Why Nursing at HAU?

Holy Angel University offers a four-year BSN program that is recognized for its dynamic student engagement, instructional quality, and high graduates’ employability. The value-added Angelite nursing education imbues conscience, competence, and compassion in the preparation of practice-ready professional nurses. Its curriculum is benchmarked with national and international standards to make it attuned with the local and foreign needs. The academic staff’s appropriate qualifications, teaching abilities, research proficiencies, and service orientation contribute to the well-rounded educational experience of students.  

National and International Standards Benchmarked

CHED CMO 15 s 2017


AACN The Essentials of Baccalaureate Education for Professional Nursing Practice


AACN’s The Essentials: Core Competencies for Professional Nursing Education


National Nursing Core Competency Standards


BSN Program Description

The BSN program is taught with a combination of general and professional education courses. The general education courses are those that are mandated by the Commission on Higher Education (CHED) to develop the students’ intellectual competencies on social and natural realities and their civic capacities. Additionally, the institutional courses are included in the core instruction to instill the values and verities of the University as a Catholic institution of higher learning. 

 The professional education courses are the courses contained in the CHED Memorandum Order 15 series of 2017. They are a blend of disciplinary and borrowed sciences where central concepts, principles, and techniques are taught in theoretical and practical aspects. The theory instruction is concurrent with its counterpart practice. The practice component of professional education is carried out in simulated laboratories and actual clinical placement. The entire program of study is intended to prepare the pre-service nurses to assume beginning roles in client care, leadership and management, and research. Accordingly, the graduates of the program possess Level 6 qualification under the Philippine Qualifications Framework. 

BSN Program Curricular Map

View Curricular Map

Expected Learning Outcomes of the BSN Program

The program’s expected learning outcomes are articulated distinctly but coherently as institutional student learning outcomes (ISLOs), program educational objectives (PEOs), and program outcomes (POs).

Institutional Student Learning Outcomes

  1. Show effective communication
  2. Demonstrate appropriate value and sound ethical reasoning
  3. Apply critical and creative thinking
  4. Utilize civic and global learning
  5. Use applied and collaborative learning
  6. Employ aesthetic engagement
  7. Show Information and Communication Technology (ICT) Literacy


BSN Program Educational Objectives

Graduates of the BSN program are envisioned to:

  1. Practice the role of a beginning nurse practitioner, rendering services mindful of patient safety and quality care.
  2. Execute beginning leadership and managerial capabilities in various nursing settings.
  3. Apply principles of evidence-based nursing as a beginning nurse-researcher in advancing delivery of relevant health care services.



BSN Program Outcomes 

  1. Apply nursing, physical, social, natural, and health sciences, and humanities in the practice of nursing.  
  2. Perform safe, appropriate, and holistic care to individuals, families, population groups, and community utilizing nursing process.  
  3. Apply guidelines and principles of evidence-based practice in the delivery of care. 
  4. Practice nursing in accordance with existing laws, legal, ethical, and moral principles. 
  5. Communicate effectively in speaking, writing, and presenting using culturally appropriate language 
  6. Report/document client care accurately and comprehensively. 
  7. Collaborate effectively with inter-, intra-, and multi-disciplinary and multi-cultural teams. 
  8. Practice beginning management and leadership skills using systems approach in the delivery of client care. 
  9. Conduct research with an experienced researcher. 
  10. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in particular. 
  11. Demonstrate responsible citizenship and pride in being a Filipino. 
  12. Apply techno-intelligent care systems and processes in health care delivery. 
  13. Uphold the nursing and Holy Angel University core values in the practice of the profession. 
  14. Apply entrepreneurial skills in the delivery of nursing care. 



