the thick of preparations. Listed are a few of the important areas which should not be missed in reviewing for the local board examination.
Community Health Nursing. Get a copy of the book published by the Department of Health on Community Health Nursing in the Philippines. Most, if not all, of the community health nursing questions in the local board examination are culled from this book. Master the vaccination schedules, communicable diseases, community diagnosis, principles of home visit, and the bag technique.
Psychiatric Nursing. Brush up on therapeutic use of self (Therapeutic communication), defense/coping mechanisms, psychiatric drugs, and DSM IV.
Maternal and Child Health Nursing. Know by heart the concepts on Menstruation, Pregnancy and common pregnancy-related complications, Labor Process, Breastfeeding, Growth and development concepts by noted theorists.
Medical-Surgical Nursing. Review on the common diseases endemic to the Philippines, and other country and Know the patho-physiology, nursing assessment, nursing diagnosis and nursing management/responsibilities for each disease. Include Oncololgy nursing and practice more drills.
Nursing Ethics, Jurisprudence and Professional Adjustment. Get a copy of L. Venzon's book on Professional Nursing and the Philippine Nursing Act of 2002 (R.A. 9173). Be familiar with laws that are related to and/or affect the practice of nursing in the Philippines.
It is also important to keep abreast with current events and general knowledge as questions on politics, religion, and sexuality have occassionally appeared in recent board examinations. A good way to do this is by reading newspapers as well as getting hold of copies of public speeches made by current and immediate past members of the regulatory board of nursing.
Competencies to be TESTED DURING THE BOARD EXAM
The Board of Nursing implemented the new competency based test framework for Nurse Licensure Examination. It consists of five (5) parts organized as follows:
NURSING PRACTICE I ( Test 1) - Theories, concepts, principles and processes basic to the practice of nursing with emphasis on health promotion and health maintenance. It includes basic nursing skills in the care of clients across age groups in any setting. It encompasses the varied roles, functions and responsibilities of the professional nurse in varied health care settings.
NURSING PRACTICE II (Test 11) - Theories, concepts, principles and processes in the care of individuals, families, groups and communities to promote health and prevent illness, and alleviate pain and discomfort, utilizing the nursing process as framework. This includes care of high risk and at risk mothers, children and families during the various stages of the lifecycle.
NURSING PRACTICE III, IV AND V (Test III ,IV and V) - Theories, concepts, principles and processes in the care of clients with altered health patterns, utilizing the nursing process and integrating the key areas of nursing competencies.
The tests draw basic knowledges, skills and attitudes in the major subject areas. The following areas of knowledge will be integrated in each of the above named tests: Anatomy and Physiology, Pharmacology and Therapeutics, Nutrition and Diet Therapy and Microbiology.
In April 2001, the Board of Nursing developed the Core Competency Standards for Nursing Practice in the Philippines. This will embodies the skills, attitudes and competencies expected of a beginning professional nurse.
There are eleven (11) core competency areas for nursing practice that were identified which include the following:
01. Safe and Quality Nursing Care
02. Management of Resources and Environment
03. Health Education
04. Legal Responsibility
05. Ethico-Moral Responsibility
06. Personal and Professional Development
07. Quality Improvement
08. Research
09. Record Management
10. Communication
11. Collaboration and Teamwork
The competency standards will serve as a unifying framework for nursing education, regulation and practice.
“The Lord is watching and working with us always”
Monday, April 20, 2009
colostomy/ileostomy,burns,and oncology nsg some of the topics that might come out this june???
2 years ago when the board of nursing was reorganized due to the scandal in the june 2006 nle exam, this topics are the few favorite and must seen questions.Sinced then it was a trend in the board exam,now that i am taking the exam i wonder why do these topics will come out again or not??? many reviewers told us not to forget about colostomy, ileostomy, CTT, radiation and chemotherapy. but what if they suddenly change the topics included in the exam and this I say what my ci told me you should learn and know about all d disciplines and areas of nursing in order to past the board analytical and critical thinking must be develop.to my fellow newly graduates aim for the best and the highest nothing is impossible with God.
