Curricula

Relevant subject benchmark statements and other external and internal

Expected Learning Outcomes of the MSN 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

Program Educational Objectives

An Angelite MS in Nursing graduate is expected to:

1. Demonstrate advanced knowledge and skills in adult health nursing, community health nursing, mother and child nursing, psychiatric/mental health nursing, and nursing administration for professional practice, self-directed research, and lifelong learning.
2. Apply the concepts, theories, and research evidence in nursing for advanced and independent practice.
3. Work with substantial degree of independence that involves leadership in the chosen specialization (i.e., adult health nursing, community health nursing, mother and child nursing, psychiatric/mental health nursing, and nursing administration)

Program Outcomes

After finishing the program, the students will be able to:

1. Examine the concept of caring as an essence of nursing.
2. Develop programs and policies that impact population health locally and globally.
3. Articulate understanding of nursing knowledge and knowledge from various disciplines as a means of these expressions.
4. Integrate evidence-based methodologies to address complex health problems and ensure optimal care.
5. Engage in professional collaboration across professions, care team members, patients, families, communities, and other stakeholders.
6. Demonstrate reflective practice that fosters personal growth, lifelong learning, and leadership opportunities.
7. Apply quality improvement and safety principles in fulfilling nursing functions in any setting.
8. Project a professional identity that reflects nursing’s characteristics and values.
9. Conduct research that informs nursing discipline, impacts best practice, and influences policy.

Institutional Student Learning Outcomes and Performance Indicators

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

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

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

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.

Program Quality Assurance

The program conforms to Holy Angel University’s pursuit for academic excellence, hence its administrators shall continuously strive to do better. To achieve this, the programs is subjected to accreditation and ISO certification.

Aside from institutional quality assurance initiatives, parallel program-based initiatives are carried out. The Graduate Program Coordinator facilitates the annual program audit in terms of learning plans updating, outcomes evaluation, and collegial instructional supervision. The Program Advisory Council, which serves to provide the School with inputs from stakeholders, will be regularly convened for the purpose of program improvement.

All these program and institutional level initiatives are anchored on the University’s Quality Policy, to wit:

We all about our students!

Holy Angel University is committed to the holistic development of students through education, research, extension, and administrative services that conform to global standards of quality, comply with local and international statutory and regulatory requirements, and abide by the University’s Catholic foundation.

The University’s senior management regularly reviews and validates all programs, services, and processes for the improvement of its quality management system. This quality management system shall be communicated, implemented, and supported by the entire organization and other interested parties.

The MSN program was first offered by the HAU Graduate School of Nursing in 2011. The University submitted the program to quality assessment which received candidate status from the Philippine Association of Colleges and Universities-Commission on Accreditation (PACUCOA) in 2014. After a successful validation visit, PACUCOA granted Level I accredited status to the program in 2017. In that year, the Graduate School of Nursing was also functionally integrated with the College of Nursing and Allied Medical Sciences, thereby transferring program administration to the latter.

Graduation Requirements

• General Weighted Average of 2.00 or better in all subjects taken
• Completion of 39-42 units of the prescribed courses
• Passing the written comprehensive examination
• Publication in peer-reviewed journals
• Successful defense and submission of bound copies of thesis

Curricula

Faculty Profile

The 12 members of the academic staff are assigned to teach their respective MSN courses based on their professional and educational qualifications. The Department also considers the extent of work experience and areas of nursing practice of the faculty in the commission of teaching loads. Nurse clinicians are delegated to relevant courses that teach clinical nursing specializations while those with extensive leadership and management portfolio are assigned to courses in nursing administration major.

Most members of the academic staff are recognized as leaders in the Philippine nursing community as evidenced by their current and past involvement as officers and consultants in some of the national and international nursing organizations. These organizations include the Philippine Nurses Association (PNA), Philippine Nursing Research Society (PNRS), Association of Nursing Service Administrators of the Philippines (ANSAP), and Association of Deans of Philippine Colleges of Nursing (ADPCN). The academic staff also maintain active membership in professional organizations which are involved in graduate or advanced education, research, and global practice of nursing such as the Philippine Association for Graduate Education (PAGE), International Network for Doctoral Education in Nursing (INDEN), Philippine Statistical Association (PSA), Research Advisory Network of the International Confederation of Midwives (RAN-ICM), and Sigma Theta Tau International Honor Society of Nursing (STTI).

The academic staff’s expertise in the different nursing areas of administration, practice, community health, and research are highly sought and valued. The academic staff members render consultation work, peer review, module and practice manual development, and in-service training for professional staff development. A number of them are also involved in quality assurance by serving as assessors/evaluators for CHED and accreditors for accrediting organizations.

COMMUNITY SERVICE/EXTENSION

1 . Research Capability Building for JBLMGH-Nursing Service Office

Research enables nurses to identify the best evidence for clinical practice that improves patient outcomes. Nursing research, in particular, has an immense influence on the current and future professional nursing practice. The current practice setting, though, does not provide an opportunity for nurses because research is typically not among the responsibilities of frontline and bedside nurses. While the clinical setting is a rich source of researchable nursing problems there is limited capability of the human resource that is expected to carry out the task of subjecting these problems under a rigorous research process. The nursing academia, on the other hand, is a recognized seedbed of research because of the scholarship produced by its advanced studies-prepared nurse educators. The inherent strength of the academic setting in research will complement the need for capability building of nurses in the practice setting so that they can take the opportunity of developing evidence-based nursing practice and evidence-informed healthcare policies.

It is from these foregoing premises that the extension service of Holy Angel University

School of Nursing and Allied Medical Sciences to Jose B. Lingad Memorial General Hospital (JBLMGH) is based. Under the term of joint undertaking, the nursing professors act as the mentors of staff nurses who were identified to have the potential of becoming nurse researchers. The first batch of nurses forms part of the critical mass of nursing staff trained on all facets of the research process. They are mentored every single step of the way from conceptual, design and planning, empirical, analytic, and dissemination phases. The first two phases are covered in the first part while the last three phases are included in the second part of the capability-building program.

2. Outcomes-Based Education Capability Building for Good Samaritan Colleges Faculty

          This extension program aims to build the capability of college faculty of Good Samaritan Colleges in designing and adopting outcomes-based education as framework for their teaching. The expertise and experience of HAU-SNAMS academic staff on outcomes-based teaching and learning are shared with the faculty members of Good Samaritan Colleges through a mentoring approach.