Institutional Student Learning Outcomes (ISLOs) mapped onto the elements of the HAU core purpose (mission statement) 


ISLOsPerson of ConsciencePerson of CompetencePerson of Compassion



Valuing and Ethical Reasoning


Critical and Creative Thinking 


Civic and Global Learning




Applied and Collaborative Learning 



Aesthetic Engagement  


ICT Literacy





BSN Program Educational Objectives (PEOs) mapped onto the elements of the HAU core purpose (mission statement) 


PEOsPerson of ConsciencePerson of CompetencePerson of Compassion









BSN Program Outcomes (POs) mapped onto the elements of the HAU core purpose (mission statement) 



POsPerson of ConsciencePerson of CompetencePerson of Compassion
















































Specific Program based Outcomes

Program Outcomes 

Performance Indicators 

  1. Apply nursing, physical, social, and health sciences, and humanities in the practice of nursing. 

a. Integrate relevant principles of social, physical, natural and health sciences and humanities in a given health and nursing situation. 

b. Apply appropriate nursing concepts and actions holistically and comprehensively. 

c. Use the disciplinal knowledge, science and philosophy to inform nursing care.* 

d. ntegrate appropriate nursing concepts and theories in a given nursing situation.*

2. Perform safe, appropriate, and holistic care to individuals, families, population groups, and community utilizing nursing process. 

a. Assess with the client (individual, family, population group, and/or community), one's health status/competence. 

b. Formulate with the client a plan of care to address the health conditions, needs, problems and issues based on priorities. 

c. Implement safe and quality interventions with the client to address the health needs, problems and issues. 

d. Provide health education using selected planning models to targeted clientele (individuals, family, population group or community) 

e. Evaluate with the client the health status/ competence and /or process/expected outcomes of nurse-client working relationship 

f. Institute appropriate corrective actions to preventor minimize harm arising from adverse effects 

3. Apply guidelines and principles of evidence- based practice in the delivery of care. 

a. Provide appropriate evidence-based nursing care using a participatory approach based on: 

• variety of theories and standards relevant to health and healing 

• research 

• clinical practice 

• client preferences 

• client and staff safety 

• customer care standards 

4. Practice nursing in accordance with existing laws, legal, ethical, and moral principles. 

a. Adhere to ethico-legal considerations when providing safe, quality and professional nursing care. 

b. Apply ethical reasoning and decision-making process to address situations of ethical distress and moral dilemma. 

c. Adhere to established norms of conduct based on the Philippine Nursing Law and other legal, regulatory and institutional requirements relevant to safe nursing practice. 

d. Protect clients’ rights based on "Patient's Bill of Rights and Obligations." 

e. Implement strategies/policies related to Informed consent as it applies in multiple contexts. 

5. Communicate effectively in speaking, writing and presenting using culturally appropriate language 

a. Ensure a working relationship with the client and/or support system based on trust, respect and shared decision-making using appropriate communication/interpersonal techniques/strategies. 


6. Report/document client care accurately and comprehensively. 

b. Document client's responses /nursing care services rendered and processes/outcomes of the nurse client working relationship. 

c. Ensure completeness, integrity, safety, accessibility and security of information. 

d. Adhere to protocol and principles of confidentiality in safekeeping and releasing of records and other information. 

7. Collaborate effectively with inter-, intra-, and multi-disciplinary and multi-cultural teams. 

a. Ensure intra-agency, inter-agency, multidisciplinary and sectoral collaboration in the delivery of health care. 


b. Implement strategies/approaches to enhance/support the capability of the client and care providers to participate in decision making by the inter-professional team. 

c. Maintain a harmonious and collegial relationship among members of the health team for effective, efficient and safe client care. 

d. Coordinate the tasks/functions of other nursing personnel (midwife, BHW and utility worker). 

e. Collaborate with other members of the health team in the implementation of programs and services. 

f. Apply principles of partnership and collaboration to improve delivery of health services. 

g. Collaborate with GOs, NGOs and other socio-civic agencies to improve health care services, support environment protection policies and strategies, and safety and security mechanisms in the community. 

h. Participate as a member of a quality team in implementing the appropriate quality improvement process on identified improvement opportunities. 

8. Practice beginning management and leadership skills using systems approach in the delivery of client care. 

a. Participate in the development and improvement of policies and standards regarding safe nursing practice and relevant to human resource management. 

b. Manage resources (human, physical, financial, time) efficiency and effectively. 

c. Apply management and leadership principles in providing direction to manage a community/village based. 

d. Use appropriate strategies/approaches to plan community health programs and nursing service. 

e. Supervise the implementation of the nursing component of the health services/programs. 

f. Ensure that all nursing personnel adhere to standards of safety, bioethical principles and evidence-based nursing practice. 

g. Evaluate specific components of health programs and nursing services based on parameters/criteria. 

h. Maintain a positive practice environment. 

i. Participate in the planning and implementation of staff development activities to enhance performance of nursing support staff. 

j. Evaluate performance of nursing support staff using a standard evaluation tool. 