SCOPE OF 2009 JUNE NLE
Scope of Examination
The scope of the examination for the practice of nursing in the Philippines shall be determined by the Board.
Nursing Practice I
1. Personal and Professional Growth and Development
a. Historical perspectices in nursing
b. Nursing as a profession
c. Theoretical foundation of nursing applied in health care situations
d. Continuing professional education
e. Professional organizations in nursing
f. The nurse in health care
1. Eleven key areas of responsibilities
2. Fields of Nursing
3. Roles and Functions
2. Safe and Quality Care
a. The nursing process
b. Basic nursing skills
1. Admission and discharge
2. Vital signs
3. Physical examination and assessment
4. Administration of medications
5. Asepsis and infection control
6. First aid measures
7. Wound care
8. Peri-operative care
9. Post-mortem care
c. Measures to meet physiologic needs
1. Oxygenation
2. Nutrition
3. Activity, rest and sleep
4. Fluid and electrolyte balance
5. Urinary elimination
6. Bowel elimination
7. Safety, comfort and hygiene
8. Mobility and immobility
3. Health Education
a. Teaching and learning principles in the care of clients
b. Health education in all levels of care
c. Discharge planning
4. Ethico-Moral Responsibility
a. Bioethical principles
1. Beneficence
2. Non-maleficence
3. Justice
4. Autonomy
5. Stewardship
6. Truth telling
7. Confidentiality
8. Privacy
9. Informed consent
b. Patients' Bill of Rights
c. Code of Ethics in Nursing
5. Legal Responsibility
a. Legal aspects in the practice of nursing
b. The Philippine Nursing Law of 2002 (RA 9173)
c. Related laws affecting the practice of nursing
6. Management of Environment and Resources
a. Theories and principles of management
b. Nursing administration and management
c. Theories, principles and styles of leadership
d. Concepts and principles of organization
e. Patient care classification
f. Nursing care systems
g. Delegation and accountability
7. Records Management
a. Anecdotal report
b. Incidence report
c. Memorandum
d. Hospital manual
e. Documentation
f. Endorsement and end-shift report
g. Referral
8. Quality Improvement
a. Standards of nursing practice
b. Nursing audit
c. Accreditation/certification in nursing practice
d. Quality assurance
9. Research
a. Problem identification
b. Ethics and science research
c. The scientific process
d. Research process
e. Research designs and methodology
1. Qualitative
2. Quantitative
10. Communication
a. Dynamics of communication
b. Nurse-client relationship
c. Professional-professional relationship
d. Therapeutic use of self
e. Use of information technology
11. Collaboration and Teamwork
a. Networking
b. Inter-agency partnership
c. Teamwork strategies
d. Nursing and partnership with other professions and agencies
Nursing Practice II
Theories, principles and processes in the care of individuals, families, groups and communities to promote health and prevent illness and alleviate pain and discomfort, utilizing the nursing process as framework. This includes the high risk and at-risk mothers, children and families during the various stages of the life cycle.