9. Conduct research with an experienced researcher. 

a. Participate in preparing a research proposal complying with the ethical principles in nursing research. 

b. Conduct a research study as a member of a research team. 

c. Determine if the research problems/questions, learning outcomes and /or hypotheses are clearly and logically linked to the research purpose, concepts and relationships, and propositions generated from the study framework. 

d. Analyze if the conceptual framework the summary of review of related literature, research design, and data analysis procedure are logically linked with the research purpose, problems/questions, and hypotheses. 

e. Establish if the interpretation, implications, and recommendations are consistent with the results considering the limitations of the study. 

f. Analyze the research study/report for adherence to standards of writing mechanics, ethical principles and guidelines in all phases of the research study. 

g. Present the research study conducted in partnership with a research team. 

10. Engage in lifelong learning with a passion to keep current with national and global developments in general, and nursing and health developments in particular. 

a. Assume responsibility for lifelong learning, own personal development and maintenance of competence. 

b. Demonstrate continued competence and professional growth. 

c. Engage in advocacy activities to influence health and social care service policies and access to services. 

d. Model professional behavior. 

e. Engage in advocacy activities to deal with health related concerns and adopts policies that foster the growth and development of the nursing profession. 

11. Demonstrate responsible citizenship and pride in being a Filipino. 

a. Exemplify love for country in service of the Filipinos 

b. Customize nursing interventions based on Philippine culture and values 

12. Apply techno-intelligent care systems and processes in health care delivery. 

a. Use appropriate technology to perform safe and efficient nursing activities 

b. Implement system of informatics to support the delivery of health care. 

13. Uphold the nursing and Holy Angel University core values in the practice of the profession 

a. Demonstrate caring as the core of nursing, love God, love of country and love of people. 

b. Manifest Christ-centeredness, integrity, excellence, community, societal responsibility, and professionalism.* 

c. Project the positive professional image of a Filipino Nurse. 

14. Apply entrepreneurial skills in the delivery of nursing care 

a. Identify opportunities for entrepreneurial nursing practice. 

b. Apply strategic interventions to address health related concerns of individuals, families, communities and population groups to any health care setting. 

Note: * = Unique to Holy Angel University – School of Nursing and Allied Medical Sciences’ Bachelor of Nursing Program 

Expected Level of Achievement of Program Outcomes at each year level

Expected Level of Achievement of Program Outcomes at each year level


Teaching-Learning Principles and Approaches

The School actualizes OBE with its outcomes-based teaching and learning (OBTL) at the class level. In OBTL, academic staff frame their instruction in a fashion where the outcomes determine the instructional content, the teaching methods and strategies, and the assessment process. They make OBTL apparent in their observance of the following teaching and learning principles:  

Teaching Principles 

  1. Teaching involves getting relevant information about students to guide the design of instruction. 
  2. Teaching involves expressing clear expectations about how learning takes place. 
  3. Teaching involves focusing on the essential knowledge and skills. 
  4. Teaching involves recognizing and overcoming expert blind spot. 
  5. Teaching involves adopting appropriate teaching roles to support student learning. 
  6. Teaching involves continuous improving of learning plans based on feedback and reflection. 


Learning Principles 

  1. Students’ prior knowledge can help or hinder learning. 
  2. Students’ ways of organizing knowledge influence how they learn and apply what they know. 
  3. Students’ motivation determines, directs, and sustains what they do to learn. 
  4. Students develop mastery by acquiring knowledge and skills, practicing integration, and knowing when to apply what they have learned. 
  5. Students’ quality of learning is enhanced by goal-directed practice and targeted feedback. 
  6. Students’ developmental level interacts with the social, emotional, and intellectual climate of the course to impact learning. 
  7. Students must know how to monitor and adjust their approaches to learning to become self-directed learners. 

The teaching and learning in the program happen both at the conceptual/theoretical and practical levels. Academic staff teach students in lecture courses in either classroom-based on online mode. They design learning plans that reflect teaching-learning activities that promote active learning by making the students do the work. They use several student-centered teaching strategies that do away with them as constant source of information. The practical instruction, on the other hand, is done by providing students with structured clinical learning experience that is anchored on program outcomes.  

Assessment and Evaluation

The School bases its practice with the three central purposes of assessment: 

  1. Assessment as learning – students reflect on and monitor their progress based on the feedback of the academic staff (i.e., student-centered formative assessment); and 
  2. Assessment for learning – academic staff use inferences about student progress to inform their teaching (i.e., teacher-centered formative assessment); and 
  3. Assessment of learning – academic staff use evidence of learning to appraise student achievement of outcome, goals, and standards (i.e., summative assessment). 

Program Quality Assurance

The School submits its programs for external validation of quality through accreditation. The process of accreditation starts with self-evaluation of the program’s services, processes, and outputs. The results of the self-evaluation are peer-reviewed by external accrediting agencies. The BSN program commenced the journey towards accreditation when the Philippine Accrediting Association of Schools, Colleges, and University (PAASCU) conducted the preliminary survey visit in 2009. Subsequently, a candidate status was awarded to the program. From there, the School consistently worked towards full accreditation (Level I Accredited Status). Its Level II Reaccredited Status was granted in 2020 and Level III Reaccredited Status in 2021 after the commendable survey visit and very satisfactory compliance with the recommendations. This accolade was granted by the Federation of Accrediting Agencies of the Philippines (FAAP) upon the favorable recommendation of PAASCU.   

With this second to the highest level of accreditation, the BSN program enjoys the following benefits: 

  • full administrative deregulation; 
  • financial deregulation in terms of setting of tuition and other fees and charges; 
  • authority to revise the curriculum without CHED approval; 
  • priority in the awards of grants/subsidies or funding assistance from CHED;  
  • authority to offer new courses allied to existing level III courses without need for prior approval; 
  • privilege to offer new graduate programs; 
  • privilege to offer open learning/distance education; and 
  • privilege to offer extension classes and transnational education. 

Admission Criteria or Requirements to the Program

The School welcomes all interested students from any senior high school track as long as they pass the HAU College Entrance Exam or its equivalent as determined by the University’s Admission Office. 

Those wishing to take up BSN as a second degree, should contact the Admissions Office for assessment and crediting of comparable courses taken before. 

Retention Policies

Bachelor of Science in Nursing 

The following rules and standards of retention shall be strictly observed: 

  1. A student with a general weighted average of 75% or better qualifies for admission in the following semester. 
  2. Academic probation starts in the second-year level of students, and they will be placed under the individual program of study (IPOS). 
  3. Non-Admission to the Program (Out of the Program): 

  A student shall no longer be admitted to the program on the following grounds: 

  1. failing grades in more than 30% of the total academic load enrolled in during the preceding semester; and 
  2. failing the same major/professional subject for the third time. 
  3. All theoretical components and related learning experience (RLE) of the professional subjects must be passed. Failure in the theoretical component means repeating both the lecture and its corresponding RLE. 
  4. If a student passes the theoretical component but fails in RLE, the students will repeat RLE. 
  5. All absences in RLE in a particular semester must be completed prior to promotion to the next semester. 
  6. A student can be placed under probationary status only once. Otherwise, he will no longer be admitted to the program. 

Graduation Requirements

BSN students must complete a total of 5,508 hours of coursework including 357 hours of laboratory, and 2,703 hours of related learning experiences. They must also achieve have satisfactorily passed all professional and general education requirements prescribed by the university.


Career Opportunities

Client Care 

Graduates of the BSN program can be reasonably expected to use the nursing process in the performance of care for mothers and newborns, children and adolescents, adults and older persons, families, population groups, and persons with special needs in community or institutional settings. 


Leadership and Management 

Graduates of the BSN program can serve as first-level managers and leaders of nursing service units and health services and programs in public and private organizations.  



BSN graduates can engage in nursing and health-related research as co-investigators, data collectors and analysts, and support staff. They can evaluate studies and apply the research process in improving nursing care. 