Community Health Nursing
I. Safe and quality care, health education and communication, collaboration and teamwork
a. Principles and standards of CHN
b. Levels of care
c. Types of clientele
d. Health care delivery system
e. Primary health care as a strategy
f. Family-based nursing services/community health nursing process
g. Population group-based nursing services
h. Community-based nursing services/community health nursing process
i. Community organizing
j. Public health programs
II. Research and quality improvement
a. Research in the community
b. National health situation
c. Vital statistics
d. Epidemiology
e. Demographics
III. Management of resources and environment and records management
a. Field health services and information system
b. Target setting
c. Environmental sanitation
IV. Ethico-moral-legal responsibility
a. Socio-cultural values, beliefs and practices of individuals, families, groups and communities
b. Code of ethics for government workers
c. World Health Organization, Department of Health, Local Government Units policies on health
d. Local government code
e. Issues
V. Personal and professional development
a. Self-assessment of CHN competencies, importance, methods and tools
b. Strategies and methods of updating one's self-enhancing competence in community health nursing and related areas
c. Environmental sanitation
Maternal and Child Nursing
I. Safe and quality care, health education and communication, collaboration and teamwork
a. Principles and theories of growth and development
b. Nursing care in the different stages of growth and development
1. Nutrition
2. Safety
3. Language development
4. Discipline
5. Play
6. Immunization
7. Anticipatory guidance
8. Values formation
c. Human sexuality and reproduction including family planning
d. Nursing care of women during normal labor, delivery and postpartum
e. Nursing care of the newborn
1. APGAR scoring
2. Newborn screening
3. Maintenance of body processes (oxygenation, temperature, etc.)
f. Nursing care of women with complications of pregnancy, labor, delivery and postpartum period (high-risk conditions)
g. Nursing care of high-risk newborn
1. Prematurity
2. Congenital defects
3. Infections
II. Research and quality improvement
a. Fertility statistics
b. Infant morbidity and mortality
c. Maternal mortality
d. Standards of maternal and child nursing practice
III. Ethico-moral-legal responsibility
a. Socio-cultural values, beliefs and practice of individuals and families related to MCN.
b. World Health Organization, Department of Health, Local Government Units policies on health of women and children
c. Family Code
d. Child and youth welfare code
e. Issues related to MCN
IV. Personal and professional development
a. Self-assessment of MCN competencies, importance, methods and tools.
b. Strategies and methods of updating one's self enhancing competencies in MCN and related areas.
Nursing Practice III, IV and V
Theories, concepts, principles and processes in the care of clients with altered health patterns, utilizing the nursing process and integrating key areas of nursing competencies.
I. Safe and quality care, health education, management of environment and resources in quality management
Test III
a. Client in pain
b. Perioperative pain
c. Alterations in human functioning
1. Disturbances in oxygenation
2. Disturbances in metabolic and endocrine functioning
3. Disturbances in elimination
Test IV
d. Alterations in human functioning
1. Disturbances in fluids and electrolytes
2. Inflammatory and infectious disturbances
3. Disturbances in immunlogic functioning
4. Disturbances in cellular functioning
e. Client in biologic crisis
f. Emergency and disaster nursing
Test V
g. Disturbances in perception and coordination
1. Neurologic disorders
2. Sensory disorders
3. Musculo-skeletal disorders
4. Degenerative disorders
h. Maladaptive patterns of behavior
1. Anxiety response and anxiety-related disorders
2. Psychophysiologic responses, somatoform and sleep disorders
3. Abuse and violence
4. Emotional responses and mood disorders
5. Schizophrenia and other psychotic and mood disorders
6. Social responses and personality disorders
7. Substance-related disorders
8. Eating disorders
9. Sexual disoders
10. Emotional disorders of infant, children and adolescents
i. Nurse-client relationship
j. Continuing education
II. Personal and professional development
a. Team approach
b. Referral
c. Network/linkage
d. Therapeutic communication
III. Communication, collaboration and teamwork
a. Confidentiality
b. Clients' rights
1. Informed consent
2. Refusal to take meds, treatments and admission procedures
c. Nurses' accountability
d. Documentation/charting
e. Culture sensitivity
IV. Ethico-moral-legal responsibility
What to Bring on Examination Day
• Notice of Admission
• Application Stub
• PRC Official Receipt
• Two or more pencils (No. 2)
• Ballpens with black ink only
• One (1) piece of metered-stamp window envelope
• One (1) piece of transparent (non-colored) plastic envelope (to keep above items)
What to Wear on Examination Day
• Males - school uniform/white polo shirt or t-shirt (tucked in)
• Females - school uniform/white blouse or t-shirt
List of Allowed Calculators
Examinees shall be allowed to bring in and use only any of the following calculators that were identified as non-programmable:
The scope of the examination for the practice of nursing in the Philippines shall be determined by the Board.
Nursing Practice I
1. Personal and Professional Growth and Development
a. Historical perspectices in nursing
b. Nursing as a profession
c. Theoretical foundation of nursing applied in health care situations
d. Continuing professional education
e. Professional organizations in nursing
f. The nurse in health care
1. Eleven key areas of responsibilities
2. Fields of Nursing
3. Roles and Functions
2. Safe and Quality Care
a. The nursing process
b. Basic nursing skills
1. Admission and discharge
2. Vital signs
3. Physical examination and assessment
4. Administration of medications
5. Asepsis and infection control
6. First aid measures
7. Wound care
8. Peri-operative care
9. Post-mortem care
c. Measures to meet physiologic needs
1. Oxygenation
2. Nutrition
3. Activity, rest and sleep
4. Fluid and electrolyte balance
5. Urinary elimination
6. Bowel elimination
7. Safety, comfort and hygiene
8. Mobility and immobility
3. Health Education
a. Teaching and learning principles in the care of clients
b. Health education in all levels of care
c. Discharge planning
4. Ethico-Moral Responsibility
a. Bioethical principles
1. Beneficence
2. Non-maleficence
3. Justice
4. Autonomy
5. Stewardship
6. Truth telling
7. Confidentiality
8. Privacy
9. Informed consent
b. Patients' Bill of Rights
c. Code of Ethics in Nursing
5. Legal Responsibility
a. Legal aspects in the practice of nursing
b. The Philippine Nursing Law of 2002 (RA 9173)
c. Related laws affecting the practice of nursing
6. Management of Environment and Resources
a. Theories and principles of management
b. Nursing administration and management
c. Theories, principles and styles of leadership
d. Concepts and principles of organization
e. Patient care classification
f. Nursing care systems
g. Delegation and accountability
7. Records Management
a. Anecdotal report
b. Incidence report
c. Memorandum
d. Hospital manual
e. Documentation
f. Endorsement and end-shift report
g. Referral
8. Quality Improvement
a. Standards of nursing practice
b. Nursing audit
c. Accreditation/certification in nursing practice
d. Quality assurance
9. Research
a. Problem identification
b. Ethics and science research
c. The scientific process
d. Research process
e. Research designs and methodology
1. Qualitative
2. Quantitative
10. Communication
a. Dynamics of communication
b. Nurse-client relationship
c. Professional-professional relationship
d. Therapeutic use of self
e. Use of information technology
11. Collaboration and Teamwork
a. Networking
b. Inter-agency partnership
c. Teamwork strategies
d. Nursing and partnership with other professions and agencies
Nursing Practice II
Theories, principles and processes in the care of individuals, families, groups and communities to promote health and prevent illness and alleviate pain and discomfort, utilizing the nursing process as framework. This includes the high risk and at-risk mothers, children and families during the various stages of the life cycle.
Community Health Nursing
I. Safe and quality care, health education and communication, collaboration and teamwork
a. Principles and standards of CHN
b. Levels of care
c. Types of clientele
d. Health care delivery system
e. Primary health care as a strategy
f. Family-based nursing services/community health nursing process
g. Population group-based nursing services
h. Community-based nursing services/community health nursing process
i. Community organizing
j. Public health programs
II. Research and quality improvement
a. Research in the community
b. National health situation
c. Vital statistics
d. Epidemiology
e. Demographics
III. Management of resources and environment and records management
a. Field health services and information system
b. Target setting
c. Environmental sanitation
IV. Ethico-moral-legal responsibility
a. Socio-cultural values, beliefs and practices of individuals, families, groups and communities
b. Code of ethics for government workers
c. World Health Organization, Department of Health, Local Government Units policies on health
d. Local government code
e. Issues
V. Personal and professional development
a. Self-assessment of CHN competencies, importance, methods and tools
b. Strategies and methods of updating one's self-enhancing competence in community health nursing and related areas