Advanced Practice Nursing 

Graduates of the BSN program can pursue graduate studies to further enhance their knowledge, skills, and attitude. Beyond the beginning professional roles mentioned earlier, the Angelite nurses can pursue formal studies and training leading to advanced practice in the following areas: 

  • Ambulatory Care 
  • Cardiovascular Nursing 
  • Critical Care Nursing 
  • Diabetes Education 
  • Emergency Care Nursing 
  • Enterostomal and Wound Care Nursing 
  • Entrepreneurial Nursing 
  • Hospice/Palliative Nursing 
  • Nephrology/Renal Nursing 
  • Neurologic Nursing 
  • Nursing Informatics 
  • Oncology Nursing 
  • Orthopedic Nursing 
  • Telehealth Nursing 
  • Gerontological Nursing 


Organizational and Institutional Partners 

  • Angeles Medical Center 
  • Angeles District Jail 
  • Jose B Lingad Memorial General Hospital 
  • Dr. Amando L. Garcia Medical Center 
  • Angeles City Health Office 
  • St. Catherine of Alexandria Foundation Medical Center 
  • St. Raphael Foundation Medical Center 
  • Mariveles Mental Wellness and General Hospital 
  • Mother Teresa of Calcutta Medical Center 
  • The Medical City – Clark 
  • Filipino Nursing Diaspora Network 
  • Sun Moon University (South Korea) 
  • Kkotonggnae University (South Korea) 
  • University of Pennsylvania – School of Nursing 

Faculty Profile

The 25 full-time and one part-time academic staff are all professionally and educationally qualified to teach in the BSN program. The minimum educational qualification they possess is a master’s degree. The doctorally-prepared academic staff comprise about 42% and they possess academic ranks of either full professor or associate professor. The remainder of the staff are on different stages of doctoral studies from ongoing status to dissertation writing stage. 

In terms of professional work experience, they have substantially practice nursing before joining the Department to teach. Their significant clinical practice enrich the discussion of concepts as they provide relevant examples and real-life encounter of patients’ cases. 

 Organizations where faculty members hold leadership positions 

  • Association of Deans of Philippine Colleges of Nursing 
  • Association of Nurses in AIDS Care – Global Committee 
  • Central Luzon Health Research and Development Consortium – Ethics Review Committee 
  • Filipino Nurses United 
  • National Society of Parliamentarians – Health Systems Policy Desk 
  • Pampanga Research Educators Organizations 
  • Philippine National AIDS Council – Monitoring and Evaluation Committee 
  • Philippine Nurses Association 
  • Philippine Nursing Research Society 
  • Philippine Society of SRH Nurses Inc. 

 Extension Programs offered by the School 

  • Research Capability Building for JBLMRH-Nursing Service Office 
  • OBE Capability Building for Good Samaritan Colleges 
  • Prison Health Program with Bureau of Jail Management and Penology – Angeles City 
  • School Health Program with Angeles City District School System 
  • Community Health Program with Brgy. Manuali, Porac  

Department of Nursing’s Published Research

Author/s Bibliographic Details 
  • Angeles, Leonardo Jr.
  • Biag, Al D.
Angeles, L.S. & Biag, A. D. (2020). Testing the structural equation model of the influence of nurse’ spiritual well-being and caring behaviors on their provision of spiritual care to patients. Journal of Nursing Management. https://dpi.org/10.1111/jonm.13224
Biag, Al D. Biag, A. D. (2022). Testing the comparability and interpretability of the revised professional practice environment scale–Filipino version. Journal of Nursing Education and Practice, 12(6). https://doi.org/10.5430/jnep.v12n6p31 
  • Biag, Al D.,
  • Sarmiento, Philip Joseph D. 
  • Dela Cruz, Arlan E. 
  • Mangulabnan, Jefferson C. 