c. Environmental sanitation
Maternal and Child Nursing
I. Safe and quality care, health education and communication, collaboration and teamwork
a. Principles and theories of growth and development
b. Nursing care in the different stages of growth and development
1. Nutrition
2. Safety
3. Language development
4. Discipline
5. Play
6. Immunization
7. Anticipatory guidance
8. Values formation
c. Human sexuality and reproduction including family planning
d. Nursing care of women during normal labor, delivery and postpartum
e. Nursing care of the newborn
1. APGAR scoring
2. Newborn screening
3. Maintenance of body processes (oxygenation, temperature, etc.)
f. Nursing care of women with complications of pregnancy, labor, delivery and postpartum period (high-risk conditions)
g. Nursing care of high-risk newborn
1. Prematurity
2. Congenital defects
3. Infections
II. Research and quality improvement
a. Fertility statistics
b. Infant morbidity and mortality
c. Maternal mortality
d. Standards of maternal and child nursing practice
III. Ethico-moral-legal responsibility
a. Socio-cultural values, beliefs and practice of individuals and families related to MCN.
b. World Health Organization, Department of Health, Local Government Units policies on health of women and children
c. Family Code
d. Child and youth welfare code
e. Issues related to MCN
IV. Personal and professional development
a. Self-assessment of MCN competencies, importance, methods and tools.
b. Strategies and methods of updating one's self enhancing competencies in MCN and related areas.
Nursing Practice III, IV and V
Theories, concepts, principles and processes in the care of clients with altered health patterns, utilizing the nursing process and integrating key areas of nursing competencies.
I. Safe and quality care, health education, management of environment and resources in quality management
Test III
a. Client in pain
b. Perioperative pain
c. Alterations in human functioning
1. Disturbances in oxygenation
2. Disturbances in metabolic and endocrine functioning
3. Disturbances in elimination
Test IV
d. Alterations in human functioning
1. Disturbances in fluids and electrolytes
2. Inflammatory and infectious disturbances
3. Disturbances in immunlogic functioning
4. Disturbances in cellular functioning
e. Client in biologic crisis
f. Emergency and disaster nursing
Test V
g. Disturbances in perception and coordination
1. Neurologic disorders
2. Sensory disorders
3. Musculo-skeletal disorders
4. Degenerative disorders
h. Maladaptive patterns of behavior
1. Anxiety response and anxiety-related disorders
2. Psychophysiologic responses, somatoform and sleep disorders
3. Abuse and violence
4. Emotional responses and mood disorders
5. Schizophrenia and other psychotic and mood disorders
6. Social responses and personality disorders
7. Substance-related disorders
8. Eating disorders
9. Sexual disoders
10. Emotional disorders of infant, children and adolescents
i. Nurse-client relationship
j. Continuing education
II. Personal and professional development
a. Team approach
b. Referral
c. Network/linkage
d. Therapeutic communication
III. Communication, collaboration and teamwork
a. Confidentiality
b. Clients' rights
1. Informed consent
2. Refusal to take meds, treatments and admission procedures
c. Nurses' accountability
d. Documentation/charting
e. Culture sensitivity
IV. Ethico-moral-legal responsibility
What to Bring on Examination Day
• Notice of Admission
• Application Stub
• PRC Official Receipt
• Two or more pencils (No. 2)
• Ballpens with black ink only
• One (1) piece of metered-stamp window envelope
• One (1) piece of transparent (non-colored) plastic envelope (to keep above items)
What to Wear on Examination Day
• Males - school uniform/white polo shirt or t-shirt (tucked in)
• Females - school uniform/white blouse or t-shirt
List of Allowed Calculators
Examinees shall be allowed to bring in and use only any of the following calculators that were identified as non-programmable:
Subscribe to:
Posts (Atom)