* Yang, Eun-Min  Kim, Jwakyum 

Mi Yang, E., Kim, J., Biag, A., Mangulabnan, J., Dela Cruz, A.E., & Sarmiento, P.J.D. (2020). A study on health and hygiene needs, strategies and well-being of an Aeta indigenous community in the Philippines using photovoice method. Asian Social Work and Policy Review, 14 (3). https://doi.org/10.1111/aswp.12203
  • Biag, Al D.
  • Belen, Vanessa L.
Biag, A. D., & Belen, V. L. (2021). Development and psychometric testing of a self-rated scale Based on National Nursing Core Competency Standards. Journal of Nursing Measurement. https://doi.org/10.1891/jnm-d-20-00049
  • David, Elvira
  • Biag, Al D.
David, E. & Biag, A.D. (2018). Towards the development of a Counselor-Principal Relationship Inventory. The Guidance Journal
Bondoc, Elmer D.Bondoc, E.B. (2018). Development of the e-learning readiness assessment tool and correlates of the factors with the profiles of nursing students. Philippine Journal of Nursing Education, 27
Bondoc, Elmer D.Bondoc, E.B. (2018). Comparing safekeeping practices in preventing microbial contamination of opened single-use ampules. Philippine Journal of Nursing, 88(2). 
  • Borrico, Carlo
  • Bondoc, Elmer D.
  • Darilag, Aldrin
Borrico, C., Bondoc, E. & Dariilag, A. (2019). Predictors of work motivation of nurse academic managers. Philippine Journal of Nursing Education, 28
  • Orte, Christian
  • Bautista, Regie
  • Borrico, Carlo Bryan C.
  • Neo, Junefaith
  • Parico, Aristotle
  • De Dios, Mary Ann
Orte, C. J. S., Bautista, R. A., Borrico, C. B., Neo, J. E. C., Parico, A. M., & De Dios, M. A. S. (2020). Comparative study on patient satisfaction on healthcare service delivery in selected private and government hospitals. Enfermería Clínica, 30, 47-51. https://doi.org/10.1016/j.enfcli.2020.07.010
  • Borrico, Carlo Bryan C.
  • Borrico, Corazon C.
  • Borrico, Leonardo P.
Borrico, C. B. C., Borrico, C. C., & Borrico, L. C. (2020). Work ethics of the proficient teachers: Basis for a district learning action cell (LAC) Plan. Asia Pacific Higher Education Research Journal, 7(1). https://po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1543/457
  • Borrico, Carlo Bryan C.
  • Borrico, Corazon C.
  • Borrico, Leonardo P.
Borrico, C. B. C., Borrico, C. C., & Borrico, L. P. (2020). Coping with menopause–Measures that women can take. Enfermería Clínica, 30, 38-41. https://doi.org/10.1016/j.enfcli.2020.07.008
Borrico, Carlo Bryan C.Borrico, C. B. C. (2019). Views about getting older as predictors to self-esteem of professionals nearing retirement. Enfermeria Clinica, 29, 63-66. https://doi.org/10.1016/j.enfcli.2018.11.021
Borrico, Carlo Bryan C.Borrico, C. B. C. (2020). Registered Nurses perception on Continuing Nursing Education. Asia Pacific Higher Education Research Journal, 7(2). https://po.pnuresearchportal.org/ejournal/index.php/apherj/article/view/1664/477
Borrico, Carlo Bryan C.Borrico, C. B. C. (2021). Job satisfaction, job stress, and trust in management as predictors to teacher's intention to quit. Asia Pacific Higher Education Research Journal, 8(2).
Calaguas, Noriel P.Calaguas, N. P. (2022). Divergent perspectives of Filipino PLWH, their partners, and care providers on sexuality after an HIV diagnosis: A Q-methodological analysis. Journal of the Association of Nurses in AIDS Care, 10-1097. https://doi.org/10.1097/JNC.0000000000000334
  • Calaguas, Noriel P.
  • Vance, D. E.
  • Comstock, E.,
  • Uja, U.
  • Caine, V.
Calaguas, N., Vance, D. E., Comstock, E., Uja, U., & Caine, V. (2022). Global voices of resilience: A kitchen table conversation. Journal of the Association of Nurses in AIDS Care, 33(2), 103-105. https://doi.org/10.1097/JNC.0000000000000327
  • Calaguas, Noriel P.
  • Consunji, PMP
Calaguas, N. P., & Consunji, P. M. P. (2022). A structural equation model predicting adults’ online learning self-efficacy. Education and Information Technologies, 1-17. https://doi.org/10.1007/s10639-021-10871-y
  • Calaguas, Noriel P.
  • Consunji, PMP
Calaguas, N. P., & Consunji, P. M. P. (2022). A structural equation model predicting adults’ online learning self-efficacy. Education and Information Technologies, 1-17. https://doi.org/10.1007/s10639-021-10871-y 
Calaguas, Noriel P.Calaguas, N.P. (2020). Factors affecting the intent to use HIV testing services for Filipino men who have sex with men: A structural equation model. Journal of the Association of Nurses in AIDS Care, 31(6), 621-631. https://doi.org/10.1097/JNC.0000000000000179
Calaguas, Noriel P.Calaguas, N.P. (2020). Disaster risk reduction: High time we address the education and practice gap. Journal of Health and Caring Sciences, (2)2. https://doi.org/10.37719/jhcs.2020.v2i2.lte001
Calaguas, Noriel P. Calaguas, N.P. (2020). Factors associated with condom use to prevent HIV infection: An online survey of Filipino men who have sex with men. Philippine Journal of Nursing, 90(2). https://drive.google.com/file/d/1KN5yozqalwC1aIXOK7AjbZuNhxLTtmkp/view
Calaguas, Noriel P.Calaguas, N. P. (2020). Predictors of condom use among gay and bisexual men in the Philippines. International Journal of Sexual Health, 32(3), 188-198. https://doi.org/10.1080/19317611.2020.1770392
Catu, Louie Roy E.Catu, L. R. (2021). Nurses’ Awareness, Perceived Knowledge, Attitude Towards and Barriers in Evidence-Based Practice (EBP). Journal of Health and Caring Sciences, 3(1), 3-17. https://doi.org/10.37719/jhcs.2021.v3i1.oa001
Catu, Louie Roy E.Catu, L. R. (2021). Perceived Social Support from Family, Friends and Spiritual Experiences as Correlates of Depression. Philippine Journal of Nursing, 91(2), 14-21. http://www.pna-pjn.com/pjn-january-june-2021-issue/
  • Garcia, Louigie L. 
  • Yap, John Federick C.
Garcia, L. L., & Yap, J. F. C. (2021). The role of religiosity in COVID-19 vaccine hesitancy. Journal of Public Health. https://doi.org/10.1093/pubmed/fdab192
  • Lumanlan, Paolo
  • Leynes-Ignacio, Jenny Rose
Lumanlan, P. T., & Leynes-Ignacio, J. R. (2018). Research needs of faculty: A case of one college of nursing in the Philippines. Advanced Science Letters, 24(7), 4790-4793. https://doi.org/10.1166/asl.2018.11201
Marquez, Precious Jean M.Marquez, P.J.M (2018). Hope and health-related quality of life in patients with cancer undergoing adjuvant therapy. Philippine Journal of Nursing, 88(2). 
Sarte, Crisa M.Sarte, C.M. (2020). Knowledge, practices, and attitude of university students towards the prevention of viral respiratory infection (COVID-19). Journal of Health and Caring Science, (2)2. https://doi.org/10.37719/jhcs.2020.v2i2.oa006
  • Sarmiento, Philip Joseph D. 
  • Yap, John Federick C. 
  • Espinosa, Kevin Aldrin G 
  • Ignacio, Ria P. 
  • Caro, Carisma A. 
Sarmiento, P.J.D., Yap, J.F.C., Espinosa, K.A.C., Ignacio, R.P., & Caro, C.A. (2020). The truth must prevail: Citizens’ rights to know the truth during the era of COVID-19. Journal of Public Health.  https://doi.org/10.1093/pubmed/fdaa240
  • Yap, John Federick C. 
  • Garcia, Louigie L. 
  • Ramilyn A. Alfaro
  • Sarmiento, Philip Joseph D.
Yap, J.F.C., Garcia, L.L., Alfaro, R.A., & Sarmiento, P.J.D. (2021). Anticipatory grieving and loss during COVID-19 pandemic. Journal of Public Health. https://doi.org/10.1093/pubmed/fdaa258
  • Yap, John Federick C. 
  • Garcia, Louigie L.
  • Yap, Leizel D. 
Yap, J. F. C., Garcia, L. L., & Yap, L. D. (2021). Death and dying during COVID-19: The role of health care workers. Journal of Public Health. https://doi.org/10.1093/pubmed/fdab318